Introduction to pedagogical activity. Cheat sheet: briefly, the most important

Lecture notes, cheat sheets
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Introduction to pedagogical activity. Cheat sheet: briefly, the most important

Lecture notes, cheat sheets

Table of contents

1. THE HUMANIST NATURE OF THE TEACHER

Man represents social being. His happiness or unhappiness is determined not only by his personal well-being, but by how happy or unhappy the people around him are. A teacher is a professional whose very occupation is always associated with the highest value - a person. The very nature of a child contains enormous capabilities and needs. Outstanding teacher of our time Sh.A. Amonashvili called such needs passions: passion for development, passion for growing up, passion for freedom. The development of these needs and opportunities is entirely up to the teacher. At the same time, each child is unique and has its own unique inner world, the touch of which should be gentle and caring. The very content and goals of pedagogical activity, which is aimed at cultivating the best in a person, revealing his potential, give it a special, humanistic character.

But the humane goal of pedagogical activity very often turns into its opposite in real pedagogical practice, when the teacher, who is focused on the future of the child, forgets about his present and believes that you can use any means that allow you to achieve a certain goal. A child directed to the future has its own actual, momentary needs. A. Maslow, who is one of the founders of the humanistic direction in pedagogy and psychology, believed that the actual, basic needs of a person, in addition to physiological ones, include: the need for security, the need for belonging and love, the need for recognition, the need for self-actualization.

The humanistic nature of pedagogical work calls on the teacher to "with his tasks, concerns and life move towards the life of the child so that they, these lives, coincide with each other", so that the child is not only ready for life, but also lives fully, solving their problems and satisfying their actual needs. And this is primarily determined by the teacher himself. That is, the humanistic nature of pedagogical work is manifested only in the humane activity of the teacher himself, in his pedagogical position, in those means and methods that he uses to carry out his activities.

The humanistic potential of pedagogical activity also consists in creating opportunities for the development and personal growth of the teacher himself, meeting his basic needs. The main characteristics of each professional activity that influence the choice of profession include:

▪ the content of professional activity and the resulting opportunities for personal self-realization;

▪ the social significance of work, which is determined by its results and consequences;

▪ public assessment of a person’s work activity, the social status of the profession;

▪ working regime and conditions: socio-economic;

▪ moral and psychological, etc.

It is difficult to find a profession that satisfies all the requirements of a person, so most often he needs to determine his priorities.

2. PEDAGOGICAL CREATIVITY

Pedagogical creativity consists in diverse forms and methods of creative self-realization of the individual and can be revealed as a process of deployment and manifestation of the universal abilities and essential forces of the teacher. Humanistic psychology studies the need for self-actualization and self-realization as the main basic need of the individual (A. Maslow, K. Rogers), which manifests itself in the desire for constant updating of its potentialities, abilities and talents, to establish its essence, realize and accept its uniqueness, to implement his human calling and destiny.

There is a lot in pedagogical work that brings it closer to the work of an artist, director, conductor, sculptor and representatives of other creative professions. Outstanding Russian teacher of the XIX century. K.D. Ushinsky considered pedagogy the science and art of education. Pedagogical activity is close to artistic not only by its creative essence, but also by the creative processes in which the teacher is involved and which require inspiration, insight, spontaneity, artistry, possession of one's personality as its main tool. After all, the most famous book by A.S. Makarenko is called "Pedagogical poem".

Of course, creative search and a creative attitude to business are the conditions for the effectiveness of each professional activity, but it is in pedagogy that they are necessary, without them this activity cannot be carried out fully.

At the same time, one must understand that no human activity in itself leads to a creative attitude of a person to the world and to himself, which is inherently valuable. For example, this attitude is a condition of creative activity.

The teacher's self-realization can take place in two ways: progressive, creative, which directs his activity towards self-creation, self-development, and regressive, which leads to complacency, calmness, the illusion of endless past experience, and the lack of desire to move forward. Which path of self-realization the teacher chooses is determined by his professional position and attitudes, the orientation of his personality.

Labor will only be truly creative when there is interest, enthusiasm for work and a sense of duty and responsibility towards society in relation to it. It is very hard to work when you don't know what it is for. Awareness of the social meaning of one's work is a powerful prerequisite for the development of pedagogical creativity. And the achievement of even small results in the upbringing and education of children leads to a sense of satisfaction, emotional upsurge, and enjoyment of work.

The creative nature of pedagogical activity forms the prerequisites for satisfying the moral and psychological needs of the teacher to achieve success, professional and personal growth, which is determined not so much by career growth as by advancement to the highest level of skill and life wisdom, i.e. e. the realization of one's human destiny.

3. SOCIAL MISSION

The meaning and significance of professional activity for a person very much depends on its social significance, i.e. on how much it is in demand in society and what it gives for it. Pedagogical activity must perform the most important creative social function: in the process, not only a specific personality is formed and developed, but also the future of humanity is determined, its cultural and productive potential is ensured. The predictive nature of pedagogical activity establishes the polyphony of its goals, which are aimed not only at the immediate needs of the individual and society, but also at the future, at the readiness of students to adapt to the conditions of social life and to their transformation. Sh.A. Amonashvili considers “the basis of the tragedy of education” to be that the teacher, being in the present, builds the future.

Of course, the activity of a teacher is socially determined, its success is determined not only by the teacher himself, but also by the level of socio-economic development of society. But this does not give the teacher a reason to justify his inaction by referring to objective reasons. The school can and must solve not only pedagogical, but also social problems, otherwise we cannot expect changes in social development, since all of them are primarily the result of a change in people's consciousness. Therefore, it is very important for the teacher to realize not only his narrowly professional, but also large-scale social tasks, their personal acceptance, concretization and building on this basis the goals and objectives of pedagogical activity.

The civil position of a teacher is a prerequisite for the development of pedagogical creativity, the growth of pedagogical responsibility, activity, courage in making pedagogical decisions.

The realization by a teacher of his high social mission is not feasible without a clear idea of the professional functions that he must perform. Regardless of the specifics of the work of any of the representatives of the teaching profession, the main essence and functions of their activities is the education, upbringing and training of the younger generation.

Education represents the process and result of the integral formation of the personality: physical, intellectual, spiritual, which is carried out by introducing it to culture. The origin of this concept goes back to the word "image". The initial meaning of education consists in the formation by a person in his own mind not only of the image of the world, but also of his own image of the Self, growth towards the better, higher in himself.

Education is a multi-valued concept. In the broadest sense, it is used to refer to a purposeful pedagogical process that creates conditions for the development and holistic formation of the individual.

Training It is considered one of the leading means of upbringing and education of the individual. Its specificity lies in the joint activity of the teacher and the student. This activity is aimed at educating a person through organizing the assimilation of a system of knowledge, methods of activity, creative activity and an emotional and value attitude to the world.

4. PROFESSIONAL FUNCTIONS OF THE TEACHER

In the implementation of the upbringing and education of the younger generation, the teacher performs the most important function of education as a specific sphere of spiritual production, which consists in the "production" of the person himself as a social personality.

Socialization is the process and result of the individual’s involvement in the system of social relations, social practice as a whole; This is the assimilation and reproduction of social experience by a person. Socialization consists of two interrelated components: social adaptation - the individual’s adaptation to social conditions and individualization (isolation) - her awareness of the uniqueness of her individuality, internal freedom and independence, the ability to remain herself and realize her creative potential. All this ensures not only the adaptation of the individual to social conditions, but also the readiness to transform them.

The teacher should always keep in mind these two interrelated facets of socialization, since the successful adaptation of a person in society directly depends on the degree of development of her individuality. Self-determination, and not "accommodation" becomes the main mechanism of socialization at the moment.

The teacher should help the young person to self-determine himself in the existing world: in the system of social norms and values, in relations with people around him, finding the meaning of his life and learning activities, which is leading for him, making a professional choice and self-determination.

The need for human socialization establishes certain requirements for the mentor to build his pedagogical activity, which should not stop at learning, but provide modeling and reproduction in the educational process of the diversity of all life relationships of the individual.

One of the significant parts of socialization in early adolescence is professionalization of personality, which consists of preparing her for an informed choice of profession and further development of professional educational programs.

The implementation of this function is associated with the focus of the teacher on solving such problems:

▪ development of students’ life goals, their awareness of their calling and capabilities;

▪ assistance in designing their life and professional path;

▪ detection of cognitive and professional capabilities, interests and intentions of schoolchildren;

▪ ensuring the required level of their training in areas of knowledge that are the basis of the chosen profession;

▪ developing readiness for self-determination in the system of interpersonal and business relationships, learning communication skills;

▪ development of organizational skills, development of readiness to make socially and professionally valuable decisions in difficult situations of life and professional activity. That is, the success of socialization and professionalization is determined by the teacher’s orientation towards the development of the student’s individuality, his creative potential, and the formation of his social position.

5. PEDAGOGICAL ACTIVITY AS A SYSTEM

Pedagogical activity is a complex system of various activities of a teacher.

Systems approach in pedagogy is one of the ways to build pedagogical activity as a holistic process that ensures the effective interaction of all its components. Under the system most often understood as an object, a multi-level formation, which consists of a large number of elements that are in relationships and connections with each other and give integrity. The most complex multi-level system is the person himself. Of course, the process of its formation is complex, multifaceted and multifactorial. It should be built as a system. The concept of "pedagogical system" is ambiguous, it can be attributed to a number of systems that perform an educational function.

pedagogical system is the system of general education as a whole, the pedagogical process of a particular educational institution, which includes the system of education and the system of education as its constituent parts. The pedagogical activity of the teacher, which is aimed at organizing a holistic pedagogical process, is also presented as a system; finally, a separate occupation is considered an element and at the same time a subsystem of its activity. Thus, it is possible to define a hierarchy of pedagogical systems, in which each of them is an element (subsystem) of a more general system.

The essence of each pedagogical system is determined by the presence in it of the same elements (structural components), regardless of its level. Without these elements it cannot function: personal (the total subject of the pedagogical process), which represents the personality of the student, the personality of the teacher; target - the goals of training and education; content, i.e. the content of training and education; operational-activity (forms, methods, technologies of training and education); pedagogical (organizational, material, psychological and other conditions); effective-reflective (performance results, criteria for assessing the effectiveness of the pedagogical system). Unlike the existing structural diagrams, this one considers the pedagogical system not substantively, but procedurally, therefore the arrangement of each element is built according to the logic of the pedagogical process itself and the activities of the teacher managing it.

At the center of each pedagogical system are the personalities of the student and the teacher, who act as the combined subject of this system, determine its goals, the content of education and training, etc. Some teachers believe that the personality of the teacher can only be attributed to the conditions, means of education. In addition, the inconsistency of reducing the leading role of the teacher, slowly replacing him with technical teaching aids is proved by the poor effectiveness of the popular in the 60s. XNUMXth century programmed learning.

Even in the currently existing models of education, where the role of the teacher is almost invisible (distance learning, computer, television), his personality is a full-fledged subject of the pedagogical process, the creator and creator of these models and the programs they implement.

6. PROFESSIONAL AND PEDAGOGICAL ORIENTATION

There is a fairly wide list of those personal qualities that, according to different teachers, a teacher should have. These qualities are different in their orientation, in the way they arise, etc. It is difficult to determine the qualitative characteristics of a teacher's personality on the basis of their combination. Considering the point of view of some psychologists who see in a person only individual traits and some kind of "correlations" - connections between the manifestation of these traits, S.L. Rubinstein also warned of the other extreme. This extreme consists in considering the unity of the personality as a kind of amorphous integrity, turning its appearance into a formless nebula.

The integrity of the personality implies its structural unity, the presence of those system properties that unite all the others and are the basis of its integrity. In the structure of the teacher's personality, such a role is assigned to the professional and pedagogical orientation, which, according to V.A. Slastenin, is a framework that holds together and unites all the main professionally significant properties of the teacher's personality.

Pedagogical orientation is most often studied as a system of dominant motives: interests, needs, inclinations that encourage professional activity. Noting the leading role of pedagogical orientation in the development of a teacher and the implementation of professional activities, A.K. Markova rightly believes that it "defines the system of basic relations of a person to the world and himself, the semantic unity of his behavior and activities, creates the stability of the personality, allowing him to resist undesirable influences from outside or from within, is the basis of self-development and professionalism, the starting point for the moral assessment of goals and means of behavior.

The leading conditions for the development of a person’s professional and pedagogical orientation are his discovery of his pedagogical vocation and the formation of professional and value orientations.

Noting the great influence of the teacher's emotional attitude to his activity on its results (in particular, the attitude to his subject), L.N. Tolstoy wrote: “If you want to educate a student with science, love your science and know it, and the students will love both you and science, and you will educate them, but if you yourself do not love it, then no matter how much you force to teach, science will not produce an educational impact."

The core of the teacher's value orientations lies in his moral orientation, which determines the level of his professional and ethical culture and is manifested in his behavior and activities, in relation to students and other people, in the requirements that he imposes on himself as a teacher.

Love for children is one of the most important moral requirements for a teacher (in the opinion of most teachers). It is the most essential quality of a teacher. But very often love for children is perceived by the teacher in a very abstract way and is not reflected in his real relationship with students. That is, considering love for children as his pedagogical orientation, the teacher does not really experience this feeling.

7. THE PEDAGOGICAL VOCATION OF THE TEACHER

teaching vocation most often considered an inclination that grows out of a person's awareness of his ability to teach. The subjective nature of the experience of vocation is noticed, but its relationship with the decision of the future teacher of existential, meaningful tasks is practically not detected.

Another understanding of the pedagogical vocation takes as a basis the traditions that exist in philosophical anthropology, according to which a person, if he wants to fully realize himself in the profession and get the meaning of his life in it, must listen to his inner voice, call, realize his true destiny. “In other words, among the various images of his being, each person finds one - it is he who makes up his true being,” X. Ortega y Gasset believes. “And the voice that calls him to this true being, we call“ vocation "". Most people strive to drown out this voice in themselves, replacing their true being with a false life orientation. And vice versa, only that person realizes himself, only he lives in the true sense, who lives by his vocation, who coincides with his true "selfhood" .

That is, a vocation is a task in a certain type of activity, to the solution of which the teacher devotes his life. This task is not local, but universal, the awareness of which is a consequence of a person’s comprehension of the fundamental aspect of the meaning of his own life, the solution of a meaningful life problem.

IN AND. Vinokurov believes that a person acquires a vocation through the inextricable interaction of two factors:

1) the fundamental mood of a person, his primary predisposition;

2) his constant search activity.

In addition, when a person discovers his life-meaning task, a person gets the feeling that it already existed before its search, that the whole program of his life consists in it. Because of the vocation, a person perceives himself as the only, unique, significant, gains experience, consisting in the realization of his personal value, uniqueness and, at the same time, his unity with the universe.

The basis of the pedagogical vocation and professional orientation is a system of value relations of the teacher to pedagogical activity and to himself, fixed in his professional value orientations. The achievement of a high level of professionalism by a teacher is mainly a derivative of the level of development of professional value orientations, which determine his need to master pedagogical skills. According to V.D. Shadrikov, the presence of socially and professionally significant value orientations in a person ensures the correct attitude to the matter, encourages him to search, creativity, and to a certain extent compensates for underdeveloped skills and abilities; the absence of a positive orientation can be the cause of professional collapse, the loss of existing skills.

Carrying out a prognostic, designing function, professional value orientations enable the teacher to build the goals of his activity, which become a guideline in his self-development and self-improvement.

8. PROFESSIONAL ETHICS

Ethical and aesthetic principles meet in the work of teachers. Ethical (moral) and aesthetic (beautiful) are interconnected in the activities of the teacher. All requirements for the culture of the teacher are recorded in pedagogical ethics.

Этика (from Greek ethos - custom, disposition, character) - the science of morality. The most important requirement of pedagogical ethics is love for children is an important quality of a teacher. But this quality is very often not taken seriously, thinking that you cannot force yourself to love someone. However, loving children is not just about showing feelings, it is also about accepting a student for who he is, and not for who he wants to show himself. It is also important to empathize with him and try to help the student in his development.

A teacher's love for children should be at the level of moral relations. Pupils appreciate in the teacher first of all: kindness, respect, humanity, responsiveness, and only then his scientific knowledge and ability to explain new material. It is also important for students to have such a quality as the ability to control themselves, which is an important condition in showing love for children. If a teacher does not love children, then he cannot arouse reciprocal love and trust in his students.

Another important quality of a teacher is pedagogical optimism. This is faith in the student, in his capabilities, the ability to see only the good in the student and rely on this good in the learning process, as well as faith in the success of one’s own business. The result of love for children is other important qualities: professional duty, responsibility, dedication, pedagogical conscience, justice.

professional debt - this is not only his duty to society, but also a responsibility to every child.

professional conscience - this is the awareness of one's duty, responsibility to students, actions in accordance with pedagogical values and norms.

From all of the above, pedagogical dedication appears - the desire to help students, not to follow their interests, to give all their strength to work, not paying attention to time, and at times to health.

Pedagogical justice - this is the teacher's ability to be objective in relation to any student, in the ability to recognize the right of everyone to respect for his personality. Pedagogical justice forbids dividing students into "favorites" and "unloved". At the very least, personal sympathy should not affect student performance.

Of all the requirements of pedagogical ethics, an important place is occupied by professional honor teachers. Professional honor determines the standards of behavior of a teacher and forces him to behave in accordance with his social status and profession in non-standard situations. A teacher cannot always act like an ordinary person. Society expects the teaching profession to fulfill special requirements in general culture and moral character. When a teacher does not fulfill the expectations of society, this leads not only to a decrease in his personal dignity, but also to a deterioration in the relationship of society towards the teacher.

Pedagogical ethics is a complete balancing of the moral feelings of the consciousness and behavior of the teacher. All these qualities should be present in his culture of communication with children, with any other people, in the pedagogical tact of the teacher.

A teacher is not only a profession, but also a social status.

9. PEDAGOGICAL TACT OF THE TEACHER

Pedagogical tact (from lat. tactus - touch) is called a sense of proportion in the choice of means of pedagogical influence, the ability in any case to use the most optimal methods of educational influence without crossing a certain line. In the pedagogical tact, the value attitude towards students and the moral qualities of the teacher, among which benevolence, attention and understanding, respect for the dignity of the student and one's own, are combined with patience and endurance, the ability to control one's emotional state and make informed decisions.

Tact does not at all imply that the teacher will always be kind or dispassionate, not reacting to the negative behavior and actions of students. Pedagogical tact consists in combining respect for the personality of the child with reasonable demands on him.

The teacher may be indignant, even angry, but this must be expressed in ways that are adequate to the requirements of pedagogical culture and ethics. The actions of the teacher should not degrade the dignity of the individual. According to A.S. Makarenko, pedagogical tact is the ability to "not overdo it anywhere."

Typically, a teacher needs pedagogical tact in complex and ambiguous situations of pedagogical interaction, in which, in addition to the moral side of the relationship, he is required to show his resourcefulness, intuition, poise, and sense of humor. Good humor, rather than evil irony and mockery, sometimes makes it possible to find the most effective and tactful way of pedagogical interaction. After all, Goethe also said that humor is the wisdom of the soul. Sh.A. Amonashvili also believes that “a smile is a special wisdom.” Sometimes a teacher’s smile is enough to change the situation and relieve the tension in the class. “A smile is a sign through which different spectrums of relationships are expressed and the power of the spectrum that he needs most at the moment is transmitted to a person.” But it should be a smile that is permeated with love: a smile of approval, understanding, reassurance, regret, sympathy. And under no circumstances should it be a surrogate smile: malicious, malicious, mocking.

The norms that pedagogical ethics defines for a teacher should not prevent him from being a person who understands his imperfection and does not try to perceive and present himself as a standard teacher. The attitude of the teacher to himself as to the standard forms, according to the psychologist A.B. Orlov, his superposition when communicating with children. The life of such a teacher is constantly determined by external requirements, most often misunderstood, and he is afraid to be human in the struggle for his authority, to excuse and accept the weaknesses of others and himself, to show doubt and uncertainty. When normative requirements absolutely subjugate teachers, they become a kind of cult. And only when the attitude "man - man" prevails in the teacher's activity, he is able to fully realize his activity and be free to build the most ethically valuable and humane actions and relationships with students.

10. GENERAL AND PEDAGOGICAL ABILITIES

К personal qualities of the teacher, meaning the skill and professionalism of the teacher, include general and pedagogical abilities. These prerequisites are manifested in the speed, depth and strength of assimilation of techniques and methods of pedagogical activity. The skills required by a teacher include general ones for performing any kind of activities and special ones that supply only pedagogical activities. Special abilities make up a large part of giftedness. However, abilities cannot be innate; they are formed from inclinations in the course of certain activities. The formation of the skills and abilities needed by a teacher is based on his existing abilities.

General abilities are determined primarily by the innate qualities of the individual: temperament, character, intelligence. The ability to acquire, process and use information depends on the degree of development of the intellectual abilities of the teacher.

But the intellect is not a developed thinking, but a complex multi-stage organization that provides both comprehension of the surrounding world and decision-making in various circumstances and control of one's behavior. Psychologists distinguish types of intelligence, such as: general, ensuring success in any activity; professional, based on solving special problems; social, expressed in an interpersonal relationship. A high pedagogical intellect is admissible only with the unified development of his emotional and volitional qualities.

It turns out that the presence of mental abilities does not provide a high level of skill.

There are cases when teachers who stand out for their theoretical mindset cannot solve practical pedagogical problems. In the teacher's thinking, the internal integrity of mental, emotional and volitional qualities is revealed. In a difficult situation with a student, the teacher must first of all understand the logic of the student's thinking, which is completely different from that of an adult.

Creativity - human capacity for creativity. It is determined both by the degree of formation of creative thinking, and by the teacher's manifestation of his inner individuality.

General abilities are displayed in pedagogical abilities. They are connected in several groups.

Structural Ability - forecasting and designing processes in pedagogy. In the ability of a person to predict his activity is the union of thinking and imagination.

Pedagogical imagination - the ability to predict what a student may become in the future.

Communication skills - the ability of interpersonal and business communication in the educational process and in training.

Perceptual abilities - the ability to determine the emotional state of the student by his appearance, gestures, facial expressions, movements.

Expressive abilities - the transfer in the course of communication of one's emotional state.

Organizational skills - the ability to effectively organize classroom and extracurricular activities of students.

General and pedagogical abilities are united in the teacher's personality, so the formation of each of them depends on the development of others.

11. PROFESSIONAL COMPETENCE OF THE TEACHER AND ITS STRUCTURE

An integral part of the professionalism and pedagogical skill of a teacher is his professional competence. The concept of “competence,” which characterizes the fusion of a person’s theoretical and practical readiness to perform a certain activity, is widely used today in the theory and practice of general and professional education.

A.K. Markova defines several types of professional competence, the presence of which determines the maturity of a person in professional activities:

▪ special competence, which represents mastery of the actual professional activity at a very high level, the ability to plan one’s further professional development;

▪ social competence, i.e. mastery of joint professional activities, cooperation and professional communication techniques accepted in a particular profession;

▪ social responsibility for the results of one’s work;

▪ personal competence, which is manifested in mastery of methods of personal self-expression and self-development, means of confronting professional deformations of the individual;

▪ individual competence, the availability of ways of self-realization and individual development within the profession, the ability for professional and personal growth, self-organization and self-rehabilitation.

The peculiarity of pedagogical activity makes it inadmissible the presence of only highly specialized competence, the teacher's professionalism is determined by the system of all types of professional competence. In addition, the competence of a teacher can be considered the unity of the general competence necessary for a person, regardless of his profession, competence in the field of the science, the main aspects of which he teaches, and psychological and pedagogical competence.

There are different approaches to finding the structure of professional competence. One of them is associated with the disclosure of the structure of professional competence through the system of pedagogical skills of the teacher, the other - with the allocation of individual competencies in accordance with the leading types of professional work of the teacher in the following areas:

▪ independent educational and teaching activities;

▪ educational activities;

▪ scientific, methodological and research activities;

▪ social, pedagogical, cultural and educational activities;

▪ correctional and developmental management activities.

Regardless of the forms of teacher activity, competence in each of them consists of two main components:

1) a system of knowledge that determines the theoretical readiness of a teacher;

2) a system of skills and abilities, which forms the basis of his practical readiness to carry out professional activities.

Generalized requirements for the level of theoretical and practical readiness of a teacher are included in the qualification characteristics of a graduate who has received the specialty "teacher", presented in the state standard of higher professional education.

12. REQUIREMENTS FOR THEORETICAL READINESS OF THE TEACHER

The peculiarity of pedagogical activity requires the teacher to possess a system of general cultural and general scientific, special, psychological and pedagogical knowledge. The teacher of primary and secondary schools communicates with the age group of students who have quite diverse common and developing professional interests. Effective pedagogical interaction, the emergence of interpersonal relations with them occurs only if he has a broad outlook, general erudition, competence in various fields - social, cultural, scientific, technical. On the basis of all the presented qualities, a creative, spiritually rich personality is formed, which attracts young people, attracts them to itself. In addition, the professionalism and pedagogical skills of a teacher are determined by the depth of his knowledge in the field of the subject area he teaches.

Successful professional activity provides for the mentor to master the basics of general theoretical disciplines in the amount that is needed to solve pedagogical, scientific, methodological, organizational and managerial tasks. Among these tasks are the following:

▪ knowledge of the state language of the Russian Federation - the Russian language in which teaching is carried out;

▪ knowledge of the general laws of thinking and methods of formalizing its results in written and oral speech;

▪ knowledge of the fundamentals of philosophy, which explains the general laws of nature and human existence, providing clarification of the meaning of one’s own life and professional activity;

▪ knowledge about world and domestic history and culture, forms and methods of scientific knowledge and their evolution, the place of science in the development of society;

▪ knowledge of the basics of economic and social life of society.

