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Lecture notes, cheat sheets
General foundations of pedagogy. Cheat sheet: briefly, the most important
Directory / Lecture notes, cheat sheets Table of contents
1. SUBJECT OF PEDAGOGICAL SCIENCE Branch of pedagogy is one of the most ancient and has its beginning along with the beginning of the existence of society. Only thanks to the development of the industrial, spiritual and social aspects of society and the transfer of experience to their descendants, it became possible to talk about social progress. The more experience mankind accumulated, the more difficult it became to pass it on to offspring; now, in order to transfer experience, specially organized education is needed, which would purposefully transfer the experience of mankind to the younger generation. The most important prerequisite for the development of society was education and upbringing, which became an inalienable need of society. At a certain point in the development of society, education began to be carried out as a social function, that is, as a social function. e. There are special educational institutions, there are people whose profession is to teach and pass on the experience accumulated by mankind. The term "pedagogy" originates from Ancient Greece, and this concept is defined as the science of education. Then the teacher was a slave who was obliged to look after the children of the master, to accompany them to school. Literally, a teacher, and then peydagogos (peyda - child, gogos - news) meant "schoolmaster". And only much later, people who taught children and were also directly involved in their upbringing began to be called teachers. Consequently, it is from this word that pedagogy got its name as the science of education. Pedagogy as an independent science was singled out in the XNUMXth century. from a number of philosophical sciences. Thus, pedagogy has become an independent discipline with its own subject and object of study. Traditionally for that time, pedagogy is defined through education. Yu.K. Ba-bansky defined pedagogical science as the science of education, and called the education of society its function. B.T. Likhachev believed that the function of pedagogy is certain laws of the process of education. But V.P. Bespalko believes that pedagogy is a science that has accumulated experience in transferring the knowledge of mankind and methods of educating a new generation. But V. Bezrukova notes that the subject of pedagogy is educational relations that ensure the development of mankind. All opinions differ from each other, but only in one they are similar: pedagogy is the science of education. But already at the end of the XX century. pedagogical science has become the main category of education. Consequently, the subject of pedagogy is education as a real holistic subject, which is purposefully organized in special social institutions, such as the family, educational institutions, cultural and educational institutions. Thus, pedagogy as a science was formed in the XNUMXth century. from a number of philosophical sciences. The science of upbringing began to pay more attention to education, so pedagogy began to act as a science that studies the essence, patterns of the pedagogical process (education) as a factor and means of human development throughout his life. 2. CATEGORIES OF PEDAGOGY The categories of any science include the most capacious, as well as general concepts that reflect the essence of this science, and, of course, its formed and typical properties. In every science, categories play a leading role; they intertwine all scientific knowledge and, as it were, build them into one whole. So for pedagogy there are categories: education, upbringing, training, development. Education - this is a purposeful formation of a personality based on the formation of the following concepts and qualities: a certain attitude to objects, phenomena of the surrounding world; worldview; behavior as a manifestation of relationships and the prevailing worldview. There are various types of education: mental, moral, physical, labor, aesthetic, etc. Pedagogy, as a science, explores the essence of education itself, its laws, trends, development prospects, education technology, content, forms, methods, principles. But the development of each person is carried out through education. Development - this is a consistent process of internal changes in the physical and spiritual forces of a person. There are several types of development: physical, mental, spiritual and social. The most important function of education is the transfer of the experience accumulated by mankind to a new generation. But it is transmitted through education. Of all the known categories, education is the most ambiguous. It can mean an end, a means, an activity, a result, a trend, etc. Therefore, education is the process and result of a person's assimilation of the experience of generations in the form of a system of knowledge, skills and abilities. From another position, education is defined as a social institution, the development of which is associated with various factors, as well as with the conditions for the existence of society. Consequently, education - this is an organized system of external conditions that is created in society for the development of man. Through specially created educational institutions, a person develops using the process of mastering experience and its reproduction, with their help, a person is included in the system of socially acceptable norms and approved patterns of existence. There is general and special education. General education provides the foundation of knowledge, skills and abilities for special education. Both general and special education can be primary, secondary and higher. The modern understanding of education is revealed in the Law of the Russian Federation "On Education" of 1992. In education, the process of direct transfer of knowledge, skills and abilities is distinguished - this is training. Training - this is a direct transfer of knowledge, skills and abilities in the interaction of a teacher and a student. The learning process includes two parts: teaching, when knowledge and skills are transferred, and teaching, when the received information is comprehended. In the implementation of all categories, people enter into certain relations among themselves, which are called educational relations. Educational relations are relations between people aimed at human development through upbringing, education and training. Thus, the following categories are distinguished in pedagogy: upbringing, training, education and development. Interacting with each other, they are aimed at human development. 3. TASKS OF PEDAGOGICAL SCIENCE There are two types of tasks of pedagogy: scientific and practical tasks. Scientific tasks are aimed at theoretical research in the field of pedagogical science, and practical ones carry out the education and upbringing of students in the process of education and upbringing. The main task of pedagogy is the task of implementing patterns in the areas of education, management of educational and educational systems of education. Patterns in pedagogy are associated with deliberately created, as well as existing conditions and the result obtained. The obtained results are such concepts as education, upbringing, development of the student's personality. Also, the tasks of pedagogical science include the task of studying and generalizing the practice and experience of pedagogical activity. Professional educational work is creative, therefore, each teacher-practitioner has his own methods of influencing students. Many practicing teachers create new pedagogical technologies, but not a single technology can be proposed without a theoretical justification. The role of pedagogical science is to penetrate the pedagogical technology of the innovative teacher and offer it to teachers for the further use of this technology in education. Another task of pedagogical science is the task of developing new methods, means, forms, systems of training, education, management of educational structures. In pedagogy, a new concept has appeared - pedagogical innovation. Since in our country there are no laws that would allow assigning copyright to the developers of pedagogical discoveries, there are attempts to create conditions for the transition to legitimizing authorship of the products of pedagogical creativity. Another important task of pedagogical sciences is the forecasting of education for the near and distant future. Without forecasting, it is impossible to manage pedagogical policy, improve pedagogical activity, the management system, and monitor the education economy. The pedagogical system simultaneously functions and develops. Consequently, there is a need to manage both the functioning of the pedagogical system and its development. Another important task is to implement the research results into practice. If new pedagogical research is not introduced into practice, then the principle of the development of pedagogical science will be violated. The task of pedagogical science is to develop the theoretical foundations of innovative processes, rational connections between theory and practice, the interpenetration of research and practical activities. Thus, we have identified a number of tasks of pedagogical science that will allow science to study patterns, develop new technologies, learning models, improve learning, analyze the pedagogical experience of teachers, look for the shortest ways to introduce new innovative developments, predict the educational structures of the future. 4. RELATIONSHIP OF PEDAGOGY WITH OTHER SCIENCES No science can exist in a vacuum. The study of many pedagogical problems requires an interdisciplinary approach, for example, data from other human sciences, which in general gives the most complete picture of what is being studied. Pedagogy is closely related to psychology. There are several communication nodes between them. The main thing is the subject of study of these sciences. Pedagogy studies legislation personality management and psychology - the laws of development of this personality. And the development of the psyche is nothing more than the upbringing, education and training of the individual. Another important node is the commonality of research methods of pedagogy and psychology. Numerous scientific tools of psychological search also serve with great success to solve various pedagogical problems. Such tools include psychometrics, pair comparison, psychological tests, questionnaires, etc. Pedagogy also uses psychological knowledge to explain, identify, systematize pedagogical facts. For example, the results of pedagogical activity are studied using tests, questionnaires, etc., which is a kind of psychological diagnostics. Pedagogical and developmental psychology is a link, as it were, a bridge between the pedagogical and psychological sciences. Another discipline with which pedagogy is closely related is physiology. In order to understand the mechanisms of control of the physical and mental development of a student, it is necessary to know the laws of the life of the organism as a whole, its individual parts, and functional systems. For example, knowledge of the patterns of development of higher nervous activity helps pedagogical science to select the right developing, teaching technologies, as well as tools to achieve the optimal result of personality development. The data obtained with the help of sociology make it possible to more deeply comprehend the problems of the socialization of the individual. For example, the results of sociological research are a good basis for conducting professional orientation activities, compiling a base for student leisure, etc. Since pedagogical science originates in the philosophical sciences, the connection between these disciplines is obvious. Philosophical knowledge is the basis for understanding education and upbringing in the modern system of pedagogical sciences. Cybernetics opens up new opportunities for pedagogy to study the processes of education and training. Using the data obtained with the help of cybernetics, pedagogical science develops patterns, methods and mechanisms for managing the educational process. Summing up the interdisciplinary connections, it should be noted that not only the listed sciences, but also many other disciplines are very actively used in pedagogical research: jurisprudence, economics, computer science, statistics, ecology, ethnography, ethnology, history, technical sciences. Each of the listed sciences helps the harmonious, rapid development of pedagogical science both in general and in its individual areas. 5. METHODS OF PEDAGOGICAL RESEARCH Currently, pedagogical research is carried out using a variety of methods: - pedagogical supervision; - research conversation; - study of school documentation; - study of the products of students' activities; - pedagogical experiment; - study and generalization of the experience of teachers-practitioners and teachers-innovators; - sociological research methods; - methods of mathematical statistics; - theoretical analysis of pedagogical ideas, etc. Let us consider some of these methods of pedagogical research. Pedagogical supervision. This method is used quite often, in almost any pedagogical research. This is obvious, since any pedagogical phenomenon must be observed in order to accumulate and fix the material that is necessary for further work. Research conversation. Using this method, scientists identify the attitude of both pupils and educators to certain methods of work, which later helps to correct these methods and get a better result. The study of school documentation and the productive activities of students is aimed at studying school documentation and products of school activities. pedagogical experiment. The essence of this method is to test the developed theories and hypotheses in the created conditions. If the hypothesis or theory gives a positive confirmation in practice, the researcher gives the appropriate theoretical generalizations and conclusions. Depending on the tasks set, there are several types of experiment: - ascertaining - carried out at the beginning of the study; - creative and transformative - it lies in the fact that scientists develop research hypotheses; - control - this method is based on checking the results and summarizing; - natural - occupies a special place in the methodology of pedagogical research. This method consists in the fact that the analyzed object or phenomenon is studied in the environment familiar to the subject, without disturbing the normal course of activity of either the teacher or the student. The study and systematization of the pedagogical experience of innovators. This method is based on the study and analysis of the work of the best schools and teachers who successfully carry out training and education. We are talking about the fact that pedagogy does not always know something that can only be approached empirically, that is, empirically. If these innovations are not generalized and a theoretical basis is not laid under them, they will remain the property of one teacher. The method of mathematical statistics is used to analyze the actual result obtained during the research process. Theoretical analysis of pedagogical ideas makes it possible to make scientific generalizations in important areas, on issues of education and upbringing, as well as to find new patterns where they cannot be identified using empirical methods of research. Summing up, we can say that all pedagogical research is aimed at obtaining the desired result, in order to achieve the set hypothesis, and various methods are used for a more accurate study. 6. SYSTEM OF PEDAGOGICAL SCIENCES The level of development of any science can only be judged by its research, as well as by the variety of connections of this science with others, due to which borderline scientific disciplines arise. Consider the sciences included in the system of pedagogical sciences. General pedagogy. This science explores the basic patterns of education. History of Pedagogy. This science studies the development of pedagogical science in different historical eras. Comparative Pedagogy. It explores the patterns of development, functioning of educational systems in different countries as a result of comparison and comparison, finding similarities and differences. Age pedagogy. It studies the features of personality development at different age stages. Depending on age characteristics, pre-pre-school, pre-school pedagogy, secondary school pedagogy, secondary special education pedagogy, higher school pedagogy, vocational education pedagogy, adult pedagogy are distinguished. Special Pedagogy. It develops methods, forms, principles of upbringing and education of people with deviations in physical development. Special pedagogy, also called defectology, is divided into a number of branches: deaf pedagogy (working with deaf and deaf-mute people), typhlopedagogy (working with blind and visually impaired people), oligophrenopedagogy (working with mentally retarded children), speech therapy (working with children who have there is a speech disorder). Methods of teaching various disciplines. This branch of pedagogy contains specific patterns of teaching specific disciplines, such as mathematics, computer science, literature, etc. Professional Pedagogy. It studies patterns, theoretical justifications, develops principles, technologies for educating a person who has chosen a specific professional activity. Vocational training differs from general education in that it is aimed at revealing the labor potential of a person, aimed at mastering a particular profession. The development of professional potential is possible with the help of professional education, vocational education and training. Depending on the professional orientation, engineering, military, and medical pedagogy are distinguished. Social Pedagogy. It contains developments, both theoretical and practical, in the field of extracurricular education of children. To achieve this goal, educational institutions are being created, such as clubs, sports sections, circles of various directions, etc. These institutions are aimed at raising the level of personality culture, its development, and the manifestation of creative abilities. Correctional labor pedagogy. It contains patterns of work with persons who are imprisoned for committing a crime. Comparative Pedagogy. She analyzes the educational and educational institutions of various countries, finds their similarities and differences for further improvement. Medical pedagogy. It is aimed at developing methods and principles for teaching sick children. Integrated training methods are being created in a sparing mode during the treatment process. Thus, pedagogy consists of various pedagogical systems aimed at achieving all categories of pedagogical sciences. 7. PROFESSIONAL PEDAGOGY Professional pedagogy studies the laws, principles of work, technology of upbringing and education of a person aimed at a specific professional field of activity. Any professional activity is characterized through a system of special concepts: - production forces; - worker (worker); - profession (specialty); - personal labor potential; - professional education, education, training; - professional education. The productive forces are an integral part of social production, which includes the subjects of labor - people and objects of labor - means. Students in the learning process are preparing to become a productive force. In order to perform this function, they must be sufficiently prepared. Vocational training differs from educational training in that it is aimed at developing the labor potential of a person. In the process of vocational training, a person acquires certain qualities to perform work in this profession. Personal potential of an employee - this is his level of general and professional development. Personal potential includes: - psychophysiological potential - the degree of physical development that ensures the successful performance of labor functions; - qualification potential - the degree of knowledge, skills and abilities, allowing to perform a specific professional activity; - socio-pedagogical potential - the degree of civic consciousness, attitudes towards work and profession, which contribute to improving the efficiency of work performance. The development of personal potential can be achieved through vocational education, vocational education, vocational training. The professional development of an employee is the process of professional self-education, self-development, self-training, aimed at developing personal potential. In the course of performing professional activities, there is an increase in the professional skills of the employee. professional excellence - these are personality traits that allow you to acquire and improve knowledge, skills, as well as elements of creative activity. The training of professional personnel is carried out in the system of vocational education according to the levels of professional activity: qualified workers, specialists with secondary specialized education, specialists with higher professional education, candidates of sciences and doctors of sciences. In addition to basic vocational education, there is a system of additional vocational education that provides advanced training, retraining or additional training for employees. Thus, professional pedagogy is aimed at revealing the patterns of professional education, which differs significantly from educational training, and is aimed at mastering specific knowledge, skills and abilities for their application in a specific professional activity and improvement of this activity. 8. FUNCTIONS OF THE SOCIAL INSTITUTE OF EDUCATION Education is understood as a stable form of organization of social life and joint activities of people. Education has not always existed as a separate social institution. For example, it was not in a primitive society where there were no schools at all. And for the first time this institution appeared in a pre-industrial society. Only after the French Revolution in industrial societies did education become a separate social institution and ceased to be elitist and acquired a mass, democratic, accessible to many character. Since education is a social system that has its own structure, its main elements can be identified as educational institutions as social organizations, social communities, these are teachers and students, the educational process as a type of socio-cultural activity. There is a person inside the education system, he is influenced by moral, aesthetic, intellectual and physical development. This can be explained by the fact that the leading function of education is a humanistic function. The concept of socialization as a function of education is the inclusion of a growing person in society, and today it has been expanded to the level and inclusion of the individual in the worldview of space. Another of the most important functions of education is the function of consolidating and reproducing social relations, maintaining the stability of the social structure of society. As long as the society is stable and protected, its reproduction satisfies the majority of the population, then the content of education is the norms and values of this society. The regulatory function of education lies in the functioning of social institutions and ensures the regulation of relationships between members of society by creating patterns of behavior. As a result of this, a person's behavior becomes predictable, a person expects and knows what to expect from the people around him. Integrative function of education is the rallying of social groups among themselves, which occurs under the influence of norms, rules, sanctions and systems of roles. In society, the function of activating social movements is increasingly encountered, this is due to the fact that in society an increasing number of achievable statuses are due to education. The functions of the Institute of Education are divided into: - open - the tasks of mastering knowledge, skills, socialization; - latent - the reproduction of social inequality. Another function that education performs is it's social selection. This function is characterized by the receipt by each individual of his own education, which is not the same for the entire population. The consequence of this is the certification of established samples, the occupation of appropriate places in production, the division of labor, etc. The social structure of education acts as the formation of a person's ability to be mobile, dynamic, acquiring a device, mainly not based on traditions, but in dynamic development and self-realization. 9. PEDAGOGY: SCIENCE AND PRACTICE There are many definitions of pedagogy, which is a science both modern and ancient, is widely used in practice, is recognized and constantly increases its value. If we summarize everything that is known about pedagogy and combine it into a single whole, then we can say that this is a science: - humanitarian, i.e. about a person; - public, that is, about society and human life in it; - socially oriented, that is, it considers the formation, improvement of people and society and monitors the continuous process of transferring knowledge from generation to generation; - original, i.e. the science of upbringing, education, training, development and self-improvement as the main ways of transferring experience from generation to generation; - practical, that is, the science of ways and means of solving the problems of upbringing, training, education, development, self-improvement in a single pedagogical process; - socially expressed - it is needed by society, actively responds to the satisfaction of people's needs; - is necessary for any person for his preparation for life, self-development, self-regulation, self-improvement in it; - it is necessary for all people so that the social environment is favorable for the development of life; - general age, as it is necessary for all people without age qualification for development and self-development in society; - general professional, as it is necessary for representatives of all professions; - humane, as it reveals the need for a benevolent, tactful, trusting attitude towards a person, assisting him in his preparation; - democratic, as it is focused on building the work of all people on the basis of equality; - effective, as it develops more successful forms for achieving success in training, upbringing, education, training, development; - reliable, as it relies on the experience of all generations. The very word "Pedagogy" is used in four different senses: - as a phenomenon of life, in other words, as a process of real learning, education, development, self-development of people in educational institutions; - as a science, in other words, consists in studying the pedagogical phenomenon and developing ways to optimize them in the interests of the individual and society; - as an academic discipline that contains all the achievements of pedagogical science and shows their direct application in practice; - as a pedagogical practice that shows how to correctly translate pedagogical experience and knowledge into direct work with people. As a science, pedagogy is a sphere of human cognitive activity and a form of social pedagogical consciousness, which are focused on the knowledge of pedagogical activity, the improvement of systems of reliable knowledge about it in order to effectively practice the upbringing, education, training, development of people of all ages and groups, helping them in their full life. self-realization, and society - in building a civilized life of citizens, development in a prosperous future. Thus, it can be summed up that pedagogy is aimed at studying the experience of mankind and passing it on from generation to generation, which leads to the development of man. 10. FORMATION OF PEDAGOGY IN RUSSIA The emergence and initial development of pedagogical thought on the territory of Russia was influenced by the tasks and problems associated with the emergence of statehood, the development of national identity and culture, means and methods of management, and the need to protect against enemies. In the course of their solution, a peculiar mentality of Russians, their psychology, a system of life values, and the upbringing of young generations were also formed. Since the XNUMXth century domestic pedagogy began to experience a noticeable influence of the West, but did not lose its original features, and the work of many outstanding Russian humanists and teachers often outstripped foreign achievements. In the "Tale of Bygone Years" dated 988, it was noted that in order to spread written culture, Prince Vladimir took measures to create Christian schools. Justifying the expediency of teaching people to read and write, Prince Yaroslav the Wise (978-1054) wrote: "Great is the benefit of book teaching." He initiated the creation of the first library at the St. Sophia Cathedral built in Kyiv. Abundant finds of birch bark letters in Novgorod testify to the wide spread of literacy in Russia in the XNUMXth-XNUMXth centuries. and active correspondence between residents. In the XI-XII centuries. Svyatoslav's "Izbornik" appeared, which contains instructive extracts from the works of Socrates, Democritus, Aristotle and the prince's own pedagogical texts. By the same time, an outstanding pedagogical document - "Teaching Prince Vladimir Monomakh to Children", which contained advice that the author, as he himself noted, addressed to everyone who learns to read, that is, who wants to learn. The "Instruction" says that it is necessary to love and defend one's Motherland, to show responsiveness to people, to help orphans and widows, to be respectful and respectful to elders, kind to peers and children, and diligently learn to read and write. In the XNUMXth century Epiphany Slavinetsky the work "Citizenship of Children's Customs" was written, which set out the rules for the behavior of children in the family, school and public places. Simeon of Polotsk (1629-1680) did a lot at this time for the development of national pedagogy. In 1667 he was appointed educator of the royal children. Under his supervision, the future Peter I was brought up. He drafted the Slavic-Greek-Latin Academy, which was opened in 1687 and played a significant role in the development of education in Russia. Polotsky opposed the revived predetermination of human development and assigned the main role to parents and teachers. A significant contribution to the development of pedagogy in Russia was made by M.V. Lomonosov. His ideas were recorded in a number of his books, such as "Rhetoric" in 1748, "Russian Letter" in 1755 and many others. Also left a noticeable mark in Russian pedagogy N.I. Novikov. Since the XNUMXth century teacher training begins. Summing up what has been said, we can say that such scientists as S. Polotsky, N.I. Novikov, M.V. Lomonosov, L.N. Tolstoy. Starting from the XVIII century. in Russia began to open special educational institutions for the training of teachers: from seminaries to pedagogical institutes. 11. ORGANIZATIONAL FORMS OF TRAINING Forms of education, as in education, - this is the ordering by the teacher of both the entire system of the educational and pedagogical process, and its organizational units. According to the peculiarities of the organization of the training system, they distinguish: individually organized training, individual-group training, class-lesson training, Bell-Lancaster (high school students teach younger ones), Batovo (first class-group classes, and then individual), Mannheim (classes by groups with different learning abilities), the Dalton Plan (a system of learning for individual programs), the Trump Plan (lectures in groups of 100-150 people), in open schools, ungraded classes, various models of author's schools, etc. When the organization of the educational and pedagogical process in the form of classes following one after another is considered, groups of classroom and extracurricular, planned and additional, group and individual classes are distinguished. Although we are used to talking about the forms of education, they are correctly called forms of the educational and pedagogical process. This means that they are built correctly when they are pedagogically filled with everything included in the pedagogical square and perform pedagogical functions: - basic - training; - accompanying - educational, educational, developing; - additional - organizational, activating, guiding learning in the classroom and after them. The significance and severity of these functions in different educational and pedagogical processes are not the same: the educational function in each acts as the main, systematizing one; educational is no less important in an educational institution, but can be minimized, for example, when training employees of an enterprise or during initial vocational education; educational and developmental must always be present, but their effectiveness may be reduced, for example, due to the short duration of training in the workplace, during retraining and advanced training. They can be implemented differently in different forms of organization of the educational and pedagogical process: some functions in certain forms act as the main ones, and in others - auxiliary ones, and vice versa. However, increasing the effectiveness of classes in any form is associated with the desire and ability of the teacher to implement the maximum number of functions, which is initially expressed in the clarity of setting goals, subordinating the content, organization and methodology of the lesson being prepared to them. All forms in their structure have an introductory, main and final part. In the introductory part, the presence of students, their readiness for the lesson is checked, the topic, purpose, tasks and general organization of the lesson, methods of action on it are announced. The main part is the presentation and development of the questions that make up the content of the lesson, the final part is the answers to questions, checking the assimilation of the material, additional explanations, assessments, tasks for students for independent work and preparation for the next lesson. In different forms, these stages may differ. 