Systematic approach in the educational process. Systematic approach in education
DEVELOPMENT TRENDS OF THE RUSSIAN EDUCATIONAL SYSTEM
UDC 37.01-024.84:37.026 BBK 74.00
L. P. Nazarova
Systematic approach as a methodological basis for the process of interaction between didactic education systems at a university
The article examines the interaction of two didactic systems: the teaching one, which students master at the university, and the learning one, which they will implement at school. The methodological approach to interaction is systemic.
The article deals with the interaction of two didactic systems - training one which students become proficient in at university and trained one which they will fulfill at school. The methodological approach of interaction is the systematic one.
Key words: system approach, interaction, didactic system, methodological approach.
Key words: systematic approach, interaction, didactic system, methodological approach.
Modernization of the education system is invariably associated with a rethinking of theoretical and methodological ideas, principles, content and methods of pedagogical activity. It was this process that confronted us with the need to understand the interaction of existing systems and a special didactic system for the development of auditory perception, which is based on a systematic approach to teaching.
In this regard, in our study, as a starting point
The methodological position is a systematic approach. In this logic we will consider the interaction of both didactic systems. Classical systems theory contains the idea that all systems, mechanical and organic, are composed of a set of interacting systems.
The development of modern science represents an urgent task of the time. Any science cannot develop without a system. Therefore, the various fields of science that use systems research represent a broad and constantly evolving field of scientific knowledge.
However, the system is not a product of modernity. System, systematicity, systematic approach arose in the history of human thought along with the development of society, its culture, as
believes the founder and theorist of general systems theory L. von Bertalanffy. He argues that systems theory is applicable in modeling, in particular in biophysical and other processes. In line with these systems, the development of cybernetics, social sciences, information theory, game theory and decision theory took place. This means that general systems theory is a conceptual analogue of any science and pedagogy, in particular. Any model cannot be created haphazardly. Therefore, modeling and the system are inextricably linked. General systems theory, the systems approach represents the methodology of any modeling.
Philosophers note that there are differences between general systems theory and the systems approach. With the help of general systems theory, the foundations of system research of any type are formed when the general laws, universal principles that can apply to any system. At the same time, general systems theory is not always applicable to a separate real phenomenon, to a smaller system, or to a subclass of systems. In this case, it is advisable to use a systems approach as a methodology.
The systems approach, according to E. G. Yudin, is a general scientific, and not a special scientific methodology. At the same time, the methodological effectiveness of the systems approach, like any general scientific methodology, is measured by how capable it is of playing a constructive role in the construction and development of specific subjects of research, i.e., its applicability to a certain type of objects of study.
An example is the interaction between a teacher training system and a special system for children with hearing disabilities.
The systems approach is increasingly penetrating pedagogy. There is not a single significant phenomenon in pedagogy that is not considered from the perspective of a systems approach. In the field of deaf pedagogy, the systemic approach has not yet been sufficiently reflected. Therefore, a systematic approach to creating and understanding a didactic system for the development of auditory perception determined the methodology of our research.
The significance of the systems approach is that it allows us to identify components and connections, the structure of the system, the interaction of parts and the whole, and the development of the phenomenon as a whole. Hence, the interaction of elements in the system represents a form of interconnection, interaction, relationship. Without this, the system cannot exist. This means that the system and the interaction are interconnected. They directly and indirectly influence each other.
The objective and universal form of movement and development determines the existence and structural organization of any material system.” This understanding of the category of interaction is reflected in the Universal Encyclopedic Dictionary.
A more detailed formulation of this category is offered in the Philosophical Dictionary, where interaction is considered as a process of mutual influence of bodies on each other through the transfer of matter and motion, universal form and changes in the states of bodies. Interaction determines the existence and structural
organization of any material system, its properties, its
unification along with other bodies into a system of greater order. Without the ability to interact, matter could not
exist. In every whole system interaction is accompanied by mutual reflection of each other's properties by bodies, as a result of which they can change. There are many forms of interaction in the objective world. These include “General Sphere of Phenomena”, “Movement”, “Change”, “Functional Dependence”.
Scientists characterize interaction in different ways. V. G. Afanasyev considers this phenomenon as a form of communication between systems. This point of view appeals to us, since we are interested in the interaction of two systems - the teaching one, aimed at preparing the future teacher, and the teaching one, related to the system that will be implemented in its practical activities future teacher in working with children with hearing disabilities.
In the works of A. N. Averyanov, I. I. Zhbankova, Ya. L. Kolomensky, interaction is considered as a process. The interaction process is characterized by the presence of natural connections between systems, the coexistence of two systems, and the influence of coexisting systems on each other.
N.F. Radionova considers interaction as a relationship of actions, which assumes that the action of one side generates the action of the other, and those, in turn, again the action of the first.
According to E. S. Zair-Bek, pedagogical design is associated with human relationships, which are realized in the process of pedagogical interaction.