Regardless of the specifics of the discipline taught, the teacher needs to know the basics of law and the leading legal documents that determine the social and educational policy of the state. Such documents include:

▪ The Constitution and laws of the Russian Federation;

▪ decisions of the Government of the Russian Federation and educational authorities on educational issues;

▪ Convention on the Rights of the Child.

To protect the life and health of children, the teacher must know: age physiology and the basics of school hygiene, the rules and regulations of labor protection, safety and fire protection.

Competence in the field of independent educational activity is ensured by mastering the basics of the scientific organization of labor: methods of searching, processing, storing and using information, modern information educational technologies, methods of organizing independent work, observing the regime of work and rest, etc.

The system of psychological and pedagogical knowledge that any teacher needs consists of several blocks. First of all, this is psychological knowledge about the age and individual characteristics of schoolchildren, the basic mental processes and psychological mechanisms that underlie education and training.

The teacher must know the features of pedagogical activity, its structure, the requirements that it imposes on the personality of the teacher, the basics of professional and personal self-education and self-development.

13. REQUIREMENTS FOR THE PRACTICAL READINESS OF THE TEACHER

The variety of professional functions and activities carried out by the teacher is manifested in the list of skills contained in the qualification characteristic that he must possess.

A graduate of a pedagogical university should be able to:

▪ implement the learning process for secondary school students with a focus on the objectives of training, education and development of the student’s personality and taking into account the specifics of the subject being taught;

▪ intensify the development of extracurricular activities of students, taking into account the psychological and pedagogical requirements for education and training;

▪ systematically improve your professional qualifications, carry out methodological work as part of school methodological associations and in other forms;

▪ carry out the work of the class teacher, communicate with parents of schoolchildren and provide them with assistance in carrying out family education;

▪ comply with the rules and regulations of labor protection, safety and fire protection, ensure the protection of the life and health of schoolchildren in the educational process;

▪ solve organizational and management problems. To carry out self-education and improve methodological skills, a teacher should be aware of new products in the latest special and psychological-pedagogical literature, master different ways of knowing and mastering the world around him, methods of searching, processing and using information, and be able to interpret and adapt it for students.

The basis of the teacher's professional competence lies in his practical readiness for self-organization of his activities, which consists of the ability to plan his work, correctly allocate his time and find the best ways to organize it, the skills of self-control, self-analysis and self-assessment of its results.

The system of pedagogical skills, which are the methods of these activities mastered by the teacher, the system of gnostic, prognostic design, constructive and analytical skills that are formed in the course of the corresponding activity on the basis of similar pedagogical abilities, makes up the pedagogical technology of the teacher.

The concept of "pedagogical technology" is ambiguous. Analyzed as a component of pedagogical skill and the basis of a teacher's professional competence, pedagogical technology consists of a system of skills that ensure the design and implementation of the pedagogical process in a certain sequence of actions and procedures. The teacher builds educational work technologically when he understands the logic and structure of this activity.

For any type of teacher's activity (teaching, educational, socio-pedagogical, correctional and developmental, etc.), the technological chain of actions looks like this:

▪ diagnosis of the pedagogical situation;

▪ goal setting;

▪ selection of appropriate content, forms and methods;

▪ organization of pedagogical interaction;

▪ Feedback;

▪ final diagnostics;

▪ setting new goals and objectives.

14. GENERAL AND PROFESSIONAL CULTURE OF THE TEACHER

Mastery standards of the teaching profession occurs during the introduction of the teacher to human and pedagogical culture. Based on this, a personal and professional culture is formed. The word "culture" is perceived by a person as an improvement, achievement of heights in life and familiarization with the system of moral values.

Culture can be both outside a person and in himself. Culture is a whole, organic combination of many aspects of human activity, hence it is possible to conditionally divide culture into social and individual. The beginning of the definition of culture, its essence is the worldview, the self-consciousness of the creators of this culture, hence we conclude that each of us is the creator and bearer of the culture of his time.

The basis for the formation of the culture of the teacher is his general culture.

The culture of the teacher is manifested in versatility, erudition in many areas, high spiritual development. And also in the need to communicate with art, people, in the culture of thinking, work, communication, etc. It is also the basis of professional pedagogical culture.

The main cultural quality of a person is his universality. However, a common culture is not just the universality and versatility of a person. To define a truly cultured person, such concepts as "spirituality" and "intelligence" are more often used.

Spirituality - a characteristic of the qualities of a person, consciousness and self-awareness of a person, which reflects the unity and harmony of the inner world, the ability to overcome oneself and be in harmony with the world around us. Spirituality is characterized not only by education, broad and deep cultural requirements, but also includes incessant spiritual work, understanding of the world and oneself in it, craving for self-improvement, restructuring of one's inner world, expanding one's horizons.

It is believed that there are no completely soulless people and spirituality can be in direct connection with the abilities and mental abilities of a person. The most talented person can turn out to be completely unspiritual, while a person with average indicators can have great spirituality.

Intelligence is the quality of a cultured person. It does not consist in the acquisition of higher education and mental specialty. Intelligence lies not only in knowledge, but also in the ability to understand and accept the individuality of another person. Intelligence is expressed in a thousand subtleties: in the ability to argue politely, to inconspicuously help others, to admire all the colors of nature, in one's own cultural achievements. A truly intelligent person must be fully responsible for his words and deeds, be able to set life goals and achieve them.

All these concepts should include the culture of a true teacher.

A teacher is the first standard of social culture in a student's life. It is from the teacher that the students take an example, try to be like him and meet all the demands of social society.

15. PROFESSIONAL AND PEDAGOGICAL CULTURE

Professional and pedagogical culture is based on the general culture of the individual. It acts as a projection into the sphere of professional activity and personality of a teacher of culture as a whole, the pedagogical culture of society and "represents a system of universal ideas, professional value orientations and personality traits, universal methods of cognition and humanistic technologies of pedagogical activity." The culturological approach to pedagogical education (E.V. Bondarevskaya, I.F. Isaev, V.A. Slastenin, etc.) is based on the recognition of the education of a teacher’s professional and pedagogical culture as the main condition and result of his professional development, an instrument for the implementation of individual creative forces in pedagogical activity. The composition of the components of professional and pedagogical culture, which are distinguished by different authors, is quite diverse.

Methodological culture Teachers are a rather complex personal education. It consists of the pedagogical philosophy of the teacher, presented in his pedagogical concept as a system of basic pedagogical ideas and principles that determine his pedagogical worldview, goals and meaning of his activity. The concept of a teacher is based on a system of ideas about the essence of a person, his purpose, about the place and role of professional education in his development, about the goals and objectives of pedagogical activity in general and in particular.

The construction of one's pedagogical concept requires the teacher to choose its philosophical, psychological foundations, directions in existing approaches to teaching and education, clarifying the essence of the main pedagogical categories: development, formation, socialization, upbringing, training, education, etc. At the same time, the pedagogical concept of the teacher must comply with the general concept of the educational institution, implement it through the specific conditions of its course, subject. An important component of methodological culture is the teacher's mastery of both the general methods of scientific knowledge and the methods and means of pedagogical research.

The methodological activity of the teacher consists of the following stages:

▪ awareness of the challenges that life, society, and professional activity pose to the education system;

▪ analysis of the current state of affairs in the field of general education and the teaching field;

▪ identifying contradictions between them and determining the strategic goals of their activities;

▪ study of existing concepts of training and education, selection of the most appropriate approaches to solving pedagogical problems;

▪ identification of the basic principles of its activities, main directions, objectives and expected results;

▪ organization of search and experimental activities, which makes it possible to test the effectiveness of the assumptions made;

▪ diagnostics (study and analysis) of the results of your work.

That is, a systematic construction of the pedagogical process is provided, which enables the teacher to reasonably determine the program of his activity.

16. AXIOLOGICAL COMPONENT OF PROFESSIONAL AND PEDAGOGICAL CULTURE

The axiological component of professional pedagogical culture consists of a system of values that determine the teacher's attitude to his activity, its goals and means, the teacher's personality traits necessary in professional work, to himself as a teacher, that system of knowledge, ideas, norms, traditions that are the basis of pedagogical activity.

The most complete system of values, which form the substantive basis of professional and pedagogical culture, is highlighted by I.F. Isaev. It includes two planes of their existence in it: horizontal (values-goals, values-means, values-knowledge, values-relationships and values-qualities) and vertical (social-pedagogical, professional-group and individually personal values), defining their syncretic character due to their interaction and mutual intersection in the process of functioning of the system of values. Therefore, each division of professional values is very conditional, since only in the process of their holistic appropriation does the formation of the teacher's professional value orientations take place.

Pedagogical values are a guide and stimulus for his social and professional activity, humanistic in nature and essence, as they contain a wide range of all the spiritual values of society. Based on them, the value consciousness of the teacher is formed, which is not only the result of his emotional response to the phenomena of life and professional activity, but also their comprehension, deep understanding and personal acceptance; the formation of a humanistically oriented pedagogical worldview, a system of professional value orientations for communication with students, their development and personal formation, creativity in work, the realization of the high social purpose of one's profession, cooperation with colleagues, etc.

On the basis of the basic values in the structure of the teacher's professional value orientations, a system of his social attitudes is formed, which determine the direction of his pedagogical activity, the hierarchy of interests.

Conformal centering takes place if the teacher is guided by the assessment of the activities of colleagues, subject to collective ideas, non-conflict. In addition, its obvious predominance speaks of the desire to "be like everyone else", to adapt to the general opinion.

egocentricity - focus on self-interest. It characterizes teachers with a bright personality who defend the right to unconventional work. Under good teaching conditions, these teachers more often realize their potential by creating pedagogical inventions. At the same time, focusing on one's self often causes inattention and underestimation of the interests of others, and above all, students.

Altruistic centering describes teachers with a pronounced focus on the interests of students in the learning process. They are distinguished by attention and sensitivity to the pupils, the desire for individual work with them, a priority interest in the development of their personality.

17. TECHNOLOGICAL CULTURE

technological culture teacher determines the activity nature of pedagogical work and represents a high level of mastery of methods and techniques for setting and solving pedagogical problems: analytical, prognostic, research, reflective, etc.

Pedagogical tasks can be both tasks of transforming specific situations of pedagogical interaction for learning, development, formation of the student's personality, produced through certain actions, operations specific to various types and technologies of pedagogical activity. The technological culture of the teacher is a means of translating all other components of professional and pedagogical culture directly into activity. Initially, each technology is created in a procedural and descriptive form as an activity algorithm that implements certain pedagogical goals and objectives as an indicative basis for actions and operations. This level characterizes the technological pedagogical culture of the one who developed this technology.

The professional and pedagogical culture of society consists of many different technologies. Their development by the teacher consists of two stages:

1) choosing from the cultural diversity of pedagogical technologies those that are adequate to a particular pedagogical situation;

2) transferring them into practical activity, into an appropriate system of one's own actions.

In the ability to make an adequate choice from the existing set of pedagogical technologies, or to independently set a pedagogical task and build a system of actions to solve it in one’s mind as an indicative basis for the work, different levels of the teacher’s technological culture are manifested. The mastering of these actions and their competent use in the pedagogical process reflect not only the level of the technological culture of the teacher, but also his pedagogical skills. That is, the high level of technological culture of the teacher depends not so much on the knowledge of modern pedagogical technologies and mastering them, but on the ability to design their activities as a system of pedagogical tasks and ways to solve them.

V.A. Slastenin considers technology to be the philosophy of pedagogical action. Expanding this provision, I.A. Kolesnikova considers technological culture as a combination of the spiritual content of pedagogical activity with the perfect form of its implementation.

Technological culture reflects the teacher's ability to make the transition from the philosophical and pedagogical level to the praxeological (activity) level and manifests itself not only in the ability to master the technologies developed in the pedagogical culture, but also to make their own contribution to their development, in the ability to technologically implement pedagogical strategies and intentions.

An analysis of practical pedagogical activity suggests that one of the conditions for the implementation of modern concepts of education and upbringing is that they correspond to the degree of technological culture and mastery of the teacher.

18. PERSONAL CREATIVE COMPONENT

The personal-creative component of the teacher's professional culture determines the creative direction and originality of his personality. It is based on the teacher's need for creative self-realization, the manifestation of one's own individuality, which, according to A.K. Markova, represents the latest neoplasm in the professional sphere of a person and is expressed in its originality, integrity, uniqueness, in creativity as its highest level.

With professional development, there is a danger of leveling the personality, trimming it to the existing professional norms and standards. EAT. Borisova believes that in science and practice there are views that reduce professional formation to adaptation, adaptation of a person to the requirements of the profession, orientation to common, similar features and properties that characterize the "professional personality type". Out of sight was the question of the general development of the personality, the discovery of its individuality, its self-expression.

At the moment, pedagogy and psychology consider the formation of a person's identity, its self-realization and self-actualization to be the most important conditions for successful professional activity. At the same time, there is a merging of social and personal meanings: society needs the development of the individuality of the teacher for its own purposes, and therefore, for the purposes of the individual himself, since he feels satisfaction, is the acquisition of the meaning of his life in the processes of self-determination, self-actualization and self-realization. That is, its personal goals and meanings will be socially significant, and individuality is considered not only as personal, but also social, including professional value.

In addition, the uniqueness of man as a natural being and the uniqueness of the individual as a social being are different concepts.

Humanistic psychology believes that the essence and focus of the personality of a person is not in its dissimilarity, but in its unique inner world, in the system of values and meanings, in its relation to the world and itself (B.G. Ananiev, A.G. Asmolov, I (I. Rezvitsky, V. I. Slobodchikov, E. I. Isaev, E. L. Yakovleva). The richness and depth of this inner world are determined not so much by the ability of the individual to protect his individuality, to go beyond sociocultural norms, but also by the degree of adherence to them and the appropriation of the values of universal culture, embodied in professional culture. Since it is senseless and impossible to go beyond the limits that a person does not know and has not established for himself, without committing acts of self-determination.

The presence of professional stereotypes and norms does not deny the presence of alternative norms and values in the pedagogical culture of society, which not only do not interfere with the development of individuality, but enrich the personality, contribute to the formation and discovery of one's Self, designing an original life and professional path.

It can be concluded that the creative individuality of the teacher is made up of his original professional worldview, the search for a special purpose and meaning of life.

19. SYSTEM OF PROFESSIONAL TRAINING OF PEDAGOGICAL STAFF

The professional development of a teacher, which leads to the achievement of professionalism and pedagogical skills, is a long, continuous process. Using the figurative expression of K. Rogers, we can say that this is a journey of a lifetime. There are many approaches to determining the main stages of professional development. According to one of them, which was proposed by E.A. Klimov, such phases of the life path of a professional can be distinguished.

Optant - the period of choice of profession.

Adept (or adept phase) - the period when a person has already consciously chosen a profession and masters it in a special professional educational institution (school, university, etc.).

Adaptant (or the phase of adaptation, "addiction" of a young specialist to work). In the work of a teacher, it is associated with the entry into practical pedagogical activity, with the indispensable appearance of non-standard, sometimes unexpected situations.

Internet (or the internal phase) - the time when the teacher becomes an experienced teacher who is already able to independently and successfully cope with the main professional functions.

Master. In this phase, the teacher stands out for his special qualities, skills or becomes a generalist. He can freely navigate various areas of professional activity, acquires his own style, an individual, unique style of activity, and achieves constant positive results.

Authority - the teacher, as a master of his craft, becomes widely known in his circle or beyond, he has accumulated rich pedagogical experience, due to which he successfully solves any professional problems.

Mentor (or mentoring phase) - the teacher has like-minded people, followers, students among colleagues. He shares his experience with others, helps them in their professional and personal growth.

A huge role in the successful passage by the teacher of the main stages of professional development is assigned to the system of his training and advanced training, which includes three main components: pre-university, university and postgraduate.

Many applicants enter a pedagogical university without a secondary pedagogical education, and take the first steps of their professional development (choosing a profession) under the conditions of a general education school or pre-professional training (pedagogical classes).

In the current complex socio-cultural situation, there is a contradiction between the growing demands on the personality and activities of a teacher and the actual level of readiness (motivational, theoretical and practical) of a graduate of a pedagogical university to carry out their professional functions. The resolution of this contradiction requires the system of teacher education to solve a large number of problems: transforming the goals of professional training, improving the structure and content of teacher education, updating organizational forms and methods.

The main directions of the reorganization of the system of professional training of teaching staff are connected with the main trends in the development of professional education.

20. CONTINUITY AND HUMANITARIZATION OF EDUCATION

Continuity of education. Vocational education is considered today to be a continuous process, determined by the needs of modern production for the continuous professional and personal development and improvement of specialists, in the development of their capabilities in conditions of qualitative changes in labor both within one profession and in conditions of changing areas of professional activity.

The definition of the essence of lifelong learning is given in the UNESCO report "Learning to be", where it is understood as such a change in the way of being of a person when he opens up to new experience. But the interpretation of this provision has been greatly narrowed by the desire to reduce lifelong education to constantly renewed training or to advanced training after a set period of time.

The meaning of continuing education is mainly to form a system of knowledge, skills and personality traits already in the conditions of basic professional education, which allow you to independently continue to educate and improve yourself, easily navigate a complex range of social and professional problems, successfully adapt to changing conditions and extract the necessary knowledge and skills.

Under these conditions, the main properties of a professional will be developed systemic thinking, possession of methodological knowledge that allows not only to operate with existing information, but also to receive new information, to master various types of activities; active life and professional position; readiness for professional and personal development and improvement.

This trend is reflected in the creation of a system of multi-level pedagogical training, educational programs that ensure the interconnection and continuity of the content of pedagogical education at all its levels (secondary, higher, postgraduate). These trends are aimed at continuous humanization education are a means of humanization and relate primarily to changes in the structure and nature of the content of vocational education. This means not only and not so much an increase in the share of humanitarian subjects in the structure of the curriculum, since their number does not always transform into a new quality. Based on the analytical and logical study of various scientific categories and facts, even such subjects as ethics, aesthetics, history, literature, do not always touch deeply the inner world of the individual, do not create an emotional and valuable attitude of a person to the world and to himself.

Humanitarianization professional education is a path leading the student to culture, to understanding himself and his place in the world of nature, human relations, technology. Its essence is the "humanization" of knowledge, its transformation into a tool for the spiritual formation of personality. This process can and should take place not only in the study of humanitarian subjects, but also through the humanitarian orientation of special courses, their value-semantic content.

21. INTEGRATION, DEMOCRATIZATION OF EDUCATION

Democratization education is a consequence of humanization and is seen as an extension of the rights of all participants in the pedagogical process, primarily students, through the provision of a diverse range of educational services, alternative forms of education: individual training, external studies, distance learning, etc.; increasing their role in solving organizational problems in an educational institution, developing student self-government.

One of the manifestations of this trend is the individualization and differentiation of learning, which occurs through the free choice of courses, individual ways and means of learning.

The rights of an educational institution in determining the specialties for which vocational training is carried out, the curriculum and programs are greatly expanded. At the same time, it is necessary to take into account the dangers to which vocational education is exposed in the conditions of democratization.

There are two objective trends in the education system of each country. The first is to ensure equal educational opportunities for everyone, which is achieved by the uniformity of education. The second is connected with the satisfaction of the individual's need for the diversity and variability of education, which supplies its individual inclinations and needs.

The Soviet education system was built mainly on the principle of uniformity, which gives, on the one hand, social equality, on the other hand, the real goals and objectives of training the "average" student and "average" worker, who can in any case find their social and professional niche. It was the uniformity of the education system that made it possible in the country to ensure a high level of general and vocational training based on the development of uniform programs, textbooks and teaching aids, which are mandatory for implementation in all educational institutions.

Another trend is most clearly expressed in the American education system and determines the development of the current Russian education system. Noting its positive significance, which lies in the humanization and democratization of the pedagogical process, its personal orientation, it is necessary to take into account the problems and shortcomings that appear during its implementation. American educators are worried about the decline in the general level of education with a free choice of subjects, the absence of state education standards. In their opinion, the American education system produces specialists like a gnarled tree, stretched in one direction, but underdeveloped and truncated in another.

Integration of education. The trend towards integration is determined by the need to provide the greatest opportunities for the student to receive integrated professional training, which allows him to freely move in the rapidly changing field of education, successful socialization and entry into the culture. The grouping of different pedagogical specialties makes it possible to expand the scope of federal interests in the training of specialists at the industry-wide and general production levels.

22. INTENSIFICATION

Appearance intensification trends in vocational education is associated with the increasing complexity of the nature of professional activity and social life, rapidly changing socio-economic and production conditions, the enhanced development of science and modern technologies, which require the maximum return of students, readiness for intense intellectual and practical activities.

Intensification can be seen as the achievement of the maximum efficiency of professional training based on the systemic improvement of the process of professional education. Such a trend shows not only the socio-economic needs of society and the individual, but also the psychological-pedagogical and medical-physiological reasons for its development. At the heart of this trend are the ideas of domestic psychologists about the conditions for the intensive development of the personality, formed in the principles of developmental education.

Intensification trends are reflected in:

▪ in the social richness of students’ lives;

▪ acceleration of academic work, learning at a very high level of difficulty, at an intense pace, which stimulates the active creative activity of students;

▪ fundamental scientific training of teachers;

▪ subsequent unification of the content of education during the integration of professions, ensuring the mobility of a specialist;

▪ introduction of new educational technologies that create conditions for the development of systematic and productive thinking of students;

▪ preparing students to work with new computer tools and automated systems;

▪ an optimal combination of forms and methods of training, technical means and computers that increase efficiency and interest in learning. The main directions of development of vocational education are reflected in improving the goals, structure and content, organizational forms and methods of training teachers.

Before pedagogical education, in addition to the main goal, i.e. meeting the cultural and educational needs of the individual, providing general cultural, scientific and professional training of specialists in the field of education, taking into account the changing needs of the economy and the labor market, there is a task to help the future teacher in a conscious choice: his professional ways, the realization of self-determination in the teaching profession, the formation of creative potential and professionally significant personality traits.

Satisfaction of various professional and cultural and educational needs of the individual and society is carried out through the variability and multi-level structure and programs of professional training of teaching staff. The basis of higher pedagogical education is basic pedagogical education, which is implemented in two ways:

1) mono-level - mastering the main educational program for teacher training in a pedagogical university for 4-5 years;

2) two-level - the implementation of two programs: general higher education with a term of study of 2 years and basic higher pedagogical education with a term of study of 2-3 years.

23. PROFESSIONAL AND PERSONAL SELF-DETERMINATION, SELF-IMPROVEMENT

The teacher has always realized his activity as a special mission - to be a spiritual mentor of youth, a teacher of life.

If you educate and educate, that is, teach life, help a growing person to self-determine in it, then the teacher himself cannot live spontaneously without changing himself.

В humanistic pedagogical views of all times, special importance was attached to the role of self-determination, self-improvement and self-development in the formation of a teacher’s person. K.D. Ushinsky said that the desire for a person to find his place in life is an innate human need, recognizing that the teacher and the entire educational system determine the nature and results of this search.

The achievement of happiness by a person is associated with the choice and definition by the teacher of the main goal, the meaning of life, which should be the main business of his life, the work in which a human calling is found and "the fulfillment of which means more to him than life." Only free labor has such a high value in life, one that is the result of a conscious choice made in the process of serious spiritual work on self-knowledge, understanding one's place in life, one's role on earth. The work of a teacher is permeated with his conviction that only an educator who himself has gone through a similar path can help a developing personality in its life and professional self-determination.

L.N. Tolstoy saw the essence of education not in the influence of the educator on the pupils, but in the formation of that atmosphere, the environment in which a young person develops, therefore he abolishes the question of education and raises the question of the personality and lifestyle of the educator, about his work on himself. The conviction that the most important thing is personal improvement, and not professional, and that it is necessary to develop a whole field of science focused on the self-improvement of the educator, is manifested in such a statement by L.N. Tolstoy: “In order for the upbringing of children to be successful, it is necessary that the educators do not stop educating themselves, help each other to more and more achieve what they strive for. The means for this, in addition to the main internal - the work of each person on his soul, - there can be a lot. We must look for them, think about them, apply, discuss ... I think that this is a whole and most important area of \uXNUMXb\uXNUMXbthe science of educating oneself to influence children. "

Famous teacher of the late XIX century. P.F. Kapterev saw the main condition for the formation of a teacher as a free and independent figure in his work on his own development and improvement. He believed that a teacher who stands aloof from culture, from work on its assimilation and personal improvement, who does not develop himself, cannot contribute to the development of others and, in personal terms, is significantly lower than a student who is constantly looking for himself and working on himself.

One cannot rely on the fact that a higher pedagogical education will automatically make a student a personality.

24. SELF-DETERMINATION

Self-determination it seems to be a process and a result of a person's choice of his own position, goals and means of self-realization in specific circumstances of life; in addition, it is the main mechanism for gaining and manifesting inner freedom by a person. Such a definition makes it possible to reveal the multiplicity of meanings and facets of this complex phenomenon.

Self-determination is a dynamic phenomenon as a process, as a mechanism for the formation of a personality, and in this sense it correlates with the concepts of "choice", "decision making", "act". In addition, it is a static, stable state of the subject (the result of choice), associated with determining the boundaries of one's Self, one's place in the world and in life, obtaining a certain stable system of values, meanings, positions, attitudes that characterize a person's attitude to the world around him and himself. yourself.