12. DOMESTIC PEDAGOGY Time from the beginning of the XVIII to the beginning of the XX centuries. can be considered the era of the formation and development of education in Russia and domestic pedagogy. The reforms of Peter I made it possible to open the experience and achievements of Western European sciences to Russian pedagogy. At this time, supporters of the complete transfer of foreign experience into Russian pedagogy began to appear. But there were also "Slavophile teachers" who were categorically against continuity from Western education. These two directions competed for the next two hundred years, until 1917. A great contribution to the development of national pedagogy was made by Mikhail Yurjevich Lermontov (17111765). He was the first to look for a connection between the progress of Russian experience and the development of science and education. It was on his project that the first Moscow University was opened in 1755, the number of gymnasiums was increased, and teaching in Russian was introduced. Mikhail Yuryevich himself wrote a large number of textbooks, worked to improve the conditions for the training of domestic scientists. Vasily Nikolaevich Tatishchev (1686-1750) was known in Russia for the creation of the Academy of Crafts, craft schools teaching mechanics, metallurgy, the organization of mining and factory schools in the Urals, formulated the principles for teaching schoolchildren various "skills", introduced practical classes at a certain stage of general education and taking into account inclinations and opportunities for children in choosing a profession, became one of the founders of vocational education in Russia. Ivan Ivanovich Betskoy (1704-1795) in 1763 introduced school reforms to Catherine II, in which he introduced changes based on the works of J. Locke, J.J. Russo, K.A. Helvetia. The basis of these changes was the training of a person, a citizen, and not a professional, so training was given secondary importance. Nikolay Ivanovich Novikov (1744-1818) was one of the first to publish pedagogical journals and books in Russia, and did a great deal of educational work. He was the first in Russian pedagogical literature to call pedagogy a science. Konstantin Dmitrievich Ushinsky (1824-1870) became the founder of scientific pedagogy in Russia, his scientific heritage still plays a big role in the work of practicing teachers. Nikolai Ivanovich Pirogov (1810-1881) was an outstanding surgeon, teacher, public figure, connected his pedagogical creed with criticism of class education and the gap between school and practice. Leo Tolstoy (1828-1910) was engaged in pedagogy for fifty years of his life. He paid much attention to the primary education of children, acted as an innovative teacher. We have listed only a few well-known names in Russian pedagogy; V.S. Vakhterov, who developed the theory and methodology of developmental education, V.I. Vodovozov, who developed ways to reform education, Ya.S. Gogebashvili - the founder of pedagogy in Georgia, Kh. Abovyan - the founder of Armenian democratic pedagogy and many others who left a big mark on pedagogy. 13. GOALS AND OBJECTIVES OF PEDAGOGY The main goal of pedagogy consists in the comprehensive development of the civilized realization of each person in the life and development of society on the basis of scientific knowledge of pedagogical reality, the development and implementation of effective measures to improve it. The main tasks of pedagogy are related to the specification of ways to create an effective pedagogical system that meets the main goal of pedagogy. These include: - study of pedagogy, its development and use in society; - development of methods of pedagogical knowledge; - creation of a general scientific picture of pedagogical reality, which will satisfy the needs of a given society, the life and work of members of this society; - conducting global research on topical issues of pedagogy; - the development of the pedagogical movement in society to maintain its pedagogical sphere in a state that will ensure the harmonious life of each member of society; - development of an expanded multi-level system of pedagogical work in society and its structures for the successful transfer of experience to a new generation; - pedagogical assistance to the formation and improvement of the personality of citizens; - development of systems for the functioning of pedagogical institutions and increasing their efficiency in accordance with the requirements of modern times; - development of modern methods, forms, means, technologies for solving the problems of upbringing, training, education, assistance in the self-realization of the new generation; - development of differentiated pedagogical systems for working with children of different age groups; - development of topical themes of different types of education, for example, civic, moral, democratic, as well as other problems put forward by the dynamics of the life of modern society and mankind; - foreseeing the pedagogical consequences of changes taking place in society, government decisions; - development of questions of management of pedagogical systems and pedagogical activity; - development of systems for professional and pedagogical training of managers, responsible officials, practitioners, enterprises whose activities are included in the pedagogical system; - participation in international pedagogical projects, exchange of information, study of foreign pedagogical experience, pedagogical work; - training of scientific-pedagogical and pedagogical personnel. When solving the above tasks, the main goal of pedagogy is achieved, while its main functions are realized: social, scientific and developmental, cognitive, diagnostic, prognostic, design and constructive, organizational and methodological, practical and transformative, integrating, professional and pedagogical, educational and educational, pedagogical-organizing. Pedagogy is a social science that has a social purpose, is designed to determine the needs of life, determines its interests, efforts, organization. The main mission of pedagogy is transformative, progressively productive, improving life and the future, and the transfer of experience from generation to generation is just the basis for this. 14. OBJECT OF PEDAGOGY As a science, pedagogy is a sphere of human cognitive activity and a form of social pedagogical consciousness, which are focused on the knowledge of pedagogical activity, the improvement of systems of reliable knowledge about it in order to effectively practice the upbringing, education, training, development of people of all ages and groups, helping them in their full life. self-realization, and society - in building a civilized life of citizens, development in a prosperous future. There are many definitions of pedagogy, which is a science both modern and ancient, is widely used in practice, is recognized and constantly increases its value. From the beginning of pedagogy to the middle of the XNUMXth century. object of pedagogy considered children, their parents, teachers, employees of preschool and school education, families and their participation in the preparation of the younger generation. It was historically born and for a long time grew under the pressure of the traditional approach, but gradually began to recede from it. Since the 60th century another concept entered its circle - the activity of technical schools that trained qualified craftsmen. And already in the XIX century. the object of pedagogy began to include higher educational institutions. In the XNUMXs. of the last century, the pedagogy of an adult began to develop intensively, primarily the military, and then athletes, labor collectives, lawyers and many others were added to this category. The new time, which was the turn of the third millennium, as well as the ongoing events, both in the country and in the world, became the basis for expanding the objective field of pedagogy. Now pedagogy is not a science about childhood and school, modern life makes it expand its ideas and become a science about human life. Pedagogy began to face fundamentally new requirements for human life, with the changed conditions of human existence and development, which began to have a significant socio-pedagogical influence on them. The sources of new pedagogical forces began to go beyond the framework of the school, the family, began to fall out of control, difficult to succumb to purposeful pedagogical improvement, which significantly began to weaken the power of traditional school and family pedagogy and increase the role of the realities of "pedagogy of life". The objects of research and practical application of pedagogy are a wide range of life of the state, society, namely their structure, subjects, factors, conditions of life that affect the upbringing, training, development of citizens, the civilized self-realization of each person in life, social groups of society, progress of the country, mankind. Unfortunately, in most publications there is still a statement that only education has remained the object of pedagogy research. This statement can be called not only “behind the times,” but also generally lacking methodological and fundamental justifications, since the object and recognition of pedagogy in modern society are unduly narrowed down. The modern vision of the object of pedagogy meets the realities of our time, simultaneously increases the social significance and responsibility of pedagogy in society. 15. TYPES OF PEDAGOGICAL ACTIVITIES According to its main indicators, pedagogical activity is understood as the consciously chosen and carried out activity of adults, elders, citizens, various officials and specialists (this can be parents, teachers, educators, leaders, managers, etc.), as well as states, societies, enterprises that pursue pedagogical goals, are carried out by pedagogical means and methods and bring positive pedagogical results. Any activity can be called pedagogically effective only if it includes all the previously described pedagogical phenomena, improving them correctly, and directs them to achieve the goal. Pedagogical activity is a special social phenomenon and a type of socially necessary and significant, as well as useful activity, while it is of a specific nature. This activity will be successful if it is carried out by people who have a fundamentally developed pedagogical thinking, abilities, skill to skillfully create pedagogical systems, manage pedagogical processes, achieve the maximum possible results in their actions (complex educational, educational, teaching and developing ) that will satisfy the needs of people and ensure a civilized existence and the future of society. Consider the main types of pedagogical activity: - educational; - educational; - teaching; - engineering and pedagogical; - socio-pedagogical; - social and pedagogical; - research pedagogical; - social and pedagogical. All of the above types of pedagogical activity are correct, professional only if they are as united as possible in their upbringing, educational, teaching and developing creative searches, influences and results. One of the most important aspects of pedagogical activity is the activity of a person with whom direct pedagogical work is carried out. Pedagogical improvement is a pedagogical phenomenon that characterizes the existence of initiative or stimulation of the purposeful activity of the person himself to improve his pedagogical properties through self-education, self-education, self-training and self-development both in a pedagogical institution and outside it, at any age. Pedagogical self-improvement performs the main function of self-actualization by a person of his capabilities. One of the varieties of self-affirmation is teaching, which is an active activity of a student in an educational institution to master the knowledge provided for by the qualified requirements for graduates of an educational institution. From the foregoing, it follows that this is not only the assimilation of educational material, but also the improvement of all their pedagogical properties. 16. PERSONALITY AS AN OBJECT AND SUBJECT OF PEDAGOGY The concept of "personality" is used in various sciences, as it has a common origin. In ancient times, a person was called a mask that an actor put on before a performance. Any mask was characteristic, it could be the mask of a "villain", "hero", "unfortunate", etc. Now they speak of a person as a person, also referring to his role in the life of society. Personality - this is a systemic social property of each person who has something in common for different individuals and varies in a wide range of individual qualities of character. Person as a person - this is a social essence and appearance, the main characteristic of which is the degree of elevation above the animal that he was at birth. A person as a person is determined not by his innate biological characteristics, not by his hair color, clothing, property, but by his socially significant individual characteristics. The problem of personality is at the center of attention of many sciences, since it is actually acquired both for the person himself and for society. The sciences, in accordance with their subject, distinguish different things in the individual. For example, in sociology it is assessed mainly by social roles and socio-demographic data. The specificity of the pedagogical approach to personality is expressed in the following: - first, the formation of a personality is considered in the manifestation and change of its pedagogical properties - upbringing, education, training. They constitute the macrostructure of its pedagogical system, which is formed during its lifetime and ideally develops to its individual civilized pinnacle; - the second stage is the recognition of the fact of the occurrence of a change in the pedagogical properties of each person in a comprehensive and continuous process of socialization, i.e. in the individual and selective appropriation and improvement by him in the process of personal life of different types of experience of the previous and living generation, as well as the subjective processing of his own experience . This process is continuous, it distinguishes pre-labor, labor and post-labor socialization; - an approach to the individual not as a passive object "filled" with social experience, but as a subject of social relations and pedagogical systems, who is active and independent in the assimilation of experience and forms himself, and therefore bears personal responsibility for his life path. There are four main personality types: - the highest level of pedagogical variety of personality - spiritual personality; - a high level of pedagogical variety of personality - a reasonable and moral personality; - low level of pedagogical variety of personality - limited personality; - negative (it is also called regressive, asocial) level of the pedagogical personality - a socially deformed personality. Of course, not all people become spiritual personalities, although maximum pedagogical efforts should be made for this. The third and fourth types are marriage in pedagogical work and self-realization of the individual. 17. THE PURPOSE OF FORMING PERSONALITY Ways to promote the effective pedagogical socialization of a person and his formation as a civilized personality are inseparable from the solution of the question of the goal, the idea of what it is desirable to be. The humanistic theory says that a person must first of all know exactly the difference between the concepts of "who to be" and "what to be", that is, what kind of person to become. In the pedagogical literature, active discussions are now underway regarding the goal of personality formation, they often began to criticize the traditional version in pedagogy, which is enshrined in law, at the same time new formulas are proposed, but a general definition that everyone would agree with has not yet developed. Below we consider the main theoretical and methodological prerequisites, in other words, requirements that are put forward to determine the goal of personality formation: - Pedagogy is not authorized to define the goal of personality formation, such sciences as philosophy, sociology should be responsible for this, or should be noted in legislation that reflects state ideology and policy. Pedagogy is competent and responsible only for what is within its boundaries, i.e., it is obliged to connect the goal with the desired result of pedagogical socialization, which is expressed in good breeding, education, training, development of a person as a person. This requirement is a requirement of scientific and pedagogical objectivity; - the goal of personality formation and its improvement cannot be determined in a short time, it must be based on principles, provisions, trends that have historically developed and isolated from the centuries-old experience of mankind, society, and pedagogical science; - the formation of a new generation and personality in each country is objective, that is, it depends on the stable cultural and psychological characteristics inherent in the majority of the population, habitual lifestyle, thinking, beliefs, traditional values, norms of behavior, etc., which have deep roots in the features of the entire previous history of the country and the people. Their collection is called mentalitym of the people, which is the moral and psychological core of its spirituality, life, the predominant type of personality. For example, our mentality is spoken of abroad as a "mysterious Russian soul", that is, as a peculiar, many-sided and little-changing phenomenon. Therefore, the purpose of personality formation is to reflect the main features of the mentality of the Russian people, which should be passed on from generation to generation; - but from the third statement one cannot conclude that it is necessary to do only as it was before, it is necessary to make changes that are caused by the development of mankind, while the changes must be consistent with the future and meet its requirements; Civilization is the main indicator of personality improvement. From the foregoing, we can formulate a definition of the goal of personality formation, which is to promote the formation of a pedagogically comprehensive, harmonious, civilized personality - a citizen of his country and the world, with a bright personality, thinking, reasonable, highly moral, active, realizing himself in life, in the interests with the participation himself and society. 18. PRINCIPLES OF PERSONALITY FORMATION In this issue, we will try to determine the general pedagogical principles of personality formation, in relation to which the principles of upbringing, education, training, development, self-formation, formation in labor, military service, education by the media, art, etc., are private or special. Consider general pedagogical principles of personality formation: - the principle of scientific character, which is to ensure the pedagogical socialization of the individual; - the principle of the goal, which consists in the formation of a pedagogically comprehensive, harmoniously and civilized personality as a citizen of his country, the world, a highly moral, active, self-realizing and self-expressing personality in life and social progress. This principle is a consequence of the main content of the pedagogical goal; - the principle of interconnected and civilized formation of the four main pedagogical properties of the individual, which include good breeding, education, training and development. This principle is supported by a special organization of pedagogical work with a personality, including pedagogical subsystems of upbringing, education, training and development connected by a common goal and serving each other; - the principle of individualization of the goal and the process of achieving the pinnacle of civilized self-realization by each person. This principle does not speak in general about the formation of a personality, but about the full realization of the potential abilities of each individual, which ensure the achievement of the potential available to him; - the principle of active participation of a person in shaping himself as a civilized person, which lies in the interests that coincide with the interests of society and the state. The basis of this principle is the existing personal-activity patterns; - the principle of systematic personality formation. This principle is based on the systemic nature of external influences and internal changes in the personality, which will lead to the formation of its pedagogical properties and their qualitative characteristics; - the principle of anticipating possible side negative pedagogical results of working with a person and taking measures to eliminate them. Undesirable changes are the result of shortcomings in pedagogical work, such shortcomings are found in the form of didactogeny, i.e., undesirable consequences of the construction of education, pedagogogeny, i.e., undesirable consequences of the construction of all pedagogical work, sociogeny, i.e. e. undesirable changes in the social life of society; - the principle of continuity and continuity of the process of personality formation throughout life with increased attention to childhood, adolescence, adolescence and early adulthood. This attention to the individual at any age is the implementation of a program of continuous education and self-education; - the principle of offering help to a person in the process of his whole life, which arises in connection with the occurrence of problems in it. Such assistance can be organized in the following forms: pedagogical consultations, additional education, guardianship, professional development and retraining, mastering a new profession, pedagogical support for various types of adaptation, complicity in resolving various types of conflict situations, etc. 19. CONTRADICTIONS AND DIFFICULTIES OF PERSONALITY FORMATION Despite the large accumulated experience of pedagogy, the process of personality formation is difficult. This is most often associated with a large number contradictions and differences between: - goal and achieved result; - desired and actual; - necessary and possible; - content and form; - old and new, obsolete and emerging; - general pedagogical tasks and recommendations and the difficulties of their practical implementation in specific situations; - in word and deed, word and reality, what a person hears and sees, what he experiences and what he achieves in life; - the subject of pedagogical work, i.e. teacher, educator, parent, etc., and the emerging object-subject; - different subjects of pedagogical activity that influence the emerging personality; - pedagogical reality and reality of a different quality, i.e. ideological, economic, financial, material, cultural, etc., which influence it. Contradictions can arise at various levels, as well as between levels of pedagogical reality, such as public-state, regional, local, specific public structure, small group, interpersonal, individual, etc. The presence of contradictions, their breadth, depth and causes impede the successful pedagogical socialization of people and the formation of their personality, reduce the results achieved, and generate deformations in them. Along with this, they encourage conscientious participants in the pedagogical process to persistently search for their solutions, acting as one of the driving forces for improving pedagogical practice. In the history of Russia, all the contradictions, difficulties and problems manifested themselves demonstratively and with particular force at the turn of the XNUMXth-XNUMXst centuries. Just starting to build life according to crisis patterns, Russia immediately and in multiplied form reproduced this whole bunch of ugly phenomena that complicated the most important task of forming civilized citizens for today's affairs and the future. At the October 2002 meeting of the Russian Academy of Education, it was said that after the reforms of the 90s. society gradually came to the understanding that a calm, evolutionary path of development was needed. However, none of the systems was at that time in a prosperous state. Only the education system functioned steadily, although it did not adapt enough to the changes in life. Pedagogical science has not yet found an answer to the question of how to achieve the goal of forming a civilized personality in the conditions of the current situation in the country, in the sphere of ongoing changes, how to preserve traditional spirituality, original culture, high education, citizenship, and patriotism of Russians. The foregoing is the most important, urgent, difficult task of pedagogical science and practice, on the solution of which the fate of millions of our citizens and the future of the country largely depend. Pedagogical theories of community, upbringing, education, learning and self-improvement are called upon to answer how to solve this problem. 20. COMMONITY AS AN OBJECT AND SUBJECT OF PEDAGOGY The upbringing and teaching influence on a person of the surrounding social, cultural, economic environment was considered in the works of philosophers, educators, teachers, economists of the late Middle Ages and the Renaissance. In pedagogy, this found its initial expression in the development of the theory of the "mother school" by Ya.A. Comenius. The following especially influential theories in pedagogy were the theories of K. Marx, F. Engels, as well as the pedagogical theory of the collective A.S. Makarenko. In the second half of the last century, much attention began to be paid to the activities of people outside of educational institutions. At the same time, traditional pedagogy continued to pay attention to the study of groups of various institutions working with the younger generation, such institutions include institutions of preschool, school, vocational education, etc. But along with this, work on groups of adults also appears. The first collectives addressed by pedagogy were military collectives. But in the 90s. there is a global interest in problem groups, which leads to an increase in works on social pedagogy. Pedagogical reality now cannot be understood as limited by the framework of the school and pedagogical activity cannot be reduced to work with schoolchildren. In modern pedagogy, the conclusions are more and more clearly formulated that: - socio-pedagogical reality is an important object of pedagogical interest, research; - a community of people, including society as a whole, today should be considered as not only an object of pedagogical improvement, but also a subject of pedagogical activity; - the pedagogical formation of personality cannot be successfully solved outside the relationship between the social environment, society and pedagogical improvement. All of the above led to the emergence of social pedagogy as a special branch of pedagogical knowledge. Its subject is the socio-pedagogical relationship of the individual and the social environment and their interconnected optimization in the interests of the individual, society and the state. Its purpose is to contribute to the creation of socio-pedagogical conditions for the successful social formation and improvement of the individual, group, life of the people and society, and the activities of the state. Socio-pedagogical activity is a real-life social environment of people's life, which has special phenomena, patterns and mechanisms that have a pedagogical (educational, enlightening, teaching, developing) influence on a person, small groups and communities. This is Wednesday: - communities of people of different scale (societies, small groups, nations, microgroups, large groups); - with the presence in it of objects, phenomena and factors of a pedagogical nature and a direct pedagogical purpose. The socio-pedagogical activity of the "school of life" brings real socio-pedagogical results, which are found in the following form: - educational; - educational; - teaching; - developing. 21. SOCIETY AND ITS PEDAGOGICAL AREAS Society is a large community of people determined in the process of historical development, which is connected by a fairly stable system of social ties and relations, spiritual unity, established traditions, the activities of various social institutions, which is based on a certain method of production, distribution, exchange, consumption of material and spiritual goods. Society is a unity of objective and subjective, material and spiritual, social being and social consciousness. Society is not a collection of individuals gathered in one territory. The pedagogical sphere of society is a magistem in it, consisting of two systems. The first system is pedagogical, which develops: - from the state care and support of the pedagogical sphere in the country and its components; - mass character, activity, influence of the social and pedagogical movement in the country and locally; - activities of the Ministry of Education and Science, its local representation; - pedagogical science and its connection with practice; - the pedagogical corps of the country, its professionalism, attitude to work, the prestige of the profession of a teacher, teacher, special support for all of them by the state; - pedagogical work of the family service with future parents, children; - systems of teacher education, advanced training; - pre-preschool and preschool work at playgrounds, kindergartens, boarding schools, orphanages, camps, special groups; - systems of out-of-school pedagogical work, youth involvement in physical culture and sports, amateur performances, sports dancing, etc.; - systems of general secondary education, systems of vocational education; - systems of professional secondary and higher, postgraduate education. The second is a system of socio-pedagogical influences of non-pedagogical factors in various areas: the state structure of society; legislation, its social orientation; the economic system of society, its state and social orientation; activities of the government, its policies; real humanity, democracy; state of law and order and legality; the level of criminalization of society; the standard of living of the population and its various strata; the level of culture, morality, justice, attention to ordinary citizens; the mentality of the population; traditional socio-demographic, cultural and other characteristics of various social groups, their way of life, social expectations, characteristics and activities of various communities: official, unofficial, employment of the population, management in organizations, literature, art, media activities, periodicals, subjects of culture and leisure, the strength of the family, the spread of bad habits and social deformations. Summing up, we can say that everything that happens in the modern world increases the importance of socio-pedagogical understanding of the processes and the appropriate organization of work in the field, in primary teams and with individuals. 22. THE ESSENCE OF EDUCATION AND EDUCATION Education has always been in the center of attention of teachers and pedagogy. A very large contribution was made to the theory of teachers of the XIX-XX centuries. - K.D. Ushinsky, L.N. Tolstoy, P.P. Blonsky, S.T. Shatsky, A.P. Pinkevich, N.K. Krupskaya, V.N. Shulgin, A.S. Makarenko, V.A. Sukhomlinsky and many others. In today's world, education is of paramount importance. The universal principles of education are not outdated, but they need to be changed, which are associated with the development of society. Now there are difficulties in pedagogical science in understanding the problems of education that have arisen. When studying the problems of education, pedagogical science has its own approaches that correspond to its subject. Remaining an independent science, in solving various problems of upbringing and education, it sometimes resorts to the help of such sciences as philosophy, sociology, political science, ethics, history, ethnography, psychology, as well as sciences that are interested in the process of education. The upbringing of the personality is the most important axiological component of the social essence of the personality, as well as the system of life and behavioral relations, meanings, values, desires, attitudes, choices in actions, life, as well as its pedagogical property. In the nature of needs, life values, orientations, motives and aspirations, the general and individual in the upbringing of the individual are most significantly represented. They are expressed in behavioral relations: - to the surrounding world and one's own life - to a person, his problems and future; - achievements and values of human civilization - social values, achievements of culture, science, education, etc.; - matters for the realization of one's life opportunities - what should one specifically strive for; - to society - a sense of belonging to Russian society; - a certain community, a group - the coincidence of one's views and interests with others; - people - attitude towards people, respect for their rights and freedoms; - social activity, difficulties and problems of life - making a personal contribution to the development of Russia; - to himself - as an individual. Great importance is given to the grouping of values, which includes self-sufficient values, values-means, values-relations, values-qualities. State educational standards contain partial provisions that characterize the upbringing of the individual and the corresponding qualities of the graduate. Education should be distinguished not only by an individual, but also by groups of people, the entire population. Education is a systemic purposeful activity of the state and society, their institutions and institutions, administrative, industrial, educational organizations and individuals to assist citizens by creating conditions, providing assistance and social support. An educated person is more likely to do a lot of useful things in life for people and for himself, in order to achieve a worthy position among people and their respect. Education occupies an important place in the socialization of a person, but is not limited to it. 23. PLACE OF EDUCATION IN THE PEDAGOGICAL SYSTEM Education is a special direction in working with a person, it is a type, a system of pedagogical activity in its entirety, the completeness of which is in the "pedagogical square" - the unity of education, enlightenment, training and development. The question is often asked: is it necessary to carry out education and specifically set goals for it, making efforts aimed at them, using special means? The answer to this question is, of course, to achieve the goal. Purposeful and meaningful educational work is not isolated education. In the course of the analysis of the role of education, the idea was revealed that it is historically older than training, education. Many educators prioritize education. This is due to the fact that education as a single system, really organized and consisting of a large complex of institutions that already exist in the community, is managed and brings pedagogically tangible results. The same organized system of education in society, and in most communities, institutions do not exist. After being destroyed in the 1990s. the system of socialist education has not yet been built. Consequently, the system of educational institutions has a great influence on young people. However, one cannot say that pedagogical processes in an educational institution are reduced to education, understood as enlightenment. Parenting is social phenomenon, it is historical. In modern Russian society, education is relevant and significant, because: - more and more often a lack of upbringing of the individual is revealed; - most of the current problems and shortcomings are directly related to the lack of education; - in society there are many socio-pedagogical factors and influences that deform the upbringing of citizens; - new conditions require education adapted to them, which is poorly developed; - to replace the destroyed system of education, a new system of education has not yet been built; - the lifestyle of the population has changed a lot, the system of influence and values requires educational work with all categories of the population, in all spheres, organizations; - upbringing is much more difficult than education, training, development and therefore requires more from the personality of the educator, his dedication, pedagogical competence and skill. Summarizing the above, we can say that education is the formation of the most important social qualities of a person as an individual, a citizen of society and a bearer of universal values, such as spiritual, worldview, patriotic, humane, democratic, moral, legal, cultural, aesthetic, labor, etc. etc., and communities, groups as a social unit of society. Education achieves the preparation of a person for life and self-realization, self-realization in society, for civilized behavior and satisfaction of one's needs, citizenship, love for the Motherland, the environment, family, diligence, humanism, respect for the law are formed. The result of upbringing is the upbringing of a particular person. 