It should be noted the relativity of self-determination as a stable state of the subject, due to the fact that during not only life, but also quite a short period of it, there is an expansion in the consciousness of the personality of the boundaries of one's self, a change in the system of relations, relations with the world, positions, value orientations, attitudes.

The next feature of self-determination lies in its simultaneous activity and value-semantic character. The choice made by a person when making decisions includes not only an action, but also the attitude of a person to such aspects of being, in relation to which its self-determination is observed.

Also, self-determination, on the one hand, can be a rather long, continuous process, and on the other hand, it can be a one-time act that describes the specific actions of a person during decision-making in a certain problem situation.

The ambiguity of the concept of "self-determination" is determined by the multiplicity of vectors of its focus: on oneself, on self-knowledge and the definition of one's essence; and outside oneself - to determine the place in the world and attitude to it, inclusion in various spheres of life. Self-determination, which is directed at oneself, is usually regarded as personal self-determination, and all its other types are correlated with those spheres of life in which a person determines himself.

The specificity of personal self-determination lies in the fact that this process is the result of a person’s awareness of his individuality, uniqueness, his capabilities and desires in their correlation with each other and the outside world and the choice of the main strategies and directions for personal growth.

Professional self-determination is not limited to the choice of a profession, it is a certain act or stage of professional development, but as its essential basis, it is a kind of mechanism and is a process that does not stop throughout the professional path of a person searching for and gaining the meaning of his work, discovering and realizing his "I". "as a professional, making choices in problem situations that are constantly changing and becoming more complex professional activity.

25. SELF DEVELOPMENT. SELF IMPROVEMENT

Self-development is a process of active, consistent positive qualitative change in the personality, which is the result not of external influences, but of its own efforts. Self-development can also be considered as an activity of the individual, aimed at changing those of their mental and personal properties that already exist, are inherent in human nature or the previous stage of its development, for example, memory, thinking, attention, emotional sphere, general and professional abilities and inclinations, and etc.

Self improvement (to some extent an analogue of self-education) is a human activity aimed at developing new and strengthening existing positive qualities and properties, skills, as well as correcting existing shortcomings.

The concept of "self-improvement" contains a more humane meaning, since, unlike self-education, which involves influencing oneself, it means relying on the best in oneself, expanding the existing best and moving towards one's own peak (self-perfection), achieving acme (Greek acme - flourishing, peak).

The recently intensively developing science of acmeology (O.S. Anisimov, A.A. Bodalev, A.A. Derkach, N.V. Kuzmina, A.A. Rean, etc.) considers the self-development and self-improvement of the teacher as the main conditions for the formation him as a full-fledged subject of his life and professional activity, capable of achieving the maximum of skill, personal and professional maturity and fully realizing his creative potential.

Another component of the process leading to the personal and professional growth of a teacher is self-education. Traditionally, self-education is considered the acquisition of knowledge through self-study, i.e. as independent learning (learning). Another interpretation of self-education is connected with understanding it as self-creation, self-building of a person, produced through self-education, independent familiarization with culture. Self-education is one of the main ways of self-determination and self-improvement of a person, since only through entering a culture does he form that ideal image of himself, which is a guideline in his movement towards the best, the highest in himself.

Thus, self-education is irreducible to a simple accumulation of information. "To be educated means to understand others, oneself, the meaning of life, one's responsibility to life, to culture. Therefore, for a developing person, culture is both a direct form of existence (life, energy, communication), and the basis for self-determination, for conscious self-doing." Russian philosopher of the early XX century. V.V. Rozanov objected to self-education, aimed at burdening consciousness, memory with a large number of unnecessary information, he saw its goal in the spiritual development of a person, raising him to a free and conscious state. “This consciousness must consist in a free glance over different worlds, in a full account of what exactly you leave and what you are looking for when you pass from one to another.”

26. MEANING SELF-DETERMINATION OF THE TEACHER

Professional development teacher largely depends on the search and finding the meaning of life, on the awareness of professional work as his life calling.

For a person who has made life-meaning self-determination, the choice in certain situations of life and work does not cause much thought, but becomes a self-manifestation of his essence. More precisely, he acts in these situations from the standpoint of the leading meanings and goals of his life.

The problem of finding the meaning of life worries not only young people who are in a situation of life self-determination, but also adults, especially in crisis situations associated with the loss of the possibility of realizing a life plan as a result of certain events.

The state in which a person finds himself in this case is characterized by psychologists as a vital, or personal, crisis: a crisis of the motivational-target side of life "why live on?" and the crisis of the semantic side of the lesson "why live on?".

The result of the loss of the meaning of life is the loss of human vitality, the will to live, interest in its process and outcome. A person's understanding of the meaning of his life is a necessary condition for his normal existence.

The presence of the meaning of life is also the leading criterion for the formation of a personality in general, an indicator of how a person is ready to manage his life and is independent of external factors, it determines the development of his self-consciousness, the ability to choose the system of values and goals that he will implement in life.

An attempt to give a person the meaning of life from the outside by V. Frank-lom was regarded as "moral zombie": it cannot be given, it must be found, and for everyone - his own. The meaning of life is always a personal meaning. Ideology, by imposing on a person the meaning of life from the outside, deprives him of the ability to reflect, to think, to look for his own life path, to have his own life concept. During periods of destruction of the old ideology, there is a loss of meaning in the lives of those who completely depended on it. Therefore, one of the most important tasks of education is to help a growing person find their meaning in life. Of course, it is associated with objectively significant (universal), but personally acquired and accepted values, which act as the highest goal of human activity and aspirations.

According to K.A. Abulkhanova-Slavskaya, "the meaning of life is the value and at the same time the experience of this value by a person in the process of its development, appropriation or implementation." There are always three aspects to the meaning of life:

1) target - determines the strategy and tactics of life;

2) emotional - reflects a person's satisfaction with his life, its emotional richness;

3) volitional - is the driving force behind the activity of the individual, ensures its readiness to achieve life goals.

It should be remembered that the search for and acquisition of the meaning of life is not a one-time act, but a long process, its transformation can occur throughout a person’s life. The most intense period of life self-determination is youthful.

27. PHILOSOPHY OF OBLIGATION

Philosophy of duty - this is the philosophy by which mankind lived and thought until today, some live to this day. One of the many directions of this philosophy is Marxism, and only in it did Marxism find its personification.

Here, a person is considered as a set of social relationships, a product of social influence. According to this philosophy, a person cannot lock himself in on himself, his interests and needs. Such qualities in a person as citizenship, responsibility are valued. The meaning of human life is service to the Motherland. The value of a person is measured by how he subjugated himself to public duty. Such was the ideal of ancient Rome, the era of classicism and Russian society of the period of formation. Questions arise: can this idea be called socially and ethically valuable? It seems to be possible, but often supporters and followers were on opposite sides of the barricades. Why was this idea shown to be dominant in the days of absolutist power? And why did it degenerate in the XNUMXth century? under totalitarian regimes?

S.L. Frank notes that the trend towards the socialization of life was dominant both in the Soviet Union and in Western countries in the 30s. XNUMXth century This tendency is connected with the loss of interest in the personality and in the individuality of a person. The thinking of society was directed towards collective forms of life as the only chance in victory over nature. The main idea of this time is "the absolute value of external social construction."

The characteristic manifestation of this trend in society is defined as "social fanaticism".

"Social fanaticism" practically uses the internal spiritual forces of a person, such as: faith, dream, moral sense, enthusiasm. The fire that burns a person. "Social fanaticism" involves the use of this force in social construction.

The philosophy of duty removes individuality and originality on the life path of a person. The main feeling of a person becomes a sense of "duty", which replaces personal interests and needs, and the real stimulus of activity is the demands of society and the state. However, in this concept one can trace the inhuman nature, which is clearly expressed in the totalitarian systems of the state. The policy of these systems was aimed at fulfilling an abstract idea - a revolutionary struggle to build an ideal just society (communism) or to gain dominance over the world for one's own nation (fascism).

The philosophy of duty lies at the basis of the "pedagogy of formation".

The state orders the performer, while neither internal needs nor the identity of the individual are taken into account. From all this, it turns out that a person ceases to feel like a person, a carrier of an original, unique spiritual world, and becomes an impersonal carrier of energy useful to society. Moreover, this energy should not belong to a person as his personal property for the realization of the meaning and purpose of his life, but to society in its task. From this comes what is called the "internal collectivization of human souls."

The philosophy of obligation not only neglects the spiritual forces of a person, but also relieves him of responsibility for his deeds and actions.

28. PHILOSOPHY OF EXISTENCE (EXISTENTIALISM)

Existentialism is a direction of modern philosophy, which appeared at the beginning of the XNUMXth century. in Russia (I.A. Berdyaev, L. Shestov), later developed in Germany (O. Bolnov, M. Heidegger, K. Jaspers) and in France (A. Camus, F. Kafka, J.P. Sartre) . Today, existentialism combines various philosophical and psychological concepts that focus on the individual as an individual, on comprehending the meaning of human existence. The starting point of this concept is the recognition of the uniqueness, individuality, exclusivity of any individual human being, each individual.

A person realizes himself as a person to the extent that he will be able to preserve and develop the uniqueness given to him by nature during his life. Growing up, he loses his individuality, focusing on others ("I'm like everyone else"). Sometimes he consciously gives up his individuality. The rejection of a full-fledged own existence becomes the cause of the collapse of the personality. The humanistic essence of this philosophical concept is manifested in the affirmation of the value of human existence itself, real feelings, thoughts, actions experienced at the moment.

The central concepts of the philosophy of existence are "freedom", "choice", "responsibility". Man is what he makes of himself. He exists only to the extent that he realizes himself. Other factors - environment, heredity - may be an excuse for his inability to self-determine in life, his human failure. Thus, a person is given into possession of his being, and in this he is free to choose his life path. No general morality can tell a person what to do: there are many situations where it is impossible to determine what is moral, what is immoral, what is good and what is bad. A person chooses, makes a decision.

Thus, the decisive property of a person is his personal position: attitudes, attitudes towards the world, people, himself. It depends on the position, and not on the character of a person, since existentialists believe that character is what I, as a person, form myself. The result of free choice and the basis of self-determination is the adoption of a decision, an act. "I only act in accordance with what I am, but I also become in accordance with how I act," writes V. Frankl. At the same time, an act, a decision is the initial impetus for further action, the formation of a moral position, self-determination of a person. At the same time, existential freedom is not a hierarchy, it is associated with its second facet - responsibility. The freedom of a person to choose his own destiny also means that a person takes responsibility for his choice.

Existentialism gives each person his own being and makes him fully responsible for existence. In addition, a person is responsible for his choice not only to himself, but also to other people. For nothing can be good for us without being good for everyone.

29. PHILOSOPHY OF COSMISM

Questions about the meaning of life and the place of man in the universe are fundamental in the scientific and philosophical direction, which received a generalized name philosophy of cosmism. The origins of this trend go back centuries. The feeling of the deep involvement of consciousness in cosmic existence, the idea of people as a microcosm, runs through the entire world culture - both Eastern and Western.

According to Eastern teachings, all phenomena in the world have a dual nature: external and internal, visible and invisible, spiritual and material. Overcoming the contradiction between them is the driving force of evolution.

The West is more focused on the knowledge and change of the external world, visible, material. In contrast to it, the East has been accumulating treasures of the spirit for thousands of years. The outer world is a world of illusions, it is transient. Only the spirit is eternal, through immersion in the inner world, through the improvement of the "inner man" one can achieve a state of pure consciousness and merging with the Higher Mind.

It is not known which of these attitudes is preferable. They present two plans for the development of mankind. However, it was in Russia that the space theme of man at the turn of the XIX-XX centuries. shaped in the scientific direction. Among his number are such philosophers and scientists as N.F. Fedorov, N.A. Umov, E. Tsiolkovsky, V.I. Vernadsky, A.L. Chizhevsky, V.N. Muravyov, N.K. Roerich and others.

The idea of active evolution, which justifies the need for a new stage in the development of the world, becomes a new quality of the worldview of cosmist philosophers, its defining feature. Man here is a being in the process of growth, far from perfect, but at the same time consciously creative, called upon to transform not only the external world, but also his own nature. “We are essentially talking about expanding the rights of consciously spiritual forces, about controlling the spirit of matter, about the spiritualization of the world and man... Cosmists managed to combine concern for the great whole - the Earth, the biosphere, the cosmos with the deepest needs of the highest value - a specific person.”

An important place is occupied by ideas about the continuity of life. IN AND. Vernadsky thought so: "We must not forget that the idea of the eternity of life ... is more in line with scientific facts than the idea of abiogenesis, which contradicts them and is based on faith." And then he continues: "The idea of eternity and beginninglessness of life - in addition to its cosmic ideas - has long been penetrating into the scientific worldview of individual naturalists ... Now this idea is gaining special significance in science, since the moment in the history of thought has come when it comes forward as an important and deep foundation of the emerging new scientific worldview of the future.

The same circumstance was noted by A.L. Chizhevsky: "We are accustomed to adhere to a rough and narrow anti-philosophical view of life as the result of a random play only of earthly forces. This, of course, is not true. Life, as we see, is to a much greater extent a cosmic phenomenon than an earthly one." And he adds: "Our scientific outlook is still very far from the true idea of the significance for the organic kingdom of cosmic radiations, which, by the way, have only been partially studied by us."

30. THE CONCEPT OF ETHICAL SPIRITUALITY

One of the most holistic and harmonious humanistic views on the purpose and meaning of human existence is the view contained in Russian philosophical thought of the late XNUMXth - early XNUMXth centuries. At the heart of this view is the idea of the development of spirituality as sincerity.

Man is a being in which there are spiritual, mental and bodily principles. Western civilization is mainly aimed at the development of the bodily principle in a person, as well as at the development of the will, which, according to G. Fedotov, expresses soulfulness least of all.

The meaning of life is presented to "modern athletes" as the realization of their physical and intellectual powers in a purposeful and purposeful activity to change the world around them. It is this kind of ideal of the age of the conquest of nature and technological progress. The strength and energy of such a person are spontaneous, destructive. Religious Western and Eastern traditions consider the immortal spirit to be the highest property of a person. At the same time, it is considered as that substance that can live and develop outside the body shell of a person and be an expression of his divine essence, that which connects him with the world of the Infinite, the Universe, the Cosmos. The development of this spiritual principle in oneself, i.e., going beyond the limits of one’s physical self and preparing for another, higher goal of one’s being, which lies outside of today’s real existence, is the meaning of a person’s life. According to theosophical concepts, soulfulness is something lower than the spirit, something that connects the spirit with the body.

Russian philosophers do not accept such an understanding of human spirituality. Higher spirituality, they believe, is impossible without sincerity - emotional sensitivity, responsiveness, the possibility of an emotional response: pity, compassion, love for one's neighbor. According to V.S. Solovyov, spirituality is shame, mercy, reverence for good.

When analyzing various philosophical approaches to defining the essence of a person, G. Fedotov says: "Man himself becomes the subject of denial, humiliation, suppression in the advanced phenomena of modern culture. He is suppressed in the name of the ideal world (Kantianism) and the social world (Marxism, fascism), for the sake of the spirit and for the sake of matter, in the name of God and in the name of the beast. The body is free and surrounded by honor, the spirit is freed, although to a very limited extent, only the soul perishes. But this is "only"! The corporeal man lives an animal life, the spiritual man lives an angelic one. Only the soul remains a man... Spirituality, torn off from reason and feeling, is powerless to find a criterion of holiness: looking at many modern "spirit-bearers", it is difficult to decide whether they are from God or from the devil? Extra-ethical spirituality is the most terrible form of demonism."

A person realizes himself as a person only by developing spirituality in himself. The ability to sympathize and empathize is sensitivity and responsiveness, conscientiousness, readiness to help another, responsibility for everything that happens around him. The spiritual man does not insist on his one-sided personal truth.

31. Awareness and understanding of the inner world of a person

Most philosophical teachings have the conclusion that the only way of life worthy of a person, the way to reveal oneself as a person, is the way conscious self-improvement. The basis of personal self-improvement is the development of self-awareness. Personality is not limited to consciousness and self-awareness, psychologists say. But even without consciousness and self-awareness there is no personality. The problem of developing self-awareness cannot be solved without the formation of the inner world as significant for a person.

At birth, a person enters the world that surrounds him and with which he interacts. However, there is another world - our feelings, experiences, thoughts, illusions, dreams, which is called the inner world. According to the existence of such two worlds, our consciousness is also dual. It consists of two components: one is directed outward, to the outer world, to the objects and people around us, the other - to the inner essence, to the contemplation of oneself, one's spiritual world. That is, according to I.M. Sechenov, consciousness appeared in two forms at once - objective consciousness and self-consciousness. The result of the activity of objective consciousness is knowledge about the world, self-consciousness - knowledge of a person about himself and his capabilities.

Initially, the process of the formation of the I of a person is closely connected with the development of consciousness, that is, the human ability of a person to ideally reflect the surrounding reality. “Self-consciousness is a relatively late product of the development of consciousness,” says S.L. Rubinshtein. “Only from the moment of separating oneself from the environment, realizing one’s independence, one’s isolation from the surrounding people, does a child come to self-consciousness.” However, a developed self-consciousness does not separate a person from the surrounding world, but enriches his ideas about this world. Getting the ability to immerse themselves and enjoy their experiences, people find for themselves a whole world of new feelings, the beauty of nature, the sounds of music, the sensations of their own body.

If consciousness makes the outwardly directed activity of a person more flexible, expedient and effective, then self-consciousness, which is turned inside his mental and physical essence, increases the reliability, stability, stability of himself. That is why the improvement of a person as a self-organizing and self-programming personality is possible only under one condition - the development of its self-consciousness.

The deformation of the consciousness of a modern person, which philosophers are talking about today, occurs because the harmony between the inner and outer worlds is violated.

The world of feelings and experiences, remaining unclaimed, is growing dim and extinguished, its spiritual impoverishment is observed. The mechanistic nature of the consciousness of modern man is the result of his mental orientation to the objective world. "The world began to look mechanistic, materialistic, logical, rigidly determined. Spirituality, consciousness, meaning, freedom, spontaneity - all this went into the background, ceased to be an omnipresent independent entity," notes V.V. Nalimov.

32. WAYS OF SELF-KNOWLEDGE AND SELF-REGULATION

Mastery of psychotechnics is necessary for doctors, psychologists, teachers, everyone who is engaged in the physical and spiritual improvement of a person and self-improvement. The meaning of all available psychotechniques is to achieve and maintain a high mental, spiritual and physical form through directed mental concentration. Most programs that are aimed at human self-development are based on four principles, or ways, of self-knowledge and self-regulation.

Method one - relaxation, which represents physical and mental relaxation. The purpose of relaxation is to prepare the body and mind for activity, to focus on one's inner world, to relieve unnecessary physical and nervous tension, or to provide an opportunity to collect oneself.

Relaxation needed:

▪ to prepare the body and psyche for deep self-knowledge and self-hypnosis;

▪ in stressful moments, conflict situations in which endurance and self-control are needed;

▪ in responsible and difficult situations, when it is necessary to relieve fear and excessive tension. The first step to relaxation is proper breathing. Then - relaxation of muscles and blood vessels with the help of sensations of “heaviness” and “warmth” caused by targeted mental concentration on a specific part of the body. Then - mental slowdown.

Method two - concentration, which is the concentration of consciousness on a specific object of its activity. That is, among the sounds you are familiar with, one suddenly appears that attracts your attention. You concentrate on it, listen, highlighting this sound among others.

The basis of concentration is attention control. The skill of concentration is based on the following properties of attention:

▪ on the ability to focus one’s attention on a specific subject;

▪ on the development of voluntary attention, which appears under the influence of a consciously set goal and requires volitional concentration;

▪ on a sufficiently wide scope of attention, which makes it possible to simultaneously focus on various internal processes: sensations in the body, visual and auditory images, mental operations, etc.;

▪ on the ability to switch attention from external objects to the inner world of the individual, from one sensation, feeling, thought - to others;

▪ on the ability to hold attention on a specific object.

Method three - visualization, which is the creation of internal images in the human mind, i.e. activation of the imagination with the help of auditory, visual, gustatory, olfactory, tactile sensations, as well as their combinations.

Visualization enables a person to activate his emotional memory, recreate the sensations that he felt, and thus enrich his feelings, develop intuition.

Method four - self-hypnosis - determination of attitudes that appear on the subconscious mechanisms of the psyche. Autosuggestion is a statement that success is possible, expressed in the first person in the present tense. The power of self-hypnosis lies in the ability to create your own positive image and often strengthen this image with the help of words addressed to yourself.

33. TEACHER'S I-CONCEPT

The outer world is vast and boundless, but everything in it is concentrated around one small grain of sand - one single person. My Self is inconspicuous in the vast world, but for a person it is the only real, tangible one. Only thanks to the I the surrounding world becomes accessible to perception and understanding. I am completely special, not like anyone else, and at the same time there is something in him that makes him related to others.

The question of the essence of one's own Self worries both scientists and every individual, especially during his formation.

The concept of I is used in all human sciences, and at the same time it is very indefinite, mobile, and ambiguous. In philosophical terms, I is considered "the spiritual center of the human personality, individuality, actively relating to the world and to itself." Psychologists compare it, on the one hand, with the concept of "personality", on the other hand, with the concept of "self-consciousness". But it is not limited to either one or the other. I. Kon believes that I am not just a person, but a person that is considered from the inside.

Trying to demarcate the concepts of "personality" and "I", the American psychologist W. James says: "Whatever I think about, I am always at the same time more or less aware of myself, my personal existence. At the same time, I am aware of this so that my self-consciousness is, as it were, dual - partly known and partly knowing, partly object and partly subject; in it we must distinguish two sides, of which, for brevity, one we will call personality, and the other - I.

Our I is a reflection of ourselves in the human mind. Of course, I is a product of self-consciousness, but a person perceives and realizes himself holistically, in all his incarnations. There is also a physical I - the body of a person, his appearance, physical condition.

The emotional self consists in the feelings and experiences, the mood of the individual. The intellectual or mental self represents the world of thoughts. In addition, a person perceives himself as a social being, who is in a system of relationships with other people, he is included in his professional activities, has certain values, interests, attitudes. This is the social self.

Thus, I can be considered the result of a complex integration into a single whole of various mental functions and properties of a person. Eastern philosophy and psychology give another approach to defining the essence of man.

Criticizing the Western tradition in the definition of I, Roshi Joshu Sasaki in his work "Where is I?" speaks of the existing two I - individual and absolute. The individual Self is something that is connected with the worldview of a person who distinguishes himself from the surrounding world, perceiving himself as unique, original, separate from others. The Absolute Self is what connects a person with the whole world, with other people, the dissolution of oneself during the unification with another Self, in which no experienced Self remains.

Such an absolute I is revealed in moments of meditation, i. e. going beyond the limits of the individual Self or love, when a person dissolves in a sense of spiritual unity with another.

34. ACCEPT YOURSELF

The vital function of self-consciousness is not just to offer a person reliable information about himself, to help him develop a positive self-concept. He needs it to realize his own capabilities, implement his plans, reveal his individuality.

Many people do not realize themselves because there is no positive self-perception and self-image. The negative self-concept, which is formed in a child due to parents and teachers, most often causes increased anxiety, vulnerability or aggressiveness, which create difficulties in learning and communicating with other people. Research proves that children's academic success is directly related to the teacher's expectations. "Even the most insignificant comment of the teacher can be perceived by the student as a total denial of the value of his personality, it has a devastating effect on his image of the Self," R. Berne believes.

There is a close relationship between the self-concept of the teacher and the students. A teacher who has a positive self-perception has students with more positive self-concepts than a teacher with the opposite direction.

Thus the need positive self-image a person of himself is obvious, and the condition for the formation of a positive I-concept is self-acceptance, self-love.

It is generally accepted to identify the concept of "self-love" with the words "selfishness", "selfishness". Selfishness is not similar to self-love - says humanistic psychology. This identification occurs because a person misunderstands the essence of love. "True love is an expression of creativity, and it implies care, respect, responsibility." Love for a person, respect, understanding of him cannot exist without a sense of respect for one's own integrity and uniqueness. A person who does not have self-esteem cannot appreciate it in other people. So-called unselfishness means only the inability to love. E. Fromm gives an example: a "non-selfish" mother devotes her whole life to a child. She is sure that her child, thanks to her, will learn what it means to be loved, to learn to love. The result of her "unselfishness" is that the child's anxiety, hidden hostility to life, fear of maternal disapproval and that he will not justify the mother's hopes. A woman who refuses to live a full, emotionally rich life will not teach love for life. But, on the other hand, there is nothing more conducive to instilling in a child the experience of love, joy and happiness than the love for him of a mother who loves herself.

In any person there is something that he likes in himself, for which he appreciates himself.

A person is usually more oriented towards the opinions of others. From childhood, he lives in a system of strict self-assessments, first by other people, then by himself. And often does not notice that self-esteem is a copy of other people's assessments. However, most often they are negative.

In our culture, most often they do not evaluate themselves positively. A person who breaks this rule is often labeled as "upstart", "arrogant", etc. It is necessary with the help of a teacher to transform negative beliefs into positive ones.

35. SELF-DISCLOSURE

The path to yourself self acceptance most often goes through self-disclosure. Opening one's Self is determined by how open a person is to others. The relationship between self-knowledge and self-disclosure is most clearly represented in the model, which is commonly called the "Jo-Harry Window" after its inventors Joseph Luft and Harry Ingram.

All people carry within themselves, as it were, four "spaces". "Arena" covers those aspects of the content of one's Self, which are known both to the person himself and to others. This side of the human personality includes what a person flaunts, tries to impose as the main content of his personality. "Appearance" is what the person himself knows and others do not. This is what a person hides from others for one reason or another or does not have the opportunity to tell. "Blind" is what others know, but the person himself does not know, for example, the habit of interrupting the speaker in the middle of a word, which the person himself does not notice (closed to himself, but open to others). This side of a person very often significantly changes the opinion of others about a person. Moreover, the person himself does not know this. "Unknown" is that which is unknown to the person himself and to others. The unknown includes the potential for development (closed and inaccessible both to oneself and to other people).

When a person behaves openly, other people get the opportunity to know more about this person. This increases the likelihood of both good attention to the person from others, and deeper self-knowledge - understanding oneself. The "Arena" increases - the "Unknown" decreases, its place is taken by "Visibility". By opening up to strangers, we acquire what others give us the opportunity to see in ourselves, what was previously inaccessible to a person. Opening up, a person is able to reveal his hidden possibilities, to realize them. Of course, the ability to be open depends both on the degree of awareness and acceptance of oneself, and on one's own trust in other people, their attitude towards us. It would be wrong to require a person to open up to everyone he meets, but in any situation he can be himself, without crawling like a snail into his own shell. The craving for openness of each of the people opens the way for a person to mutual understanding and understanding of himself.

Every person is able to open his own Self, accept himself, form a complete image. You just have to want to go on your way.

To begin with, you should meet each new day with such words.

Every day I get better and better.

I feel confident, happy, full of joy and optimism.

I feel calm and relaxed.

I am healthy and strong both spiritually and physically.

I am able to achieve whatever I want.

I have an excellent memory.

People like me, people love me.

I forgive myself, I accept myself.

I am fulfilling my dream.

I am in complete control of my thoughts, feelings and joys.

Joy, joy, joy!!!

36. EMOTIONAL DEVELOPMENT OF THE TEACHER

Emotions, feelings of a person fill his life with a special thrill, enrich his spiritual world, enable him to perceive the environment taking into account his experiences, enjoy and rejoice, be upset, sad and suffer, i.e. live a full life. "Human feelings reflect the structure of the personality, revealing its orientation, its attitudes: what leaves a person indifferent and what affects his feelings, what pleases him and what makes him sad, usually most clearly reveals - and sometimes betrays - the true essence of a person," S. L. Rubinstein.

Emotions are the most important source of human activity, the organizer of his behavior. "Every emotion is a call to action or a refusal to act," writes L.S. Vygotsky. It activates or delays human reactions.

If certain actions cause a feeling of joy, pleasure, we will strive to do the same thing later. If a person does something with disgust, he will strive to stop this activity. That is, feelings and emotions fill human activity with meaning, serve not only as its stimulus, but also as the most important result: the main thing for people is those feelings of satisfaction and inspiration that a person experiences when achieving his goal.

Emotions is the attitude of a person to the environment, to himself, expressed in the form of direct experience.

Emotions are a direct reaction of a person to something that happens to him.

Feelings act as persistent, prolonged experiences about various phenomena. Feelings can be different both in content (moral, aesthetic, intellectual), and in intensity, duration.

emotional states are long-term emotional experiences, the emotional background on the basis of which life activity takes place. Emotional states include moods, affects, spiritual states.

Spiritual States represent the moral and aesthetic experiences of a person that occur at the level of strong positive emotions. They are perceived as a state of happiness, revelation. The highest spiritual state, according to N.A. Berdyaev, is a creative state. It is connected with the transcendence of man. That is, with his exit from the realm of "everyday life", "obligatory" forms of life into creativity, since "the creative act is self-revelation, self-worth, which does not know an external judgment over itself, is a fertile energy that makes the will free from fear."

Emotions and feelings enrich the inner world of a person, his perception of the world around him. This is observed when positive emotions and feelings predominate in a person: joy and pleasure, pleasure from contemplating beauty and empathy for another person, love.

But there are other emotions and feelings, including fear, hatred, resentment, anger, irritation. They have a detrimental effect on a person, destroying his nervous system.

The measure in the development of positive and negative emotions and feelings of a person, which is determined by their harmonization, speaks of the emotional culture of the individual.

37. COMPONENTS OF PROFESSIONAL AND PERSONAL SELF-IMPROVEMENT

It is important for a person who strives for self-improvement to establish for himself the steps that he needs to take in order to move forward towards his goal.

Self-improvement should not be limited to self-training, special exercises. Work on oneself includes the internal organization of a person’s entire life, the style and content of life that he chooses, this is a person’s activity that is aimed at improving himself. And like any activity, it has a strict structure, logic, sequence of actions.

Work on yourself first of all, it begins with the definition of a goal: what a person wants to achieve in his personal and professional development, what he wants to become. Without a goal in life, without an idea of what to strive for, a person will spin in one place, not moving in any direction. It is much easier for a person to determine the goal of self-improvement if he has an ideal that embodies his ideas about the best that a person should have.

The idea is the main source of energy for a creative person. The ideal is an idea transformed into a powerful energy charge that directs the energy of the individual to the future. The loss of faith in the idea is observed primarily when they are replaced by idols, fetishization occurs, the deification of a person, attributing imaginary features to her. The debunking of idols becomes the cause of the collapse of ideals.

The future teacher needs a professional ideal, which would be a guide for him in his professional and personal development. Such an ideal may be a beloved teacher or a well-known teacher-master, familiar to him from books, television programs. In the history of pedagogical thought there is a memory of many talented humanist teachers, whose ideas and life can serve as a model for many generations of teachers.

The choice of a professional ideal should begin with an acquaintance with the books of great teachers, with reading fiction devoted to pedagogical problems, with comprehending one's impressions of the teacher's work that were obtained at school.

It is known that for the majority of students of a pedagogical university, the reference point in professional self-improvement is their school teachers. They largely determine the choice of the subject that the future teacher wants to study and teach.

The professional ideal is a kind of standard, a perspective that embodies distant goals and aspirations. Each person has his own ideal, individual, unique. In addition, pedagogical activity imposes very specific regulatory requirements on those who choose it, without which it is impossible to succeed as a teacher.

Based on these requirements, the personality qualities, knowledge, and skills that a teacher should have in order to fulfill his social purpose were determined, and generalized characteristics—professiograms—were created. The professionogram gives everyone the opportunity to establish the level of development of certain qualities and outline specific ways to improve them.

38. MAIN TYPES OF PROFESSIONAL ACTIVITY OF A TEACHER

Multifunctional pedagogical activity is manifested in its multidimensionality: focus not only on the assimilation of knowledge and methods of activity by schoolchildren, but also on the development and formation of a person, on building relationships in the classroom that create conditions for the realization of these goals, on organizing extracurricular educational work for schoolchildren, on creating an educational and developing environment at school, etc. d.

The main directions and content of the teacher's work are determined by the qualification characteristics of a graduate in the specialty "teacher", which is presented in the state standard of higher professional education. He must be ready to carry out the following types of professional activities: teaching; educational; socio-pedagogical; cultural and educational; correctional development; scientific and methodological; managerial.

Among the various types of pedagogical activity, the leading one is teaching and educational activities. The peculiarity of teaching activity is in the organization of the learning process and in the management of the cognitive activity of students. Since learning is a joint activity of the learner and learner, the teacher is not a central figure in the learning process, but an assistant supporting the development of the student. In the absence of a teacher or insufficient performance, the learning process cannot take place, and the teacher's activity does not make sense. The teacher must always remember the auxiliary, serving nature of his own work, the dependence of its role and significance on his ability to organize the activities of students, to help them learn.

In this way, teaching is the organization by the teacher of active cognitive activity of students, aimed at solving new cognitive tasks. At the same time, the solution of these problems is not an end in itself, but a means of realizing its main educational tasks. The main goal of teaching work is to ensure the level of training of students that meets the requirements of the state educational standard, which provides for the formation of students' competence in the subject area taught by the teacher and at the same time their personal development and formation.

For example, the educational standard of secondary general education in a foreign language includes the following requirements for the tasks and results of the teaching activities of a foreign language teacher:

▪ formation of foreign language competence in a school graduate in the totality of all its components;

▪ development of an emotional attitude towards the world;

▪ education of the ability for self-observation and self-esteem;

▪ development of such personal qualities as determination, tolerance, responsibility, independence, creative activity;

▪ development of intellectual and cognitive capabilities of high school students;

▪ ensuring students’ personal self-determination and their social adaptation;

▪ improving the experience of productive creative work using the target language.

39. MAIN CATEGORIES OF PEDAGOGY

The categories of pedagogy include general concepts that reflect the essence of science and its typical properties. In every science, categories play a major role; they pass through all scientific knowledge and link it into a single system.

Education - creation of social conditions (material, spiritual, organizational) for children to study socio-historical experience, to prepare them for social life. Education is one of the main categories in pedagogy. Education in the social sense is the influence on the personality of society as a whole, and education in the narrow sense is the process of forming a system of personality qualities, her views and beliefs. We can conclude that education is a purposeful process of personality development based on the formation of:

1) special relationships to objects and phenomena of the surrounding world;

2) worldview;

3) behavior. Types of education are distinguished: mental, moral, physical, labor, aesthetic, etc.

Pedagogy studies the essence of education, its patterns, trends, develops theories of education, finds its principles, forms and methods.

Education is a historical phenomenon, it is associated with the socio-economic, political and cultural development of society.

The development of each personality occurs through upbringing, the transfer of one's own experience and the experience of ancestors.

Development - the process of internal quantitative and qualitative transformation of the physical and spiritual forces of the individual. Mental, physical, social and spiritual development are distinguished. Personal development occurs under the influence of some factors: external, internal, social, natural, controlled and unmanaged.

The level of upbringing in the process of development affects a person, changing him. Education is a system of external conditions that society creates for a person and his development. The educational system consists of special educational institutions for advanced training and retraining of personnel. Its task is to transfer and receive the experience of generations in certain programs with the help of special teachers. The education system of the state includes all educational institutions. This is how human development is managed.

Education - This is the final stage of education in accordance with the age level. Hence, education can be called the process of assimilation by a person of the experience of generations in the form of knowledge, skills and abilities.

The core of education is learning.

Training - a type of pedagogical process, during which, under the leadership of a teacher, the educational task of society is realized.

Learning is the transfer and reception of the experience of previous generations during communication between the teacher and students. The learning process consists of teaching and learning.

However, a person is able to gain experience and do something new. This means that the main reasons for human development are self-education, self-education, self-education. Self-education is the assimilation of the experience of ancestors by a person through internal mental factors that ensure development.

In the process of upbringing, people enter into educational relations, this is a kind of human relations aimed at human development through upbringing, education, and training. As a result of this communication, a person develops and a personality is formed.

40. CONCEPT OF EDUCATION

Education process can be considered in different senses: as a system, as a science and as a result.

1. As a system, education has a special structure, as well as a hierarchical system of its elements in the form of various scientific and educational institutions (preschool, primary, secondary, secondary specialized, higher education, postgraduate education).

2. As a process, education takes a long time between the initial and final states of the participants in this process. However, it is technological and provides changes and transformations.

3. As a result, education is indicated by a certificate confirming the completion of an educational institution.

The end result of education is a certain level of development of human cognitive needs, as well as a given level of knowledge, skills and readiness for various types of practical activities. There are two types of education: general and special. General education provides each person with such knowledge, skills and abilities that are necessary for him to receive special - vocational education in the future. In terms of content, general and special education can be primary, secondary and higher. Now there is a need for continuing education. The term "adult education", or postgraduate education, appears. The content of education is invested with the meaning, firstly, of the assimilation of the experience of past generations (training), secondly, the development of typological qualities of a person (education), and thirdly, the mental and physical formation of a person (development). From all this, three components of education can be distinguished: training, education, development.

A more detailed examination of these concepts allows us to get an accurate idea of the internal content of the category "education". What will allow us to answer the question: "What does education contain and what does it consist of?"

The modern understanding of education can be found in the Law of the Russian Federation "On Education" (1992):

"Education in this Law is understood as a purposeful process of training and education in the interests of the individual, society, state, accompanied by a statement of the achievement by a citizen (student) of educational levels (educational qualifications) determined by the state." General requirements for the content of education are set out in Art. 14 of this Law.

1. The content of education is one of the factors of the economic and social progress of society and should be focused on:

▪ to ensure the self-determination of the individual, creating conditions for his self-realization;

▪ for the development of civil society;

▪ to strengthen and improve the rule of law.

2. The content of education should provide:

▪ formation in the student of a picture of the world that is adequate to the modern level of knowledge and the level of the educational program (level of study);

▪ an adequate global level of general and professional culture of society;

▪ integration of the individual into the systems of world and national cultures;

▪ formation of a human citizen integrated into his contemporary society and aimed at improving this society;

▪ reproduction and development of the human resources potential of society.

41. TASKS OF PEDAGOGICAL SCIENCE

Tasks of Pedagogy can be divided into two types: scientific and practical. The task of pedagogical science is to conduct research. The implementation of the upbringing and education of schoolchildren and students is reduced to the practical tasks of a school or university.

The main task of pedagogy is to reveal patterns in the areas of upbringing, education, as well as the management of educational and educational organizations. Patterns in pedagogy are explained as connections between specially created or already existing conditions and the achieved results. As results, training, upbringing, development of the individual in certain parameters are put forward.

The permanent tasks of pedagogical science also include the task of passing and generalizing the practice and experience of pedagogical activity. Any educational work is a creative process, therefore, every practical teacher accumulates in his experience effective means of influencing students. Often, teachers create their own pedagogical technologies. But not every pedagogical technology can find its place in the system of pedagogical values, since it should be theoretically explained from a scientific point of view. The task of science is to study the findings, the individual properties of an innovative teacher, which can be turned into a public domain.

The tasks of science include the development of new methods, means, forms of training, education and management of educational structures. In the vocabulary of pedagogy, a new concept appears - pedagogical innovation. Since there are no laws in Russia that secure copyright for the creators of pedagogical discoveries, attempts are being made to create legal authorship of the results of pedagogical creativity.

The stable tasks of pedagogical science include forecasting education for the near or distant future. Without these forecasts, it is impossible to manage pedagogical policy, the economics of education, the improvement of pedagogical activity itself, and management systems. The pedagogical system is determined by two parameters: functioning and simultaneous development. There is a need to manage the functioning and development of the pedagogical system.

Not the last task is the task of introducing the results of research into pedagogical practice.

The goal of pedagogical science is to create the theoretical and methodological foundations of innovative processes, useful links between theory and practice, and the penetration of research into practice.

This is the permanent task of pedagogical science. Science has studied and will always study patterns, develop more and more new and ideal models of learning, consider pedagogical experience, introduce emerging scientific developments, and also predict the future of education.

Much more interesting are the problems that arise under the influence of the needs of practice and theory. Some cannot be predicted, but they need to be addressed quickly. These are tasks such as creating libraries of electronic textbooks, analyzing conflicts in teacher-student relationships, etc.

42. SYSTEM OF PEDAGOGICAL SCIENCES

The degree of development of each science can be determined by the number of studies in it and by the number of interdisciplinary connections between sciences, due to which various border scientific disciplines arise.

System of Pedagogical Sciences consists of the following disciplines.

1. General pedagogy, which studies the foundations of the patterns of education.

2. The history of pedagogy, which teaches about the formation of pedagogical ideas and education in different historical periods.

3. Comparative pedagogy studies the functions, laws and development of educational and upbringing systems in various countries through a comparison of their similarities and differences.

4. Age-related pedagogy, which studies the characteristic features of a person's upbringing at various age stages. This pedagogy is divided into pre-preschool, pre-school pedagogy, secondary school pedagogy, secondary special education pedagogy, higher education pedagogy, vocational education pedagogy and adult pedagogy.

5. Special pedagogy is a science that creates a theory, principles, methods, forms and means of upbringing and education of a person who has deviations in physical or mental development. Special pedagogy (defectology) consists of a number of sections: education and upbringing of deaf-mute and deaf people is dealt with by deaf and deaf people, blind and visually impaired - tiflopedagogy, mentally retarded - oligophrenopedagogy, people with speech disorders - speech therapy.

6. The teaching methodology of different disciplines contains specific particular patterns of teaching specific sciences (language, physics, mathematics, chemistry, history, etc.), accumulates technical experience that provides optimal methods and means for mastering any discipline, gaining experience in subject activities .

7. Professional pedagogy teaches about laws, theoretically substantiates and creates the principles and technologies of human education aimed at any area of professional reality. During vocational training, the development of a person's labor potential takes place. The labor potential of a person is his level of general and professional development, which determines the success of his business in a particular specialty. The formation of this potential occurs through professional education, education and training.

Based on the type of profession, pedagogy can be military, engineering, industrial, medical, etc.

8. Social pedagogy studies the theory of development in the field of out-of-school education and human education. Various institutions, such as clubs, sports sections, various studios of musical and theatrical art, are means of increasing social culture, educating and developing the individual, and revealing the creative abilities of people.

9. Correctional labor pedagogy consists of the theory and practice of re-education of persons in places of detention.

10. Therapeutic pedagogy is the educational and upbringing activity of teachers with weakened and sick schoolchildren. A mixed medical-pedagogical science appears, the task of which is treatment and education in a gentle mode.

43. RELATIONSHIP OF PEDAGOGICAL SCIENCE WITH OTHER SCIENCES

Often, the study of pedagogical problems requires an interdisciplinary approach, data from other human sciences, which in general constitutes the most complete knowledge of what is being studied.

Pedagogy is associated with psychology. There are several important links between these sciences. The main one is the object of study of these sciences; if psychology studies the laws of development of the human psyche, then pedagogy creates laws for controlling the development of personality. Upbringing, education, training of a person is the purposeful development of the human psyche.

One of the nodes is also the unity of research methods of pedagogy and psychology. Some methods of psychological search successfully serve to solve purely pedagogical problems. The existence of a connection between pedagogy and psychology is also indicated by the basic concepts of psychology, which, if applied in pedagogical vocabulary, will more accurately determine the phenomena, facts of upbringing, education, training, and help determine the main thing in this problem.

Pedagogy as a science uses psychological knowledge in order to reveal, display, interpret, classify pedagogical facts. The results of pedagogical activity are studied using psychological diagnostics (tests, questionnaires, etc.).

Also, the connection between pedagogical and psychological sciences is pedagogical and developmental psychology, the psychology of professional pedagogical activity and many psychological studies of other areas of education.

Pedagogy is also connected with physiology. To understand the mechanisms of managing the physical and mental education of trainees, it is necessary to know the laws of the life of the body and functional systems. Knowledge of the patterns of work of higher nervous activity allows pedagogy to create developing, teaching technologies that contribute to the optimal development of a person.

Sociological research is a response to pedagogical tasks that are combined with the creation of student leisure, career guidance, etc.

Sociology also deals with the problems of education and upbringing, as it is a science that studies society. Sociological science includes such aspects as the sociology of education, the sociology of education, the sociology of students, etc.

Philosophy plays one of the main roles in pedagogical science. Philosophy is used to achieve the goals of upbringing and education at the present stage of development of pedagogical knowledge. The theory of knowledge gives us the opportunity to indirectly determine the laws of educational and cognitive activity and ways to manage it. Philosophical categories of necessity, the general, the individual and the special, the patterns of interconnection and interdependence, etc. contribute to the development of cognitive pedagogical thought. Currently, the phenomenon of education is being especially studied. Based on this, the philosophy of education is rapidly developing.

In conclusion, we add that in the studies of pedagogy, information from many other sciences is also actively used. Such as jurisprudence, economics, computer science, ecology, history and many others.

44. RESEARCH METHODS IN PEDAGOGY

Today, pedagogical research is carried out using a variety of methods, such as pedagogical observation, research conversation, the study of school documentation and products of students' activities, a pedagogical experiment, the study and generalization of advanced pedagogical experience, sociological research methods (questionnaires, ratings, the method of competent assessments), methods of mathematical statistics, theoretical analysis of pedagogical ideas. Let's look at a few methods.

Pedagogical supervision. This is a method used in almost every educational research. During the development of a pedagogical phenomenon, direct observation, accumulation and registration of material necessary for pedagogical work is necessary.

Research conversation. This is a method for clarifying the attitude of educators and students to any facts or manifestations, while providing an idea of the essence and factors of these phenomena.

Studying school documentation, student performance results. When studying pedagogical phenomena, the study of school documentation and student performance results is of considerable importance. For example, when studying the stimulating role of assessing students' knowledge on their performance, they use analysis of class magazines or progress reports.

Pedagogical experiment. The purpose of experiment (from Latin eksperimentum - test, experience) as a method is to organize the pedagogical activities of teachers and students in order to substantiate previously created theories or hypotheses. If a hypothesis or assumption is not refuted in practice, then the researcher draws appropriate theoretical conclusions.

Based on the tasks set, experiments are ascertaining, creative-transforming and control. The ascertaining experiment is carried out at the beginning of pedagogical practice, it allows you to assess the situation on any problem under study.

A creative and transformative experiment consists in developing a theoretical basis and methods for overcoming the current problem. A different psychological situation is being created to change this situation for the better. Depending on the result, the hypothesis is either confirmed, and the results are analyzed and conclusions are drawn, or refuted and the hypothesis is forgotten.

Further, the conclusions of the created methodology in school practice are examined. In this case, a control experiment is used in order to use a proven methodology. When confirming the conclusions made, the experimenter generalizes the data obtained, which then become the theoretical and methodological property of pedagogy.

plays an important role in pedagogy natural experiment, created by A.F. Lazursky. The purpose of this method is to study and consider a pedagogical phenomenon, creating a situation without changing the usual activity of students and teachers, so that the research is natural.

Study and generalization of advanced pedagogical experience. The method consists of studying the best practices of other educators. During practical experiments, they often encounter results unknown in pedagogy. If these innovations are not generalized and confirmed theoretically, then only their creators will use them.

45. METHODOLOGICAL STRUCTURE OF THE ACTIVITY OF THE TEACHER

Pedagogical business consists of different types of activities. The main one is the activity of a teacher teaching children directly. The subject teacher is limited by his subject, performing the functions assigned to him. The following activities are designed to serve the main one. The generalization of the learning experience consists in comparing the learning process and highlighting the most effective teaching methods. This is the task of the methodologist who creates teaching methods. The third type of activity is methodical, it is focused on the design of educational tools and educational subjects. The fourth type of activity consists in the generalization of educational subjects into a single whole, i.e., the programming of curricula.

Programming requires a clear understanding of the learning objectives, although programs are often designed with general objectives in mind. These goals were made by politicians or cultural figures, not educators.

Today, the social task of education requires that a special teacher-methodologist be engaged in the design of learning objectives. Firstly, today production and practical activity sets certain goals that only specially trained people can find. Secondly, modern methodological thinking successfully designs educational processes, but this requires clearly defined goals from the customer. Thirdly, today's modern technological society requires the education system to oversee the professional market, quickly and regularly describe the characteristics of a person that society needs, and quickly design according to the task of curricula. In general, the result of this teleological thinking is the project of a person, in a particular sense - the project of a specialist, that is, it is necessary to describe and compare the intellectual functions, knowledge, abilities that a person of the future should have.

Learning is the communication between the teacher and the student, after which the student creates certain knowledge and skills based on his own activity. The learning model is the communication between the teacher and the student, the student seeks to repeat the teacher's activities, the teacher evaluates the student's activity as correct or incorrect. This shows the immediacy of the learning process.

Educational knowledge is applied when the activity is not transferred directly, then the lessons perform the function of transferring the activity.

The development of a learning system consists of analyzing complex activities and highlighting its components.

The first principle of pedagogical reflection is the designation of light activities and their transfer. The second principle is the design of the transfer of symbolic means, allowing the design of a complex activity from the learned elements. Sign means are means of designing activities.

The education system is a series of technological processes through which a person (with certain qualities) passes, and as a result, we have a person who has mastered all the sociocultural abilities necessary for society.

Understanding the state of the student is important in the work of the teacher. Understanding - work with consciousness. However, the teacher must also convey something important to the student. But understanding can only be achieved by understanding personal experience.

46. PEDAGOGICAL ACT AS ORGANIZATIONAL AND MANAGEMENT ACTIVITY

When considering the educational process, management is presented in it as a purposeful, often repeated action of the teacher on the trainees and the individual student in order to obtain the set learning goals.

Manage - not the same thing as suppressing, it is impossible to impose on the process a course that contradicts its nature, on the contrary, it is necessary to take into account the nature of the process as much as possible, to conform each impact on the process with its logic.

We can distinguish the main features of the management of the educational process:

▪ preference for meaningful and systematic influence, spontaneous regulation;

▪ the existence of a cause-and-effect relationship between the managing subsystem (teacher) and the control object (student);

▪ dynamism, or, in other words, the ability of a controlled subsystem (teacher) to switch from one qualitative state to another;

▪ reliability, in other words, the ability of the control system (by the learner) to perform specified functions under the specified circumstances of the process;

▪ stability, or, in other words, the ability for the system to maintain movement along the planned trajectory, to maintain the planned mode of operation, despite all kinds of external and internal obstacles. Management can simultaneously be considered both a cyclical and a continuous process. This is achieved through the simultaneous and sequential implementation of many control cycles. The management cycle begins with defining goals and setting tasks, and ends with finding their solution and achieving the established goal. After achieving a goal, a new one appears, and when solving it, the cycle repeats.