24. CONCEPTUAL FOUNDATIONS OF PEDAGOGY In education, as in other pedagogical processes, a scientific approach is required, that is, they talk about scientific principle in education. There are a number of reasons why there is increased interest in this approach. Unlike education and training, upbringing is a very complex process and its goal cannot always be achieved. In its practical application, more often than in other areas of pedagogical work, “common sense”, personal opinion, and fiction prevail. During the changes in Russia, the problems of education rose and became a peak, since at that time pedagogical activity became more complicated. Significant disagreements began to arise between the Russian cultural and historical tradition of education and the reform of the social, economic and spiritual life of a person. At this time, massive changes in the upbringing of people are taking place, which bring significant damage to society. A lot of anti-pedagogical comes into the practice of education from foreign concepts, and these concepts are blindly believed, since it was forbidden "under the communists." The understanding of upbringing as a special pedagogical property of the individual and the community in the aggregate of its characteristics is the primary concept of the scientific construction of education, from which the provisions on the goals, objectives and other components of the pedagogical system come. It must be based on pedagogical theories of personality and community. Education can be effective only if it is built on the basis of: - the social interests of a spiritually civilized life; - harmony of interests of citizens and Russian society, the country; - taking full account of the Russian mentality; - traditions and individuality of each. The purpose of education is to form and improve the upbringing of each individual. The task of education is the formation of its components. In the system of education, one can distinguish an interconnected complex of types of education: civil, moral, cultural, humanistic, democratic, international, multicultural, labor, economic, environmental, aesthetic, family, physical, etc. Civil, moral and cultural education is the basis of the mentality of Russian citizens. Education, like other pedagogical processes, is natural. General pedagogy determines the general pedagogical principles of education. By place in the pedagogical system of education, the principles are divided into three groups: content, organizational, methodological. The substantive principles include: educational purposefulness, civility and creativity, connection with life and activity, meaningful continuity and continuity. The organizational principles include: the subordination of education to the interests of society, the unity of education and self-education, the unity of the educational environment, the consistency of educational influences. The methodological principles include: patient perseverance, the authority of the educator, consciousness and activity, respect, care for the person, educational activities, individual approach. 25. CONTENT PRINCIPLES OF EDUCATION Education, like other pedagogical processes, is natural. General pedagogy determines the general pedagogical principles of education. According to the place in the pedagogical system of education, the principles are divided into three groups: - content; - organizational; - methodical. Content principles of education allow you to select and improve the content of education and pedagogical influences, taking into account the purpose of education, its type, set intermediate goals and tasks for the educator and the self-forming person, the group, taking into account their characteristics, time, place and conditions: - the principle of educational purposefulness. This principle obliges all work to be built with the aim of achieving precisely the educational effect, expressed in the contribution to good breeding, to the formation of values, orientations and beliefs. It is important to strive in education for the fullest possible achievement of goals, to take all measures to this end; - the principle of civilization, spirituality, connection with life and activity. This principle prescribes at any educational moment to ask yourself the question "What to educate?", while remembering that the main thing is to elevate, not suppress a person, to promote his rise to the level of values and achievements of human civilization, spirituality, culture, intellect, and not a separate corporate grouping, not momentary interests. It is necessary to enable a person to feel that he is worthy of respect, he is a moral person, a citizen of the world. The role of education is to awaken, develop, strengthen the desire of each person to become a person with a certain set of qualities and values. Education is built taking into account the interests and in the interests of a person, his individuality, as well as in their civilized manifestations, not to the detriment of others, society, the state. The truth of reality lies not only in bad, but also in good, in a combination of good and evil, successes and mistakes, joys and sorrows, love, hatred, the share of which in the life of individuals can, of course, be varied; - the principle of meaningful continuity and continuity of education. Based on the natural continuity of changes occurring in a person in the course of life, he points to the need to specify the tasks of education, taking into account the age that was carried out before this work, the real level of upbringing. The main result of education is always in the future, and therefore it is necessary to persevere in achieving its long-term positive goal, relying on what has been achieved. Continuity should also be present during the transition of a person from one system of education to another. For example, the education system in a higher educational institution should be a continuation of the one that was carried out at school, but it is necessary to raise the bar of upbringing to the heights that an adult and an educated specialist need for independent living and in their chosen professional activity. 26. ORGANIZATIONAL PRINCIPLES OF EDUCATION Education, like other pedagogical processes, is natural. General pedagogy determines the general pedagogical principles of education. According to the place in the pedagogical system of education, the principles are divided into three groups: - content; - organizational; - methodical. Organizational principles of education belong to the category of pedagogical principles that contribute to the achievement of order in the organization of educational work. Organizational principles of education include: - the principle of subordination of upbringing to the interests of the integrity of personality formation and relationships with education (enlightenment), training and development. This principle corresponds to the integrity of the individual and the conditions for successful work with her. It is impossible to improve individual characteristics of upbringing without influencing and without changing others at the same time, to improve 1015 qualities, but in turn, first to educate, and then educate, it is impossible to educate at one stage, educate at the second, educate again at the third, educate one person , other training, third education, fourth development. The main reason for the widespread practical failures of upbringing is the gap, the parallelism of upbringing, education, training and development, their implementation, and not constant interpenetration and mutual improvement; - the principle of unity of education, self-education and retraining of employees. No one can force a person to be educated. Even if a hundred teachers work with a person, they will not be able to achieve what the person himself can, if he wants to. You can force a person to study, teach him some sciences, but you cannot force him to be educated, to invest in him any life values. Therefore, education without self-education is impossible. The converse is also true. Initiative, independent, able to use freedom people grow up only in the conditions of an appropriately organized system of education. At the same time, the role of the educator should not be a leading, bright, advertising one. For successful education, it is necessary to use the following rules: constantly motivate self-education, show an attractive image - a portrait of a person who can induce self-education and direct him, explain the meanings, real opportunities for self-education, stimulate work to overcome bad habits, provide assistance in periodic objective self-assessment, provide assistance those who wish, but are experiencing difficulties, providing assistance in assessing the intermediate and final results of self-education, moral and material encouragement of success; - the principle of unity of the educational environment and activities. This principle focuses on a comprehensive consideration of the educational realities of life. A person's own activity in the upbringing environment is a powerful factor; - the principle of consistency of educational influences. It is important in that a person is influenced consciously or without noticing it by many people. 27. METHODOLOGICAL PRINCIPLES OF EDUCATION Education, like other pedagogical processes, is natural. General pedagogy determines the general pedagogical principles of education. According to the place in the pedagogical system of education, the principles are divided into three groups: - content; - organizational; - methodical. The methodological principles of education are responsible for the most specific ways of education. Consider these principles: - the principle of a humane approach to education. This principle is expressed in constant love for the child, respect, care for a person, reasonable demands on him. According to Pestalozzi, the educative influence on people is proportional to the love for them. One should treat a person as a person, and not as an object on which the action is directed; - the principle of personal example and the authority of the educator. Quite often it is called a method, but the difference between a principle and a method is quite large. K.D. Ushinsky believed that education should be based on the example of the educator himself. The educator will succeed only if they are drawn to him, and not run away from him. The words of a person whom children trust, whom they love, who enjoys authority, children will accept faster and more attentively than a person whom they treat "as a stranger"; - the principle of consciousness and activity. This principle is that education should be carried out at the level of consciousness and subconsciousness. This does not mean that education should be verbal. Although many believe that the more you talk about the upbringing of the child, the more well-mannered he will be. This statement is wrong. The principle of consciousness implies the need to tell the truth, not to bypass sensitive issues; - the principle of continuity and optimism. This principle reflects the specificity and complexity of education. The teacher's lack of faith in the student's abilities, panic, "dropping hands" in case of failures are not uncommon cases, they are the ones that suppress the student. You can't focus too much on failures. The work of the educator with faith and hope helps the pupil; - the principle of educational activity. The principle is that personality develops in the process of activity. Activities can be gaming, educational, labor, management, etc.; - the principle of the educating team. This principle is manifested in education in the team and through the team; - the principle of flexible integration of methods and tact in education. There are no good or bad methods, each method is applied in the right place and at the right time; - the principle of individuality and a differentiated approach to education. When it comes to a differentiated approach, they mean the need to build work and taking into account the characteristics of different groups and categories of educators. Education is carried out in a complex and interconnected basis on all the described principles. The educator, the teacher should demonstrate that they see the positive in the pupil. 28. ORGANIZATION OF EDUCATION Pedagogically correct permanent system education is based on and in accordance with pedagogical principles. First, the educational possibilities of all circumstances of life and activity of an organization, institution, enterprise, military units are used by pedagogizing them: - construction of the main activity on the principle of educational activity; - implementation of educational management; - creation of an educative environment in the team, turning it into an educative one; - development and implementation of the pedagogical concept, plans, forms and methods of educational work; - achieving the unity of training, development and education while improving the skills of personnel; - organization of self-education of personnel; - improving the pedagogical competence of responsible officials; - use of the positive educational potential of the external organizational environment. The second stage is the systematic construction of educational work and each of its components (with clarity and consistency of goals, objectives, content, conditions, provision, means, methods, control, regulation, evaluation, summing up, in relation to education, training, development) to create an integral system of education in an organization, institution, etc. The third stage consists in determining and choosing the appropriate forms of educational work - outwardly expressed ways of organizing it. You can classify them: - by the number of persons participating in them - individual, microgroup, group (collective), mass; - for private tasks: cultural, sports, legal, military-patriotic, etc.; - according to the specifics of the conduct: lectures, conversations, discussions, discussions, disputes, general meetings, meetings with experienced, knowledgeable, authoritative people, visits to cultural events (theaters, films, etc.), individual assignments, teamwork, participation in subbotniks and the work of public formations, comradely assistance, guardianship, patronage, curatorship, management, charity, etc.; - at the venue - service and educational, educational and educational, educational and labor, educational and personnel, out-of-school, sports and educational, etc.; - according to the time of implementation: planned, preventive, final, reporting, corrective, etc. Forms, too, not by name and outward signs, become educative. Of decisive importance is their pedagogical "stuffing" - the goal, tasks, organization, conditions, methodology, processes, techniques, atmosphere and enthusiasm of everyone, reliance on the pedagogical principles of education, etc. Without this, they are formal, exist for "tick" and can be harmful. Thus, a properly constructed system of education is built on the basis of pedagogical principles. If you correctly build a system of education, taking into account all of the above, then you can achieve a positive result. 29. EDUCATIONAL METHODS Education methods is called the totality of means and methods of homogeneous pedagogical influence on educators in order to achieve a certain educational result. The means of education are all that with the help of which the impact is carried out: the word, facts, examples, documents, photographs, actions, conditions, etc. Techniques of perception - private ways of using methods and means. The success of the application of educational methods directly depends on the conditions, pedagogical competence and authority of the teacher who applies them. There are many methods of education. Consider their classification: - verbal: affecting consciousness. Such methods include storytelling, book work, clarification, verbal persuasion, comparison, exhortation, answering questions, ethical conversations, suggestion, showing perspectives, discussion, discussion, debate, advancing trust, evaluation, certification, debriefing, approval, disapproval, condemnation, criticism, etc.; - socio-pedagogical: means of pedagogical action. These methods include stimulation, organization of perspective, regimen, rules of conduct, moral code, oath, anthem, rituals, traditions, team symbols, coercion, imitation of a model, participation in joint work, conditions of collegial dependence, competition (competition can be individual or group), group control, collective opinion, positive mood, reports, meetings, discussions and evaluation of the achieved result, public control of the team, help and support of the teacher, colleague, team, supervision, mentoring, etc.; - activity: practical impact. These include motivation for moral deeds, the creation of educational situations, educational affairs, the practical solution of moral problems, discipline, exercise in the right deed, public assignments, speaking on behalf of the team at competitions, accustoming, modeling activities, modeling internal difficulties, temporary failures, joint search for ways to solve problems, persuasion from experience, demand, training, auto-training, participation in joint activities, joint performance, helping others, helping comrades and the team, encouraging, punishing, etc. Some of the methods listed above also refer to forms of education. The combination of different methods must be used rationally. In modern times, education suffers from an increase in verbal education, as well as a discrepancy between words and environmental social conditions, another problem is the limited and inept use of activity methods. Each method has its own methodological techniques. For example, the following methodological techniques are used for persuasion: argumentation, comparison, analogy, reliance on experience and knowledge, reasoning, etc. The success of the application of methods depends on social conditions, the authority of the teacher who applies them, and the main component is the personal example of the educator. 30. WAYS OF PRACTICAL EDUCATION In the modern school, the use of verbal methods is increasing, and this has been criticized for years. It is necessary to give preference to classes that are conducted not by ear, but by conducting experience. It cannot be said that teachers did not condemn the overabundance of the use of this method, but nevertheless the practice took its toll. The essence of practical education is personal-social-active approach. It is impossible to create such an environment without the participation of the team, it is created only with the help of the activity of the pupils themselves. When modeling the pedagogical educational system in a group, it is necessary to bring it as close as possible to reality, to the environment. More A.S. Makarenko said that the best pedagogy is one that repeats the world around and directs its activities to improve it. It is possible to single out effective forms and methods of practical education, including the following: - socio-pedagogical (environmental) and activity methods; - a method of using the educational potential of current life, educational and professional situations. If the educator convinces, imposes his opinion, it does not mean that he is acting pedagogically correctly. In order for the method to be pedagogical, it is necessary that it meets the following requirements: the pupil must be able to internally put himself in a given situation, clearly understand the educational result, activate the pedagogical setting in his mind, select pedagogical means and techniques to fulfill the conditions of the situation; - Methods and techniques of nurturing education. It is difficult to overestimate the importance of the effective use of educational opportunities of the educational process, if only because students are included in it for 4-8 hours a day; - method of situational moral choice. When an educator uses this method, he should pay special attention to moral analysis and solving life and professional situations; - Method "I myself". This is a method of activating self-reflection, correct self-esteem, stimulating on this basis the appropriate habit and motivation for civilized self-education and self-education of students, parents, professionals, leaders. The application of this method involves the use of a self-improvement training book for self-assessment in three ways: one's behavior, one's achievements, one's qualities; - the pedagogical system of education in the team and through the team. The founder of this method is A.S. Makarenko, it is based on the use, in addition to the traditional method of working with a team, also work in joint activities; - pedagogical program of professional and personal development of students in social and industrial practice; - a program of economic education for students in specially organized economic activities. This program is based on foreign experience. Abroad, a program is actively used that provides for earning money for further continuation of education and satisfaction of one's needs. 31. MORAL EDUCATION There are several types of education, one of them is moral. Moral - this is the sphere of the life of society and the behavior of people, which characterizes the practical embodiment in them of the ideals of humanity, spirituality, justice, kindness, decency, honor, conscience, duty, responsibility, etc. Morality is a manifestation of the moral consciousness of the people and citizens, their moral education. Moral norms are unwritten norms that are highly valued by people, so they follow them not out of compulsion, but out of necessity. A person is called morally educated if he everywhere and always follows ideals and norms, defends goodness and justice, fights evil and injustice. Morality has been valued at all times. Educational institutions and pedagogical science can and should play the leading role in revising attitudes towards moral education and its implementation. This is their duty - to perform a leading function in preparing a new generation, free from the shortcomings of past and living generations and capable of advancing the country and life in it along the path of progress. The computer and the virtual world (the Internet) have an ever-increasing moral influence on children. Of course, the World Wide Web brings many benefits in the development and upbringing of children, but it is also destructive in some cases. In order for the global network not to become destructive for moral education, it is necessary: - to treat a new phenomenon in the lives of children and adults with increased attention, to understand that humanity is doomed to live in two parallel worlds; - to realize that life activity in hyperspace is similar to life activity in the real world, from childhood it is necessary to learn to live in the virtual world as in the usual one, i.e. morally and safely; - it is necessary to put communication with the virtual world on a scientific basis, that is, to develop moral rules for the citizens of the virtual world; - pedagogical research on the problem of the influence of the virtual world on children, youth and adults; - be aware that relationships with the virtual world open up new opportunities for a person, but can bring great harm; - introduce the course "Morals and Ethics in the Virtual World" in educational institutions. In modern society, all teachers need to contribute to moral education, master its methodology and improve it. To do this, it is appropriate to pay attention to the following in the classroom: - awakening of moral consciousness; - dialogue, exchange of opinions, judgments, assessments; - sincerity and truthfulness in discussing the problems of life and education; - inadmissibility of formalization and boredom; - argumentation of substantiation of debatable questions; - discussion of ways to improve personal moral education; - discussion and emphasizing the importance of the moral and psychological climate and relationships in the group; - collective relations - exercises in the development of moral rules for various actions and professional actions. 32. OTHER EDUCATION All types of education have their own tasks and goals, but they all contribute to moral education. All types of parenting must always go hand in hand for a successful parenting process. Consider several types of education. Civic education. Its purpose is to help a person in his life and professional position in relation to Russian society and the state, in his problems, to prepare him for personal participation in the solution. Its implementation begins with public-state informing people, constant explanations to them of the current state, problems and decisions of the state, which should be known to them and, if possible, understood, internally accepted and approved. The second direction is special state educational measures, which include academic disciplines, courses, television programs, information and propaganda. The third direction is educational work with solemn state symbols, which include the flag, coat of arms, anthem, public holidays, solemn dates, etc. It is necessary to give explanations on them, to cultivate respect for them and the values they represent. Patriotic education consists in the formation of a patriotic citizen who loves his country, its people, history, culture, language, nature, strives to be faithful and worthy of them, this desire is to protect and strengthen them, and, if necessary, protect them with weapons in their hands. Patriotic education involves education in the spirit of mutual understanding, friendship among peoples, culture of interethnic relations, sustainable tolerance and respect for the cultures of other peoples. Democratic and legal education - species associated with the ideology of democracy. This education consists in the formation of the legal education of citizens, which ensures impeccable personal observance of the laws, and in a more perfect form - assistance to other citizens and law enforcement agencies in the fight against crime. Labor education pursues the goal of forming a person's need for work, striving to acquire and continuously improve professionalism, assimilate the values of honest, conscientious and moral work, understand the importance and necessity of self-realization and self-assertion in work, gain independence and self-sufficiency in life with its help. Physical education is an essential part of education. Physical culture can be attributed to physical education only if the students develop a need and orientation towards strengthening and maintaining physical health, a healthy lifestyle, rejecting habits that are harmful to health, etc. Studies on the pedagogy of physical culture have shown that when regular sports improve not only the body, but also the spiritual sphere of a person, while educating in him perseverance, perseverance, will, organization in life, the desire and ability to go to the intended goal, achieving it through hard work and exactingness to oneself, etc. 33. PEDAGOGICAL ESSENCE OF EDUCATION education is a characteristic of a high level of harmonious pedagogical formation of a person and a community based on the possession of a scientific understanding of the world and oneself in it. The specific component of education lies in how it complements upbringing, training and development, i.e. enlightenment, the armament of a person with fundamental knowledge, the enlightenment of his consciousness with scientific knowledge about the world, life and himself. Education - this is a system of targeted, broad, publicly available social and pedagogical assistance from the state and society to all citizens in acquiring and improving their education on the basis of scientific enlightenment with a simultaneous increase in upbringing, training and development in different periods of life. Reforms in Russia make the task of building personality-forming education highly relevant. For education, this is not only its main task, but also the most important condition for successful implementation. One of the pressing problems of education is the problem of achieving its goal. This problem is caused by a crisis phenomenon in the world and the Russian state, associated with the decline of spirituality, morality, security, social and legal insecurity of a person, the spread of cruelty, violence that destroys everything, selfishness, individualism, irresponsible liberalism, etc. The activities of an educational institution - a school, a lyceum, a college, a college, an institute, an academy, a university - can be compared with a production organization that receives raw materials, semi-finished products, and produces finished products. Ordinary teenagers "enter" educational institutions, and mature professionals-personalities graduate. All of the above indicates that an essential feature of an educational institution is "pedagogical production", a pedagogical institution whose functioning is primarily based on pedagogical experience, pedagogical and psychological-pedagogical technologies, recommendations of pedagogical science, pedagogical criteria and specialist teachers. The educational process in such an institution, according to its purpose, is essentially a pedagogical process, educational and pedagogical. It means that: - the pedagogical approach to education and its construction corresponds to its essence, fundamentally qualitative difference from others and should occupy a dominant role in its construction and optimization; - the effectiveness of the functioning of the system and the pedagogical process in education lies in their pedagogical integrity, in filling with interacting educational, educating, teaching and developing subsystems and components. This applies not only to the entire educational institution, but to the activities of each class, cycle, faculty, department, teacher, lecturer, study of the academic discipline, teaching of the student, student, listener. The absence or weakness of pedagogical integrity is the original defect and the cause of serious shortcomings in the training of young citizens and professionals. 34. EDUCATIONAL SYSTEM IN THE COUNTRY The federal laws of the Russian Federation of 1996 "On Education" and "On Higher Postgraduate Professional Education" proclaimed and normatively fixed the principles of state policy in the field of education: humanity, priority of universal values, free development of the individual, accessibility and secular nature of education, freedom and pluralism, democracy, state-public nature of management and autonomy of the educational institution. Legislation defines priorities that coincide in content with the ideas personality-forming concept: - conducting education in the interests of the individual, society and the state; - ensuring self-determination of the individual, creating conditions for its self-realization, freedom and pluralism in education, taking into account the diversity of worldview approaches; - the priority of the free development of the individual, the right of students to freely choose their opinions and beliefs, universal values; - the formation of a personality integrated into national and world culture, into modern society and aimed at improving society; - creation of a common culture of the individual, which should meet the needs of the individual in intellectual, cultural and moral development, the formation of students of citizenship, diligence, respect for human rights and freedoms, love for the environment, the Motherland, the family; - the secular nature of education in state and municipal educational institutions. From the foregoing, we can conclude that the fundamental principles and priorities are focused on training not a narrow specialist, but a civilized, cultural, socially, democratically and morally mature person. Consider the main definitions of the content of education: - unified state educational standard; - the right of educational institutions to independently determine the content of training courses in accordance with the state educational standard; - the requirement to ensure, through the content of education, the general and professional culture of society; - the existence of elective courses and the right of trainees to choose them. The education system should include: - successive stages and levels of continuous education; - a network of educational institutions (both state and non-state), which solve the problems of education at different levels and levels; - State standards and relevant education programs for levels, levels and areas of training of specialists; - methodical systems of education; - different types of education provision; - management bodies of educational institutions. Existing education is divided into preschool, basic school, secondary, higher education. The following is the vocational education system: - initial vocational education; - secondary vocational education; - higher professional education; - Postgraduate education. Education functions in the form of systems of different scales: federal, departmental, municipal, in a separate educational institution. Accordingly, institutions also differ, to which non-state institutions are added. 