Goal - action - result - new goal.

This is a diagram of a continuous management process. This scheme can be applied to both scientific and educational processes.

Requirements for effective management of the learning process:

1) setting learning goals;

2) establishment of the initial level (state) of the controlled process;

3) creation of an action program containing the main transitional states of the learning process;

4) acquisition of information about the state of the learning process according to the established parameters, or, in other words, feedback;

5) processing of information received through the feedback channel, the formation and introduction of corrective actions into the educational process.

In the management process, the task of the teacher is to change the managed process to a pre-planned level. In other words, the management of the learning process involves finding the role of any participant in this process, knowing its functions, duties and rights, organizing suitable conditions for the optimal fulfillment of its tasks.

Management in pedagogy looks like an information process, determined by a closed cycle of signal transmission and containing a check on the behavior of an object. Control signals are sent from the control body to the controlled object through the control circuit. However, the transmission chain must be closed by feedback signals that deliver information about the object. The teacher processes the information and makes the necessary changes.

47. SELF-CONSCIOUSNESS OF THE TEACHER

The teacher carries out the task intended for him in society. However, this normative task of the teacher in our culture has a tendency to simplify, to move from a proper pedagogical task to the task of transferring culture, transferring activity, i.e., to an absolutely passive reproducing activity. But this, of course, is not very good, since other means are also suitable for this type of broadcast - radio, television, etc. True, this cultural shift has some basic principles.

The teacher, in addition to being a bearer of culture, must also manifest himself as a living example of culture. However, such a task is very difficult and insoluble: to show oneself as a living example of culture. And this consideration of the teacher is most strongly shown in an authoritarian culture. A striking example of such a culture is a teacher in the Middle Ages. It follows from this that the communication of a teacher who thinks about himself in this way seems to be admissible only in an authoritarian form. Today, the culture of Europe is called syncretic, or communicative, i.e. there are many ways of human life and ideas, and as a result, the main value lies in the dialogue and organization of understanding. The paramount task in syncretic culture in recent times has increasingly fallen to the share of individuality and individual consciousness. The catchphrase might be: "I think so, but you think differently, and I want to understand it." Such a culture is fundamentally democratic.

Such features of our culture are reproduced in some form in pedagogical self-consciousness. The teacher in this case is presented not as a model, but as an individual, a person who wants to be understood and uses any available means to achieve this goal. However, this person also wants to understand others as individuals who have the right to express their own words and thoughts. The property described above is a means of pedagogical work, the management of the fact of self-consciousness.

The main principles of the teacher's activity cover the performance of several types of functions - teaching, organizational, educational and research. All these functions cannot be clearly expressed in one person, they are expressed one at a time, although for some teachers one of them prevails over others.

For example, all university teachers can, albeit conditionally, be divided into 3 groups:

1) teachers with a predominance of pedagogical orientation, and this is about 2/5 of all teachers;

2) teachers with a dominance of research orientation - about 1/5 of the total number;

3) teachers with the same degree of pedagogical and research orientation - slightly more than 1/XNUMX of all.

In the work of a teacher, his professionalism is manifested in the ability to see and develop pedagogical goals based on the analysis of pedagogical situations and to find the best methods for their solution. There are a huge number of situations, it is impossible to describe them all, therefore, for a teacher, an important characteristic is creativity.

48. PSYCHOLOGICAL STRUCTURE OF PEDAGOGICAL ACTIVITY

In pedagogical abilities, the following components can be distinguished: gnostic, constructive, organizational and communicative.

Gnostic component is the basis of the professional activity of the teacher, as well as certain properties that affect the effectiveness of cognitive activity. These properties include the ability to create and test assumptions and critically evaluate the results obtained. The knowledge system consists of an ideological, general cultural level, as well as a level of special meanings. General cultural knowledge is knowledge in the field of art and literature, competence and ability to understand the problems of religion, ecology, law, politics, economics and social life. The underdevelopment of this knowledge leads to a one-sided personality, and also limits the possibilities of educating students.

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

The main part of the gnostic component is knowledge and skills that determine the cognitive activity itself, or the activity of obtaining new knowledge.

Based on the fact that gnostic abilities are the basis of the teacher's activity, constructive and design abilities are important in achieving a high level of mastery. The effectiveness of the application of other knowledge depends on these abilities, which can both remain "dead weight" and actively connect (to the maintenance of types of pedagogical work. The psychological way to implement these abilities is the mental modeling of the educational process.

Design abilities provide a trend in pedagogical activity and are expressed in the ability to understand the ultimate goal, take into account the place in the curriculum when developing the course and find connections with other disciplines, etc. These abilities are formed with age and experience.

Constructive abilities help to fulfill tactical goals: building a course, selecting content for some sections, choosing the forms of conducting classes, etc. Any teacher-practitioner faces these problems of the educational process.

Organizational skills are intended both for the organization of the learning process itself and for the self-organization of the teacher's business. It has been proven that organizational skills decrease with age, in contrast to gnostic and constructive ones.

Communication of a teacher is not only the transfer of knowledge, but also a function of arousing interest, inducing collective activity, etc.

Teachers should be not only carriers and transmitters of scientific information, but also organizers of students' cognitive activity. The teacher should combine the following types of professional knowledge: methodological, theoretical, methodical and technological knowledge. Also, the teacher must have such professional skills as explanatory, organizational, communicative, the ability to master pedagogical techniques, determine the goal, consider and introspection, educational work.

There are also three levels of pedagogical culture: professional-adaptive and professional-creative, reproductive.

49. PROFESSION OF TEACHER

The pedagogical profession is one of the professions of the "man - man" type. This type of profession is defined by some human qualities: sustained good health when working with people; the need for communication; the ability to mentally put yourself in the place of another person; the ability to instantly understand the intentions, thoughts, mood of other people; the ability to quickly understand the relationships between people, the ability to remember well, keep in mind knowledge about the personal qualities of different people, etc.

According to E.A. Klimov, a person of such a professional scheme has the following qualities:

1) the ability to lead, teach, educate;

2) the ability to listen and listen;

3) a broad outlook;

4) speech (communicative) culture;

5) observation to the manifestations of feelings, a person’s character, his behavior, the ability or ability to mentally represent precisely his inner world;

6) a design approach to a person, which is based on the belief that a person can always be better;

7) the ability to empathize;

8) observation;

9) deep confidence in the correctness of the idea of serving the people as a whole;

10) solution of non-standard situations;

11) a high degree of self-regulation. There are also contraindications to the choice of professions of this type. These include defects in speech, inexpressive speech, isolation of a person, self-absorption, lack of sociability, pronounced physical disabilities, sluggishness, unnecessary slowness, indifference to a person.

Even at the beginning of the twentieth century. P.F. Kapterev identified both the objective and subjective factors that are needed for pedagogical activity, outlined their hierarchy.

P.F. Kapterev believed that "the personality of the teacher in a learning environment takes first place, one or another of his properties will increase or decrease the educational impact of training." He defined the main indicators: "The first property of an objective nature lies in the degree of knowledge of the taught subject by the teacher, in the degree of scientific training in this specialty, in related subjects, in broad education; then in familiarity with the methodology of the subject, general didactic principles, and, finally, in knowledge of the properties of children's nature, with which the teacher has to deal; the second property is of a subjective nature and lies in the teaching art, in personal pedagogical talent and creativity.

P.F. Kapterev also singled out the necessary personal moral and volitional qualities of a teacher, including impartiality (objectivity), attentiveness, sensitivity (especially to weak students), conscientiousness, steadfastness, endurance, self-criticism, and true love for children. However, it should be noted that love for children and youth should be distinguished from love for the teaching profession. A person can love children very much, deeply sympathize with youth, but at the same time be not disposed to teaching; Another situation is also possible, when a person is tuned in to teaching, prefers it even to others, but does not have any affection for either children or youth. It is clear that only the union of true love for both students and the profession ensures the professionalism of the teacher.

50. ORIENTATION OF THE PERSONALITY OF THE TEACHER AND TYPES OF TEACHERS

The main of the main professional significant qualities of a teacher is his personal orientation. The preference for the main strategies of activity sets three types of trends:

1) truly pedagogical;

2) formally pedagogical;

3) falsely pedagogical.

Only the first type of orientation is beneficial for obtaining high results in the work of a teacher.

main motive truly pedagogical orientation is the interest in the content of the activity of the teacher.

L. Festinger classifies teachers based on their judgments about student performance. He believes that there are two kinds of performance judgments:

1) a conclusion about achievements based on a comparison of results with previous achievements (individual relative norm);

2) a conclusion about achievements when comparing the achieved result of a person with the corresponding results of other people (social relative norm, criterion of differences).

In the first case, the comparison is carried out in a certain time perspective of human development; in the second - when comparing the result in relation to the results of other people, often in a certain time period.

The results of empirical observations confirm the existence of differences in the strategies and tactics of teachers who are oriented towards the "development" and "performance" of schoolchildren.

Teachers who seek "development" quite often pay attention to the changing factors of academic achievement; "Performance" teachers place more emphasis on sustainable factors of academic achievement. Proceeding from this, teachers who are oriented towards "performance" consider it possible to make long-term forecasts of school performance and the future professional career of schoolchildren. Teachers who are 'development' and 'performance' oriented tend to reinforce student success in different ways.

"Performance" teachers praise students who perform better than average, even if their performance declines. Educators who seek "development" in such a situation blame such students. At the same time, only the latter react with praise to the slightly noticeable successes of their students. They also positively reinforce and assist students in learning activities. In contrast, teachers who focus on "performance" are praised or scolded when the learning outcome has already been achieved.

The existence of two extreme types of teachers in each sample of teachers was confirmed by research data by D. Rayis. He designated these types as type x and type Y.

Type x is aimed primarily at developing the child's personality, relying on emotional and social factors. Such a teacher is characterized by a relaxed teaching style, an individual approach, and a sincere, friendly tone of communication.

Type U seeks only the mental development of students. He strictly adheres to the content of the studied program.

But, despite the type of teacher, a good teacher is one from whom "all children wanted and could learn well with the help of a teacher."

51. PEDAGOGY IN ANCIENT GREECE

At a time when education began to move into an independent function of society, people began to think about synthesizing the experience of educational activities. On one of the ancient Egyptian papyri there is a saying: "The ears of a boy are on his back, he listens when he is beaten." It was already a kind of pedagogical idea, a certain approach to education. Even in ancient times, in the works of the philosophers Thales from Miletus, Heraclitus, Democritus, Socrates, Plato, Aristotle, Epicurus and others, many deep thoughts related to education were kept. In ancient Greece, the term "pedagogy" first appeared, which then became stronger as the name of the science of education.

Also in Greece, many other pedagogical concepts and terms originate, such as: school (schole), translated as "leisure", gymnasium (from Greek gymnasion [gymnasium] - school of physical development, and later just high school), etc. . P.

Socrates is considered the founder of pedagogy in ancient Greece. He taught his students dialogue, polemics and the ability to think logically. Socrates had his own method of teaching (the method of searching for truth), the key point in it was the question-answer system, which is the essence of logical thinking.

Plato, a student of Socrates, lectured at his own school, which was called the Platonic Academy. In Plato's theory, "delight and knowledge" were inseparable, which means that teaching should bring joy, the teacher should make this process enjoyable and useful.

A student of Plato, Aristotle created his own peripatetic school (Lyceum). Aristotle liked to walk with his students during classes, hence the name ("peripateo" - I walk (Greek)). He taught the general culture of man and brought a lot to pedagogy: he introduced age periodization, believed that everyone should receive knowledge equally, considered it necessary to create public schools, and considered family and public education to be something indivisible. Aristotle was the first to formulate the principles of nature conformity and love of nature. Today we are fighting to ensure that love for nature is laid from an early age, and Aristotle taught this even in antiquity. Aristotle attached considerable importance to moral education, he believed that the habit of bad deeds follows from the habit of swearing. Aristotle looked at education as a kind of indivisibility of spiritual, mental and physical education, but physical education must precede intellectual education.

However, in those days there was a different way of raising children, which was used in Sparta. Spartan education prescribed that all children who were over 7 years old were raised not in their own family, but in strict survival situations, various physical tests, as well as all kinds of training battles and massacres. Throughout the entire process of education, unconditional obedience was required, and any offense entailed severe physical punishment. When learning to read and write, attention was paid only to the most necessary; all remaining training was reduced to unconditional obedience, the ability to win and the ability to endure any difficulties.

52. PROBLEMS OF PEDAGOGY IN THE MIDDLE AGES AND IN THE ERA OF THE RENAISSANCE

The problems of education in the Middle Ages were dealt with philosopher-theologians. As a result, all pedagogical ideas of that time acquired a religious slant and were imbued with church dogma.

During the period of feudalism, the class of secular feudal gentry was of great importance, but in the spiritual development of society, the church and religion played a dominant role. From which we can conclude that the training was purely theological in nature. But the education of children from different classes had a difference in content and character, everything depended on the feudal hierarchy. For example, the children of feudal lords acquired a knightly upbringing, the essence of which was to study the "seven knightly virtues", that is, the ability to ride a horse, throw a spear, fencing, hunt, swim, play checkers well and compose poems and songs in honor of "lady of the heart" From all of the above, it can be seen that literacy was not included in the training of knights, documents have still been preserved in which a monk instead of a knight signed.

What is there to say about the knights, when even many kings of that time were not literate. But in the future, in order for the feudal lords to have the opportunity to occupy high positions, they needed general education.

Since in any historical period their own characteristic principles and approaches to the system of education were created, it is possible to consider with confidence the pedagogy of feudal society.

In the era of feudalism, the ancient doctrine of the full and comprehensive development of man was successfully forgotten. At this time, in accordance with the main idea of that time, the moral teaching about religious abstinence and mortification of the flesh as a support for divine piety began to occupy a dominant role.

The doctrine of the all-round development of man as the main task of the educational system was again put forward in the Renaissance in the XIV-XVI centuries. However, this doctrine was created to deliver people from the ideological and political shackles of feudalism. The first creators of this idea were Thomas More and Tommaso Campanella, whose main goal was to found a new society; they considered the task of comprehensive development as the unification of education with productive labor. In the future, their idea was developed by their later followers.

Further, pedagogical thought was formed in the works of Renaissance philosophers during the formation of bourgeois society.

Pedagogical ideas were manifested both in philosophical works and in the works of theology and fiction.

The main actors of that time were the Italian humanist Vittorino da Feltre, the Spanish philosopher Juan Vives, the Dutch thinker Erasmus of Rotterdam, the French writer Francois Rabelais, the French philosopher Michel Montaigne and many others. They developed many pedagogical ideas, criticized medieval scholasticism, demanded a humane attitude towards children, and fought to free man from feudal fetters and the oppression of religious asceticism.

53. PEDAGOGY OF THE XNUMXth century

In the history of Western Europe bourgeois pedagogy often there are names of famous people, such as: Czech Jan Amos Comenius, Englishman John Locke, Frenchman Jean Jacques Rousseau, Swiss Heinrich Pestalozzi, Germans Johann Herbart and Adolf Disterverg.

In his own work Thoughts on Education, John Locke demanded that great attention be paid to the psychological foundations of education and the moral formation of the personality. He did not recognize the presence of innate qualities in children. John Locke compared children to a blank slate on which you can write anything, thus indicating that education occupies an important place in the upbringing of children. In his own theory of education, Locke said that if a child does not receive the ideas and impressions he needs from social conditions, then it is necessary to change them, it is necessary to form a physically and spiritually strong person who acquires knowledge that is useful to society. He also talked about how goodness brings lasting pleasure and lessens suffering. According to his educational theory, moral goodness is the voluntary submission of the human will to the laws of nature and society, that is, the true basis of morality, and harmony between personal and public interests can be won with prudent and pious behavior.

Rousseau, on the contrary, attributed natural perfection to children, and education, in turn, equated it with an obstacle to the development of children's perfection. According to his theory, children should be given complete freedom in their actions, adapting to them and their inclinations and hobbies. Rousseau's ideas were the basis of the theory of "free education" and pedocentrism in pedagogical science. From the theory of "free education" it followed that education should be connected only with the interests and desires of children and thus contribute to their development.

Jean Jacques Rousseau presented his pedagogical views in the book "Emile, or On Education", in which he criticized the nature of education, in which the child was out of touch with life, and offered to teach the child only what is interesting to him, as a result of which the child himself would turn on in the process of learning and self-education. Rousseau insisted on the independent development of thinking in children. He insisted on the connection of education with the life and personal experience of the child, and at the same time paid great attention to the labor education of the individual.

Pedagogical principles of Jean Jacques Rousseau

1. The content and methodology of teaching should contribute to the development of self-activity and initiative of the student. The student throughout the entire learning process should be in the role of a researcher discovering scientific truths.

2. Knowledge must be acquired not from books, but from life experience. The bookish nature of education, lack of connection with life and practice, is unacceptable and destructive.

3. Education is not something that should take place for everyone according to one program, any child should have the right to learn what he is interested in, while the child will be proactive in development and learning.

4. In the process of learning, it is necessary to develop in children their observation, activity, independence through direct contact with life, nature, and practice.

54. MAIN IDEAS OF PEDAGOGY OF THE XIX CENTURY

With further development, Rousseau's ideas acquired practical implementation in the works of the Swiss teacher Heinrich Pestalozzi, who argued that the goal of education is the formation of humanity, the coordinated development of all human powers and abilities. In his opinion, education should be nature-appropriate, that is, it should develop the spiritual and physical forces inherent in a person in accordance with the child’s inherent inclination towards all-round activity. Pestalozzi is one of the first founders of didactics in primary education. His theory of primary education consists of mental, moral, physical and labor education. This education occurs through close interaction to produce a harmoniously developed person. Pestalozzi created a technology for teaching children to count and speak, expanded the primitive teaching information, adding information from geometry, geography, drawing, singing and gymnastics.

In his writings, Pestalozzi offered ideas about humane upbringing, a favorable attitude towards children, the development of sympathy and compassion in them as the basis of their moral development. In practice, Pestalozzi tried to connect the education and upbringing of children with the organization of their simple work, while he used the educational role of the children's community, then called the educational team, for the moral formation of his wards.

Pedagogical principles according to G. Pestalozzi

1. Any training should be based on observations and experiments, and only after that conclusions and generalizations should be built.

2. The learning process should be created in the form of a gradual transition from the particular to the general.

3. The beginning of any learning is visibility. If you do not use the principle of visibility in practice, then it is difficult to get correct judgments in children, the development of thinking and speech.

4. It is necessary to fight against verbalism, verbal rationality.

5. Education should simultaneously contribute to the accumulation of knowledge and at the same time develop the mental abilities and thinking of a person.

Johann Herbart played an important role in the process of creating the pedagogical principles of education, but in some places the ideas were of a conservative nature. Conservatism was manifested in his opinion that it was necessary to suppress "wild playfulness" in children, using physical punishment to achieve this goal, as well as to exercise constant control over their behavior and fix their offenses in a special journal (conduit).

The German teacher Adolf Disterwerg created his pedagogical concept from a progressive democratic position. He proposed to intensify the learning activity of students and strengthen the role of their independent work.

Disterverg was a follower of Pestalozzi and considered nature conformity, cultural conformity and amateur performance to be the foundations of education.

Conformity with nature, from his point of view, is the identification of a child’s natural inclinations, taking into account the inherent desire for development. The principle of cultural conformity spoke about upbringing taking into account not only the nature of the child, but the level of culture of the time and country. Disterver considered amateur activity to be a factor that determines a person’s personality. He formulated 33 laws and rules on developmental education.

55. FORMATION OF PEDAGOGY IN RUSSIA

В Russian pedagogy ideas of education were most vigorously created. However, it is worth mentioning that schools have been created in Russia since time immemorial. Until now, information is kept about the creation of an educational institution for 300 children in the city of Novgorod in 1030.

Extremely productive was the theoretical and practical activity of the educator from Belarus Simeon Polotsky (1629-1680) in the field of pedagogy. In 1667, Polotsky was entrusted with the education of the royal children, he taught the princes Alexei, Fedor, and also Princess Sophia. Under his supervision, Peter I was also brought up.

Simeon of Polotsk developed a program for the creation of the Slavic-Greek-Latin Academy, which was opened in 1687, but, unfortunately, after his death. This academy significantly increased the role of higher education in the Russian state. Polotsky believed that the central factors of education are not only the example of parents and teachers, but also the environment. Polotsky was categorically against the concept of "innate ideas", according to which, as it were, the upbringing of children is determined. He believed that education should be of great importance, which, from his point of view, should be aimed at developing the feelings and mind of a person.

One of the main roles in the development of the Russian pedagogical idea was played by M.V. Lomonosov (1711 - 1765). He developed a large number of educational books: "Rhetoric" (1748), "Russian Grammar" (1755), etc.

Also, a great contribution to Russian pedagogy was made by N.I. Novikov (1744-1818), who began to publish the first magazine in Russia, "Children's Reading for the Heart and Mind", and for educational purposes fought against serfdom. Novikov suggested that when teaching children, respect for work, benevolence and compassion for people should be brought up. In his note "On the upbringing and instruction of children. For the dissemination of generally useful knowledge and general well-being" N.I. Novikov for the first time in Russian pedagogical literature designated pedagogy as a science.

Since the 1732th century professional training of teachers. For example, in 1779 one of the first teacher's seminaries appeared in the city of Stettin in Germany. In Russia, in 1804, a pedagogical, or, in other words, a teacher's, seminary was formed at Moscow University, and after that, from 1840, the appearance of pedagogical institutes in Russia followed. In this regard, there is a need to teach pedagogy as a special scientific discipline, then in XNUMX the Department of Pedagogy appeared at the Main Pedagogical Institute.

Peculiar pedagogical ideas were offered by the writer and teacher L.N. Tolstoy, who, in his own estate Yasnaya Polyana, formed an elementary school for peasant children and put his thoughts and methods of education into practice in the process of learning. He showed considerable interest in the formation of the creative independence of children. Tolstoy tried to bring to life the theory of "free education", he also developed the first textbook for elementary school "ABC".

56. TEACHER-INNOVators

In the late 70s - early 80s. in the social and pedagogical life there appeared a large detachment of teachers-innovators, teachers-practitioners. They performed under the motto "Teacher's Creativity - Student's Creativity". Interest in one's own subject, the ability to conduct a lesson with one hundred percent participation of students, the ability to love and respect the student's personality from the very first days of his stay at school - these are signs of a true teacher, teacher.

In 1979 the publishing house "Pedagogy" for the first time began to publish a series of books "Pedagogical Search: Experience, Problems, Finds". In the first books of this series, the pedagogical experience of such teachers as S.I. Lysenkova, Sh. Amonashvili, V.F. Shatalov, E.I. Ilyin.

Innovative teachers develop such a direction in pedagogy as the pedagogy of cooperation. The pedagogy of cooperation is based on an educational approach to learning, which teaches that a child should be defined not by his knowledge, but the definition of a child should come from his attitude towards people, work, moral values and qualities.

Shatalov has developed such an individual approach that covers all students at the same time. This approach is about creating an atmosphere of passionate and creative work.

The individual approach is designed for all students at the same time: it excites the atmosphere of teamwork. Shatalov was a supporter of the liberation of children from the unworthy fear of a deuce. He said that it is necessary to instill optimism in them, to provide an opportunity to feel their success in their studies. To achieve these goals, Shatalov did the following: he explained the material very clearly, logically, using visual flowcharts showing the logical connections of the material being studied, when answering students rely on the flowchart, initially given tasks similar to those given in the lesson . The result is that even "weak" but eager to learn children succeed. Further, with the mastery of the material, students themselves can creatively choose tasks from the proposed options, children can find creative solutions themselves, errors are corrected during the test, but no marks are given. Knowledge is checked after studying the topic by all students.

Shatalov believed that the key methodological tools of the teacher are participation, awareness of the inner world of the child, his worries, doubts, weaknesses.

Personal influence on the child's personality through a working, creative team is characteristic of many innovative teachers. Teacher I.P. Volkov, who teaches labor and drawing, believed that with the development of aspirations and abilities, students need to test themselves in a variety of activities. He created a "free workshop" in which a variety of tools and materials were collected. Any student could choose a case at his own discretion, while the teacher did not limit his initiative. There was only one rule: "Teach yourself, teach a friend."

In the process of their work, innovative teachers tried to overcome the lack of sociability of the school classroom world and the disconnection of learning from life. Teacher E.I. Ilyin proposed to make the lessons of literature the lessons of human studies.

The ideas that innovative educators offer are of practical use in the learning process.

57. REGULATIONS OF EDUCATION

When talking about specially organized educational activities, we mean activities with a certain influence on the developing personality. Therefore, education can be defined as an organized pedagogical influence on a person with the aim of creating socially appointed social qualities.

External educational influence can arouse in the student not only a positive, but also a negative and neutral reaction. It is clear that a positive attitude towards upbringing arouses in the individual an activity to work on himself.

Education is a process aimed at mastering the personality of social experience: knowledge, practical skills, social and spiritual relations.

The patterns of education are understood as constant, repetitive relationships in the educational process, the use of which helps to obtain effective results in the formation of personality.

1. Education in any era is determined by the needs of production and the dominant classes of society.

2. The goals, methods and content of education are always the same.

3. In a single pedagogical process, training and education (in the narrow sense) are inseparable.

4. The upbringing of a personality is accomplished only when it is introduced into any type of activity.

5. Education is the stimulation of the activity of the developed personality in the activity performed.

6. When educating, at the same time with maximum exactingness, one must show humanity and respect the personality of the educated person.

7. In the implementation of education, it is necessary to show students the prospects for their growth, providing all possible assistance in achieving the joys of success.

8. In education it is necessary to find all the positive qualities of students in order to use them in the future.

9. In the process of education, one must take into account the age and individual qualities of students.

10. The process of education must be carried out in a team and through a team.

11. Throughout the process of education, it is necessary to ensure that the pedagogical efforts of the family, teacher and society are coordinated and united.

12. When educating, the initiation of the educated person to self-education is important.

13. All requirements for a child must be comparable with his capabilities.

14. The content of education should be based on the needs of the child, if this is not taken into account, one may encounter inertia of children.

15. You should not demand a lot of activity from the child, just as the teacher himself should not be too active. The same activity of the child and the teacher gives a chance to develop the personality in a creative way.

16. In the process of education, love should be shown to the child, the desire to help him, the ability to protect and understand him. Only under these conditions can a child fully develop.

17. When organizing a child's activity, one should take into account the fact that it should almost always end in a situation of success, since positive reinforcement is the main condition for achieving the set goal.

18. Education should go unnoticed for the deepest penetration of the teacher into the personality of the child.

All of these patterns of education should be the basis for the construction of educational activities.

58. FORMATION, FORMATION, SOCIALIZATION

The word "education" is both related and dependent on the concepts of "formation", "formation", "socialization".

Socialization - this is the process of personality development under certain social conditions, in which a person comprehends social experience, selectively includes in his system of behavior the norms and rules of behavior that are required in a given social group.

Becoming is a term that indicates the level of development of a child at which he becomes able to live independently in society and independently control his behavior. It cannot be said that the personality has finally taken shape, since the dynamics of life will influence it until death. There is a need for a concept that would, in a broader and more flexible sense, denote the continuity of personality change under the influence of life and social conditions. This concept became "formation".

Formation of personality - this is a change in personality when interacting with real life, the appearance of physical and socio-psychological qualities in a person.

The result of good education is self-education - the child's ability to be free from the influence of adults, and his own "I" becomes the object of self-improvement and self-development. When educating, the child should be encouraged to self-educate.

From the moment of birth, the child is able to develop, gain experience. This means that the main reasons for human development are self-education, self-education, self-improvement, self-education.

self-education - this is a person's comprehension of the experience of previous generations through internal spiritual moments that ensure development. Education and self-education should be considered as two parts of one process. With self-education, a person can self-educate.

Self-education - is the process of studying the experience of generations, addressed to their own development. Self-learning is the process of directly gaining the experience of generations at will through chosen means.

In all the above concepts, pedagogy depicts the inner spiritual world of the individual and her abilities. Upbringing, education, training are external conditions for awakening and bringing them into action.

Self-education is realized in the process of self-government. Self-management is based on goals set by a person, action programs, control, evaluation of results and self-correction.

Self-determination is a conscious choice by a person of his life path, moral norms, profession.

Self-knowledge, self-control and self-stimulation are methods of self-education.

Self-knowledge consists of self-observation, introspection, self-assessment, self-comparison.

Self-control includes self-control, self-order, self-hypnosis, self-reinforcement, self-confession, self-coercion.

Self-stimulation is based on self-affirmation, self-encouragement, self-encouragement, self-analysis, self-restraint.

Re-education is the adjustment, addition and correction of any qualities or habits. The need for re-education appears when a person develops qualities that are not approved in human society.

In modern pedagogy, there is a principle of accepting a child as he is, taking into account his individuality, as well as the principle of relying on the best qualities in a child.

59. MAIN IDEAS OF FOREIGN CONCEPTS OF EDUCATION

In Europe, America, Japan, there is a wide variety of theories and approaches to education. The first group includes concepts in which upbringing is considered more or less strict guidance by students, the formation of personality traits set by society. This can be called authoritarian, technocratic pedagogy. The educational concepts of the second group can be called humanistic school. In general, the educational systems of the West base their theories on the philosophy of pragmatism, positivism, and existentialism. Psychoanalysis and behaviorism serve as the psychological basis for a large number of educational concepts in the West.

The founders of technocratic authoritarian pedagogy take into account the fact that the task of the educational system of the school and society is the formation of a "functional" person - a performer adapted to life in the existing social system, prepared for the implementation of appropriate social roles. For example, in the USA such roles are: citizen, worker, family man, consumer.

Education should be built on a rational scientific basis. At the same time, people's behavior is programmed, controlling its formation. Soviet pedagogy tried to build upbringing as a controlled and controlled process, trying to determine the exact goals, objectives, content, methods and forms of work. Representatives of the technocratic approach in the West are also on the position that the formation and upbringing of a person should be strictly directed and lead to projected results. However, in such an approach there is a threat of manipulation of the personality, the danger of acquiring as a result a human functionary, a blind performer. Education is a modification of behavior, the development of "correct" behavioral skills. At the heart of technocratic pedagogy is the principle of modifying the behavior of students in the required direction.

The modification technique involves the development of the necessary behavior in various social situations with the help of "reinforcers": approval or censure in various forms. If the modification of behavior becomes the cause of the manipulation of the personality, neglects its interests, serves as external adaptation, without appealing to one's own will and freedom, then this is inhumane. The extreme manifestation of the technocratic approach is the theory and practice of psychotropic effects on students and adults. Education with the help of pharmacological preparations is contrary to all moral and legal norms.

Behaviorism - the psychological and pedagogical concept of technocratic education, which is education based on the latest achievements of the science of man, the use of modern methods for studying his interests, needs, abilities, factors that determine behavior. Classical behaviorism, whose origins were the prominent American philosopher and psychologist J. Watson, enriched science with the assertion that behavior (reaction) depends on the stimulus (stimulus), supplemented it with the provision on reinforcement, due to which the chain of formation of a given behavior began to look like "stimulus - reaction - reinforcement.

60. PRINCIPLES OF EDUCATION

Principles are guidelines that, under different conditions and circumstances, require consistency in actions.

The principles of education are the initial and main requirements on the basis of which the process of education is based, as well as its content and organization.

The principle of humanism in education. This principle requires a normal relationship between teacher and student. Here the student is the main value, which has its own inner world, interests, needs, abilities and characteristics.

The principle of cultural conformity. This principle includes the question of spiritual education.

Religiosity gives pedagogy moral stability, kindness and conformity to nature.

"Love the Lord your God with all your heart and with all your soul and with all your mind" (Matthew 22-37).

Principle of Personal Functioning.

The process of education has many types, each of which has its own meaning. In general, the process of education is divided into spontaneous (social, economic, geographical, cultural) and organized (family, school, clan, political).

The principle of subjective control. Subjective control is used in personality psychology to determine a person’s abilities. There are external and internal levels of control. The external level is determined by people’s explanation of everything that happens by external factors (circumstances and accidents). With internalization, everything that happens is seen as a consequence of one’s own efforts.

The principle of faith in a child, or optimistic hypothesis. It is expressed in the teacher’s endless faith in the capabilities of each student, in assisting the child in his self-affirmation in life.

The principle of cooperation between teacher and children.

This principle teaches that it is necessary to involve children in common work and self-improvement, which give them a sense of success, development and movement forward. The main thing is the interaction of the teacher and students in the movement of children towards the set goals.

The principle of including the individual in meaningful activities. This principle is divided into several groups of principles.

Group I is a group of private principles that take into account the tendency of the individual, his moral qualities, interests and needs.

Group II - the principles of social and professional experience.

Group III is the principle of taking into account personal mental processes.

Group IV of private principles - taking into account the typological qualities of the individual.

This classification was created by S.V. Kulnevich. But there are others.

The principle of hard work. Created by K.D. Ushinsky. It says that it is necessary not only to teach the pupil a love of work, but also to give him the habit of work; serious work is invariably hard.

The principle of nationality. This principle states that education must be based on the true needs of the people and the laws of their formation. The principle was formulated by K.D. Ushinsky, and he is the unification of personal aspirations with the people's will.

Democracy as a principle of education. He was named V.N. Soroka-Rosinsky. The school cannot stand aside from the process for the renewal of society.

From the principle of education follow the principles: value orientations и taking the child for granted.

Combining the principles of education gives education characteristics: philosophical, dialogic and ethical.

61. METHOD OF INDIRECT IMPACT ON STUDENTS

The educational effect of indirect methods is hidden, imperceptible. This is an indirect influence on students, their self-education in the educational situations of risk educated by the teacher, helping the weak, etc.

In a democratic society, provided that the school operates in the humanistic paradigm of education, the methods of education are more diverse and humane; they develop the child's personality more, strive for its self-realization, are aimed at a positive perspective and positive incentives; order, suggestion, coercion are used less and less in teaching.

Among the large number of situations created by teachers, such can be considered classic.

Situation of advance trust (A.S. Makarenko) is described by the fact that trust is provided in advance of a still fragile personality, but already ready to justify it. Conditions are formed for the expression of trust on the part of other students or an adult significant for the child.

Situation of unforced coercion (T.E. Konnikova) is a mechanism of influence of a particular situation not in the form of an uncompromising demand of the teacher, but in the form of actualization of already present motives of behavior in new conditions, which ensure the active participation of each student in the life of the team, due to which the position of the subject is formed, creative partner.

The situation of free choice (O.S. Bogdanova, V.A. Krakovsky). Under such circumstances, the student is faced with the necessity and acquires the opportunity to make an independent choice of action. Sometimes the choice takes on the character of a conflict situation, in which there is a clash and struggle of incompatible interests and attitudes (M.M. Yashchenko, V.M. Basova).

Correlation situation (H.J. Liimets) involves the evaluation, decision-making and act of a person on the basis of already existing experience, due to which the student becomes the subject of the situation. In pedagogical practice, the situation of correlation is often formed in those cases when students have a need to compare their team with others while discussing the prospects for the life of the team. In relation to the personality, the teacher organizes a similar situation when it is necessary to encourage the student to self-improvement, self-education (“Are you worse?”).

Competition situation (A.N. Lutoshkin) involves not only the desire to be better, but also a strong-willed effort and, as a result, achieving better results in comparison with others. This achievement is also confirmed by official recognition, such as a diploma or a prize.

Success situation (O.S. Gazman, V.A. Krakovsky, A.S. Belkin) is most widely used in the practice of education. It is created if you need to support a team or an individual student, consolidate the positive in their development, overcome self-doubt, make you look at yourself in a new way. Success is guaranteed, but its predestination should not be obvious to those being educated. The objectivity of success must manifest itself, but otherwise it will lead to negative consequences in the relationship.

62. APPROACHES TO EDUCATION

Personal, or individual, approach to education - the attitude of the teacher to the student as a person, a responsible subject of personal development. This approach consists in the orientation of teachers in the process of education to the personality, its individuality and the creative potential of the child, which determine the methods of interaction. The basis of this approach is a deep knowledge of the child, his innate qualities and potentials, the ability to self-development, information about how he is perceived by others and himself. Situations specially oriented to the personality of the child are introduced into the process of upbringing, helping him to realize himself in school.

Activity approach in education gives the main role to the types of activities that contribute to the development of the individual. The result of this approach was the creation of a new educational system based on the idea of the integrity of consciousness and activity.

Personal activity approach to education suggests that the school should provide human activity, the formation of personality.

The creative approach is placed at the center of the creativity of the teacher and the student in the process of education.

relational approach can be analyzed as part of the activity approach, and independently of it. It is connected with the ideas of correction, with the connections that appear in the general activities and communication of children, their humanization with the help of deliberately created situations.

Event approach. This approach should also be considered as one of the aspects of the activity approach. Its essence is to transform any planned event into something interesting for everyone, capable of leaving an unforgettable impression.

Differentiated Approach in upbringing, it is taking into account the personal hobbies of children, their "leadership" potentials, and their ability to perform organizational functions in a team.

Value (axiological) an approach. Its main task is to master the values of universal human culture, both spiritual and material.

Environmental approach entered pedagogy relatively recently. The essence of this approach is to introduce the school into the environment, and the environment into the school. However, this idea of an environmental approach is not new. K.D. Ushinsky, N.I. Pirogov, J. Dewey and P. Natoru believed that it is necessary to use the environment in the learning process whenever possible. The environmental approach is the unification of the impacts of all social educational tools within the environment. The result of this will be a regional education system.

Dichotomous approach (from the word "dichotomy" (Greek)) - the consistent crushing of the one into parts. Ideas for applying this approach began to appear relatively recently, however, some dichotomous thoughts were often encountered in pedagogy: eventfulness and everyday life, emotionality and rationality, encouragement and punishment, etc.

As practice shows, game, theatrical, situational and creative methods of educational work are most suitable for the idea of humanistic education: performance lessons, fantasy lessons, concert lessons, rings, role-playing games, school referendums, psychological workshops, etc.

63. DIRECTIONS OF EDUCATIONAL WORK

The process of education consists of the following areas: physical, mental, moral, aesthetic, labor and professional education.

Physical education suggests:

▪ improvement of the human body (it is no secret that educational, professional activities, and success in a person’s life depend on a person’s physical health); improvement of the body implies the formation of the motor, musculoskeletal, nervous system and muscles to maintain human health;

▪ teaching children physical education and personal hygiene;

▪ development of habits of physical self-education, self-education of will, stamina, perseverance, self-discipline;

▪ multilateral development of specific sports skills and mastery;

▪ cultivation of qualities that ensure increased performance, stability of the nervous system, and the appearance of good health;

▪ personal lessons with physically developed children, taking into account their preferences and inclinations.

Mental (intellectual) education:

▪ formation of intelligence through the development of human cognitive functions, sensation, memory, perception, imagination, thinking, speech;

▪ education of children in the field of science, activities, communication;

▪ development of a mechanism for self-organization of intellectual activity;

▪ formation of personal mental abilities and cognitive potential of students;

▪ cultivating students’ self-awareness and their creative potential;

▪ development of professional thinking.

Moral education: moral education - the organization of consciousness, moral feelings and skills of ethical behavior; ethical development - the development of good manners, a culture of behavior and relationships; national and international formation - the development of national dignity and respect for other nations and peoples; political education - the development of knowledge about the political situation in the country.

Labor and professional education: education of the need for work, the formation of a person-worker, capable of creating material and spiritual values both for himself and for society; development of general labor knowledge and skills, a positive, meaningful and creative view of work; vocational training in the field of labor and production, economics and law; development of self-training in the field of labor and professional affairs; professional orientation - preparing young people for choosing a profession, developing interest in it; vocational education based on the professional and industrial work of students; professional legal formation - the transfer to students of information about laws and regulations that have legal force in the field of labor and industrial views.

Aesthetic education: the formation of an aesthetic perception of the surrounding world and the ability to appreciate and create beauty; education of aesthetic feelings and emotions, the formation of imagination; aesthetic education of students in the field of art, culture and nature; personal aesthetic education aimed at the development of artistic skills, abilities and inclinations of students; development of aesthetic self-education; development of aesthetic views, perceptions, feelings and ideals.

64. PRINCIPLES AND CONTENT OF FAMILY EDUCATION

The first structural unit of society, which sets the basic principles of the individual, is the family. The family is united by blood and family ties and connects spouses, children and parents. Marriage is not yet a family, it arises with the birth of children. The main function of the family lies in the continuation of the human race, in the birth and upbringing of children.

Family is a socio-pedagogical group of people designed to optimally meet the needs for self-preservation (procreation) and self-affirmation (self-respect) of each of its members. The family changes people's concept of home from the place where they live, into the feeling of a place where they are waiting, loved, understood and protected. All personal qualities are created in the family. The family has a decisive influence on the development of the personality of a growing person.

family education - This is a system of upbringing and education, developing in the conditions of a particular family by the forces of parents and relatives.

Family education is influenced by heredity and biological health of children and parents, material and economic viability, social status, number of family members, place of residence of the family, attitude towards children. All these factors are intertwined and expressed in different ways.

Family tasks:

▪ provide the best conditions for the growth and upbringing of the child;

▪ create socio-economic and psychological guardianship over the child;

▪ share the experience of creating a family, raising children and respecting elders;

▪ teaching useful skills and abilities aimed at self-service and helping others;

▪ develop a sense of personal dignity, the value of one’s “I”.

Principles of family education:

▪ humanity and mercy towards a growing person;

▪ involvement of children in the life of the family as its equal members;

▪ openness and trust in relationships with children;

▪ Optimistic relationships in the family;

▪ consistency in requirements for the child;

▪ providing assistance to your child, being ready to answer his questions.

Family education covers a person from all sides. Physical, aesthetic, labor, mental and moral education takes place in the family. It changes from age to age. The family forms in children knowledge about nature, society, production, professions, technology; develops intellectual skills and forms views on the world, people, professions and life.

Important in family education is moral education. It forms such qualities as benevolence, kindness, attention, honesty, sincerity, diligence.

The development of qualities in a person, which will then be useful in overcoming life's obstacles and difficulties, is the goal of family education. Much in education depends on the family and parents: the formation of intelligence and creative skills, moral and aesthetic development, the culture and physical health of children and their happiness, and all this is the task of family education. Actually, parents as the first educators have a strong influence on children. Family education also has its own methods, for example, personal example, empathy, discussion, trust, elevation of the individual, praise, display, manifestation of love, control, humor, traditions, sympathy and much more. These methods are applied individually depending on the situation.

65. STRUCTURE OF THE PEDAGOGICAL PROCESS

According to N.V. Kuzmina, the pedagogical process can be depicted as a system of five parts:

1) the purpose of learning (why teach?);

2) content of educational information (what to teach?); H) methods, teaching techniques, means of pedagogical communication (how to teach?);

4) teacher;

5) student. This system, like any large system, can be characterized by the intersection of connections.

Pedagogical process - this is a technology for organizing educational relationships, consisting in the purposeful selection and application of external factors for the development of participants. This process is created directly by the teacher. The pedagogical process always has the same structure, regardless of who conducts it and where.

Purpose -> Principles -> Contents -> Methods -> Means -> Forms.

The goal characterizes the final result of pedagogical interaction, which, in fact, the teacher and the student are striving for. Principles are introduced to identify key areas in achieving the goal. The content is a part of the experience of generations, transmitted to students to achieve the goal in the chosen areas.

Methods - these are the actions of the teacher and the student through which the content is transmitted and received.

Facilities are materialized methods of working with content that are applied together with methods.

The interaction of pedagogical, methodical and methodological structures is achieved with a dynamic pedagogical process. The pedagogical process has its own methodological structure. When creating such a structure, the goal is divided into tasks that are sequentially performed by the teacher and students. For example, the methodological structure of the excursion consists of a preparatory briefing, reaching the place of observation, direct observation of the object, registering what he saw, summarizing and discussing the results. In the pedagogical process, pedagogical and methodological structures are organically interconnected. But the pedagogical process can consist of a more complex structure - psychological. The psychological structure consists of the processes of perception, thinking, understanding, memorization, development of information; manifestations of interest, aspirations, motivation for learning; ups and downs of physical and mental stress. Based on this, 3 substructures can be distinguished in the psychological structure: cognitive processes, learning motivation, tension.

But in order for the pedprocess to start working, you need such a component as control. Pedagogical management is a transition of pedagogical situations and processes from one state to another, which satisfies the goal.

The management process represents the interaction of the following components:

1) information support (finding and identifying the characteristics of students);

2) setting tasks based on the goals and characteristics of the students;

3) design, planning of work to achieve set goals (planning methods, means, forms);

4) implementation of the project;

5) monitoring the progress of achieving the set goals;

6) identifying and correcting errors;

7) summing up the results.

66. GOALS OF THE PEDAGOGICAL PROCESS

The pedagogical process is organized by the teacher with the aim of educating, educating and teaching students. However, any student has his own goals, methods and means of learning. During one lesson, the goals of the student and the teacher may not coincide.

With close interaction between the external process of teaching and the internal process of learning, the pedagogical process is much more successful and educational relationships are created much better.

The concept of "goal" is a philosophical one, one of many definitions can be given.

A goal is an ideal prediction of the result of an activity, a proactive reflection of events in the human mind.

The pedagogical goal is the ability of the teacher and students to predict the outcome of their interaction. The results are summarized and based on this, the following components of the pedagogical process are built.

There are many types of educational goals. Among them, one can identify the normative state goals of education, public goals, initiative goals of teachers and students.

Normative state goals are general goals that are defined in the state education standard. At the same time, there are public goals, these are the goals of various sections of society, which depend on their needs, interests and requirements for professional training. Initiative goals are immediate goals that the teacher-practitioner and students create themselves, taking into account the type of educational institution, the profile of the subject, the level of development of students, and the readiness of the teacher. For any goal, there is something that is supposed to be brought up in the student, this is called a subject. Based on the foregoing, three groups of goals are distinguished.

Group A - the goals of the formation of consciousness and behavior.

Group B - the goals of developing attitudes towards society, work, the topic of the lesson, profession, friends, parents, art, etc.

Group C - the goals of educating creative activity, educating abilities, inclinations, and interests of students.

The managerial function of the teacher includes the task of setting organizational goals. These goals may include the use of self-government in building the learning activities of students, expanding the functions of students, and providing mutual assistance during the lesson.

The methodological goals of the teacher are the restructuring of the technology of educational and extracurricular activities of students, for example, the use of new forms of creating the educational process.

The tasks of the teacher are to teach students the procedures for setting goals, comprehending and knowing the goals of each student, and facilitating the fulfillment of useful goals. In the pedagogical process, the goals of students should coincide with the goals set by the teacher, since the main condition for a successful pedagogical process is the coincidence of the goals of the teacher and students.

Goal development is a logical and constructive process, it consists of:

▪ comparing and summarizing information;

▪ selection of the most important information;

▪ expressing the goal, or, in other words, finding the object of the goal, the subject of the goal and the necessary actions. The object of the pedagogical goal is a specific student or group with certain role views. The subject of the pedagogical goal is the qualities that need to be changed during a given pedagogical process;

▪ achievement of the goal.

67. EDUCATIONAL CONTENT

Training is a socially defined process, which is caused by the reproductive need of a person as a subject of social relations. The main social function of education is the formation of a personality that meets social requirements. The foundation for the creation of personality is the world culture - spiritual and material, containing all the richness of human experience. What is the content of personality? AND I. Lerner identified the following elements of this content:

1) knowledge;

2) methods of activity established and derived in experience;

3) creative experience;

4) emotional and value attitude to the objects under study and to reality, including the attitude to other people and to oneself, the needs and motives of social, scientific, professional activities.

The definition of the content of education is influenced by both the needs of society and the development of science and technology.

The content of education can be understood as a system of scientific knowledge, practical skills and abilities that students must master in the course of education. The main directions of the content of education are singled out: physical, aesthetic, labor, mental and moral education.

The content of each area of education consists of knowledge, skills, abilities, relationships, creative activity.

Knowledge in pedagogy is the preservation in memory and the ability to reproduce and use the main facts of science in practice. Any knowledge consists of concepts, ideas, categories, principles, laws, regularities, facts, symbols, hypotheses and theories.

Skills include simple methods of activity and combined methods of control and regulation.

Emboldening Salvo represents an automated action brought to perfection and is the main element of the skill.

Skills It is the ability to apply acquired knowledge in practice. Skills consist of knowledge and skills, the development of which depends on the abilities of the individual.

Abilities - these are the mental properties of a person that are formed in the course of training and act as a result of educational and cognitive activity, and an indicator of ease, speed, success and performance of activities.

Relationships consist of evaluation and include emotional impressions from various aspects of life. Creative activity allows you to create new knowledge, skills, abilities and relationships.

General education at school should be combined with technical and labor training and the professional orientation of students should be promoted. The purpose of general education is to study the foundations of the main sciences of nature and society and the development of worldview and aesthetic culture. Technical education allows students to familiarize themselves with the main branches of modern industry and develop skills in handling common tools.

The content of education is recorded in curricula, programs, manuals and textbooks. Curricula can be based on concentric and linear principles. The concentric method of constructing a program is the construction of a program for a given stage of education in a more complex form. The linear way of constructing curricula is a logical continuation of what was previously studied in past training courses.

68. THEORIES OF EDUCATION AND THEIR IMPACT ON THE PEDAGOGICAL PROCESS

The methodological views of scientists and teachers have a significant impact on the content of school education. As an example, let us analyze the theories of education that have influenced the content of school education in the past.

Theory of formal education (Locke, Pestalozzi, Kant, Herbart) set itself the goal not so much of students' comprehension of factual knowledge as the formation of their minds, the education of their analytical abilities, synthesis, logical thinking, and the best means of achieving this was the study of Greek and Latin languages, and also mathematics.

Material Education Theory (Spencer) searched, found and cited evidence that in the learning process, great attention should be paid to natural science disciplines, and the criterion by which material should be selected should be the degree of its suitability for life, i.e., the material should have direct application in the future practical activity of the student.

When criticizing formal and material education, K.D. Ushinsky presented very reasoned facts. Ushinsky made remarks that the so-called "formal development" is a process that is divorced from the acquisition of knowledge, that it is just an empty fiction. After all, it is necessary not only to educate students, but to give them the stock of knowledge that should be necessary and useful in their future activities. However, at the same time, one should not reduce the entire learning process to mere fitness, since the knowledge that is indirectly related to everyday, everyday life is no less important than the knowledge used in practice. For example, when considering ancient history, we cannot say that it is directly applicable to the practical activities of people, but, despite this, it is extremely necessary for enriching the circle of people's interests, for the formation of a worldview and understanding the patterns of human development in various historical epochs.