35. GENERAL CONCEPTS ABOUT DIDACTICS learning theory - the first of the theories with which pedagogy begins. She is usually called didactics, which in Greek means "teaching, pertaining to teaching." The term was first used by the Dutch F. Rathke (1571-1635), but theoretically revealed its meaning Ya.A. Comenius. In Russia, actively worked on this system K. D. Ushinsky, and in the last half century, a significant contribution to it was made by B.P. Esipov, I.T. Ogorodnikov, L.V. Zankov, M.A. Danilov, M.N. Skatkin, Sh.I. Ganelin, Yu.K. Babansky, Sh.A. Amonashvili and many others. The qualitative originality of training is revealed when comparing it with upbringing, education and development. Learning in its specificity is the formation of students' knowledge, skills and abilities. Its result is the corresponding training of a person, a group of people. But training can and should have an upbringing, developing, and, when possible, educational character. Educationally oriented training presupposes fundamentality, scientific enlightenment, but in many cases this is not necessarily vocational training in production, in institutions, military units, practical internal affairs bodies, etc. The student must constantly remember that training alone is not enough for a person to to put it into practice, since a person does something when he: Knows + can + able + wants. In different types of education, its upbringing, educational and developmental component is presented differently, but the teacher, the head of classes is obliged to constantly design it. The basic concepts of didactics are: knowledge, skills, abilities. Знания - this is information about the surrounding world, oneself, activities that have become the property of human consciousness. They are presented in categories, concepts, terms, information, recommendations, instructions, i.e. their systems. Based on knowledge, a person understands the environment and himself in it, understands situations, situations, problems, anticipates and plans his actions and deeds, prepares and makes decisions, chooses ways and means of implementation, controls and evaluates them. Emboldening Salvo - this is an automated way of performing any action that is repeatedly performed as standard under standard conditions, ensuring its high efficiency in them. The properties of skills are the vigor of actions, speed, accuracy, efficiency, stereotyping, conservatism, reliability, high success. Skill - this is a complex way mastered by a person of flexible and successful performance of some action in non-standard, unusual, various situations. There are elements of automatism in the skill, but in general it is always carried out consciously, with the active participation of thinking, drawing on the existing knowledge for reflection, constant mental control and assessment of what is happening in a given situation. In this way, didactics is a branch of the scientific discipline of pedagogy. Didactics is aimed at the formation of knowledge, skills and abilities necessary for the existence of a person in modern society. The basic concepts of didactics are training and the content of education. 36. STRUCTURE OF THE PEDAGOGICAL PROCESS According to N.V. Kuzmina, the pedagogical process consists of five elements: the purpose of learning, the content of educational information, methods, techniques, teaching aids, teacher, student. All these methods are interconnected. V.Ya. Svirsky presents the system of the pedagogical process a little differently: - intellectual interaction; - goals - the result of the process; - own activity of the teacher; - students' own activities; - emotional interaction. Belkin E.L. represents the pedagogical process as a pedagogical system - part of the social system. The proposed Belkin system consists of six elements, all elements are interconnected and represent an inverted tree: - goals of training and education; - the content of training and education; - technology of training and education; - organizational forms; - teacher; - student. The pedagogical process is a way of organizational education, educational relations, which consists in the purposeful selection and use of development factors for participants in this process. The pedagogical process is created by the teacher. Any pedagogical process, regardless of which teacher organizes it, will have the same structure (in this order): purpose, principles, content, methods, means, forms. The goal should reflect the specific result that the teacher and students are striving for. The principles are intended to determine the main directions for achieving the goal. The content is that part of the experience of mankind, which is transmitted to students in accordance with the goal and the chosen principle. Methods - these are the actions that the teacher and the student perform, with the help of which the latter receives the experience that is determined by the content. Facilities - these are the ways of work of the teacher and the student with the content, which are used in unity with the methods. Forms of organization of the pedagogical process give it a logical completeness, completeness. The dynamism of the pedagogical process is completed due to the interaction of its three structures: pedagogical, methodological and psychological. The pedagogical structure has been discussed in sufficient detail above. Consider the methodological structure. To create it, the goal is divided into a number of tasks, in accordance with which the stages of the activity of the teacher and the student are determined. In addition to these two structures, the pedagogical process has a third - psychological. It includes: the processes of perception, thinking, comprehension, assimilation of information, students' manifestation of interest, inclinations, ups and downs of physical and neuropsychic stress. Consequently, three substructures can be distinguished in the psychological structure: cognitive processes, learning motivation, tension. In order for the pedagogical process to work, it is necessary to manage it. Pedagogical management is the process of transferring the pedagogical situation, processes from one state to another, corresponding to the goal. The management process consists of the following components of the goal: information support, task formulation depending on the goal, goal design, project implementation, progress monitoring, adjustment, summing up. Thus, the structure of the pedagogical process contains three branches: pedagogical, methodical and psychological. In order for the pedagogical process to work, it is necessary for the management process to work. 37. PEDAGOGICAL OBJECTIVES The pedagogical process was created by teachers to carry out the upbringing, education and training of students. In addition to the goals set by the teacher, each student has his own goal of learning, as well as the methods and means by which he acquires this knowledge. For an ideal pedagogical process, the goals of the teacher and the goals of the student, even during the same lesson, must coincide. Very often in practice we see something completely different: the goals of the teacher and the student do not coincide, while the pedagogical process worsens. For a better state of the pedagogical process, it is necessary that the external process of teaching and the internal process of teaching be closer, ideally, practically coincide. It follows from this that not only the pedagogical process will go better, but also educational relations will be better built. What is a goal? The term "goal" has many definitions, since it is a philosophical category. More precisely, one can say that goal - this is an ideal expression of the result of activity, which is ahead of human consciousness. In turn, pedagogical goal - this is the prediction by the teacher and students of the results of their interaction when performing any actions. The types of pedagogical goals are numerous. You can break them down into the following classes: - normative state goals of education - these are the most general goals that are described in state documents and education standards; - public goals - exist in parallel with state goals, are for the purposes of various sections of society, as well as reflecting their needs, for example, the goals of employers; - the initiative goals of teachers and students are the goals of teachers-practitioners directly, which are developed together with students, taking into account the type of educational institutions, profiles of specialized classes, taking into account the level of development of students, etc. Based on the above classes, three groups of goals are distinguished: - group A - the goals of the formation of knowledge, skills and abilities; - group B - the goals of forming attitudes to various aspects of life; - group C - the goals of forming the creative abilities of students, their interests, activities, views. There are also organizational goals that are set by the teacher in the field of his managerial function. For example, an organizational goal might be to empower learners to assist in the learning process. It is impossible not to mention the methodological goals that are associated with the expansion and development of teaching technology, as well as extracurricular activities, for example, changing the teaching method in the educational process, in a particular lesson, or introducing new, innovative forms of education in a particular team. Thus, pedagogical goals are intended to improve the pedagogical process. The result of training depends on how the goal is set correctly. The teacher should strive to ensure that his goals coincide with the goals of the students, which is the most important condition for the success of the pedagogical process. 38. EDUCATIONAL CONTENT Training - This is a socially conditioned process, the end result of which should be a person capable of living in modern society. Therefore, an important function of learning is a social function aimed at shaping a personality that will meet social requirements. The source of the creation of personality is the world culture - spiritual, material, which reflects all the knowledge accumulated by mankind. Learning process - this is a purposeful process of creating a personality, which is a socially conditioned and pedagogically organized process. This process occurs on the basis of cognition of systematized knowledge, methods of activity that reflect the composition of the spiritual and material culture of mankind. The content of education is influenced by the needs of society, which act as an objective factor. Another factor influencing the content of education is changes in the development of science and technology. The content of education is understood as a system of knowledge, skills, as well as a system of worldview and moral and aesthetic ideas that a student must master in the learning process. Everything that needs to be passed on to students should be selected in accordance with the goals set for the development of mankind, in the form of information it is transferred to him. Parts of social experience can be distinguished: - experience of the physical development of mankind; - experience of aesthetic relations; - experience of moral relations. From the foregoing, it follows that the main areas of the content of upbringing and education are distinguished: - physical education; - aesthetic education; - labor education; - mental education; - moral education. Each of the above areas has components: - knowledge - is defined as understanding, keeping in memory the experience gained; - Skills are methods of activity and their variants; - skills - are defined as the possession of ways to apply knowledge in practice, they include knowledge and skills; - relationships are value judgments and emotional attitude to life and work; - creative activity - provides the birth of new knowledge, skills, abilities and relationships. The content of education at all its levels should be aimed at achieving the main goal of education, namely the formation of a comprehensively and harmoniously developed personality. The content of education should be built on a strictly scientific basis, that is, it should include only accepted and well-established facts and educational materials in science. In the content of education, theoretical material must be combined with practice, and practice, in turn, must be combined with production work. School general education should be combined with technical and labor education, and the latter with higher education. The content of education is fixed in curricula, curricula, textbooks, teaching aids. In this way, content of education - this is a system for obtaining knowledge, skills and abilities that will be used in the future in production work and must comply with the goals of human development. 39. THEORY OF EDUCATION The content of school education is influenced by different positions of teachers. Consider the theories of education that previously influenced the content of school education. Theory of formal education. This theory was proposed by educators-scientists, such as Locke, Pestalozzi, Kant, Herbart. This theory consisted not only in the consideration of the theoretical material by the students and its application in practice, which to a large extent contributes to the development of logic, thinking, the ability to analyze, synthesize; the study of such subjects as mathematics, as well as the study of Greek and Latin, could lead to this result. Theory of material education. This theory was proposed and reviewed by a teacher-scientist Spencer. The theory of material education is somewhat different from the theory of formal education, but it consists in the predominant study of the natural sciences. Scientific material for study is selected according to the degree of its suitability for the future life of students, for direct practical application in the future in life and work. Not all educators supported the theories of formal and material learning. One of the educators who not unfoundedly criticized these theories was K.D. Ushinsky. He said that, for example, formal development is divorced from the assimilation of knowledge. Students need not only to be developed, but also to be armed with knowledge that can be useful in later life and work. Moreover, K.D. Ushinsky also disagreed with the theory of material education, since he believed that everything should not be reduced to utilitarian suitability, knowledge related to life is no less important than applied knowledge. An example of such knowledge is ancient history. This science cannot be applied in modern life, nevertheless, a person must know about the history of mankind in order to expand his horizons and knowledge of the laws of the historical development of mankind. A well-known representative of pragmatism in pedagogy John Dewey proposed his theory of education, which consisted in introducing the idea of the need to lay the practical activity of children in the basis of education, giving them knowledge, skills and abilities in various areas of life. John Dewey argued that the material for learning must be taken from the experience of children, the child himself must determine the quality and quantity of learning, especially since pre-composed training courses are not needed in education. Not only John Dewey said so. his follower W. Kilpatrick in the 20s. XNUMXth century laid the foundation for a project-based learning system. This system consisted in the fact that children, together with teachers, should design a solution to any problems, the topic of which would be chosen depending on their interests. For example, a student chooses the topic "Designing a Dollhouse". To solve this problem, students need knowledge in languages, mathematics and several other subjects. Undoubtedly, the application of this theory began to contribute to a decrease in the level of education in the mass school. 40. ESSENCE OF LEARNING Usually under training understand the transfer of certain knowledge, skills and abilities to a person. But knowledge cannot be simply acquired or transferred. They can only be obtained as a result of the active work of the student himself. Even if the teacher sets the best tasks for teaching, tries to transfer knowledge to the student, and there is no counter activity on the part of the student, then the latter will not have any knowledge, skills and abilities. It follows from the above that the relationship "teacher - student" cannot be reduced to the relationship "transmitter - receiver". To obtain a positive learning outcome, the activity and interaction of both sides of this process is necessary. French scientist Pascal quite rightly noted that the student is not a vessel that needs to be filled, but a torch that needs to be kindled. From the foregoing, it follows that learning is a process of active interaction between a teacher and a student, as a result of which the student develops knowledge, skills and abilities based on his own activity. The essence of the teacher's activity in this process is the need to direct the student's actions, control them, provide him with the necessary means and information. Thus, learning is a purposeful process of organizing and stimulating active educational and cognitive activity of students in mastering scientific knowledge, skills and abilities, developing creative abilities, etc. If the teacher fails to arouse the activity of students in mastering knowledge, skills and abilities, if he cannot stimulate learning, then the learning process does not occur, which leads only to a formal attendance by the student. In the process of training, it is necessary to solve the following tasks: - to stimulate educational and cognitive activity of students; - organize their cognitive activities to gain knowledge and skills; - develop memory, thinking, creativity; - to improve the acquired knowledge, skills and abilities. The organization of the learning process assumes that the teacher fulfills the following requirements: sets the goal of educational work, forms the need for students to master new knowledge, determines the content of the material being studied, organizes educational and cognitive activities to master this material, gives the educational activity of students an emotionally positive character, regulates and controls the learning activities of students, evaluates the result of students' activities. In parallel with this, students carry out educational and cognitive activities, which consist of the following components: awareness of the goals and objectives of learning, development and deepening of the needs of educational and cognitive activities, understanding the topic of new material and issues that are to be considered, perception, comprehension, memorization of educational material, application of knowledge and skills in practice, the emergence of emotional and volitional efforts in the educational and cognitive process, self-control and adjustments in educational and cognitive activities, self-assessment of the results of educational and cognitive activities. Thus, the essence of education lies in the formation of new knowledge, skills and abilities in the active educational and cognitive activity of students. 41. PEDAGOGICAL PRINCIPLES Under principle understand the basic starting points of any theory or science in general, these are the basic requirements for something. Pedagogical principle - these are the main ideas, following which helps to achieve the pedagogical goals in the best way. Consider the pedagogical principles of the formation of educational relations. 1. The principle of natural conformity is one of the oldest pedagogical principles. There are rules for the existence of the principle of natural conformity: - the pedagogical process should be built in accordance with the age and individual characteristics of students; - it is necessary to know the zones of proximal development that determine the capabilities of students, and also rely on them when organizing educational relations; - it is necessary to direct the educational process to the development of self-education, self-education of students. 2. The principle of humanization. This principle can be considered as the principle of social protection of a growing person, as a pedagogical process, which is based on the full recognition of the civil rights of the pupil and respect for him. 3. The principle of integrity. In another way, this principle can be called the principle of order. It means achieving unity and interconnection between all components of the pedagogical process. 4. The principle of democratization means providing the participants of the pedagogical process with certain freedoms for self-development, self-regulation, self-determination, self-education, self-education. 5. The principle of cultural conformity lies in the maximum use in upbringing and education of the culture of the environment in which a particular educational institution is located. 6. The principle of unity and consistency of actions of the educational institution and the way of life of students. This principle is aimed at organizing the components of the pedagogical process, at establishing relationships between the spheres of students' lives. 7. The principle of professional expediency. This principle ensures the selection of the content, methods, forms of the pedagogical process, which is aimed at training specialists, taking into account the chosen specialty, in order to form professionally important qualities, knowledge and skills. 8. The principle of polytechnics. This principle is aimed at the training of generalists based on the study of the scientific basis common to various sciences, production technologies, which allows students to transfer their knowledge from one area to another. The above principles of teaching reflect the dependence of the patterns of the educational process on its goals, which are set in teaching. In other words, these are patterns, knowledge, laws, essence, content, structure, which is expressed in a form that provides the ability to use their certain norms of pedagogical practice. In modern didactics, the principles of education are considered as recommendations that should guide pedagogical activity and the educational process as a whole, as well as a way to achieve pedagogical goals, taking into account all the laws of the educational process. 42. DIDACTIC PRINCIPLES OF HIGHER AND SECONDARY SCHOOL For the better functioning of secondary and higher schools, there are didactic principles aimed at achieving the perfection of the pedagogical process. Consider modern didactic principles higher and secondary schools: developing and educating education; scientific character, accessibility of the studied material, feasible difficulty; under the leading role of the teacher there should be conscious and creative activity of students; visibility and development of creative thinking; consistency and systematic training; transition from learning to self-education; there should be a connection between the educational process and the life and professional activities of the student; development of cognitive abilities of students, which will entail the strength of learning outcomes; there should be a positive emotional background of learning for better promotion of the pedagogical process; the teacher must take into account the individual abilities of students, as well as the collective nature of learning; there should be humanization and humanitarization of education; computerization of education; integrativeness of education, obligatory consideration of interdisciplinary connections; training should include innovative types of learning activities. Let's single out the most important didactic principles: training should be scientific, as well as have a worldview orientation; learning should be problematic; learning should be visual; learning should be active and conscious; training should be accessible; training should be systematic and consistent; during the educational process, it is necessary to observe the unity of education, development and upbringing of students. In the 60-70s. L.V. Zankov formulated new didactic principles. Consider them: training should be carried out at a high level of difficulty; in training it is necessary to study a fast pace in the passage of the studied material; the mastery of theoretical knowledge is of paramount importance in teaching. To identify the specific features of higher education, didactic principles of teaching are singled out, which characterize this particular type of activity: ensuring the unity of scientific and educational activities of students; professional mobility; professional orientation; problematic nature of the educational process; emotionality and majority of the whole learning process. Recently, the principles of higher education have been singled out separately, which systematize all previously known principles. Let's consider them in more detail: - orientation of higher educational institutions to the development of the personality of the future, the rational use of modern methods and means of education at various stages of specialist training; - the content of university education should correspond to modern, predictable trends in the development of science and technology, as well as production and technology; - the optimal combination of general, group, individual forms of organization of the educational process; - conformity of the results of training of specialists with the requirements that apply to a particular area of their professional activity. Thus, the modern didactic principles of teaching in secondary and higher schools are aimed at obtaining knowledge, skills and abilities in a comfortable learning process. 43. METHODS OF TRAINING AND EDUCATION Consider the term "method". Translated from Greek, the term methodos means "path", "way to the truth." In modern pedagogical literature there is no consensus on the definition of the term "teaching method" and its role in the system of education and upbringing. For example, Yu.K. Babanskiy believes that the method of teaching should be called a method of orderly interconnected activities of the teacher and the student, which is aimed at solving the problems of education. In turn, T.I. Ilyina reveals under the concept of "teaching method" the organization of students' cognitive activity. As there is no single definition of the teaching method, there is no single classification. Consider several teaching methods: - explanatory-illustrative method: students receive knowledge in the classroom from educational or methodical literature. Perceiving the received information, they are within the framework of reproductive thinking. Most often used in the university; - reproductive method: learning based on a pattern or rule, i.e. the student performs actions according to a previously written algorithm; - problem presentation method: before explaining the new material, the teacher poses a problem to the students that they cannot solve due to a lack of specific knowledge, skills, and then the system of evidence is revealed, new knowledge is obtained, and thus the task is solved. Widely used in practice; - partial search, or heuristic, method: consists in finding solutions to the tasks set, either under the guidance of a teacher, or using heuristic programs and instructions; - research method: after the analysis of the material, setting tasks and a brief oral or written explanation, students independently study the literature, conduct experiments, analyze the results obtained and perform other search actions. When using this method, initiative, independence, creative search, etc. are most fully manifested. Another classification of methods is based on the allocation of sources for the transmission of content: - verbal methods: storytelling, conversation, instruction, etc.; - practical methods: exercise, training, self-management, etc.; - visual methods: illustration, display, etc. There is another classification according to the sources of knowledge: - method of knowledge formation: story, conversation, instruction, illustration, etc.; - method of behavior formation: exercise, training, self-management, etc.; - method of forming feelings (stimulation): approval, praise, censure, control, etc. Yu.K. Babansky, in turn, divides all methods into three groups: - method of organization and implementation of educational and cognitive activities; - method of control and self-control over the effectiveness of educational and cognitive activity; - method of stimulation and motivation of educational and cognitive activity. At the same time M.A. Danilova, B.P. Esipova consider that all methods are divided as follows: - methods of acquiring new knowledge; - methods of formation of skills in the application of knowledge in practice; - methods for testing and evaluating knowledge, skills, abilities. The above classifications of teaching methods are only basic. There are a large number of classifications based on various goals and objectives. 44. DIDACTICS AND PEDAGOGICAL SKILLS The existence of didactics is determined by the fact that it must answer the following questions: whom to teach? why teach? what to teach? how to teach? And, of course, these questions cannot be answered unambiguously. The most difficult question is "how to teach?", since there is no ready-made recipe, one algorithm, teaching rules due to the flexibility and mobility of the educational process, its individual elements, the individuality of each student, etc. Didactics, in turn, it offers an understanding of the essence of education, reveals its patterns, principles, approaches, a system of principles and teaching methods, and the implementation of the task. The knowledge that didactics gives helps the teacher to analyze the dependencies that provide the course and result of the learning process, control the patterns of learning, methods, forms, teaching aids, and are also effective for high-quality training of specialists. It is the knowledge of didactics, as well as the application of this knowledge in practice, that forms the pedagogical skill of the teacher. The role of didactics in the activity of a teacher has different interpretations. Some believe that the knowledge that didactics provides should prepare teachers for the construction of the educational process. Others have a completely opposite opinion, they argue that the knowledge that didactics brings limits the creative independence of the teacher. We can agree with this statement, since the teacher needs to solve various situations in the preparation of future specialists. The question arises: what is pedagogical creativity? How can curriculum requirements be combined with creativity? What is necessary for a teacher's work to become creative in the full sense of the word? In order to accurately answer these questions, you first need to find out what creativity and craftsmanship are. We know that creativity involves combining general and special abilities, resulting in a product that is new, original and unique. Rђ RІRѕS, creation - nothing but the result of individual labor. As a result of many years of searching, the teacher accumulates interesting facts of pedagogical work. According to K.D. Ushinsky, that pedagogical experience lies not only in the accumulated facts, since, if these facts only remain facts, they do not give the teacher pedagogical experience. In turn, simply studying the pedagogical experience of other teachers may not give a result or even a negative result, since even from the most unique experience without knowledge of the objective laws of the pedagogical process, an unknown result can be obtained. Of course, studying the pedagogical experience of other teachers is necessary, but not enough for the development of the teacher's creativity. Summing up, we can say that the most reliable way to improve pedagogical skills is to rework your experience as a teacher and, of course, to generalize the knowledge that didactics gives us. 45. DEVELOPMENT AND DEVELOPMENT OF THE PERSON IN PEDAGOGY If we talk about human development as a special pedagogical property, then we mean its qualitative features of changes and altered states that are not related to the other three properties - upbringing, education, education. It: - predisposition and ability to improve one's upbringing, learning, mastering certain types of knowledge, mastering a certain type of activity, labor and their improvement; - cognitive properties - attention, observation, memory, imagery of mental representations, thinking, development of imagination, speech; - activity - activity, initiative, purposefulness, perseverance in achieving a goal, perseverance, will, organization, accuracy, "business acumen", caution, prudence, a tendency to take risks, dangers, the ability to mobilize; - psychophysical and physical - lability, reaction speed, reactivity, excitability, emotionality, resistance to stress, resourcefulness, efficiency, etc. The difference between these qualities and those related to upbringing, education, training lies in the fact that they characterize not his social orientation, but features as an individual that affect the acquisition of these qualities and are necessary for life and professional activity. A very part of the indicators of development are characterized more succinctly, as intellectual, creative, physical, resilient, professionally important qualities, special or private abilities. Development as a purposeful pedagogical process is designed to ensure the effective improvement of the pedagogical quality of a person's development at any age, the qualities and abilities related to him, and also to contribute to the success of upbringing, education and training. It can also be carried out to purposefully eliminate the lag in the development of individual individuals, their certain qualities and prevent regressive changes. The concept of free human development in an extremely liberal sense, as noted above, it advocates the ideas of the value of unlimited freedom and individualism. The civilized-democratic understanding of free development is connected with: - with the rejection of the formation of a standard personality; - the need to study and understand the individual predisposition and characteristics of a person; - assistance to a person in the expedient use of individual predispositions and inclinations for the development of the qualities and abilities of the individual necessary for a civilized life; - an increase in the general level of development of individual abilities in combination with an enhanced development of individual qualities and abilities necessary for professional and other activities in life. Progress in the development of a person occurs only under the influence of favorable socio-pedagogical conditions in his lifetime and the purposeful pedagogical efforts of him and the teacher. It is in this capacity that development and development are included in the subject of research in pedagogical science and are of interest to pedagogical practice. 46. PRINCIPLES OF PERSONAL DEVELOPMENT At present, there are no clearly defined principles for the development of personality. Several options for a modern complex general pedagogical principles of human development discussed below. 1. The principle of pedagogical integrity. The development of human qualities should be carried out in unity with upbringing, education, and training. More I.G. Pestalozzi raised this issue in the XNUMXth century. as a pedagogical one, also connected it with developmental education. Development is effective if it is included in a holistic pedagogical process, in which all sides of the "pedagogical square" are represented. 2. The principle of continuity of development and motivation of the individual to self-education. The development of personality traits is a longer process than the formation of knowledge, skills and abilities. Like education, development requires constant attention to what, in what direction a person changes, whether it is progressive or regressive, what influences it and how, how to give it the right direction and pace. 3. The principle of early development. 4. The principle of unity of zones of proximal and distant development. The teacher needs to know what is poorly developed in a given person, and what is good, what is expedient to improve, taking into account the tasks of life and professional activity facing him, to provide assistance. 5. The principle of combining general, professional and individual development. As the preparation of a person for professional activities and occupations intensifies, there is a need for the development of special abilities for it. This is not only the development of qualities that were not previously given much attention, but also the professionalization of some of the existing ones, for example, professional observation, etc. 6. The principle of priority of forms and methods of practical development. Although the verbal method is not excluded, and in the development of a number of qualities it can be of increased importance, the main ones are still activity methods, practical training. 7. The principle of activating the developed quality with increasing difficulty of its manifestation by a student, a professional. 8. The principle of increased activation of consciousness at the beginning and with difficulties in the development of qualities. It is impossible not to reckon with the fact that behind the external manifestations of a person's qualities and abilities are invisible psychological and psychophysiological formations and processes. There is not always a one-to-one correspondence between the external and internal components of actions. The principle of increasing the activity of consciousness at the beginning and with difficulties in the development of qualities. It is hardly possible to recognize as sufficiently competent the actions of a teacher who cares only about immersing a developing person in difficulties and active work to overcome them. 9. The principle of the formation of complex skills and abilities that contribute to the development of the appropriate quality. 10. The principle of intensifying the possibilities of the developing. If knowledge, skills require a gradual increase in activity and difficulties, then development allows for an increased intensification of human capabilities - stronger motivation, tension of consciousness and will, manifestations of character, and this makes development more effective. What is done with passion and interest, as they say, is done doubly. 47. MEANS AND FORMS OF THE PEDAGOGICAL PROCESS Pedagogical means did not immediately become an obligatory component of the pedagogical process. For a long time, traditional teaching methods were based on the word, but with the growth of information, with the development of information technology, it became necessary to use technical teaching aids. Thus, pedagogical means are material objects that are necessary for the organization and implementation of the pedagogical process. Pedagogical tools include such tools as educational and visual aids, educational and production equipment, didactic equipment, computer classes, organizational and pedagogical tools, educational and laboratory equipment, etc. In connection with the development of didactic technology and computers, a new direction in pedagogy has arisen - pedagogical technology. The essence of this direction lies in the application of a technological approach to the construction and implementation of the pedagogical process. Pedagogical technology combines didactic technology, traditional teaching methods and participants in the pedagogical process into one whole, a single whole. Pedagogical form is a stable, complete organization of the pedagogical process in the unity of all its components. Forms in pedagogy are divided according to the degree of complexity. There are three varieties: - simple: built on a minimum number of methods and means, most often devoted to one topic or content. Such forms of the pedagogical process include: a conversation, an excursion, a quiz, a test, an exam, a lecture, a "battle of scholars", a chess tournament, a concert, a consultation, etc.; - Composite: are built on the development of simple forms of the pedagogical process, on their various combinations. These include: a lesson, a professional skills competition, a festive evening, a conference, a KVN, etc. For example, a lesson can combine a conversation, a quiz, a briefing, a survey, a report, etc.; - complex: built on the development of composite forms. Depending on which direction of the content of education the form belongs to, the following forms are distinguished: - physical education; - aesthetic education; - labor education; - mental education; - moral education. Forms of organization of training: lesson, lecture, seminar, test, consultation, practice, etc. You can also highlight individual forms (consultation, test, exam), forms of interaction (subbotnik, group competitions, reviews, disputes), cooperative forms (in the case when the goal is achieved by distributing functions among students), etc. There are forms of individual, group and collective activity of students. Consider the place of forms in the pedagogical process. The figure below shows in the form of a diagram the placement of forms in the pedagogical process. 
Thus, the means and forms of the pedagogical process are aimed at achieving the goal and solving pedagogical problems using the creative experience of the teacher, aimed at obtaining the best result of the learning process. 48. DEVELOPMENT OF THINKING Most often, in the works, attention is paid to mental development, but in fact, development should cover all the qualities included in the quality of development. In addition, it was traditional to consider the development of children in the conditions of the school, partly the university. However, adult pedagogy has accumulated considerable experience on development issues. The following is a summary of all development applications. A person's life is a projection of his mind, what is the mind - such is life. The main directions of development of thinking are: - increasing the activity of mental activity and the qualities of thinking of students in all types of pedagogical activity; - optimization, ensuring the flow of thought processes with certain characteristics that ensure the development of the relevant qualities of thinking; - Enrichment of a person with relevant knowledge; - exercises in the knowledge of different objects and phenomena. To work effectively in these areas, you should: - select creative people who are able to participate in the improvement of the organization's activities in labor collectives; - to create favorable, stimulating conditions in the family, educational group, educational institution, labor organization, a general creative atmosphere in the educational, scientific institution for the manifestations of the mind and creativity of workers, students, employees; - prevent the formation of an atmosphere in groups when children, students or employees are afraid to show intelligence and creativity because of the expectation of trouble; - provide everyone with wide and truthful information about what is happening and offer to actively use it in study, work and life; - take organizational measures that contribute to the involvement of people in creative, search, constructive, improving education, life and work, as well as research work, etc. In the experience of developing thinking in different institutions and organizations and with different categories of students, the following organizational and methodological methods have justified themselves: - enrichment of students with fundamental and applied knowledge; - accustoming students, workers to mental stress; - encouragement of creativity and independence in studies and affairs, involvement in educational, cognitive, research, rationalization, innovative work; - the invariable orientation of teachers, class leaders, bosses to activate the thinking of students in the assimilation of knowledge, encouraging and accustoming them not only to listen, but also to think, reflect, comprehend, understand educational material, connect with their own experience; - illustrative and explanatory style of presentation of educational material, explaining, proving, convincing, supported by examples, facts; - search in the course of presenting the content of answers to complex and topical issues of the life and work of students; - depth, consistency, realism, novelty, originality, creativity in the selection of content and independence in the way they are presented, giving it, where necessary, a personal character. 49. HUMANITARIAN DEVELOPMENT The human mind is social in its origin and essence. It arises only in human society, with the help and under the influence of people, and develops so that a person can live in society in a human way, for this his social development is necessary. A modern person for success in life must have all the components of social thinking, in particular humanitarian thinking. The necessity of this follows from the fact that humanism is now acting: - as an ideology that makes people understand that everything that is done by people on earth should be subordinated to the interests of people, to improve their lives and only this, and not turn them into a means of developing the economy, production, technology and satisfying the ambitions of power; - as a universal worldview, the basis of morality, organization and life of a civilized society, the focus of which is always a person and his life; - as a prerequisite for the arrangement of a democratic and legal society, designed to guard the legitimate interests, justice, rights, freedoms, dignity of a person; - as a special group of moral and deontological professional norms, the foundations of thinking and habits of activity and behavior of all professionals, managers, civil servants, entrepreneurs; - as the most important task of any professional activity. The humanitarian development of consciousness and thinking begins with the study and deep understanding of the theory of humanism, understanding of humanity, society, people, proper life among them, responsibility for the safety of life, the value and meaning of one's life, the need to value it, to live humanly reasonably, with dignity, to achieve maximum civilization, self-fulfillment, to master the habit of always thinking humanely and acting accordingly in everyday life and at work. Humanization of consciousness, thinking, increasing their regulatory role in behavior are effectively carried out with the strengthening of pedagogical work and the development of new areas of it, providing a deep understanding by all categories of people, professionals: - global unity of the modern world; - the importance of mutual understanding between peoples, the equality of people regardless of race, nation, gender, religion; - the unconditional need for peace in the world, the inadmissibility of the outbreak of wars, ensuring all types of safety of human life; - the need for a careful attitude to the conservation, protection, and thrifty use of the resources of the natural sphere, which have been accumulating slowly for several billion years and are being so quickly, sometimes ruthlessly expended now. Humanism cannot penetrate deeply into consciousness and become an effective guide of a person in life, if it does not really accompany his being in educational institutions, labor organizations, in everyday life. It is incompatible with the spread of cruelty, violence, lawlessness, selfishness, deceit, injustice and much more in them. 50. DEMOCRATIC DEVELOPMENT A developed person for life in modern society must have and democratic thinking, ability to live in a democracy. According to world experience, its targeted development occurs through training, constant clarification, and reminding people of the following postulates: - true democracy is the power of the people, the duty of the state and all its institutions to serve the interests of the whole people, to take into account their opinion, interests and expectations when making a decision, its responsibility to the people, control over the activities of government bodies, the right to elect and remove power by established law; - freedom is not permissiveness, its boundaries are marked by law, so that people, using the right to freedom, do not infringe on the same rights of others; - using the right to freedom and taking into account the requirements of humanism, people must self-limit their rights and be guided by the moral standards of justice, goodness, conscience, duty, etc.; - the diversity of ideas, views, desires, approaches, attitudes of different people is not a disadvantage of society, but their virtues, which allow making decisions that are balanced on different opinions and assessments as a condition for success; - there should be respect and tolerance for the individuality, originality of other people, tolerance for the fact that they have the right to disagree, to have their own point of view and interests, and this is not always a bad thing; - the attitude towards another person (group), who differs in his opinion, interests, occupations, personality, should not be like an enemy; - when faced with other opinions, decisions and actions of people, one must first of all understand them, understand the reasons, see their merits, and not reduce everything to shortcomings; - it is necessary to look for points of contact and rapprochement with people with different views, interests, aspirations, and not try to immediately criticize or remake a person, "convert him to your faith"; - it is necessary to recognize the right of another person to satisfy their interests, the manifestation of individual strengths, individual development; - using freedom, we must remember that the right to freely choose decisions and actions is associated with responsibility for them. For democratic development of students recommended: - to build management in an educational institution democratically; - provide educational institutions with independence in determining the content of the pedagogical process in accordance with state educational standards, choose the forms, procedure and frequency of intermediate certification of students, ensure freedom to attend events not provided for by the curriculum; - conduct teaching with the provision of freedom for teaching staff to determine the content of training courses in accordance with state educational standards; - in organizing and conducting various forms of classes, develop democratic qualities, attitudes, habits and skills among students; - grant the right to students to freely express their own opinions and beliefs and demand respect for their human dignity; - to develop youth parliamentarism. 51. ECONOMIC DEVELOPMENT The economic basis of society, the specifics of the market economy, on which the modern life of Russians is based, put each person in special conditions, requiring from him a special development of thinking and other qualities. According to the experience of world pedagogy, the development of qualities for life and work in a market economy is considered mandatory for all high school students and adults - practical workers. In their complex are called: - the importance of realizing one's life career with its self-sufficiency; - the ability to cherish the workplace, understanding that it is not guaranteed for life, diligence, a conscientious attitude to work as a means of ensuring a decent life and self-expression; - manifestation of initiative and enterprise in all matters, as well as purposefulness, organization, accuracy, etc.; - ability and habit to count on oneself; - economic thinking; - the ability to analyze, generalize, identify; - economy, thrift; - business communication skills; - honesty, conscientiousness, decency; - ability to work in a group; - knowledge of home economics; - curiosity, the ability to acquire knowledge. It is believed that in modern economic life it is necessary to possess certain business skills: - set realistic goals; - calculate the sequence of movement to the goal, not achievable by a one-time effort; - analyze the situation and the problem; - anticipate the difficulties of solving the problem; - identify ways and means of solving the problem and compare them with their capabilities; - make decisions, choosing reasonably one of a number of possible ones, calculate the stages and methods of implementation, means of ensuring, immediate results, possible side and long-term consequences; - self-critically evaluate the result of the actions performed; - the ability to control the course of events. Abroad, the formation of these skills begins to be engaged almost from the first grade. Good development opportunities include the inclusion of students in a specially organized economic activity and social production practice. The school of life in market relations testifies to serious deformations in the development of personality that occur in many people, especially young people. In addition to the widespread monetary consciousness, there are others. According to N.D. Nikandrova, there is a development of the qualities of the owner, as a result of which such qualities as disinterestedness, altruism, the desire to help one's neighbor go away, become an anachronism. The author cites interesting data after a study conducted among schoolchildren. Their orientation towards the sphere of trade intensifies as their progress falls, i.e., the worse children study, the more they have a desire to go into trade. Those who are optimistic about their future are more among those who do well, but their number decreases from the lower grades to the older ones. The listed types of vital development do not exhaust all possible directions. 52. BASIS OF SPECIAL DEVELOPMENT Necessity special development It is determined by the specifics of the requirements that each type of labor imposes and the personal attachments of a person. Such development is most often associated with a certain accentuation of the development of existing individual qualities and their complexes, for example, professional thinking, professional observation, professional memory, professional vigilance, musical, artistic and other abilities. The general organizational and methodological features of development are singled out. Firstly, it is imperative to systematically build work even on the development of individual qualities. No quality is inseparable from the integrity of a person. There are areas in the central nervous system that are responsible for certain external manifestations, such as speech, hearing, etc., but they are not separate, private, they function in a single, whole system. Secondly, it is necessary to select exercises that are adequate to the uniqueness and tasks of developing a particular quality of a person. For physical development, motor exercises are needed, for sensitivity - exercises to activate sensations, perceptions, feelings. With an individual approach, exercises aimed at overcoming the identified shortcomings in development are also effective. Thirdly, the optimization of developing processes occurs with the meaningfulness of developing methods, their regulation during exercise. This is especially important with stagnation in development. When performing physical exercises that require coordination and dexterity, meaningful operational control, justified at the beginning of development, is canceled. Fourthly, in professional training, especially carried out directly in practical organizations and in short-term professional development courses, emphasis should be placed on the accelerated professionalization of qualities. At the same time, the exercises are selected with the maximum approximation of the requirements for real working and living conditions. Fifthly, we need not simple activation, but increased high, with tension, which significantly reduces the development time and improves quality. Sixthly, it is necessary to approximate the conditions of the environment for performing exercises to real ones, modeling real life and professional conditions. There are two main and interrelated ways to model extreme conditions in the classroom. The first way is the approximation of external conditions to real ones, the second one is the approximation of internal conditions to real ones. Seventh, it is necessary to vary the conditions that activate and optimize the processes in which development takes place. As a result, the skills and abilities that are formed during the exercises expand in the range of manifestation, more and more acquiring signs of qualities. Eighth, the development of skills and abilities is achieved by using a form of training with a characteristic methodology for it. After one or two preparatory trainings with the leader explaining the purpose of the lesson, the order and methods of action of the students, the training cycle begins, when the maximum time is devoted to exercises. 53. EDUCATIONAL DESIGN Under pedagogical design refers to the preliminary development of the main parts, details that are necessary for the further activities of students and teachers. Pedagogical design is used by every teacher and is its main and significant function. This can be explained by the fact that it is organizational, gnostic (search for content, methods, means of interaction with students) and, of course, communicative. Pedagogical technology is understood as a consistent movement, which is continuous and all components, stages, states, processes, phenomena, participants in this movement are interconnected. Consider the history of the development of pedagogical design and technology. Design disciplines such as systems engineering, operations research method, decision theory, network planning, ergonomics, technical aesthetics, became the beginning of the development of pedagogical technology and design. All these disciplines were built on the basis of design theories, which in one way or another connect technology and man. In domestic pedagogy, the founder of the theory and practice of pedagogical design can rightfully be considered A.S. Makarenko, who considered the educational process as a peculiarly organized "pedagogical production". A.S. Makarenko was against the unorganized process of education, the consequence of this was his proposal to develop a unified system of education, in the end he became the developer of pedagogical technology. Because A.S. Makarenko participated in the development of the education system, his proposal was to combine and improve such concepts as: - discipline technique; - the technique of conversation between the teacher and the pupil; - technique of self-management; - technique of punishment. To design in a person, a pupil of all the best, to form a strong and rich culture, all actions, their sequence, directions were thought out. A little later, in 1989, the first independent work devoted to pedagogical design appeared, which was written by a well-known teacher V.P. Bespalko. The spread and development of computer technology was a huge stimulus in the development of pedagogical design. With the advent of computer technology in educational institutions, teaching methods began to change, new methods and forms of teaching appeared in the direction of its technologization. Information technologies of education have appeared. But computers were not always used in the pedagogical process, although information technologies developed strongly, but remained only a kind of pedagogical technologies. Let's summarize what has been said. The essence of pedagogical design is to create an image of the upcoming activity, perhaps even several variants of images, which leads to predicting the results of this activity. In turn, the object of pedagogical design are pedagogical systems, pedagogical process, pedagogical situation. 54. PEDAGOGICAL SYSTEMS Pedagogical design is to create hypothetical options for future activities and predict the results of this activity. The objects of pedagogical design can be pedagogical systems, pedagogical process, pedagogical situation. The largest object of pedagogical design is pedagogical systems. The pedagogical system is understood as the integral unity of all factors contributing to the achievement of the goals of human development. Pedagogical systems, since they are part of the design, namely its objects, are complex formations that consist of components of different quality. For example, the system includes people - these are teachers and students; material and technical subjects of technical teaching aids, computers and, of course, the functions performed by each of them. The nature of the components of the system, the internal structure, the possibilities - everything is different. Each of the components, in turn, represents a systemic formation. Pedagogical systems are divided into classes, they are small, medium, large and super-large. Small systems include separate systems for educating students. For example, in institutions of primary vocational education there are systems of industrial training, extracurricular activities of students, vocational guidance, legal education, etc. Let's consider average pedagogical systems. Such systems include the systems of the activity of the educational institution as a whole, its work with students, their parents, enterprises, etc. This type of system connects small systems with each other and with external objects. Large systems include the education systems of the district, city, region. These mainly include large socio-pedagogical complexes, which include schools, colleges, lyceums, technical schools, institutions of culture, production, the sphere of everyday life and consumer services, as well as the management of these regions. Let us consider supersystems, i.e., superlarge pedagogical systems. They are created for regions, large in size and goals, republics as a whole. Each system has its own purpose, its purpose, and therefore a set of its components. The importance of the components of pedagogical systems is very high; when designing any system, it is necessary to take them into account, although their full set is not always provided by the activities of the teacher. Pedagogical systems are special formations. Each educational system has its own specific features: - systems should always have a goal, which is to develop students and teachers and protect them from negative environmental influences; - the main link of any system should be students or pupils; - each system must be built and act as an open system, that is, capable of changing under the influence of external factors, accepting these influences and mitigating them, either strengthening or eliminating them. Thus, one of the objects of pedagogical design is pedagogical systems, which are small, medium, large, super-large. All these systems must obey common features. 55. LEARNING TOOLS An integral component of the pedagogical system of any education are means of education. In a broad sense, they are understood as objects, components of activity and conditions that have didactic properties. These are words, objects, actions, factors that affect the senses (vision, hearing, touch) of students and ensure their assimilation of educational material. In the hands of the teacher, these are "tools" with the help of which he solves the tasks facing him. The main teaching aids include: 1) educational equipment of the premises of educational institutions: - educational equipment - a screen, a blackboard, desks, study tables, a teacher's place, objects on stands and cabinets; - technical teaching aids - means of visual information, sound information, automated installations, computer equipment, training simulators; - equipment of special classrooms, laboratories, workshops, Internet classes and computer classes; 2) equipment of special educational premises and territories - reading rooms, educational and scientific libraries, rooms for independent work, consulting rooms, sports grounds, training grounds, training obstacle courses, shooting ranges, training complexes, training bases; 3) educational visual and teaching aids: - drawings, diagrams, graphs, maps, tables; - photographic materials, paintings, portraits, images and tests, screen and sound means - transparencies, slides, filmstrips, video materials, films, materials of radio programs, television programs, the Internet; - modeling tools - dummies, models, imitation tools, the behavior of imitators; - programs, textbooks, teaching aids, collections of problems, anthologies, fiction, documentary materials, instructions, memos, instructions, assignments for independent work, methodological developments, etc.; 4) all facilities located on the territory and in the premises of any social structure (family, labor, service, administrative, cultural and leisure, etc.) that can be used in training, these can be ordinary premises with their equipment, a checkpoint , duty room, stairs, fire stand, canteen, playground, shop, etc.; 5) the means of the teacher himself (parent, senior, social worker, manager, etc.), which has didactic properties: - speech - words, phrases, intonations, volume, pace, pronunciation, logic, rhetoric, style; - non-verbal (non-verbal) - facial expressions, gestures; - behavioral - postures, gait, clothing, actions consciously used as teaching; 6) territorial facilities - located outside the educational institution, in the city, district, accessible libraries, reading rooms, bookstores, information centers, e-mail, the Internet, etc. This includes home facilities available in the student's apartment: desktop, cupboard, library, stationery, computer, study kits, disks, floppy disks, etc. 56. STAGES OF EDUCATIONAL DESIGN Designing pedagogical systems is based on a complex process, therefore it is a complex multi-level activity. All activities, regardless of who they belong to, no matter what object they are carried out, have much in common. This activity takes a series of successive steps, going from an idea to an accurate description of specific actions. There are three stages (stages) of design: Stage I - modeling; Stage II - design; Stage III - design. Let's consider each stage separately. Pedagogical modeling, vol. e. the creation of a model is the development of the goal of creating pedagogical design - a pedagogical system, situation or process, as well as the main ways to achieve them. Pedagogical design, in other words, the creation of a project, is the second step in creating a model, bringing it to the level of practical use. Pedagogical design, that is, the creation of a structure, is the last stage of pedagogical design, which consists in further detailing the created project, which will lead it to use this model in a specific situation, real conditions, with real participants in educational relations. Let us briefly consider the stages of pedagogical design. Any teaching activity begins with goal setting. As a goal, there can be any view, idea, belief, in accordance with which the pedagogical system is further built, then the process and situation. The set goal should make you think about where and when the acquired qualities of the student can be claimed. For example, a master of industrial training for future computer operators sets himself the goal of developing logical thinking. This goal gives him ways to achieve it, which the master will use at a certain lesson in industrial training. The master of industrial training determines the theoretical knowledge that a student must have before mastering this quality, from here he takes ideas that correspond to the goal and "draws" the target ideal, that is, a model of his activity with students. The creation of this thought, of course, is influenced by the personal experience of the master, his understanding of the students. This model helps to predict the pedagogical process. The next design stage is project creation. At this stage, practical work is carried out with the model, it is reduced to a form that is acceptable for use in pedagogical activities. Since the model in pedagogy is created only mentally, the project becomes a mechanism for transforming the educational process and environment. The final, third stage is construction. Design to a large extent breaks the project into parts, concretizes it and brings it closer to the real conditions of activity. The design of educational and pedagogical activity is a methodological task. So, pedagogical design is divided into three stages: modeling, design and construction, which have their own characteristics and goals. 