The famous teacher John Dewey, also known as a representative of pragmatism in pedagogy, introduced his idea of the need to take the organization of children's practical activities as the basis of school education, while it is necessary to provide children with skills and abilities that are applicable in various spheres of life. He believed that the child's life experiences should be taken into account when choosing learning material; he argued that the quality and quantity of learning should be determined directly by the child himself, and that there was no need for a predetermined course of study.

W. Kilpatrick was a follower of John Dewey. In the 20s. XNUMXth century he developed and put forward a "project learning system", in which children, based on personal interests, when solving a practical problem with the help of a teacher (for example, building a toy house) were connected to practical activities and in the process acquired certain information from the field mathematics, language, and other subjects. However, in practice, this theory only reduced the level of education in the mass school.

69. BASIC DIDACTIC CONCEPTS

The learning process is based on psychological and pedagogical concepts - didactic systems. The system of elements that form a single structure that allows you to achieve the goals of learning, and constitutes a didactic system. There are 3 didactic concepts: traditional, pedocentric and modern system of didactics, depending on the perception of the learning process. The didactic system is a set of elements that form a single integral structure and serve to achieve the goals of education. The division of concepts into three groups is based on how the learning process is understood.

RџSЂRё traditional system teaching the main role is played by the activity of the teacher. This system is made up of the didactic concepts of J. Comenius, I. Pestalozzi and I. Herbart. Traditionally, the structure of learning consists of four stages: presentation, understanding, generalization, application. The logic of the learning process is to present the material through explanation to understanding, generalization, and then the use of knowledge. Herbart tried to form and classify the activities of the teacher.

However, this system was criticized by the beginning of the XNUMXth century. for authoritarianism, bookishness and "ignorance" of the interests of the child, for the fact that it does not contribute to the development of thinking, creativity and independence of the child. Why at the beginning of the twentieth century. new approaches emerge.

Appears pedocentric concept, in which the main role is played by the child and his activities. This approach is based on the system of the teacher J. Dewey, who proposed creating a learning process, taking into account the interests and needs of the child, so that the acquisition of knowledge occurs in the form of spontaneous activity.

The stages of the learning process reflect exploratory thinking, scientific research. All kinds of children's activities - compositions, drawings, practical work, theater ("action pedagogy") - initiate cognitive activity, form thinking and skills.

But if only such didactics is used, in all subjects there is a loss of systematicity, a waste of a large amount of time and a decrease in the level of knowledge.

Modern didactic system recognizes that both teaching and learning are learning processes. This system consists of the following areas: programmed, problem-based and developmental education (P. Galperin, V. Davydov), humanistic (K. Rogers) and cognitive (Bruver) psychology and pedagogy of cooperation.

In modern approaches, the tasks of teaching involve both the development of knowledge and the general development of children, their mental, labor, artistic skills, and the satisfaction of all the needs of students. The teacher leads the educational and cognitive activity of students, while activating their independent work, initiative and creative search.

Pedagogical cooperation is a humanistic idea of joint developmental activities of children and teachers, based on mutual understanding, collective analysis of the process and results of activities. Co-creation is the process of transforming thinking from the "heard - remembered - retold" scheme to the "learned - comprehended - said - remembered" scheme.

70. LAWS AND REGULARITIES OF TRAINING

Functioning and development of the development and learning process show stable internal relations of the laws of the didactic educational process. In pedagogy, the following fundamental laws are distinguished.

The law of social conditioning of the goals, content and technologies of education shows from an objective point of view the process of the impact of social relations, the social system and the social order on the integrated development of all components of education and training.

The law of upbringing and developing education fully shows the interaction of obtaining knowledge with the methods of activity and the comprehensive development of the individual.

The law of conditionality of teaching and upbringing by the nature of students' activities helps to see the relationship between the methods of organizing training, students' activities and the consequences of training.

The law of integrity and unity of the pedagogical process entirely reveals the need for the coordinated indivisibility of the main elements of the pedagogical process, such as rational, emotional, meaningful, operational and motivational.

The law of unity and interconnection of theory and practice in teaching shows the need to consolidate theoretical material with practical work.

The law of unity and interdependence of individual and collective organization of educational activity shows that the learning process must combine both collective and individual forms of learning.

Patterns of learning are objective, important, stable relationships between the constituent elements of the learning process. However, these dependence relations are mainly of a probabilistic-statistical nature, i.e., they are expressed as a trend, not in every single case, but in a certain number of cases.

External patterns of learning can be divided into external and internal. External ones show the relationship between the learning process, social conditions, the political and social situation in the country, the cultural level, etc.

The internal laws of the learning process are the relationships between its elements: goals, content, technologies, means, forms. We can identify several patterns that arise in the learning process under certain circumstances:

▪ the activity of a teacher is both teaching and educational in nature. However, depending on the circumstances, the educational impact may have either greater or lesser force;

▪ the result of learning depends on the interaction between the teacher and the student, i.e., with rich, meaningful educational and cognitive activity of the student, the quality of learning increases significantly;

▪ with constant repetition of previously studied material by adding it to previously covered and new materials, the strength of mastery of educational material increases;

▪ the development of students’ skills and abilities depends on the use of search methods, as well as problem-based learning;

▪ the development of concepts in the minds of students depends on special cognitive activity to identify important phenomena and compare various concepts.

71. ESSENCE OF LEARNING AND ITS STRUCTURE

In pedagogy training has the following definition: it is the transfer of certain knowledge, skills and abilities to a person. But knowledge cannot be obtained or transferred; this process occurs with the active activity of the student himself. Also, with little activity of the teacher himself, the student cannot acquire knowledge and skills. From this we can conclude that the connection "teacher - student" cannot be called the connection "transmitter - receiver". When teaching, the activity and interaction of both the student and the teacher is important.

Training is a process of active interaction between the teacher and the student, in which the student develops certain knowledge and skills based on his own activity. The teacher, in turn, creates an environment for maximum student activity, indicating, checking, and providing the most necessary tools and information. Training performs the function of maximizing the use of symbolic and material means in developing people's ability to act. Training is a purposeful pedagogical process of organizing and stimulating the active educational and cognitive activity of students, mastering scientific knowledge, skills and abilities, developing creative abilities, worldview and moral and aesthetic views.

In the case when the teacher cannot initiate the activity of students in obtaining knowledge, when he cannot stimulate their learning process, learning as such does not occur, and the student just "sits out" time in the classroom. The tasks of the learning process are to activate the educational and cognitive activity of students; organization of their cognitive activity to obtain scientific knowledge, skills and abilities; formation of thinking, memory, creative abilities; improvement of educational skills and abilities; the formation of a scientific worldview and moral and aesthetic culture.

Internal structure of learning

In the structure of training, one can define such components as target, need-motivational, content, operational-activity, emotional-volitional, control-regulatory and evaluative-effective.

When organizing training, the teacher must implement such components as: setting the goals of educational work (that is, developing the needs of students in obtaining the material being studied); determination of the content of the material that students should study (i.e., the creation of educational and cognitive activities for the passage of new material by students); creating an emotionally positive environment in the process of teaching students); regulation and control over the educational activities of students (assessment of the results and consequences of students' work).

At the same time, students have educational and cognitive activity, consisting of awareness of the goals and objectives of education; understanding the topic of the new material and the key issues to be explored; perception, comprehension, memorization of material, application of knowledge in practice; manifestations of maximum volitional attempts during educational and cognitive activity; self-control and the ability to correct their educational and cognitive activity.

72. BASIC PEDAGOGICAL PRINCIPLES

Principles name the main starting points of a certain theory, science in general. They are the basic requirements for something.

Pedagogical principles are the main ideas, following which makes it possible to achieve the existing pedagogical goals in the best possible way.

We will show the pedagogical principles of the formation of educational relations.

The principle of natural conformity is one of the oldest pedagogical principles.

The rules for implementing the principle of nature conformity include the following: build the pedagogical process according to the age and individual characteristics of students; know the zones of proximal development that determine the abilities of students, rely on them in the case of organizing educational relations; direct the pedagogical process to the formation of self-education, self-education, self-education of students.

The principle of humanization can be considered as a principle of social protection of a growing person, as a principle of humanizing the relations of students with each other and with teachers, when the pedagogical process is based on the full recognition of the civil rights of the pupil and respect for him.

The principle of integrity, orderliness means achieving unity and interconnection of all the ingredients of the pedagogical process.

The principle of democratization is to provide participants in the pedagogical process with certain freedoms for self-development, self-regulation and self-determination, self-education and self-education.

The principle of cultural conformity consists in the maximum use in upbringing and education of the culture of the environment in which a particular educational institution is located (the culture of a nation, country, region). The principle of unity and consistency of actions of the educational institution and the student's lifestyle is aimed at implementing a comprehensive pedagogical process, establishing links between all spheres of students' life, ensuring mutual compensation, complementarity of all spheres of life.

The principle of professional expediency determines the selection of the content, methods, means and forms of training specialists, taking into account the characteristics of the chosen specialty, for the formation of professionally important qualities, knowledge and skills.

Polytechnic principle is focused on the training of specialists and general workers, using the identification and study of an invariant scientific basis common to various sciences, technical disciplines, production technologies, which will allow students to transfer knowledge and skills from one area to another.

All groups of principles are interconnected, but at the same time, each principle has its own zone of maximum full implementation, for example, for classes in the humanities, the principle of professional expediency cannot be used.

The principles of learning are the main guideline in teaching, a bridge that connects theoretical ideas with pedagogical practice.

The principles of learning always reflect the relationship between the objective laws of the learning process and the goals that are set in learning.

73. PEDAGOGICAL PRINCIPLES IN SECONDARY SCHOOL

The following pedagogical principles are distinguished:.

1. Developing and educating education.

2. Scientific and accessible, feasible difficulty.

3. Consciousness and creative activity of students with the leading role of the teacher, that is, the teacher.

4. Visibility and possible development of theoretical thinking.

5. Consistency and systematic nature of the learning process.

6. Gradual transition from learning to self-education.

7. The connection of the learning process with life and professional practice.

8. The strength of learning outcomes and the development of students' cognitive abilities.

9. Positive emotional background of learning.

10. The collective nature of learning and taking into account the individual abilities of students.

11. Humanization and humanitarization of education.

12. Computerization and automation of learning.

13. Integrativeness of learning, taking into account interdisciplinary connections.

14. Innovativeness of education, application of the main modern trends.

The most important didactic principles are:

▪ training must be scientific and have a worldview orientation;

▪ learning should be characterized by problems;

▪ training must be visual;

▪ learning must be active and conscious;

▪ training must be accessible;

▪ training must be systematic and consistent;

▪ in the learning process, education, development and upbringing of students should be carried out in organic unity.

In the 60-70s. L.V. Zankov defined new didactic principles: teaching should be carried out at a high level of difficulty; in training, a fast pace should be observed in the passage of the material being studied; the mastery of theoretical knowledge is of paramount importance in the learning process.

In the didactics of higher education, one can single out the principles of education that reflect the specific features of the educational process in higher education: ensuring unity in the scientific and educational activities of students (I.I. Kobylyatsky), professional orientation (A.V. Barabanshchikov), professional mobility (Yu. V. Kiselev, V. A. Lisitsyn and others); problematic (T.V. Kudryavtsev); emotionality and majority of the whole learning process (R.A. Nizamov, F.I. Naumenko).

Currently, theories are being expressed about the allocation of a group of principles of teaching in higher education, which would analyze all existing principles:

▪ focus of higher education on the development of the personality of a future specialist;

▪ compliance of the content of university education with current and projected areas of development of science (technology) and production (technology);

▪ the best combination of general, group and individual methods in organizing the educational process at a university;

▪ expedient use of modern methods and teaching aids at different stages of specialist training;

▪ compliance of the results of training of specialists with the requirements imposed by each area of their professional activity; ensuring their competitiveness.

74. METHODS OF TRAINING AND EDUCATION

The concept of "method" comes from the Greek word methodos, meaning "a way, a way of moving towards the truth."

In the pedagogical literature there is no consensus on the role and definition of the concept "teaching method". For example, Yu.K. Babansky wrote that “a teaching method is a method of orderly interconnected activity of a teacher and students, aimed at solving educational problems.”

T.A. Ilyina believes that the teaching method is "a way of organizing the cognitive activity of students."

In history, various classifications of teaching methods have developed.

Consider the classification of methods according to the nature (degree of independence and creativity) of the students' activities. This classification was proposed back in 1965 by I.Ya. Lerner and M.N. Skatkin. They believed that many previous approaches to teaching methods were based on the difference in their external structures or sources. Since the success of training is to a decisive extent determined by the orientation and internal activity of students, the nature of their activities, it is precisely the nature of the activity, the degree of independence and creativity that should be an important criterion for choosing a method. AND I. Lerner and M.N. Skatkin identified five teaching methods, and in each of the following, the degree of activity and independence in the activities of the trainees increases.

1. Explanatory and illustrative method.

Pupils receive knowledge from educational or methodical literature, through the on-screen manual in a "ready" form. Perceiving and studying facts, assessments, conclusions, students remain within the framework of reproductive (reproducing) thinking. This method is widely used to transfer a large amount of information.

2. reproductive method. It involves applying what has been learned based on a pattern or rule. The activities of the students are algorithmic in nature, i.e. they are carried out according to instructions, regulations, rules in situations similar to the example shown.

3. Problem presentation method. Using a variety of sources and means, the teacher, before presenting the material, puts forward a problem, formulates a cognitive task, and then, revealing a system of evidence, comparing points of view, different approaches, shows a method for solving the problem. Students become witnesses and participants in scientific research. This approach has been widely used both in the past and in the present.

4. Partial search or heuristic method. It consists of organizing an active search for solutions to cognitive tasks set in training (or independently formulated) either under the guidance of a teacher, or on the basis of heuristic programs and instructions. This method, one of the varieties of which is heuristic conversation, is a proven method of activating thinking.

5. research method. As a result of analyzing the material, posing problems and tasks, and brief oral or written instructions, students independently study literature, sources, carry out observations and measurements, and perform other search activities.

75. PEDAGOGICAL MEANS AND FORMS OF ORGANIZING THE EDUCATIONAL PROCESS

Pedagogical tools did not immediately become an indispensable component of the pedagogical process. For a very long time, traditional teaching methods were based on the word, but the “era of chalk and conversation” is over; With the increase in the amount of information and the technologization of society, there is a need to use technical teaching aids.

Pedagogical means are material objects that are needed for the organization and implementation of the pedagogical process.

Among the pedagogical tools can be distinguished: educational and laboratory equipment, educational and production equipment, didactic equipment, educational and visual aids, technical teaching aids and automated learning systems, computer classes, organizational and pedagogical tools. The development of didactic technology and computers built the prerequisites for the emergence of a new direction in pedagogy - pedagogical technology. Its essence lies in the use of a technological approach to the construction of the pedagogical process. Pedagogical technology combines didactic technique, traditional teaching methods and participants in the pedagogical process into a single whole.

Pedagogical form is a stable completed organization of the pedagogical process in the unity of all its components.

All forms in pedagogy can be divided according to the degree of complexity. There are simple, compound and complex forms. Let's take a closer look at each of them.

Simple forms are built on the least number of methods and means. Usually they are devoted to one topic, one content. It is customary to refer to such methods a conversation, a tour, a quiz, a test, an exam, a lecture, a consultation, a debate, a cultural trip, a "battle of erudite", a chess tournament, a concert, etc.

Compound forms are formed on the development of simple ones or on their various combinations. It is customary to include a lesson, a professional skill competition, a labor landing, a festive evening, a conference, and KVN as composite forms. For example, a lesson may contain a conversation, a quiz, a briefing, a survey, reports, etc. Complex forms are formed as a targeted selection (complex) of simple and compound forms: these are open days, days dedicated to the chosen profession, days of protection of children, weeks theatre, books, music, sports.

Depending on belonging to the areas of education, methods of physical, aesthetic, labor, mental and moral education can also be distinguished.

Forms of organizing training include a lesson, lecture, seminar, test, consultation, practice, etc.

It is possible to distinguish forms of individual, group and collective (frontal) activity of students. It is possible to single out individualized forms, examples of which are consultation, test, exam.

There may also be group forms of interaction, such as subbotnik, group competitions, reviews, disputes. Cooperative forms, when the goal is achieved by the method of distributing functions among students, include games, self-supporting cooperative labor, fees, etc.

76. THE CONCEPT OF LEARNING IN SCIENCE

In modern science, there are several concepts that offer their own understanding of the learning process.

Associative-reflex concept of learning is based on the basic ideas of the conditioned reflex activity of the brain, disclosed by I.M. Sechenov and I.P. Pavlov. Their essence is that the human brain has the ability not only to capture the signals of the sense organs, but also to establish and reproduce connections (associations) between individual events, facts, in some ways similar and different. According to the associative-reflex theory, the assimilation of knowledge, the formation of skills and abilities, the formation of a person's personal qualities is the process of formation in his mind of various associations - simple and complex.

According to Yu.A. Samarin, all associations can be divided:

▪ “local” or “unilinear”, which represent the connection between individual facts (perceptions) regardless of the system of these phenomena;

▪ “particular system” ones, which lead from perceptions to ideas and concepts;

▪ “intra-system”, which provide systematization of associative series into a single system within the topic of the academic subject;

▪ “intersystem” or “intersubject” associations.

During learning, associations always change, transform, expand and lengthen associative series. Obtaining knowledge, developing skills and abilities, and developing abilities has a clear logical sequence, which consists of the following stages:

a) perception of educational material;

b) its comprehension, brought to an understanding of internal connections and contradictions; c) memorization and retention in memory; d) application of what has been learned in practical activities.

activity theory is based on the idea of the structure of a holistic activity and explains the process of active research assimilation of knowledge and skills through a motivated and purposeful solution of tasks (problems). The solution of the problem lies in the search for an action with the help of which it is possible to transform its condition in such a way as to obtain a result.

The developers of certain areas of activity theory emphasized various components of the holistic structure of activity.

The introduction of a new concept in the learning process has four stages.

1. Acquaintance with the situation of a mathematical, linguistic or other task presented by the teacher.

2. Mastering a model of such a change in the material, which reveals the most essential relationships that serve as the basis for solving a problem of this type.

3. Fixation of the received relations in the form of this or that model.

4. Identification of the properties of the selected relation, thanks to which it is possible to derive the conditions and methods for solving the original particular problem.

Theory of the gradual formation of mental actions. In psychology, one of the most interesting theories of assimilation has been developed - the theory of the stage-by-stage formation of mental actions (L.S. Vygotsky, P.Ya. Galperin, N.F. Talyzina). It is based on the idea of the fundamental commonality of internal and external human activities. According to this idea, mental development, as well as the acquisition of knowledge, skills, abilities, occurs through the gradual transition of “material” activity into the internal mental plane.

77. FEATURES OF EDUCATION OF CHILDREN OF DIFFERENT AGE CATEGORIES

Ya.A. Comenius was the first who insisted on the obligatory consideration of the age characteristics of children in educational work. He put forward and substantiated the principle of natural conformity, according to which education and upbringing should correspond to the age stages of development. “Everything to be mastered should be distributed according to age levels so that only what is available for perception at each age is offered for study,” Ya.A. Comenius.

Accounting for age characteristics is one of the fundamental pedagogical principles. Taking it into account, teachers regulate the teaching load, determine the reasonable volumes of employment by various types of work, determine the most favorable daily routine for development, the mode of work and rest. Age features make it necessary to correctly solve the issues of selection and arrangement of educational subjects and educational material in any subject. They also determine the choice of forms and methods of educational activity.

Teachers should take into account in the educational process such phenomena as acceleration and deceleration in the development of students.

Acceleration (from the Latin "acceleration" - acceleration) is called accelerated physical and partly mental development in childhood and adolescence. Biologists explain acceleration by the physiological maturation of the body, psychologists - by the development of mental functions, and teachers - by the spiritual development and socialization of the individual. Teachers associate acceleration not so much with the accelerated pace of physical development, but also with the mismatch between the processes of the physiological maturation of the body and the socialization of the individual.

Before the formation of acceleration processes in the 50-60s. the physical and spiritual development of children and adolescents was balanced. As a result of the acceleration that appeared in the mid-70s, the physiological maturation of the body begins to outstrip the mental pace. A discrepancy is formed, expressed as follows: the body grows faster than mental functions are formed, which are the basis of intellectual, social, moral properties. By the age of thirteen-fifteen years for girls, fourteen-sixteen years for boys who live in the middle regions of our country, physiological development is basically completed and practically reaches the level of an adult. The growing organism needs to satisfy all "adult" physiological needs, including sexual ones, social development does not keep up and comes into conflict with the rapidly progressing physiology. Tension appears, which leads to significant psychological overload, the teenager tries to find ways to eliminate it and finds those that suggest his fragile mind.

Such comparative data speaks about the pace of acceleration. Over three decades, body length in adolescents has increased by an average of 13-15 centimeters, and weight - by 10-12 kilograms compared to their peers in the 50s.

We list the main reasons for acceleration: the general pace of life acceleration, improvement in material conditions, improvement in the quality of nutrition and medical care, etc.

78. STYLES OF PEDAGOGICAL COMMUNICATION

Pedagogical communication is a set of means and methods that make it possible to realize the goals and objectives of education, training and determine the nature of the interaction between the teacher and students.

The following styles of pedagogical communication can be distinguished (V.A. Kan-Kalik).

1. Communication based on the high professional attitudes of the teacher, his attitude to pedagogical activity in general. At the same time, in higher education, interest in communication is also stimulated by common professional interests, especially in major departments.

2. Communication based on friendly disposition. It implies inspiration for a common cause. The teacher performs the function of a mentor, a senior comrade, a participant in educational activities. But at the same time, familiarity must be avoided. This is especially true for young teachers who do not want to get into conflict situations.

3. Communication-distance is the most common type of pedagogical communication. At the same time, in relationships there is always a distance in all areas. This style forms the teacher-student relationship. But this does not mean that the students and the teacher communicate as peers.

4. Communication-intimidation, which is a negative form of communication, inhumane, revealing the pedagogical failure of the teacher who uses it.

5. Communication-flirting, characteristic of young teachers who strive for popularity. Such communication provides only false, cheap authority.

Usually in pedagogical practice there is a combination of styles in one proportion or another, when one of them dominates.

From the classifications of styles of pedagogical communication developed in recent years abroad, one can single out the typology of the professional positions of teachers, which was proposed by M. Talen.

Model I - "Socrates". With this style, the teacher has a reputation for arguing and debating. He intentionally provokes controversy in class. At the same time, individualism, unsystematic nature in the educational process due to constant confrontation are observed; students strengthen the defense of their own positions, learn to defend them.

Model II - "Group Discussion Leader". He considers the achievement of agreement and the establishment of cooperation between schoolchildren to be the main thing in the educational process, assigning himself the role of an intermediary, for whom the search for democratic agreement is more important than the outcome of the discussion.

Model III - "Master". The teacher is presented as a role model, subject to unconditional copying. At the same time, copying is meant not so much in the educational process as in relation to life in general.

Model IV - "General". He eschews any ambiguity, is emphatically demanding, toughly seeks obedience, because he is sure that he is always right in everything, and the student, like an army recruit, must certainly obey the orders given.

Model V - "Manager". The style of radically oriented schools.

Model VI - "Coach". The atmosphere of communication in the classroom is shrouded in the spirit of corporatism. Model VII - "Guide". The embodied image of a walking encyclopedia.

79. LEVELS OF PEDAGOGICAL COMMUNICATION AND THEIR CONSEQUENCES

Analyzing the real work of teachers in the classroom and outside the classroom in the same group of students, we can distinguish the following levels of communication:

▪ high, which is characterized by warmth in relationships, mutual understanding, trust, etc.;

▪ average;

▪ low, in which alienation, misunderstanding, hostility, coldness, and lack of mutual assistance are observed.

The level of communication is closely related to the influence of the teacher, which correspond to partial (partial) assessments, considered in detail by B.G. Ananiev. These impacts can be divided into two types:

▪ positive, including approval, encouragement of independence, praise, humor, request, advice and suggestion;

▪ negative, in which remarks, ridicule, irony, reproach, threat, insult, cavil are observed.

Different styles of communicative interaction give rise to models of teacher behavior in communicating with students in the classroom. Conventionally, they are designated as follows.

Model dictatorial ("Mont Blanc"). At the same time, the teacher is, as it were, removed from the students being taught, he is above them, being in the realm of knowledge. The students being taught are only a faceless mass of listeners. There is no personal interaction. Pedagogical functions are limited to an informational message.

Consequence: there is no psychological contact, which leads to lack of initiative and passivity of students.

Non-contact model ("Chinese Wall") is similar in its psychological content to the first. The difference is that there is little feedback between teacher and student due to an arbitrarily or unintentionally erected barrier. The role of this barrier can be the lack of desire for cooperation from any side, the informational, rather than the interactive nature of the lesson; involuntary emphasizing by the teacher of his status, condescending attitude towards students.

Consequence: weak interaction with students, and on their part - an indifferent attitude towards the teacher.

Model of differentiated attention ("Locator") is based on a selective relationship with the student. The teacher is not attuned to the entire composition of the audience, but only to a part, for example, to talented or, conversely, weak ones, according to which he orients himself in the mood of the team, directs his attention to them.

Hyporeflex model ("Black grouse") consists in the fact that the teacher in communication is, as it were, closed in on himself: his speech mostly consists of a monologue. When speaking, he hears only himself and does not react at all to the listeners.

Consequence: there is almost no contact between the trainees and the trainer, and a field of psychological vacuum appears around the latter.