57. FORMS AND PRINCIPLES OF PEDAGOGICAL DESIGN Pedagogical design is to create hypothetical options for future activities and predict the results of this activity. Forms of pedagogical design - these are documents that describe with varying degrees of accuracy the creation and operation of pedagogical systems, processes or situations. We will focus on two forms of design that are currently accepted in the system of Russian education. One of the forms by which the main point of view, the main idea, the theoretical principles of building systems or processes is stated is concept. Most often, the concept is based on the results of scientific research. It is of great practical importance, although it is often generalized and abstract. The purpose of the concept is the ability to present the theory in a constructive, applied form. Therefore, each concept should include only those theoretical knowledge that can be applied in practice in a particular system, process. Let's consider the concept on the example of vocational education. This concept includes a statement of the fundamental theory that reveals the place and purpose of vocational education in the modern education system. Vocational education is described as a whole, which implies a methodological level of the concept. This concept also includes a provision on the direct organization of vocational education, which includes the goal, objectives, principles, directions of development, the proposed structure, personnel of this education. A special form of design is dream. A dream is an image created by our imagination, it is an object of our desires, aspirations, although a dream can also be called a tool of knowledge. Thus, a dream is an emotional ability for a person to design his future. Another form of pedagogical design is plan. A plan is a document that lists activities, the order and place of their implementation. Plans are widely used in the design process. Such plans include curricula, a plan for teaching and educational work, a lesson plan, an activity plan, and many others. Each of the plans has its purpose and its structure. Educational design is a technology development mechanism in pedagogical theory and practice. Consider the principles of pedagogical design. There are two principles of pedagogical design. The first - principle of human priorities. This principle is focused on a person, i.e. a participant in a subsystem, process or situation. It is necessary to subordinate the designed pedagogical systems, processes, situations to the real needs, interests and abilities of the pupils. You can not impose your projects, your designs on the pupils. If the pupil is against the project, then you should retreat. It is necessary to leave the opportunity for pupils and themselves to improvise, therefore it is impossible to design rigidly. When designing, the teacher must put himself in the place of a person - a pupil, trace his feelings, desires, predict his behavior, and only on this basis design a system, process or situation. The second principle of pedagogical design is the principle of self-development. This principle implies the creation of systems, processes or situations dynamic, flexible, capable of changes, restructuring, complication or simplification in the course of implementation. 58. DESIGN OF A PEDAGOGICAL OBJECT We give a description of each action for the design of a pedagogical object. 1. Analysis of the design object. This stage requires determining what exactly we want to design - a system, a process, or a situation. The analysis of the design object involves the consideration of each of its structures, the state of each separately and the relationships between them. The analysis identifies the strengths and weaknesses of the object, as well as its shortcomings. As a result of the analysis, contradictions are revealed, i.e., a discrepancy between the requirements and the state of the object as a whole. 2. Theoretical support of design. This stage is dedicated to finding information: - experience in the operation of similar facilities; - Experience in designing similar facilities; - theoretical studies on the selected object. 3. Methodological support of design. This stage includes the creation of design tools: blank diagrams, sample documents, etc. It is more advisable to have several blank documents, diagrams for further design. 4. Spatio-temporal support of design. This stage is due to the fact that any project can only be implemented if it is associated with a specific time and place of design. 5. Logistics support. At this stage, it is necessary to think about the technical and material support of the design. There are five stages in the development of pedagogical design activities: 1. The era of the individual teacher. 2. The era of the educational book. 3. The era of audiovisual means. 4. The era of simple control automation tools. 5. The era of automation of means based on modern computers. 6. Legal support of design. This stage is associated with the creation of legal norms or their consideration when developing the activities of students and teachers within a system, process or situation. 7. Choice of a backbone factor. This stage is necessary to create a holistic project for the relationship of all its component parts. 8. Establishing links and dependencies of components. This stage is one of the central ones in the design. In the course of it, links are established between the components: links of origin, construction, content, management, etc. 9. Drafting a document. This stage occurs, as a rule, taking into account the existing algorithm, i.e. the list of special sections and their structural construction. 10. Mental experimentation of the application of the project. This stage consists in losing in the mind the created project, its self-examination. 11. Experimental evaluation of the project. This stage consists in checking the created object by third-party specialists to create an independent characteristic of the object, as well as by people interested in its implementation. 12. Adjustment of the project. This stage consists in adjusting the object after receiving comments, identified shortcomings. 13. Making a decision on the use of the project. This stage is the final design step. After it, the pedagogical object is ready for use in practice. 59. TYPES OF PEDAGOGICAL CREATIVITY In this issue, we will consider the types of pedagogical creativity. These include didactic creativity, technological creativity, organizational creativity. Let's consider each type of pedagogical creativity in more detail. We will first consider didactic creativity. It occupies a leading position among the types of creativity, as it underlies learning. Let's define didactic creativity. Didactic creativity is based on learning and lies in the activities of this area. This activity is for selecting or inventing ways to select and turn learning material into a structure. Also, didactic creativity studies the methods of transmission and assimilation by students of the selected educational material. There are a lot of variations of didactic creativity, for example, the combined actions of students, the use of mutual transitions, additions, inventions of new methods, and many others. What else is related to didactic creativity? These are self-assessment, assessment of knowledge by parents, use of game moments, use of reference devices, use of background music in teaching, color music and much more. The experience of teachers shows that didactic creativity is limitless. Another type of pedagogical creativity is technological creativity. What is it? Technological creativity consists in activities that are carried out in the field of pedagogical technology and design. In the process of performing this activity, there is a search and creation of new pedagogical systems, pedagogical processes, pedagogical situations, the purpose of which is to increase the effectiveness of educating students. What is the difference between didactic and technological creativity? The difference lies in the fact that technological creativity is the most difficult type of pedagogical creativity. It covers the entire activity of teachers and students. The technological type of creativity can include, for example, the creation of an integrated lesson, or a brigade form of industrial training for students, or lyceums, or colleges, or information technology training, and much more. What is the third type of pedagogical creativity? The third type of pedagogical creativity is organizational creativity. Consider the definition of this type of creativity. The essence of organizational creativity lies in another type of creativity, which is carried out in the field of management and organizational activities and is aimed at creating new ways of planning, new ways of control, new ways of distributing forces, new ways of mobilizing resources, as well as communication with the environment, interaction between students and teachers. etc. Summing up, we can say that pedagogical creativity exists in three types: didactic, technological and organizational. Each type of pedagogical creativity is aimed at the implementation of creativity in various fields of human activity. 60. PEDAGOGICAL TECHNOLOGIES AND LEARNING TECHNOLOGIES Concept "pedagogical technology" tried to break into science for several decades. From the moment when they began to use technical means in the process of learning in the West, they began to talk about learning technology, at first linking it only with technical means of learning. In Russia, the term "teaching technology" has acquired a broader meaning - pedagogical technology, by which they began to understand the meaningful technique of the educational process. The word "technology" is Greek, its direct translation looks like this: "techne" - art, craft, science and "logos" - science, teaching, means a body of knowledge about the methods and means of carrying out production processes. If you literally translate the word "technology", you can get this answer: a body of knowledge that is aimed at conducting the educational process. From the foregoing, one can draw a false conclusion that didactics and pedagogical technology are one and the same and perform the same function. What is the difference between these concepts? Didactics is the theory of education in general. In turn, pedagogical technology is part of the concept of didactics and consists in a specific scientifically based, specially organized training, which is aimed at achieving a specific goal of training, education and development of the student. In the process of implementing the teaching technology, a specific activity of the teacher and the student is built with the use of technical teaching aids and without their help. According to UNESCO documents, learning technology is a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, which are faced with the task of optimizing the forms of education. We see learning technology from two sides. On the one hand, this is a set of methods and means of processing, presenting, changing information, and on the other hand, it is the influence of the teacher on the student during training using the necessary technical or information means. The term "educational technologies" appears, which is more capacious than teaching technology. This is due to the fact that it also includes an educational aspect, which is associated with the formation and development of personal qualities of students. Since the learning technology is associated with a set of content and procedural characteristics, the informatization of education is associated with the expansion of the concept towards the design and system analysis of the learning process. Let us give a definition of the term "learning technology". Learning technology - this is a way to implement the content of training provided for by the curriculum, representing a system of forms, methods and means of training that ensures the most effective achievement of the goals. In learning technology, the content, methods, means of learning are in continuous interaction. The pedagogical skill of the teacher is to choose the right content, apply the best methods, teaching aids, which should be in accordance with the program and the pedagogical tasks set. 61. LEARNING TECHNOLOGY DESIGN The process of developing a specific pedagogical technology can be called process of pedagogical design. Consider the sequence of steps in this process: - the choice of the content of training, which is provided for by the curriculum and curriculum; - the choice of priority goals that the teacher should be focused on: the teacher must clearly know what professional and personal qualities the student will develop in the process of studying the projected discipline; - the choice of technology, which will be based on a set of goals or on one leading goal; - development of training technology. The very design of teaching technology involves the development of the content of the discipline, the form of organization of the educational process, the choice of methods and teaching aids. The content of learning technology is understood as the content and structure of educational information that is offered to students for consideration, as well as a complex of various tasks, exercises, tasks, with the help of which educational and professional skills will be formed, as well as the accumulation of initial professional experience. At the same time, the organization of training sessions plays a very important role, which should be aimed at mastering knowledge, skills, their ratio in terms of volume and complexity, as well as their alternation, and forms of control that help to consolidate the acquired knowledge should be noted here. Learning technology is a system category, the main components of which are: - learning objectives; - content of training; - means of pedagogical interaction (means of teaching and motivation); - organization of the educational process; - student, teacher - the result of activity (including the level of professional training). In modern pedagogy, there is no exact classification of learning technologies, but there are two classes into which these technologies are divided: traditional and innovative. Traditional learning is based on the process of transferring ready-made, known knowledge to students, based on the explanatory-illustrative and reproductive method of transferring information. Innovative learning technologies are born not as a tribute to fashion, but as a result of many years of work of innovative teachers in connection with a large number of scientific studies, which are explained by scientific discoveries. For example, the development of computing technology is explained by the development of program learning, or the development of research on the patterns of human thinking led to the development of problem-based learning, or the activity approach arose on the basis of research by psychologists and philosophers in the field of human activity. There is a sequence of formation of new technologies: - identifying opportunities through basic research; - determination of effectiveness through applied research; - analysis of needs and demand among teachers and students; - development of documentation, software and methodological tools; - training of teachers; - replication and distribution of software. 62. BASIC DIDACTIC CONCEPTS The principle of teaching is based on didactic systems, which are often called psychological and pedagogical concepts. The didactic system is a set of elements that form a single whole structure and serve to achieve the learning goals. Scientists identify three didactic concepts: traditional, pedocentric and modern system of didactics. This division is explained by the fact that in each group the learning process is understood differently. In the traditional system of education, the dominant role is the role of the teacher, teaching. The basis of this system is the work of such teachers as I. Comenius, I. Pestalozzi, I. Herbart. For example, I. Herbart's didactics is characterized by such words as "teacher's activity", "management", "teacher's guide", "regulation", "rules", "prescriptions", etc. The structure of traditional education includes four steps: - presentation; - understanding; - generalization; - application. The logical meaning of the learning process is that the movement comes from providing material to students through its explanation to understanding, generalization, application of knowledge. I. Herbart sought to systematize and organize the activities of the teacher, which was quite important for didactics. But by the beginning of the XNUMXth century the traditional system has been criticized. The reason for this was her authoritarianism, bookishness, isolation from the needs and interests of students, from life, since such a system of education only transfers ready-made knowledge to the student, without contributing to the development of his thinking, activity, creativity, and therefore suppresses the independence of the student. Therefore, in the XX century. new technologies emerge. New technologies include pedocentric concept. The main role in this concept is given to learning - the activity of the child. The basis of pedocentric technology was the system of an American teacher D. Dewey, as well as labor school G. Kershenstein и V. Laya. The system got its name due to the fact that Dewey said that this concept should be built based on the needs, interests of students, their abilities, while striving to develop the mental abilities and various skills of students when the learning process is spontaneous, independent, natural character, and the acquisition of skills and abilities occurs through direct activity, i.e. learning through the performance of actions. However, this type of education began to lead to a decrease in the level of education, a random selection of material, a loss of systematic teaching, and an overestimation of the spontaneous activity of children. The modern didactic system is based on the fact that both sides - teaching and learning - constitute the learning process. The modern didactic concept is based on such areas as programmed, problem-based, developmental education, humanistic psychology, cognitive psychology, pedagogical technology, and cooperation pedagogy. The purpose of modern didactic systems is not only in the formation of knowledge, but also in the overall development of students, their intellectual, labor, artistic skills, satisfaction of the cognitive and spiritual needs of students. 63. LAWS AND REGULARITIES OF TRAINING The laws of the didactic educational process are expressed in stable internal connections that reflect the functioning and development of the process of education and training. Consider basic laws of the learning process: - the law of social conditionality of the goals, content and methods of teaching. This law reveals the process of influence of social relations, social system and social order on the formation of all elements of education and training; - the law of upbringing and developing education. Reflects the ratio of mastery of knowledge, abilities, comprehensive development of the individual; - the law of conditionality of training and education: the nature of students' activities shows the relationship between the methods of organizing training, the activities of students and learning outcomes; - the law of integrity and unity of the pedagogical process: reveals the harmonious unity of all components of the pedagogical process, such as rational, emotional, meaningful, operational, motivational components; - the law of unity and interconnection of theory and practice in teaching; - the law of unity and interdependence of individual and collective organization of educational activities. Regularities are another basic concept of the process of education and upbringing. Patterns of learning - these are objective, essential, stable connections between the constituent components of the learning process, these connections are predominantly probabilistic-statistical in nature, they appear as trends, that is, not in each individual case, but in many cases. Exist two types of learning patterns. Distinguish between internal and external patterns. The external laws of the learning process form the dependence of learning on social processes and conditions, the social and political situation, the level of cultural development, etc. The internal laws of learning are the laws of the learning process that establish links between components, such as goals, content, methods, means, forms, etc. Let us consider a number of patterns that manifest themselves in learning under certain conditions: - the teaching activity of a teacher should be of an educative nature, but at the same time, depending on the conditions of training, the educative function may have a greater or lesser force, it can be both positive and negative; - the relationship between the teacher and the student and the result of training, in other words, the more intense, more conscious the educational and cognitive activity of the student, the higher the quality of education; - the dependence of educational material on repetition, i.e. the strength of assimilation of educational material is directly related to the systematic repetition of the material covered and depends on the inclusion of repetition in the material studied, as well as when explaining new material; - dependence on the use of new teaching methods, in other words, there is a direct dependence of the development of knowledge, skills and abilities of students on their ability to apply search methods, problem-based learning, etc.; - the dependence of the formation of concepts in the minds of students on special cognitive activity to identify essential features, phenomena, to compare various concepts. 64. THE THEORY OF STAGED FORMATION OF MENTAL ACTIONS Very often, learning is seen as a process of transition of external objective activity into internal mental activity, abilities, knowledge, skills, skills of the student. The problem is how to properly manage this process. Galperin's theory of the stage-by-stage formation of mental actions indicates the conditions for the formation of mental actions with previously outlined properties. Therefore, at the first stage, the student should get acquainted with the purpose of learning, the motivation for learning should be formed. The second stage is devoted to the complete orientation activity of the student. The third stage consists in the performance of actions of oriented activity, in other words, this activity is generalized, automated, in other words, new knowledge, skills, abilities, mental properties are formed. The actions described above are also called the strategy of internalization, which means transfer to the internal plan. At this stage, one of the most important indicators is that activities should be constantly monitored, which can be carried out by parents and teachers. This control helps students to identify patterns of action, to promote the unification of students' efforts and the achievement of the goal through teamwork. It is also necessary to monitor the correctness of the performance of activities. Internal activity is instrumental in nature. Any action is a complex system that consists of several parts: - indicative (control): provides a reflection of the totality of objective conditions that are necessary for the successful implementation of actions; - executive (working): performs the specified transformations in the object of action; - control and correction: monitors the progress of actions, compares the results obtained with the specified criteria, and, if necessary, makes adjustments to the two previous parts. This stage can be called controlling, or the function of attention. Any part of the above has its own specific gravity. This weight is not constant in different situations. Depending on the proposed pedagogical situation, the proportion of parts varies. If at least one part is missing, the action is automatically destroyed. The learning process is aimed at the formation of all three functions of actions, but most often associated with its indicative part. Any action is described by a certain set of parameters, which are practically independent of each other and can occur in different combinations. These actions include: - the form of the action - material; - a measure of the generalization of an action - the degree of allocation of essential actions for performing actions from non-essential ones; - a measure of the deployment of an action - a measure of the use in it of all pre-planned types of operations; - a measure of independence - the amount of assistance provided by the teacher in the course of each operation; - a measure of mastering the action - the degree of automaticity and speed of execution. 65. STAGES OF FORMATION OF MENTAL ACTION AND TYPES OF LEARNING For correct construction mental action it is necessary to follow the algorithm consisting of six stages. The first two stages are preliminary, the rest are basic. Let's consider each stage in more detail. Stage I - motivational. Ideally, motivation should be based on cognitive interest, since it (cognitive interest) has such a property as unsaturation. This type of motivation most often arises in the course of problem-based learning. If the student already has a pre-formed motive, then no work is done at this stage. Unfortunately, in practice, we are faced with the fact that the student has no motivation or it is so insignificant that at this stage, instead of identifying the motive, one has to deal with its formation. Stage II - indicative. This stage consists in a preliminary acquaintance with what is to be mastered, i.e., orienting the student to future activities. Understanding is the key to this stage. Further work on its solution depends on how fully and deeply the student understands the task proposed to him. Stage III - material (materialized). The name of this stage and all subsequent ones will coincide with the activities carried out in these stages. The essence of this stage is the assimilation of the content of the action by the students. At the same stage, the teacher exercises control over the implementation of actions. If at this stage the students master all the operations to perform the action well, then we can say that this stage was successful and the students will cope with mastering this action. Stage IV - external speech. This stage consists in generalization, i.e., the student must reproduce all the operations performed in the form of speech, both oral and written. Stage V - silent oral speech (in other words, speech to oneself). This stage, like the previous one, is devoted to generalization. Students must "scroll" the data of the operation "in their minds". Stage VI - mental or intra-speech action. This step is to automate the action. Basically, the result of mastering the action by students depends on the first stage. The typology of the orienting basis of action depends on three criteria: - degree of completeness; - measures of generalization; - method of obtaining. Theoretically, 8 types of orienting basis of action can be distinguished, but at present only three of them have been identified and studied: - the first type is characterized by an incomplete indicative basis, its specificity: the formation process is slow, with a large number of errors; - the second type is complete: it reflects all the conditions that are necessary for the successful completion of the action; - for the third type, a complete orienting basis should be built: the resulting actions are characterized not only by speed and accuracy, but also easily transferred to new conditions; - the fourth type is characterized by completeness, generalization, independence of building an indicative basis. Unlike the third type, students themselves discover the construction of an orienting framework. 66. DEVELOPMENTAL EDUCATION One of the new learning trends is developmental education. Developing education consists in the orientation of the educational process to the potential of human capabilities and their implementation. The theory of developmental learning originates in the works I.G. Pestalozzi, A. Diesterwega, K.D. Ushinsky, L.S. Vygotsky, L.V. Zankova, V.V. Davydov and more Education is the leading driving force behind the mental development of the child, the formation of new qualities of thinking, attention, memory and other abilities. Progress in development becomes a condition for deep and lasting assimilation of knowledge. Brighter and fuller disclosure of the child's abilities allows work based on the child's zone of proximal development. The zone of proximal development of the child is understood as the area of actions and tasks that the child cannot yet complete on his own, but this is within his power, and he will be able to cope with this with clear guidance from the teacher. What a child does today with the help of an adult, tomorrow will already be part of the child's inner heritage, will be his new ability, skill, knowledge. Thus, learning will stimulate the development of the child. The regulatory role in the system of developmental education is played by such didactic principles as learning at a high level of difficulty, the principle of the leading role of theoretical knowledge, learning at a fast pace, the child's awareness of the learning process, and many others. The structure of developmental education includes a chain of increasingly complex tasks that cause students to need to master special knowledge, skills and abilities, create a new solution scheme, new ways of action. In contrast to the traditional teaching method, in developmental learning, in the first place is not only the actualization of previously acquired knowledge and methods of action, but also the formulation of hypotheses, the search for new ideas and the development of an original plan for solving the problem, the choice of a method for verifying the solution by using independently selected new connections. and dependencies between the known and the unknown. Consequently, already in the process of learning, the student rises to a new stage of development, both intellectual and personal. The role of the teacher is to organize educational activities, which is aimed at the formation of cognitive independence, the development and formation of abilities, an active life position. Developmental learning is carried out by involving the student in various activities. Involving the student in learning activities, the teacher directs the pedagogical impact, which is based on taking into account the nearest zone of the child's development, to the emergence and improvement of knowledge, skills and abilities. The central element of developmental learning is the child's independent educational and cognitive activity, which is based on the child's ability to regulate his actions in the course of learning in accordance with the perceived goal. The essence of developmental education is that the student acquires specific knowledge, skills and abilities, as well as masters the methods of action, learns to design and manage his educational activities. 67. INTENSIFICATION OF LEARNING Under intensification of learning the transfer of a large amount of educational information to students is understood, while the duration of training does not change and the requirements for the quality of knowledge are not reduced by increasing the transmitted information. To successfully intensify learning, it is enough to introduce scientifically based methods of managing the cognitive process, to develop the creative potential of students. To increase the pace of learning it is necessary: - improve the content of the educational process; - improve teaching methods. Consider those parameters that contribute to the development of academic disciplines. Below is a minimum of parameters that contribute to the improvement of the content: - rational selection of educational material: with this selection, it is necessary to clearly separate the main knowledge base and additional information; - secondary information, which should be appropriately separated from the main and additional literature; - there should be a distribution of educational material in such a way that students receive new information at the beginning of the lesson, when the perception of students is more active; - there should be an accumulation of material by increasing the classroom at the beginning of the course for subsequent fruitful work; - since the process of cognition develops not according to a linear, but according to a spiral principle, it is necessary to rationally divide the educational material for a multi-level study of new information; - to provide a logical transition from already known information to new material, to use new material more actively to repeat what has already been studied, as well as to better assimilate the material covered; - it is necessary to use the time of the educational process economically and rationally. Improving teaching methods provided through: - wide use of collective forms of cognitive activity in the educational process, these may include pair and group work, role-playing and business games, etc.; - the teacher must develop the appropriate skills for organizing the management of the collective learning activities of students; - various forms and elements of problem-based learning should be applied; - the skills of pedagogical communication, which mobilize the creative thinking of students, must be constantly improved; - personal characteristics and individualization of training should be taken into account when working in groups of students when developing individual tasks and choosing forms of communication; - it is necessary to strive for a single result and uniform progress of all students in the learning process, regardless of the initial level of their knowledge and individual characteristics; - knowledge and use of the latest scientific data in social and educational psychology; - improving the use of modern audiovisual aids, technical training aids and, if necessary, information training aids. Thus, the intensification of learning leads to the receipt of a large amount of information, while not reducing the quality of students' knowledge and not increasing the time period of learning activities. 68. GROUP FORMS OF LEARNING ACTIVITIES Learning intensification is understood as the transfer of a large amount of educational information to students, while the duration of training does not change and the requirements for the quality of knowledge are not reduced by increasing the transmitted information. The main factor in the intensification of learning are group forms of educational activity. In modern pedagogy, a large number of studies related to educational activities have begun to be carried out. The results of such studies were the conclusion that the knowledge gained through communication is more solid than in the process of ordinary learning activities. The consequence of this is that the knowledge in the learning process, students must receive themselves. If you correctly combine activity and communication, then in the process of obtaining knowledge, both teaching and educating functions will be harmoniously combined. You can clearly see the individual-group form of learning in the process of role-playing games, which can be used in various academic disciplines. In the process of intensive group training, a training team is formed, which has a beneficial effect on the formation of the personality of each member of the team. Individual work, which is carried out according to the "student-teacher" scheme, eliminates one of its most important components from the educational process - interpersonal communication and interpersonal interaction through training. Thus, we are deprived of responsible dependence, which, according to A.S. Makarenko, is necessary for the effective implementation of pedagogical activity. Without this aura in the team, it will be difficult to activate the personal qualities of students and fruitfully carry out the educational work of the teacher. Any study group, first of all, must be considered as a team that is engaged in joint educational activities, and the processes of communication in the group during classes - as processes that form interpersonal relationships in this creative team. With intensive group learning, the most necessary attribute becomes communication, and the subject of communication is its products, which include the direct exchange of information in the process of mastering knowledge, the exchange of the results of cognitive activity, their discussion, discussions. Interpersonal communication in the learning process increases motivation by including social incentives: personal responsibility appears, a sense of satisfaction from publicly experienced success in learning. All this forms in the trainees a qualitatively new attitude to the subject, a sense of personal involvement in a common cause, which becomes the joint mastery of knowledge. The concept of "learning activation" is very closely related to the concept of "learning intensification". Under activation of learning is understood as the purposeful activity of the teacher, which is aimed at developing and using such forms, methods, content of education that contribute to increasing the interest, independence, and creative activity of students in mastering knowledge, skills, developing abilities and making independent decisions. 69. THE ESSENCE OF THE PROBLEM OF LEARNING Education - this is a characteristic of a high level of harmonious pedagogical formation of a person and a community based on the possession of a scientific understanding of the world and oneself in it. Consequently, the task of modern education is to equip specialists with a scientific understanding of the world. Problem learning acts as a creative process, thus, we can say that problem-based learning is a process of solving non-standard scientific and educational problems, the solution of which is carried out using non-standard methods. In other words, if students are asked to solve a typical problem, then it is about developing skills and abilities to consolidate the material, if we are talking about problematic tasks, then we can say about finding a new way of solving. From the foregoing, we can conclude that the essence of the problematic interpretation of educational material lies in the fact that the teacher does not transfer ready-made knowledge to students, but sets problem tasks for them, as a result of solving which students receive new knowledge. Thus, it can be summed up that the problem itself paves the way for various solutions, i.e., to new knowledge. The essence of problem-based learning lies in the fact that knowledge is not given as information, but is obtained in the process of pedagogical activity. Unlike problem-based learning, in traditional learning, students do not have the opportunity to independently develop skills and abilities as a result of scientific research, since they are given ready-made knowledge for assimilation, and creative thinking must be included to solve any problems. In problem-based learning, the transfer of patterns to practical application is simply not effective. We cannot say that problem-based learning is something new in learning, such famous people as Socrates, Rousseau, Diesterweg, Ushinsky and many others. As Diesterweg said: "A bad teacher presents the truth, a good one teaches to find it." If the student is constantly provided with ready-made knowledge, then it is possible to teach him to “extract” knowledge on his own, that is, to dull his natural creative abilities. This is explained by the fact that the process of thinking manifests itself and develops to the maximum extent when solving problematic problems. Consider the psychological mechanism of the ongoing processes in problem-based learning. When a student is faced with a new, contradictory, incomprehensible problem, he experiences a state of bewilderment, surprise, he faces the question: "What is the point?" Then the thought process goes according to the scheme: putting forward hypotheses, substantiating them and testing them. The consequence of this is that a person (student) either independently carries out a mental search, or with the help of a teacher. A great activation of creative thinking is facilitated by the subject-object-subjective relations that arise as a result of the collective solution of the problem that has arisen. From the foregoing, we can conclude that the essence of problem-based learning is to transfer knowledge to students not in the form of information, but in the process of pedagogical activity. 70. TEACHING METHODS Teaching methods - these are ways of ordered interconnected activities of a teacher and a student, aimed at achieving learning goals with an educational, educational and developmental effect. The system of methods qualified according to the peculiarities of the methods of constructing this activity includes the following groups: - according to the method of forming knowledge, skills and abilities - verbal (story, explanation, briefing, conversation, discussion, discussion, round table, dispute, problematic method, etc.), practical (exercise, educational research, search work, verbalization of a mental plan of action, self-assessment of the actions performed, signs of observed objects and phenomena, etc.), analysis of actions, correction of actions, memorization of the algorithm of actions (instruction), ideomotor actions (mental playback of upcoming actions), participation in practical activities (during practices and internships); - according to the features of constructing the interaction between the teacher and the students - oral presentation (lecture, story, explanation), conversation, discussion, discussion, round table, dispute, show, demonstration, illustration, exercises (individual and group), game method, staging method , "brainstorming" method, independent work; - to enhance the cognitive activity of students - an explanatory and illustrative method, a reproductive method, a problematic method, a partially search method, a partially research method; - according to the logic of transmission and perception of information - deductive method, inductive method; - according to the peculiarities of educational modeling of real conditions of practical actions - verbal-figurative modeling (verbal description of the situation with a mental representation of it by trainees), actual modeling, imitation (creation of conditions for the use of special tools and techniques), psychological modeling (challenge of trainees' mental, emotional, volitional processes characteristic of real conditions), modeling of confrontation and game situations, the method of modeling loads (physical, moral, psychological); - by types and methods of monitoring the effectiveness of the learning process - methods of individual, general, selective, continuous, current, preliminary, boundary, final and final control, self-control, mutual verification, report on an individual task, verification of assignments, conversations, surveys, tests , preparation and defense of an essay, coursework, qualification, diploma work, pedagogical testing, removal of standards for performing actions, checking the quality of the manufactured product, evaluation. The effect of the methods is achieved by the use of methodological techniques - elements of the method, operations for its application. So, when applying verbal methods, the methods of oral presentation, gesticulation, justification, attracting and retaining attention, arousing interest, imagery, raising questions, answering questions, exchanging opinions, discussing, generalizing and conclusions, etc. are used. 71. METHODOLOGY, TECHNOLOGIES AND METHODOLOGICAL SYSTEMS Success in conducting classes is achieved not by individual methods and techniques, but by their complex, method of application. Each of them is effective only in a properly composed complex. There are no bad and good methods, but some are good in one case, others in another. There is also the inept use of methods, and it is not the method that is to blame for the failures, but the teacher. The time has passed when it was believed that it is worth applying the method - and the result is guaranteed. Even a set of several methods will not give the expected result if they are not interconnected, their application is not coordinated. Modern ideas about effective methodology are associated with the transition from methods as units of methodology to larger methodological units - pedagogical technologies. They are reinforced methodological developments, special pedagogical microsystems that do not intersperse into the educational and pedagogical process, but permeate it. These are its elements specially selected, scientifically substantiated and arranged into a single ordered integrity: the pedagogical task, the content and means corresponding to it, their corresponding organization, methods and specifics of their application, conditions, current control, assessment of the achieved intermediate results and correction. Thus, a high probability of achieving a pedagogical result that meets this task is ensured. Traditional methods of work, from which, in essence, the development of the technological foundations of pedagogical work began, are complexes of techniques and considerations that were used before and are used by teachers now: - attracting and maintaining the attention of students in the classroom; - establishing contact with the audience; - arousing interest among students in what is being studied; - ensuring complete and deep assimilation of educational material; - organization of vigorous activity of students in the classroom; - formation of skills; - maintaining discipline and organization in the classroom; - individual work in the learning process; - management of independent work of students; - grading, etc. At the same time, in modern education, the use of innovative pedagogical technologies. Some of them began to acquire the character of organizational and methodological systems of education in the study of an academic discipline, the construction of the learning process in an educational institution, as well as in international trends of change in education. These include: - informative and explanatory training; - practically oriented training; - student-centered learning; - developing training; - programmed training; - modular training; - problem-based learning; - research training; - computer training; - part-time, external, distance learning. 72. GOALS AND CONDITIONS OF SUCCESSFUL PROBLEM LEARNING Training - a purposeful and systematic process of transferring and mastering knowledge, skills, abilities and methods of human cognitive activity. Training A relatively permanent change in human behavior or abilities resulting from experience. Problem learning - training based on the creation and use of problem situations. Problem learning - a method of active interaction of subjects of the educational process organized by the teacher with problematic submitted content learning, during which they become familiar with the objective contradictions of science, social and professional practice and ways to resolve them, learn to think, enter into productive communication relationships, and creatively acquire knowledge. The core concept of problem-based learning is problematic a situation with the help of which the conditions of research activity and the development of students' thinking are modeled. Problematic principle is realized in problem-based learning both in the content of educational material and in the process of its deployment in educational activities. The essence of problem learning lies in the fact that knowledge is not given as information, but obtained in the process of pedagogical activity. Unlike problem-based learning, in traditional learning, students do not have the opportunity to independently develop skills and abilities as a result of scientific research, since they are given ready-made knowledge for assimilation, and creative thinking must be included to solve any problems. In problem-based learning, the transfer of patterns to practical application is simply not effective. Problem situation - a learning situation that contains a question that is intractable for the student. Allocate Four main conditions for successful problem-based learning: - providing sufficient motivation that will be able to arouse interest in the content of the problem; - the feasibility of work at each stage of solving the problem should be ensured, in other words, the rational correlation of the known and the unknown; - there should be the significance of the information that will be obtained when solving the problem for the student; - a friendly atmosphere between the student and the teacher is necessary, the latter should listen with understanding and attention, with encouragement, to listen to all the thoughts, hypotheses, and statements of the student. Consider the psychological and pedagogical goals of problem-based learning: - development of thinking and abilities of students, development of creative skills; - assimilation by students of knowledge, skills, which they received in the course of solving the problem, as a result, this knowledge, skills are stronger than in traditional education; - education of an active creative personality of a student who will be able to see, pose and solve non-standard problems; - the development of professional problem thinking in each specific activity has its own specifics. 73. BASIC FORMS OF PROBLEM LEARNING In domestic pedagogy, there are three main forms of problem-based learning: - problematic study of educational material; - partial search activity; - independent research activity. Let's look at each form of problem-based learning in more detail. Problematic presentation of educational material, which takes place in the mode of a seminar, lecture. During the lecture, the teacher sets a problematic task for the students, then, in the course of presenting new knowledge, he answers the task himself, that is, solves it. In this case, students are only partially, mentally included in the process of finding a solution. For example, at the beginning of the lecture "On the Life of Plants" the problem is posed: "Why do the root and the stem grow in the opposite direction?" During the lecture, the teacher tells how science went to this truth, reports on experiments, hypotheses, but does not give an exact answer to this question. As a result, students, based on the knowledge gained, must independently formulate the answer to this question. The partial-search method is used when performing practical work, experiment, laboratory work, as well as during problematic seminars, heuristic conversations. The teacher should prepare such a list of questions that students need to use existing knowledge to answer, but, nevertheless, the answer should not be contained in the students' previous knowledge. In other words, the questions should challenge students intellectually and guide the flow of thought to find a solution. The teacher should consider possible indirect clues, as well as leading questions. The teacher sums up the result himself, based on the answers of the students. The partial-search method provides productive activity of the third and fourth levels, in contrast to the traditional explanatory and reproductive education, when only knowledge-acquaintances and knowledge-copies are formed. And the last form of problem-based learning is independent research activity. This form is based on the independent formulation of the problem and its solution. This form is most often used when writing essays, term papers, theses. This work is evaluated by the teacher. From the foregoing, we can conclude that this productive activity of the fourth level is creativity, which has the fourth level of the most effective and durable "knowledge-transformations". A problematic seminar can be held in the form of a theoretical game, when the creative group, which is part of the class (group) of students, proves the advantage of their concept, their method. But the solution of a series of problematic tasks can be taken to a practical lesson, which can be devoted to testing or evaluating a certain theoretical model or methodology and the degree of their suitability in given conditions. In whatever form the process of problem-based learning is introduced, its goal is the development of creative skills, the formation of creative professionally oriented thinking. The principle of the problematic content of training can be implemented in the form of educational business games. 74. JOINT PRODUCTIVE ACTIVITIES In the modern world, we see a large number of achievements in the psychology of communication. Most of these achievements are aimed at establishing a dialogue between the student and the teacher in the learning process. This entailed an impact on the motivation of students' cognitive activity and on control and evaluation activities. V.Ya. Laudis developed the concept of joint productive activity. It was he who singled out the main variables of productive activity, which are interconnected. Let's take a closer look at them: - the content of the subject, which is built in accordance with the learning objectives; - conditions that should organize the assimilation of educational material and generalize the methods of educational activity; - a system of educational interactions between a teacher and students and students among themselves, which will change in a certain direction depending on the development of educational material; - the dynamics of all variables that will be interrelated throughout the learning process. Organization of joint productive activities includes four basic requirements: - students should be included in the activity from the very beginning of training; - intermediate tasks are planned jointly by the student and the teacher; - each of the members of the activity must determine their contribution to it; - natural restructuring in the course of training. The teacher must explain to the students that the purpose of this activity is not "one's own result", but the joint achievement of the result. Students who accept this rule work more actively and achieve their goals faster. Having achieved such a result, the teacher can go to "conflict" situations that will contribute to the development of students' cognitive activity. The teacher should be directly involved in the work being done. It would be most expedient to use such methods as encouragement, attention, activation of intimate feelings, reliability, trust, moral support, etc. students. The concept of joint productive activity is part of pedagogical cooperation. Consider the main ideas of cooperation pedagogy: - the idea of a difficult goal. It is necessary for the student to set a difficult goal, pointing out its exceptional need, and inspire confidence that it will be achieved; - the idea of support. All the proposed material should be presented in the form of reference signals, diagrams, then we can say about the exclusion of cramming; - the idea of free choice. Freedom of choice is the easiest way to develop creative thought; - the idea of large blocks. The material must be reduced to large blocks, which entails the possibility of increasing the material, establishing logical connections; - the idea of dialogic reflection. Benevolent relationships between students and between student and teacher lead to the development of mental abilities. 75. MODULAR LEARNING Modular learning refers to non-traditional teaching methods. This method is used most often in higher education institutions. Module - this is a completed part of the educational material, which is accompanied by the control of knowledge, skills and abilities of students. It can be a topic in the learning process, such as "Microsoft Word text editor", or it can be a large topic block, such as "Working with tables in Microsoft Word text editor". To create modules, the work program of the discipline is used. Each module has its own name. Most often, the name of the module coincides with the name of the topic of the working program. But, unlike the topic, the following parameters are taken into account in the module: task; work (performed in the process of studying the module); attending classes, seminars within the boundaries of the module; intermediate levels of students: starting, intermediate and final. When creating a module, the following are clearly formed: the goals of the module; the skills that the student must have to complete the study of this module; knowledge, abilities and skills that the student receives in the process of studying this module, and these skills must be strictly divided into levels of "satisfactory", "good", "excellent"; level of assimilation of the module; control over the assimilation of the module. Modular learning is closely related to the rating method of knowledge control. Each topic of the academic discipline is given its own number of points. The more important and extensive the topic, the greater the number of points assigned to the student. The two concepts "basic content of the discipline" and "the concept of a training module" are inextricably linked. When compiling the basic concepts of the training module, it is necessary to use the basic content of the discipline, since in the latter the blocks are logically interconnected. Recently, for the design of the content of modules, the conceptual base of the thesaurus discipline is used, in which the main units of the subject are presented. For example, if we consider the cycle of natural science disciplines, then we can distinguish the following semantic units: term, phenomenon, property, model, value, devices, experiments. It is these units that are used to compose questions and tasks that should cover the entire module, as well as during control. For control, test forms are mainly used. By the number of points scored, each student can judge for himself about his knowledge and the level of completion of the modules, i.e. he gets the impression that the material being studied is assimilated. After studying the last module and conducting the final control, the teacher gives recommendations to each student based on the results of all controls. The module consists of cognitive and educational-professional parts. The cognitive part forms the theoretical knowledge of the discipline (theme), and the educational and professional part - mastering the skills and abilities based on the cognitive part. At the heart of each module is the principle of systematicity, which implies: systematic content, alternation of cognitive and educational and professional parts, systematic control. Thus, with modular training it is necessary: to set the number and content of modules according to the curriculum of the chosen discipline; the ratio of theoretical and practical material; select the order of the module parts; choose the content and forms of modular control; choose the content and forms of the final control. Modular learning has many positives, but it also has negative sides. The main negative indicator is that this method can only be used in higher educational institutions, since the method is based on independent study of all the material in the modules, students are not yet ready for this, as they lack certain skills. 76. TYPES OF RATING CONTROL IN MODULAR TRAINING Using modular learning in the educational process, one should not forget about the control of knowledge. In modular training, a rating system of control is mainly used, which is convenient for both the teacher and the student. Within each module, the student must master both subject knowledge and get acquainted with the main activities using the acquired knowledge. Thus, modulo control can be as follows: meaningful - the study of theoretical material; activity - conducting experiments, performing an experiment; content-activity - studying the material, performing experiments, conducting experiments, solving problems. The purpose of creating each module is to achieve a predetermined goal, mastering the full course of the topic. The results of the control characterize the degree of assimilation of the presented material by the student, therefore, the identification of the achievement of the goal, as well as the ability of the teacher to monitor the degree of assimilation of the material. Consider the positive aspects of the rating form of control in the modules: all types of control are carried out - preliminary, current and final; current control is a learning tool; since students undergo several types of control, we can talk about the reliability of this method; control corresponds to the form and goals set for the student; this control implements motivational and educational functions; a detailed type of control allows the student to develop self-esteem skills, and also forms self-control skills. Rating form of control easy to use, which helps both the teacher and the student. From the very beginning of training on the modular system, students are given a control memo, which describes the control schedule, the degree of knowledge, skills and abilities that the student must have at the time of passing the control, as well as the level of the point system (for which level of knowledge which score is assigned) which gives students the opportunity to build their own work. Also, these criteria indicate the type of fines, incentives and the established rating range ("satisfactory", "good", "excellent"). To compile a rating control system, the teacher needs to solve two types of tasks: - by content: analyze the content of the material, identify the main indicators of control, clearly divide by the integrity of perception. For each level, indicate the specific content and degree of mastery of the material; - by activity: analyze each type of activity, present it in the form of an understandable algorithm (sequence of operations). Divide all actions into three levels of performance, formulate criteria for evaluating each level, and present the results for these levels. So, we can conclude that the rating system of control in modular training is quite common, in most cases such control is used. But, like every control system, this system has a negative side. The degree of control covers only the material that can be presented in the interval between controls, which can lead to "forgetting" the previously covered material. But the final control covers the entire material. But since modular learning is mainly used in higher education institutions, students are ready for this type of control, so rating control is one of the most common types of control in rating education. 77. OPEN SYSTEMS OF INTENSIVE LEARNING In this question, we will consider open systems of intensive learning. At the core intensive training lie innovative technologies, which should be seen as a tool by which a new technology can be opened up to a wide range of people. For the development of innovative technologies, there are a number of principles that are based on the system requirements of intensive learning. Let's consider them in more detail: - the principle of the integrity of technology, which represents the didactic system; - the principle of reproducibility of technology in a specific environment, which allows to achieve the goal; - the principle of non-linearity of pedagogical structures and the acquisition of those factors that directly affect the mechanisms of self-organization and self-regulation of pedagogical systems; - the principle of potential redundancy of educational information, which allows you to create optimal conditions for the formation of generalized knowledge. For a deeper and more complete application of these principles in the implementation of the educational process, open intensive learning systems are used. Such systems give students the opportunity to choose the appropriate learning technology and develop an individual plan for the program of personality formation and actualization. To implement the synthesis of open systems of intensive learning, a number of conditions must be observed. Let's look at these conditions in more detail: - comprehensive consideration of the characteristics of the pedagogical environment in which the learning process will take place; - observance of the principle of adapting the learning process to the personality of each student; - accelerating the individual development of general scientific and special knowledge, skills and abilities by students, which is carried out due to the design of the "logical construct" of the discipline, in which basic knowledge is given in a collapsed form. Consider the algorithm for designing a generalized logical construct of the discipline: - the content is presented as a system of individual elements; - drawing up an algorithm for the relationship of content elements to highlight basic concepts; - designing basic knowledge in graphic, symbolic or other form; - systematization of the basic knowledge model for a clearer formation of knowledge and the identification of general concepts and systemic links between them; - creation of the main structures of cognitive activity that characterize this area of scientific knowledge; - creation of a system of particular tasks that will be used to solve typical problems. The assimilation of knowledge of a particular discipline requires the student to conduct cognitive activity that will be adequate to the principles of structuring, namely: - allocation of general relations, key concepts, ideas of this field of knowledge; - modeling of these relations; - mastering the procedure of transition from the general to the particular, from the object to the model and vice versa. From the foregoing, we can conclude that the development and synthesis of open intensive learning systems is one of the most promising areas for the development of educational technologies that contribute not only to the intensification of learning, but also to self-organization, formation and self-actualization of the individual. 78. INFORMATION TECHNOLOGY In recent years, the concept of "computer technology" has begun to displace the concept of "information technology", although all information technology is associated with computer learning. Their implementation requires: - to create technical conditions, a system of computer technologies, telecommunication systems that will ensure the fulfillment of the required conditions; - to create a base for the production within the framework of the international division of labor of national competitive information technologies and resources; - to ensure the priority development of advanced production of information and knowledge; - to form a comprehensive introduction of information technologies in science, culture, etc. To create the transition to information technology international educational institutions develop new areas of activity: - improve the basic knowledge of students, students of secondary specialized educational institutions, universities in computer science and new information technologies; - retraining of teachers in the field of new information technologies of education; - there is informatization of training and education; - a program is being developed to equip educational institutions with technical means of informatization; - a new information sphere is being created and gradually introduced into the sphere of educational institutions; - a program is being implemented to create a unified system of distance education in Russia based on new information technologies. In the modern world, there is a question of introducing Russia into the world information system and providing access to modern information superhighways, international data banks in the field of education, science, industry, culture, and healthcare. Internet was created in the USA in the 70s, and is now a system of address schemes and distribution signs that has become widespread among high schools and research institutions. Initially, the Internet was necessary for the exchange of information between scientists, as well as for communication between students of various educational institutions. Now students can use the multimedia capabilities of the Internet. Hypertext systems in computer technology are one of the components of information technology, which is used for the development of reference systems, collective decision-making systems, electronic documentation systems, and diagnostics. The use of hypertext systems has led to a new stage in the use of information technology in education - the creation of electronic books, electronic encyclopedias. Since 1995, there has been a system of distance education in Russia, which complements full-time and part-time forms of education. Thus, information technologies contribute to the formation of a single educational space within the framework of the whole society. Information technologies have an impact on the personality, which contributes to the development of self-regulation, stimulates the cognitive activity of students; the consequence of all of the above is to increase the efficiency of the educational process. 79. INNOVATIVE TRAINING Currently up the problem of changing the educational paradigm. The existing contradiction of the modern education system lies in the contradiction between the rapid pace of the formation of knowledge that a student needs to acquire, and the limitations on the ability to assimilate this material for each student individually. The consequence of this contradiction is the rejection of the absolute educational ideal, which consists in a comprehensively developed personality, and the transition to a new ideal - the maximum development of a person's abilities for self-regulation and self-education. From the foregoing, we can conclude that in the first place in innovative learning is the development of abilities based on education and self-education. The main features of the new paradigm of education are fundamental, which, along with integrity and orientation, is aimed at satisfying the interests of the individual. For comparison, we present the formula for education in the 1960s-80s. and modern. In the 1960s and 70s. the formula of education was: "To know everything about a little and a little about everything." In our time, we see small changes and the formula of education sounds like this: "Know about the essence of everything in order to know a new essence." The essence of the formula remains the same, but the tasks are already set differently. From the foregoing, we can conclude that the goal of a modern student, especially a student, is to know the essence, that is, the essence of many disciplines and a large abundance of information in each discipline. The essential approach involves the synthesis of natural, humanitarian, technical sciences. The essential approach implies a systematic, synergistic approach, which means that all teachers should act in the same direction in the development of students' abilities, during which systemic knowledge is formed with the establishment of interdisciplinary connections and holistic ideas. The acmeological approach is closely related to the essential approach. Acmeology - a new field of scientific knowledge, the object of which is a person in the dynamics of his self-development, self-improvement, self-determination. The subject of acmeology is the creative potential of the student, the patterns and conditions for a person to achieve any results, the development of creative potential, the pinnacle of self-realization. The task of acmeology is to teach the student to work professionally in their field of activity. To work professionally means to work without disruptions, blunders, and blunders. The essence of this approach lies in the study of a person in the dynamics of his development, self-development, self-improvement, self-determination in various spheres of life. All students need to develop the habit of self-development, self-improvement, self-control, as this is the main achievement factor in the acmeological approach. Summarize. Innovative education consists in a personal approach, the fundamental nature of education, creativity, essential and acmeological approaches, the synthesis of two cultures, the use of the latest information technologies, and most importantly, professionalism. 