Model hyperreflex ("Hamlet") - the opposite psychological outline of the previous one. The teacher is concerned not so much with the content of the interaction, but with how it is perceived by others. Interpersonal relationships are elevated to an absolute level and acquire dominant significance for him.

Consequence: heightened socio-psychological sensitivity of the teacher.

80. STAGES OF PEDAGOGICAL COMMUNICATION

Stages of pedagogical communication:

1) prognostic: the student's modeling of communication with a group, a stream in preparation for pedagogical activity;

2) the initial period of communication: the organization of direct communication with the audience, the group;

3) communication management in the developing pedagogical process;

4) analysis of the existing system of communication and modeling of communication in the upcoming activities. We will show the content and procedural features of the presented creative stages of communication.

The first stage. During communication modeling, the communicative structure of further activities is planned, respectively:

a) pedagogical goals and objectives;

b) the general pedagogical and moral-psychological situation in the classroom; c) the creative individuality of the teacher; d) individual characteristics of students; e) the proposed group of teaching and educational methods.

All this together is an advanced stage of pedagogical communication. This step needs to be well thought out. The methodological and content structure of classes should influence the emergence of emotional unity, the creation of an atmosphere of communication.

The second stage. This is the beginning of communication, the organization of direct interaction with the audience, the beginning of contact, which largely determines the success of the subsequent development of the content and socio-psychological aspect of teaching activity.

The important elements of this stage are:

a) concretization of the planned communication model;

b) clarification of the conditions and structure of the upcoming communication;

c) realization of the initial stage of direct communication.

The third stage - management of the maturing pedagogical process. The teaching method and communication system must be adequate. Only under such conditions will the joint activity of the teacher and students be effective.

Thus, in addition to the didactic and methodological requirements for a lecture, there are a number of socio-psychological requirements for it. Let's present the most important of them.

1. Establishment of psychological contact with the class for the transfer of information and its personal perception by students.

2. Development of a psychologically sound score of the lesson, i.e., the use of elements of a conversation, rhetorical questions, situations of reflection, etc., establishing logic in the alternation of facts and generalizations, vivid examples and theoretical material.

3. Creation with the help of a system of psychological means of an environment of collective search and joint reflection, which is very important for the implementation of all types of problem-based learning.

4. Management of cognitive activity of students.

5. The combination of business and personal aspects, which provide not only the information structure of the lesson, but also the self-expression of the personality of the teacher.

6. A holistic, pedagogically expedient system of relations between the teacher and students, which sets the students up to communicate with the teacher and arouses interest in the discipline taught, increases the motivation for learning due to socio-psychological reserves.

The fourth stage. The teacher studies the communication system he uses and clarifies possible options for organizing communication in a given team.

81. INDIVIDUAL ACTIVITY OF THE TEACHER

The process of teacher-student communication can take two extreme forms:

1) mutual understanding, coherence in the implementation of educational activities, the development of the ability to predict each other's behavior;

2) discord, alienation, misunderstanding and inability to predict each other's behavior, the emergence of conflicts.

Achieving the necessary result of communication and interaction is associated with the accumulation and necessary generalization of information about each other. It depends on the degree of development of the teacher's communication skills, his ability to empathize and reflect, to be observant, "sensory sharpness" and the ability to consider the representative system of the interlocutor, the ability to listen, understand the student, act on him through persuasion, suggestion, emotional infection. A huge role is played by the psychological and pedagogical competence of the teacher in the field of psychological characteristics and patterns of communication and interaction.

There are several basic student leadership styles that can be identified:

▪ autocratic (autocratic style of leadership), in which the teacher exercises sole control over students, does not allow them to express their views and critical comments, consistently makes demands on them and exercises strict control over their implementation;

▪ authoritarian (authoritative leadership style), which allows students the opportunity to take part in discussing issues of academic or collective life, but the decision is ultimately made by the teacher in accordance with his own guidelines;

▪ democratic style, in which the teacher is attentive and takes into account the opinions of students, he strives to understand them, convince them, and not command, and conducts dialogical communication “on equal terms”;

▪ ignoring style, in which the teacher strives to interfere as little as possible in the life activities of students, is practically eliminated from guiding them, limiting himself to the formal performance of duties of transmitting educational and administrative information;

▪ a permissive, conformist style, which manifests itself when the teacher withdraws from leading students or follows their desires;

▪ inconsistent, illogical style - the teacher, depending on external circumstances and his own emotional state, implements any of the mentioned leadership styles, which leads to disorganization and situationality of the system of relationships between the teacher and students, and the emergence of conflict situations.

An important factor that determines the effectiveness of pedagogical communication is the type of teacher's attitude. Installation is a willingness to respond in a certain way in the same type of situation. To the bearer of his attitudes, most often they seem to be absolutely correct, therefore they are very stable and difficult to change through external influences. Conservatism and rigidity of attitudes increase with age. Researchers most often define two types of dominant attitudes of teachers towards students: positive and negative.

82. COMMUNICATIVE PEDAGOGICAL TECHNIQUES

Establishing the best pedagogical communication in the classroom is facilitated by the use of such communication methods:

▪ methods for the prevention and removal of blocking communicative affects (communicative inhibition, awkwardness, depression, stiffness, uncertainty in communication);

▪ creating an atmosphere of security in lessons when students communicate with teachers;

▪ approval, support through attaching value to the very attempt to answer, the very fact of participation in the dialogue;

▪ approval of the practice of students turning to the teacher or friends for help;

▪ encouraging oral responses on students’ own initiative;

▪ creating gentle conditions when responding to students with pronounced communicative inhibition;

▪ preventing actions on the part of individual students that suppress the creative activity of their peers in the classroom.

Consider the methods of providing communicative support during communication:

▪ providing timely assistance in selecting adequate vocabulary and correct construction of statements;

▪ explanation of the meaning of communicative norms in a specific communication situation;

▪ training (direct and indirect) in communication techniques, speaking and communication techniques;

▪ positive criticism (if necessary) of the student’s behavior in dialogue with the teacher;

▪ demonstrating by verbal and non-verbal means interested attention to students, supporting their desire to participate in dialogue with the teacher;

▪ promptly providing students with the opportunity to “justify the impatience of a raised hand”;

▪ providing students with the opportunity to orient themselves in the situation and “collect their thoughts.” Techniques for initiating counter educational and cognitive activity of students include:

▪ directly encouraging students to actively interact with the teacher in class;

▪ motivation to reward students for their initiative;

▪ criticism of one’s own mistakes as a demonstration of the standard of attitude towards them;

▪ “game provocation” (“For some reason, Petya Ivanov smiles incredulously at your answer. Prove to him that you are really right...”).

The main psychological and pedagogical teaching methods are combined in the case of optimal pedagogical communication.

At present, it is necessary to make a transition from informational and explanatory teaching of students to an active, developing one. Not only the knowledge acquired at school becomes important, but also the ways of assimilation, thinking and educational work, the development of cognitive forces and the creative potential of students. And this can only happen if teaching methods are democratic, students are liberated, and artificial barriers between teachers and students are destroyed.

Developing education is a transition from the scheme typical for traditional education "heard - memorized - retold" to the method "learned by searching together with the teacher and friends - comprehended - memorized - able to put my thought into words - I know how to apply the acquired knowledge in life".

83. FUNCTIONS OF PEDAGOGICAL INTERACTION

It is unthinkable to imagine any form of education or upbringing without taking into account pedagogical interaction. Thus, it is very important to consider the main functions of pedagogical interaction.

In pedagogy, it is customary to distinguish six primary functions interaction of subjects of the pedagogical process subject to optimal and favorable pedagogical communication:

▪ constructive function, which is a pedagogical interaction between a teacher and a student, during which there is a discussion and interpretation of the content of knowledge and the practical importance of this subject;

▪ organizational function, which acts as the organization of collective, (general) educational activities of the teacher and student, mutual personal awareness and joint responsibility for success in the process of teaching and educational activities;

▪ communicative-stimulating function, which is a combination of various and varied forms of educational and cognitive activity (individual, group and frontal), organizing mutual assistance, while pursuing such a goal as pedagogical cooperation; introducing students to what they should learn during the learning process, understand in class and what they should learn and what skills they should acquire;

▪ informational and educational function, which looks like a representation of the relationship of an academic subject with production with the goal of the most correct and accurate understanding of the world and orientation of the student in the events of social life; maneuverability of the degree of information capacity of training sessions and its comprehensiveness when combined with an emotional presentation of new educational material, based on the visual-sensory sphere of students;

▪ emotional-corrective function, which represents the implementation in the learning process of the principles of “open prospects” and “victorious” learning when changing types of educational activities; the presence of a trusting relationship between teacher and student;

▪ control and evaluation function, which represents the well-established mutual control of teacher and student, joint summing up and assessment with self-control and self-assessment.

Most of all, in practice, teachers encounter five reasons that prevent the establishment of the most favorable, suitable pedagogical communication between the teacher and students:

▪ the teacher does not take into account the individual characteristics of the student, does not understand him and does not strive for this;

▪ the student does not perceive all the information that the teacher gives him and therefore does not accept him as a mentor;

▪ the teacher’s actions contradict the reasons and motives of the student’s behavior or the current situation;

▪ the teacher is arrogant, while the student’s pride suffers and his dignity is humiliated;

▪ the student consciously and persistently does not want to accept what the teacher or, even more seriously, the entire team around him demands of him.

84. QUALITIES NEEDED TO COMMUNICATE WITH AN AUDIENCE

Successful pedagogical communication and interaction between a teacher and students presupposes that the teacher has the following psychological qualities and abilities:

1) interest in people and working with them, the presence of the need and skills of communication, sociability, communicative qualities;

2) the possibility of emotional empathy and understanding of people;

3) flexibility, operational and creative thinking, which provides the ability to quickly and correctly navigate in changing communication conditions, quickly change speech action in various communication situations, individual characteristics of students;

4) the ability to feel and maintain feedback in communication;

5) the ability to control oneself, one's mental state, body, voice, facial expressions, the ability to control mood, feelings, thoughts, the ability to relieve muscle clamps;

6) the ability for unprepared communication, i.e. spontaneity;

7) the ability to predict possible pedagogical situations, the consequences of their influences;

8) remarkable verbal abilities: culture, rich vocabulary, development of speech, correct selection of language means;

9) possession of the art of pedagogical experiences, which is a fusion of life, natural experiences of the teacher and pedagogically expedient experiences that can influence students in the necessary direction;

10) the ability of pedagogical improvisation, the ability to use all the variety of means of influence (persuasion, suggestion, infection, the use of various methods of influence, "devices" and "attachments").

Among the means of increasing the effectiveness of the impact, the following can be distinguished:

▪ “devices” - a number of techniques, including approval, advice, condemnation, dissatisfaction, hint, request, humor, trust, ridicule, order, wish, etc. (up to 160 types);

▪ “additions or additions” - adapting one’s body, intonation and style of communication to another person in order to adapt his behavior to the goals of the teacher;

▪ strengthening the action by raising the voice at the beginning of the phrase compared to the previous one; change of methods of verbal influence: transition from complex to simple, from simple to complex; bold highlighting of phrases; a drastic change in communication methods. When improvising (due to an unexpected situation), teachers may exhibit different types of behavior:

1) natural type: fruitful improvisational actions do not cause psychological and emotional difficulties for the teacher;

2) intense-transformative type: all the resources of the individual are mobilized to overcome the difficulties that have arisen;

3) deliberately evasive type: the teacher's intentional avoidance of overcoming an unexpected pedagogical situation ("not noticing");

4) involuntary-inhibitory type: confusion and absolute inhibition of the teacher's actions;

5) emotional breakdown: the teacher acts uncontrollably, haphazardly, aggravating the conflict, not being able to control himself or hide his feelings;

6) inadequate type: the teacher hides his feelings, but is not able to transform them into pedagogically expedient experiences and actions.

85. ESSENCE OF PROBLEM LEARNING

The main task of modern education is to equip specialists methodology of creative transformation of the world. The creative process consists primarily of the discovery of new things: new objects, new knowledge, new problems, new methods for solving them. Thus, problem-based learning as a creative process is the solution of non-standard scientific and educational problems using non-standard methods. If training tasks are given to students to consolidate knowledge and practice skills, then problematic tasks are intended to find a new way to solve them.

The essence of the problematic interpretation of educational material lies in the fact that the teacher does not communicate knowledge in a finished form, but sets problem tasks for students, initiating to look for ways and means to solve them. The problem itself paves the way for new knowledge and ways of acting.

Especially important is the fact that new knowledge is presented not for information, but for solving a problem or a number of problems. In the case of a traditional pedagogical strategy - from knowledge to a problem - students are not able to develop the skills and abilities of independent scientific research, since they are given ready-made results for assimilation. Solving the problem requires the inclusion of creative thinking. Reproductive mental processes, which are associated with the reproduction of learned patterns, are ineffective in a problem situation.

Problem-based learning is not an absolutely new phenomenon in pedagogy; in the past, well-known names are associated with it - Socrates, Rousseau, Diesterweg, Ushinsky, etc.

If a person is always accustomed to assimilating knowledge and skills in finished form, it is possible to limit his natural creative abilities - to "unlearn" to think independently. To the greatest extent, the process of thinking manifests itself and develops in the case of solving problematic problems.

The psychological mechanism of the occurring processes in problem-based learning is as follows: when encountering a controversial, new, incomprehensible problem, a person has a state of bewilderment, surprise, the question arises: what is the point? Then the thought process is carried out according to the scheme: putting forward hypotheses, substantiating them and testing them. And a person either independently makes a mental search, the discovery of the unknown, or with the help of a teacher.

The activation of creative thinking is facilitated by the subject-object-subject relations that appear during the collective solution of the problem.

A very important feature of the meaningful aspect of problem-based learning is the reflection of objective contradictions that naturally appear in the process of scientific knowledge, educational or any other activity, which are the source of movement and development in any field. It is in connection with this that problem-based learning is called developing, since its goal is the formation of knowledge, hypotheses, their development and solution. In problem-based learning, thinking is included only with the aim of solving a problem situation.

A problem situation is of pedagogical value only if it allows one to distinguish between the known and the unknown and to outline solutions, when a person knows exactly what is unknown to him.

86. THE CONCEPT OF GAME TECHNOLOGIES

The game as a method of teaching, transferring the experience of older generations to younger people has been used since antiquity. The game is widely used in folk pedagogy, in preschool and out-of-school institutions. In the existing school, which relies on the activation and intensification of the educational process, gaming activities are used in such cases:

▪ as independent technologies for the purpose of mastering a concept, topic, or even a section of an academic subject;

▪ as elements (sometimes very significant) of a broader technology;

▪ as a lesson (lesson) or part of it (introduction, explanation, reinforcement, exercise, control);

▪ as a method of extracurricular activities (games such as “Zarnitsa”, “Eaglet”, KTD, etc.).

The concept of "game pedagogical technologies" consists of a rather extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.

Unlike games in general, a pedagogical game has significant features - a clearly defined learning goal and pedagogical results that meet it, which can be substantiated, explicitly identified and characterized by an educational and cognitive orientation.

The game form of classes is formed in the classroom with the help of game techniques and situations that act as a means of inducing, stimulating students to learning activities.

The implementation of game techniques and situations in the lesson form of classes is carried out in the following main areas: the didactic goal is set for students in the form of a game task; educational activity is subject to strictly established rules of the game; educational material is used as its means. An element of competition is introduced into educational activity, which transforms a didactic task into a game one; the successful completion of the didactic task is associated with the gaming result.

The place and role of game technology in the educational process, the combination of game and learning elements is largely determined by the teacher's understanding of the functions and classification of pedagogical games.

First of all, it is necessary to divide games by type of activity into physical (motor), intellectual (mental), labor, social and psychological.

By the nature of the pedagogical process, the following groups of games can be distinguished:

a) teaching, training, controlling and generalizing;

b) cognitive, educational, developing;

c) reproductive, productive, creative;

d) communicative, diagnostic, career guidance, psychotechnical, etc. We will present only the most important of the types used: subject, business, plot, role-playing, simulation and dramatization games. By subject area, games can be distinguished for all school disciplines.

According to the classification of pedagogical games (according to G.K. Selevko), we can distinguish games with and without objects, tabletop, on the ground, indoor, outdoor, computer and with TSO, with various means of transportation.

The content of children's games develops from games in which the main content is objective activity, to games that reflect the relationship between people, and finally, to games where the content is obedience to the rules of social behavior and relations between people.

87. INNOVATIVE TRAINING AND ITS NEED

The need to change the educational paradigm is now recognized.

The main contradiction of the modern education system is the contradiction between the rapid rate of knowledge increment in the modern world and the limited possibilities of their assimilation by the individual. This contradiction forces the pedagogical theory to abandon the absolute educational ideal (a comprehensively developed personality) and move on to a new ideal - the maximum development of a person's abilities for self-regulation and self-education.

So, the first thing in innovative learning is the development of abilities on the basis of education and self-education.

Fundamentality, together with integrity and focus on meeting the interests of the individual, creates the main features of the new paradigm of education.

"Fundamental science and humanities education should give a holistic view of the modern natural science picture of the world, lay the scientific foundation for assessing the consequences of professional activity, promote the creative development of the individual and the right choice of an individual life program based on knowledge of the characteristics, needs and capabilities of a person" ( Memorandum of the UNESCO International Symposium).

If in the 60-80s. the formula of education was used: "Know everything about a little and a little about everything", then in the 90s. a new formula appeared: "Know about the essence of everything in order to know a new essence."

To know the essence, the very essence of most disciplines and the abundance of information in any discipline is the goal of the modern student.

With an essential approach, a synthesis of natural, humanitarian and technical sciences is necessary.

The essential approach is a systematic, synergistic approach ("synergy" (Greek) - friendly, joint work of two or more bodies in the same direction), which means that all teachers should act in the same direction of developing students' abilities on the basis of education essential systemic knowledge with the establishment of interdisciplinary connections and holistic ideas.

The acmeological approach is closely integrated with the essential approach in the implementation of innovative education. Acmeology (from the Greek "acme" - peak, peak, highest stage of something) is a new area of scientific knowledge, a complex of scientific disciplines, the object of study of which is a person in the dynamics of his self-development, self-improvement, self-determination in various life spheres of self-realization.

The subject of acmeology is the creative potential of a person, the patterns and conditions for a person to achieve activities of various levels of disclosure of creative potential, the peaks of self-realization.

The task of acmeology is to equip the subject of activity with knowledge and technologies that enable its successful self-realization in various fields of activity, including in the chosen profession. "Akme" - the pinnacle of professionalism, is the stability of high performance, then - reliability. To work professionally means not to have breakdowns, blunders, and blunders.

88. EDUCATIONAL DESIGN

Pedagogical design is a preliminary development of the main details of the upcoming work of students and teachers, sometimes parents. Pedagogical design seems to be a function of each teacher no less significant than the organizational function, communication or gnostic (the choice of content, methods and means of interaction with students).

Pedagogical design lies in the fact that a hypothetical version of the upcoming activity is formed.

Objects of pedagogical design

1. Pedagogical situation.

2. Pedagogical process.

3. Pedagogical system.

The pedagogical situation is the object of design. It always exists within the framework of the pedagogical process, and through it - in the pedagogical system (for example, an upcoming conversation with a student, parents, colleagues). The pedagogical situation is an integral part of the pedagogical process. It characterizes his state at a certain time; it is always specific. Pedagogical situations either appear or are created during a lesson, an exam, an excursion and must be resolved immediately. The structure of pedagogical situations is always simple. It contains two or more subjects of activity and ways of their interaction. Externally, the pedagogical situation is simple, in reality it always contains a tangle of internal energy and emotions. The complexity of the ball depends on the level of internal and spiritual culture of people and their upbringing. Pedagogical situations may appear spontaneously or be planned in advance. In each case, they must be resolved deliberately.

Designing the pedagogical process and system is a more complex, multi-stage activity.

The design of the pedagogical process includes three stages:

▪ modeling;

▪ actual design;

▪ design.

Pedagogical Modeling (creating a model) is the development of goals (general idea) for the creation of pedagogical systems, processes or situations and the main ways to achieve them.

Educational design (project creation) consists in the further development of the created model and bringing it to the level of practical use.

Pedagogical design (creation of a construct) is a further detailing of the created project, bringing it closer for use in specific conditions by real participants in educational relations.

It is possible to give a brief description of the stages of pedagogical design. Each pedagogical activity, as you know, begins with a goal. The goal can be an idea, a look and even a belief, on which pedagogical systems, processes or situations are further built.

The set goal forces us to think about where and when the qualities brought up in students will be in demand, under what conditions and how they will be implemented. This goal gives rise to ideas about ways to implement it in the specific conditions of the lesson. Some theoretical foundations for the formation of technical thinking are established: the theory of the gradual formation of mental actions, the main features of technical thinking, methods for its diagnosis.

89. REQUIREMENTS FOR THE LESSON

Consider first the main didactic requirementsrequirements for a modern lesson:

▪ clear formulation of educational objectives in general and their elements, their connection with developmental and educational objectives. Establishing a place in the general system of lessons;

▪ establishing the optimal lesson content in accordance with the requirements of the curriculum and the objectives of the lesson. It is important to take into account the level of preparation and preparedness of students;

▪ forecasting the level of students’ mastery of scientific knowledge, the development of skills and abilities both during the lesson and at its various stages;

▪ selection of the most rational methods, techniques and means of teaching, stimulation and testing, their optimal impact at any stage of the lesson, a choice that ensures cognitive activity, a combination of different forms of collective and individual work in the lesson and maximum independence in student learning;

▪ implementation of all didactic principles in the lesson;

▪ creating conditions for successful learning of students. The psychological requirements for the lesson are also very important.

Psychological goals include:

1) designing the development of students in the study of a particular academic subject and a particular lesson;

2) taking into account in the target setting of the lesson the psychological task of studying the topic and the results achieved in previous work;

3) the provision of certain means of psychological and pedagogical influence, methodological techniques that ensure the development of students.

The lesson style has the following components:

1) determination of the content and structure of the lesson according to the principles of developmental education:

▪ the ratio of the load on students’ memory and their thinking;

▪ establishing the scope of reproductive and creative activity of students;

▪ planning the acquisition of knowledge in ready-made form (from the words of the teacher, from a textbook, manual, etc.) and in the process of independent search;

▪ implementation of problem-heuristic learning by the teacher and students (who poses the problem, formulates it, who solves it);

▪ taking into account the control, analysis and evaluation of students’ activities, which are carried out by the teacher, and mutual critical evaluation, self-control and self-analysis of students;

▪ the ratio of encouraging students to act (comments that evoke positive feelings in connection with the work done, attitudes that stimulate interest, volitional efforts to overcome difficulties, etc.) and coercion (reminders of grades, harsh remarks, notations, etc.). );

2) features of teacher self-organization:

▪ preparation for the lesson and the main thing - awareness of the psychological goal and internal readiness for its implementation;

▪ working well-being at the beginning of the lesson and during it;

▪ pedagogical tact (cases of manifestation);

▪ psychological climate in the classroom (establishing an atmosphere of joyful, sincere communication, business contact, etc.).

The organization of cognitive activity of students is:

1) determination of measures to provide conditions for the productive work of thinking and imagination of students;

2) organization of the work of thinking and imagination of students in the formation of new knowledge and skills;

3) consolidation of the results of the work.

90. RECEPTIONS AND FORMS OF EDUCATION

parenting reception is part of the method. This is only a link in the educational process, a one-act action. For example, the encouragement method consists of the following techniques: approval, praise, gratitude, reward. The composition of the method of persuasion includes suggestion, clarification, conversation. The method of punishment includes such techniques as remark, warning, reprimand, severe reprimand.

Reception of pedagogical influence they call a method of organizing a certain pedagogical situation, when, on the basis of existing patterns, students have new thoughts and feelings that encourage them to take positive actions and overcome their shortcomings. These teaching methods can be divided into two groups.

1. Techniques that correct behavior, inspire students - joy, gratitude. These include a creative group of techniques, as they can contribute to the development of new positive qualities and restrain negative principles in the child. They give rise to new thoughts and feelings, other motives of behavior triumph over shortcomings and are leading in the behavior of students. Among such techniques are persuasion, encouragement, expression of grief, request, attention, care, demonstration of skills, incitement of humane feelings, moral support and strengthening of faith in the child’s strength, organization of academic success, trust, involvement in interesting activities, moral exercises, advance payment. personalities, etc.

2. Techniques to help correct behavior, activating the child’s negative feelings - shame, remorse, etc. Russian folk wisdom speaks about the effectiveness of such methods: “Children are punished with shame, not with a whip.” Such techniques are called inhibitory, since they help overcome negative qualities and clear the way for the development of positive ones. Based on negative feelings, schoolchildren have a desire to refrain from unseemly actions.

Forms of education it is customary to call methods of organizing the educational process, methods of purposeful organization of the collective and individual activities of students. The terms "educational event", "organizational forms of education" are also used. An event is usually called an organized action of the team, which is aimed at achieving certain educational goals.

With collective planning, preparation and holding of events, an atmosphere of co-creation appears, which contributes to the development of the individual, the team, and the development of intra-collective relations. The event is carried out as a purposeful interaction of the teacher-educator with any of the students, the educational team as a whole, which is aimed at solving certain educational problems.

In the literature, there is no single approach to the classification of forms of educational work. The most common is the classification of organizational forms of education according to how students are organized: mass forms (participation of the whole class), circle, group, individual.

Experienced teachers tend to apply a variety of forms of education.

Author: Davydova O.S.

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