80. PROGRAMMED LEARNING. MAIN PRINCIPLES AND VALUES In order to partially eliminate the shortcomings of traditional education, programmed learning is used, which originated at the intersection of pedagogy, psychology and cybernetics in the 1960s. The basis of programmed learning is a training program, the purpose of which is a strict systematization of the following links: - direct educational material; - actions of students during its development; - direct control over the assimilation of this material. Consider the main principles and advantages of programmed learning: - dosage of educational material, in other words, each block contains a certain specific weight of information; - active independent work of the student, which increases interest in the learning process, and consequently, the quality of knowledge increases; - constant control of assimilation, i.e. the student can control the degree of assimilation of the material and, if necessary, return to the block that was not mastered enough; - individualization of the pace of learning, the volume of educational material, since each student is an individual and each individually goes through the process of mastering knowledge, the student can study information regardless of the time frame and devote more time to more difficult material for him; - the ability to use technical automated learning devices, i.e. the student can use the latest technical devices for learning. From the foregoing, we can conclude that training programs take on a number of teacher functions: - serve as a source of information; - organize the educational process; - control the degree of assimilation of the material; - regulate the pace of studying the subject; - provide the necessary explanations; - prevent errors; - provide feedback, which can be internal - the student immediately sees whether he has mastered the information correctly or incorrectly, and external - the teacher receives generalized information about the progress of assimilation of information by each student and the group as a whole. Programmed learning is useful when it comes to teaching disciplines that are based on factual material and repetitive operations that have unambiguous, clear formulas, action algorithms. The main task of programmed learning is the selection of automated skills, strong unambiguous knowledge and skills. Programmed learning stimulates the development and application of technical teaching aids. Technical teaching aids should include various devices, machines, systems in combination with educational and didactic materials used to increase the effectiveness of the educational process. There are the following technical training aids (abbreviated TSO): - information TSO, for example, epiprojectors, educational cinema, educational television and many others; - controlling TCO; - learning TCO, which provide the entire closed cycle of learning management, represented by a learning program that implements programmed learning. 81. TRADITIONAL LEARNING TECHNOLOGIES Modern education uses innovative and traditional forms of education. Consider traditional learning technologies. Traditional learning technologies are used in the following cases: - explanatory and illustrative method of teaching, i.e. the teacher explains, clearly illustrating the educational material. This method is carried out using lectures, stories, conversations, demonstration experiments, labor operations, excursions and many others. With this method, the student's activity is aimed at obtaining information and instructions; as a result of this method, "knowledge-acquaintances" are formed; - the reproductive method is carried out in the case when the teacher makes tasks for students that are aimed at reproducing their knowledge, methods of activity, solving problems, reproducing experiences, and, thus, the student himself actively uses his knowledge, while answering questions , solving problems, etc. As a result of using this method, students form "knowledge-copies". Both explanatory-illustrative and reproductive methods of traditional education are aimed at the process of transferring ready-made known knowledge to students using various methods. Like any learning technology, traditional learning technology has its drawbacks. Let's consider them in more detail: - the average overall pace of learning the material, which can lead to a decrease in interest in the learning process; - a single average amount of knowledge acquired by students, which may also result in a decline in interest in the learning process; - a large amount of knowledge is transferred by the teacher in a "ready-made form", without relying on the independent work of students, on their creative activity, which can lead to a decrease in the quality of knowledge, students become uninteresting, students "forget how to think"; - the teacher cannot correct information about the assimilation of the proposed material by students, which also reduces the level of knowledge quality; - the predominance of verbal methods of transmitting information is reduced to the fact that students' attention is scattered and, for example, by the end of the lecture, the student does not perceive the information received; - it is difficult for students to work with a textbook, other literature, since the teaching material is not sufficiently divided in the teaching aids; - memory overload prevails, as students have to reproduce educational material from memory; whoever has a better memory, the reproduction is more successful, but such methods of "cramming" in the future cause difficulties in applying this material in practice, since students cannot find information for making production decisions related to solving a direct problem. Thus, with the traditional teaching technology, a gap appears between the requirements that are placed on the student in the learning process and those that then arise in real professional activity. Students are unprepared, they cannot apply their knowledge in practice. 82. PROGRAMMED LEARNING In order to partially eliminate the shortcomings of traditional education, it is used programmed learning, which originated at the intersection of pedagogy, psychology and cybernetics in the 1960s. Consider the approaches that underlie programmed learning. There are three approaches: - as a management process; - as an information process; as an individualized process. Programmed learning takes into account the laws of learning discovered in psychology by behaviorists: - the law of effect (reinforcement). This law is that if the connection between stimuli and response is accompanied by a state of satisfaction, then the strength of the connections increases, and the opposite is also true. From the foregoing, we can conclude that in the learning process it is necessary to give more positive emotions after each learning reaction: it is immediately necessary to give positive reinforcement in case of a correct answer and negative reinforcement in case of an incorrect answer, mistake; - the law of exercise. This law is that the more often the connection between the stimulus and the response is repeated, the stronger it is. The converse is also true. Programmed learning is based on a training program, the purpose of which is to strictly systematize the following links: - directly educational material; - actions of students during its development; - direct control over the assimilation of this material. At the same time, the educational material should be divided into small, logically completed training doses, after mastering which the student can answer control questions, choosing the correct, in his opinion, answers from several previously prepared answers by the teacher-programmer, or using pre-prepared characters, letters, numbers can design the answer by yourself. In the case when the correct answer is given, the student can proceed to the study of a new teaching dose of the material. If the student gives an incorrect answer, he needs to return to re-familiarize himself with the material of the completed training block and subsequently repeat the attempt to answer the questions. Based on this principle, an electronic textbook in various disciplines is being built. The founder of programmed learning is Skinner. It was he who put two requirements at the basis of the technology of programmed learning: - transition from control to self-control; - transition from the pedagogical system to self-education of students. Programmed learning can be based on linear, branched adaptive learning programs. Skinner was the developer of linear programs in which the student must get acquainted with each portion of the educational material in a given sequence. Crowder, in turn, became a developer of a branched program. Crowder admits that a student may make a mistake and may be given the opportunity to repeat the material and then be given the opportunity to correct it. The developed training program can be implemented using a computer. 83. INDUSTRIAL AND VOCATIONAL TRAINING formed professional activity must meet the following requirements: - achieve the intended goal, i.e. reproduce the product of a given sample; - perform sequential actions and operations that implement the technology of the production process; - meet the established performance rate, i.e., the amount of product must correspond to a unit of time; - be conscious, i.e. reasonably fulfill a conscious goal; - be performed easily, quickly, at a given pace, with significant automatism. The automatism of actions frees consciousness from control over motor, sensory operations. At the heart of the formation of skills are trial attempts. This is due to the fact that skills cannot be formed without repeated attempts. There are two main ways of learning skills. The first direction is based on the development of sensory differentiations, which becomes a guideline for action and automates their perception, resulting in the formation of a conscious mindset for mastering skills using exercises of a complex nature. The second direction was based on the development of motor differentiations, as well as careful processing of all elements of actions. This direction is achieved through the use of analytical exercises on standard elements, formal tasks, the solution of which is facilitated by knowledge of the result and satisfaction when it is achieved. The way to this process is to consolidate the elements of right action and gradually combine them into a holistic action. This technique can be called analytical, in contrast to the other, which is called synthetic. Answer the question: "Which method is better?" - hard enough. For example, with an analytical approach, at first things go quickly and easily, skills have a characteristic difference - they have great clarity, correctness, and strength. However, it is rather difficult to combine them into a single whole. With a synthetic approach, the situation is the opposite, at first mastering skills is slow, with great difficulty, skills are flexible, easy adaptability. But rather quickly acquired skills are combined into a single whole. The effective formation of skills takes place in the conditions of the formation of an indicative basis for the activity of professional teaching. This is based on a set of objective conditions reflected by a person, on which he really focuses when performing actions. The full detailed content of indicative activity in the formation of a specific professional skill is recorded in "study card". The training card performs the following functions: - fixes the normative content of the activity, a sample of its implementation; - organizes the orienting activity of a person to analyze the task and the process of its implementation. Thus, orienting activity changes its form of mental activity. The executive side of the formed skill always remains practical. 84. MAIN TYPES OF EDUCATIONAL INSTITUTIONS The formation of personality begins in a preschool institution, the activities of which are studied by preschool pedagogy. Such institutions include nurseries, nurseries, kindergartens, schools - kindergartens, which are designed to work with children of early and preschool age (from two months to six to seven years). Since children spend a lot of time in these institutions, and also due to the fact that age and the relative weakness of external social influences create conditions for the increased influence of pedagogical activity, we should not consider childhood as a period of eliminating shortcomings, this is a qualitatively unique stage in a person’s life, that's why preschool educational institutions considered as playing an important role in the formation and development of the child as a person. Recent studies show that preschool institutions need to improve the quality of the pedagogical training of their employees and strengthen support. Next step - educational school. This is the most massive type of educational institutions, the activities of which are studied by school pedagogy. The reforms of secondary education carried out in recent years proceed from the fact that the content of education is overloaded, and in order for it to meet the demands of modern civilization, 11-12 years of education are required. That is why since 2007 compulsory 11-year education has been introduced. In the 1990s non-state educational schools began to appear, which work according to elite, author's programs. Unfortunately, this experience is not always successful. The next step in education is vocational educational institutions. These include vocational schools, vocational lyceums, training and production centers, technical schools, etc. These institutions are designed to solve the following problem: training qualified workers at the initial level of vocational education. The activities of these institutions are studied by vocational pedagogy. The above institutions operate on the basis of basic (or full) education of students and meet the needs of the population in acquiring a profession to start working. The next step are higher and secondary professional educational institutions. These institutions are quite widely represented in the education system, they play a noticeably increased social role in the training of highly qualified and qualified personnel. These educational institutions are considered by the pedagogy of higher and secondary vocational schools. The educational process in these institutions combines general and vocational education, as well as postgraduate education. There is an understanding that the unlawful spread of market mechanisms to this area of education, ignoring the specific pedagogical nature of the educational process causes various and serious damage to people, society, production, and science. 85. STATE EDUCATIONAL STANDARDS AND EDUCATIONAL PROGRAMS The most essential question in education is "Whom to train and what to teach?" The country has state educational standard и educational programs, which form the basis of the answer to this question, and also determine the goals, the content of the educational process, establish the criteria, i.e., what is the minimum that a student should acquire at this stage. Education standards have federal and regional components, as well as a component of a specific educational institution, and it is good when they are embodied in the qualification characteristics of its graduate. The pedagogical significance of the latter is that it helps: to clarify the curriculum and the set of academic disciplines included in it; correctly allocate hours for academic disciplines; determine the tasks and responsibilities of students for self-formation, and faculties, departments, departments, teachers - for assisting them in the formation of individual structural components of a qualification characteristic (the totality of these tasks and responsibilities should cover all its components); develop a comprehensive plan for personality-forming work, including measures to ensure the achievement of a positive result by the end of the education period; comprehensively, fully and qualitatively evaluate the results achieved and the contributions of responsible subjects of the educational process to them. When graduating from an educational institution, a graduate must have the social, professional, business qualities of a civilized person, citizen, professional, specialist. The pedagogical characteristics of the graduate should be different: - education: general, i.e. understanding of the scientific picture of the world, the laws of the environment, human activities, etc.; as well as professional - understanding one's profession and its place in society, in one's life; - upbringing: general - understanding the meaning of life and striving for civilized self-realization in it, as well as professional - love for one's profession; - training, i.e. the graduate must know basic teachings in the field of humanities, socio-economic sciences in their professional activities; the Constitution of the Russian Federation, ethical and legal norms, basic federal laws; general humanitarian and socio-economic disciplines; general professional disciplines; special disciplines; be able to be realized in their professional activities; to organize their work on a scientific basis; correctly understand and strictly observe ethical standards; - development: general, which consists in intellectual, organizational, business, creative abilities, as well as professional - professional abilities. Educational programs, in turn, embody the requirements of GOSTs, achievements in science, lessons from successful experience, etc. in their content. The structure of modern education defines three main cycles of academic disciplines: - general humanitarian and socio-economic disciplines; - general mathematical and natural science disciplines; - general professional disciplines. 86. INNOVATION IN EDUCATION Changes in education are constantly taking place in our country and abroad, which consist in private innovation, innovation in the idea of modernization и reforms. Experience shows that innovation is different pedagogical qualities: - cultural and ethnic mentality, consistency and continuity; - scientific validity; - complexity; - pedagogical consistency; - pedagogical thoroughness; - pedagogical constructiveness; - pedagogical extensiveness; - pedagogical efficiency. The improvement of education is successful if it is carried out pedagogically, scientifically, professionally, with a careful attitude to domestic traditions. Innovations in education occur in all countries, including developed countries. Moreover, the costs in developed countries are 10 times higher than in developing countries, which affects the training of specialists. The global trends of change in education are: - increasing the prestige of education in society, its priority; - concern for greater accessibility of education; - individualization and differentiation of education; - development of a system of continuous education; - development of "parallel education"; - development of distance education; - convergence of general and vocational education; - raising the level of education and culture of citizens with the help of mass media; - concern for improving the quality of education; - focusing on issues of personality formation; - improving the quality of training graduates for life and work in a market economy, freedom and democracy; - ensuring partnership between the teacher and students, increasing the independence of students and their responsibility for their choice; - improvement of the content, conditions and forms of education; - attention to the development of communication skills; - association in educational institutions of education and science; - expansion of links between educational institutions and local authorities and enterprises. After being held in the 1990s special international pedagogical symposium on the topic "What does a good humane school look like?" its signs were formed, which began to include the following: - unity of action and wide communication in all structural elements of the educational institution; - partnership between teacher and student; - democratic style and norms of human relations; - instead of uniformity and obligation - freedom of choice for students; - optimistic mood, the general atmosphere of enthusiasm for learning; - a common desire to provide mutual assistance, tolerance for each other; - close contacts with the social sphere; - wide use of democratic principles, self-government, self-education, education in the spirit of community and social responsibility. If certain facts of foreign pedagogical experience can be perceived with more or less skepticism, then the trends in the development of education, no doubt, require a respectful attitude towards our conditions. 87. GENERAL METHOD OF FORMING KNOWLEDGE The formation of knowledge, skills and abilities proceeds optimally when it is built on general didactic principles, taking into account the peculiarities of the content of academic disciplines, groups of students, the individuality of individual students and when using the necessary means. The general methodology for the formation of knowledge is effective if it provides, first of all, the depth of knowledge assimilation. According to this indicator, they differ: - "knowledge-recognition" - information that the trainee does not understand well, but remembers something when prompted; - "knowledge-reproduction" - mechanical assimilation of knowledge, cramming, stored in memory, but mechanically reproduced, when additional questions are asked to the student, it turns out that there is no proper understanding; - "knowledge-beliefs" - a deep-felt understanding, belief in the truth of knowledge, their value and significance for oneself. They encourage appropriate actions and deeds in life and professional activities. Without transformations into beliefs, "knowledge-understanding" is formal for exams; - "knowledge-application" - understanding why, where, when, under what conditions, how to apply them and what will happen if this is done inaccurately; - "knowledge-creativity" - self-deepening and enrichment of knowledge by the student, new conclusions made, own conclusions about connections with other knowledge, place and methods of application, which the student was not told about, but he guessed himself or derived from his own experience, free use of knowledge to independently solve some new problems for the student. The first two types of knowledge are a clear "marriage" in learning. The methodology focuses on their formation, and in the system of higher education, assimilation is brought to the level of creativity and is checked taking it into account. There is a technique for the correct formation of knowledge: - it is necessary for students to understand the importance of acquired knowledge; - the assimilation of the scientific meaning of each new concept, term introduced by the teacher in the study of the subject, discipline, course should be achieved; - for the correct assimilation of knowledge requires clarity of presentation, figurativeness, persuasiveness, evidence, emotionality; - a constant connection of knowledge with practice is needed. The methodology will be effective if the assimilation of knowledge relations and their interconnection is ensured. This condition will be achievable if the following conditions are met: - announcement of the main questions of the topic at the beginning of the lesson; - a clear allocation of the transition from one question to another in the course of presentation ("first question", "transition to the second question"); - algorithmization of the content of individual explanations and recommendations ("there are three evaluation criteria: the first ^ second ^ third ^", "the solution of such problems is carried out in several stages ^"); - emphasizing the connections of what is presented with previously learned material; - completion of the presentation of each issue with conclusions, generalizations as the basis for the transition to the next issue; - the assimilation of knowledge should be combined with the activation and development of the student's thinking; - it is necessary to transform the most important knowledge into the values of behavioral orientation. 88. GENERAL SKILL BUILDING METHODOLOGY Skill building - the task of almost every training, although not the final one for many of its types. It is especially important in practical, vocational training. A general skill building technique is effective if it: - based on understanding the peculiarities of the internal mechanisms of the formed skill, psychological and physiological. Exercises are selected in such a way as to purposefully and systematically activate precisely those mechanisms that determine its features; - is built taking into account the structure (algorithm) of the formed skill - a set of operations and techniques performed in a certain order. In world practice, there are three systems that take into account the structure of a skill: subject - the student from the very beginning performs all the actions in their entirety, regardless of the structural complexity; operating room - each operation is worked out separately to automatism, and then they are taught to perform the actions as a whole; subject-operational (complex) - only individual elements that are difficult to work out are worked out separately, and then the trainee trains in mastering the operation as a whole. Experience shows the effectiveness of the first and third systems. In teaching practice, only the former is often chosen; - Provides step-by-step skill formation. There are three stages: analytical-synthetic (mastery of the structure and all operations of the action by the student), automatism (bringing the skill to the required complexity, speed, ease, quality of performance), reliability (hardening the skill by complicating conditions and difficulties). Accordingly, the exercise is also selected: first - for correctness, then - for correctness and speed, finally - for reliability while maintaining correctness and speed; - promotes meaningful mastery of the action. It is rightly said: just as in nature itself the head and hands belong to the same body, so in any work there is mental and physical labor. Therefore, the method of exercises is not just a repeated repetition of actions, but necessarily conscious in order to improve each next one; - relies on a set of methods and methodological techniques: explanations, demonstration, exercises, organization of evaluative observation of the group over the actions of the performing control, analysis, memorization of algorithms. It is useful to show an exemplary performance of an action at the beginning of a lesson twice: the first is exemplary at a real pace, the second is step-by-step, slow, with explanations of what, how, why, in what order, i.e. training. Then repeated screenings may be required; - it is proposed to create conditions approaching those in which the skill should manifest itself in the best possible way. This is especially important for vocational training, self-defense skills development, for the military, rescuers, etc. In real life, the formed skills are successfully manifested only in the conditions in which they were formed. If the real conditions are different, the quality of actions is sharply reduced; - is based on exercises, the pace and complication of the conditions of which are individualized. 89. GENERAL METHOD OF FORMING SKILLS Formation of knowledge, skills and abilities proceeds optimally when it is built on general didactic principles, taking into account the peculiarities of the content of academic disciplines, groups of students, the individuality of individual students, and when using the necessary means. The general methodology for the formation of skills is effective if it provides, first of all, the depth of assimilation of knowledge. The ability to perform actions that will be brought to the point of mechanicalness (automatism) is a simple skill. It is not the goal of learning, but a particular task of the first, analytical-synthetic, stage of skills formation. Complex skills are formed mainly for solving real life and professional problems, but they are also common in school education. The general methodology for the formation of skills is similar to the methodology for the formation of skills, but it also has its differences: - in their structure, most skills are more complicated than skills. The skill algorithm is flexible: actions and operations can be performed differently, their sequence can change, some elements can drop out, some, on the contrary, can be turned on. Therefore, special attention is paid to the meaningfulness, validity of all actions (what, how, in what sequence and why should be done and changed according to the situation); - at the analytical-synthetic stage, if necessary, some operations and techniques that are part of the skill structure are practiced, the implementation of some of which is brought to automatism (skill); - there is no skill at the automation stage, and instead of it, after mastering the basic structure of the action, the stage of performing actions in "regular" - the most probable (three to seven) situations begins; - at the stage of diversity and flexibility, when the conditions for performing an action acquire diversity (starting from a situation between regular ones). Students are taught to solve the same problem in constantly changing conditions that require them to modify the order of actions, exclude some methods and operations and replace them with others. Requirements are made for independent, creative, reasonable modification of actions and elections in new conditions; - the most important is given to the last stage - the reliability of the skill. This is a specific and extremely important stage for the formation. Novelty, surprise, speed of change, significance, riskiness, danger, increased responsibility, opposition, increased probability of failure, etc. become more and more complicated and multiply. Students learn to observe, think, evaluate, act independently, show resourcefulness, reasonableness, achieve the desired result , despite the novelty, unusualness, unexpectedness of the emerging situation. The complexity of the environment and the difficulties at the end of skill formation approach uncertainties in which trainees are taught to make the best decisions. Increased importance is attached to the analysis of exercises, discussion of actions, joint search for the optimal and reasonable option. 90. VOCATIONAL TRAINING FOR ADULTS IN ORGANIZATIONS Educational institutions lay the comprehensive foundations of human professionalism. But the transition of a pupil, student, cadet, listener to practical work is not the end, but the beginning of mastering true professionalism. Everyone must himself continue to learn continuously, and this is served professional training directly in organizations, without interrupting the performance of staff duties. Vocational training conducted with personnel directly in organizations must be a specially organized pedagogical system. Special types of vocational training are: - special - on topical issues of solving special professional tasks, improving the professional skills of employees; - professional and pedagogical - equips the manager and employees with a minimum of pedagogical knowledge necessary for the correct consideration of pedagogical factors in their professional activities; - professional-psychological - is carried out with the aim of preparing workers for the successful overcoming of psychological difficulties in work; - group - prepares special groups and all personnel for well-coordinated joint actions; - organizational - has the task of organizational training of workers, accustoming them to strict and precise observance of the organizational order and discipline in work; - occupational safety - aimed at preventing injuries, deaths of workers, as well as accidents and breakdowns. An important innovation in it is preparation for ensuring personal professional security as a special training for persons whose activities are constantly associated with a threat to life; - extreme - specifically increases the preparedness of workers in case of accidents, catastrophes, natural disasters and other complex and dangerous situations; - managerial - professional and pedagogical, forming and improving the preparedness of managers on issues of management pedagogy. The solution of problems by various professional organizations usually requires especially coordinated actions of separate groups, for example, the crew of an aircraft, a ship, etc. It is a mistake to believe that it is possible to individually train specialists and then assemble them into a group and successful actions will be ensured. There is a special professional skill of groups, which is fundamentally different from individual skill and structurally includes three features pedagogical components. The first component is the sophistication of the organization: a clear, lasting mastery by each member of the group of its place in it, functions, duties, actions and ways to coordinate them with the actions of other members of the group in content, place and time. The second component is tactical readiness: organizational and high-quality performance of joint actions to solve typical professional tasks in the conditions corresponding to them. The third component is professional reliability: the absence of any obvious weaknesses among individual members of the group, the development of flexible joint actions in unpredictable situations. Author: Voytina Yu.M.
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