Analysis of existing formulations allows us to conclude that interaction relates to both material and conditional phenomena, both static and dynamic processes, both long-term and short-term relationships, both living and inanimate worlds . Interaction is characterized and always associated with wholeness, unity, a system, with its structure, properties, movement, development, influence. At
In this case, interaction is seen as both a process and an activity, when both of these moments organically merge. Hence, it is legitimate when in literature (philosophical, pedagogical) interaction is understood as interaction,
relationship, interconnection.
The pattern of interaction as a process is due to the presence of material systems objective properties. Signs, conditions; the presence of certain conditions, one of which is a real interaction transmission channel; the repeating nature of the process (beginning, steps, pace, scope of implementation, time of implementation) and the presence of a stable repeating result.
In contrast to the philosophical understanding of interaction, which is understood as the interaction of natural, social phenomena, patterns, processes that determine human behavior, ways of thinking, communication, learning, education, personal development, pedagogical interaction covers only subjective mutual influences.
Thus, pedagogical interaction characterizes only one of the aspects of the philosophical understanding of interaction. Interaction processes are observed both in living and in inanimate nature. But, one way or another, they are influenced by a person in those forms, types, conditions that a person needs. But at the same time, interaction can be carried out without human intervention. We are interested in pedagogical interaction.
In our study, pedagogical interaction
is considered as a process of mutual influence of subjects, their
activity and interrelation of didactic systems.
The greatest contribution, from our point of view, to the theory
interaction was introduced by N.F. Radionova, who believes that the interaction between teachers and schoolchildren should be considered as developing and developing. According to N.F. Radionova, to organize interaction “means to streamline, to connect in a certain way all its components (goal, content, methods, forms of organization, results and positions of teachers and schoolchildren in relation to the specified elements of the process to each other), to bring them into a unity that ensures the achievement of goals. This ordering can be carried out in the form of interconnected actions, interconnected activities,
joint activities and interpersonal communication at the level of the school community, its individual associations, and the personal level. It can be spontaneous and purposeful, external and internal.
Thus, pedagogical interaction is a process, activity, mutual influence of two subjects educational process.
N. F. Radionova considers interaction as an interconnection of activities, where the subject of activity is interaction. Interaction can be based on different types relationships: joint activity, “division of labor”, cooperation, subject-subject relationship. At the same time, the relationship between the teacher and the student can be built from the position of functional-role and personal relationships. Interaction can take various forms (individual, group, collective) and options (teacher - group of students, group of teachers - group of students, etc.). Interaction as a special type of relationship appears in the form of a process of information exchange, which represents the content of interaction in the form of practical.
We are interested in the interaction of two systems - the teaching one, which is implemented by the future teacher, and the learning one, which the student masters during the learning process at a higher educational institution.
In this aspect, we consider didactic interaction from the position of preparing a future teacher as a learner in the conditions of mastering general pedagogical and special didactic systems, i.e. as an object vocational training, and from the position of a teacher who is able to implement didactic interaction with students in accordance with the content of a special didactic system.
Thanks to this form of movement and development of matter as interaction, a person learns the phenomena of the surrounding reality, realizes the needs for self-development, self-education and education in general.
So, interaction is understood as the process of people influencing their relationships with each other in various types of life activities.
To reveal the interaction of systems, it is necessary to consider the concept of “system”. A system as a phenomenon of a dialectical process represents interaction, interconnection of elements characterized by internal orderliness and relative stability. The relative stability of the system is maintained within certain boundaries of its development. The connection between the elements of a system represents its structural structure. Therefore, any system can act in the form of its element, i.e., a subsystem or, in a more expanded form, a system.
The role of dialectics in the development of systems research is to create a theory of systemic opposites and a theory of interaction between the existence and change of various systems. So,
Yu. A. Urmantsev uses the law of unity and “struggle” of opposites as the initial methodological principle, as well as dialectics in general as a doctrine of development. His theory of systemic opposites is based on categories such as system and chaos. Harmony and disharmony, symmetry and asymmetry, polymorphism and isomorphism, change and preservation, dependence and independence, nationality and rationality, etc. .
We consider the pedagogical system as the interaction of two didactic systems through the activities of subjects of the educational process in the form of teachers and future teachers, the probabilistic and dynamic nature of which is determined by the motivational determination of the behavior of its participants. The nature of this determination is determined by the substantive content of the motives of the participants in pedagogical interactions.
For the existence of educational activities, certain organizational and technological structures are required that interact with each other. Maintaining the organizational subsystem requires the interaction of its components, which includes the relationship of four internal components:
The goals of the organization are the planned results of the participants’ activities that are adequate to the learning objectives;
Structures for organizing a system of actions ordered in a certain way, representing a set of interconnected roles, ordered relationships;
Technologies of organization that determine the program-target coordination and sequence of operations of the educational process;
Organization of employees performing specific job responsibilities.
The pedagogical system is based on the interaction of participants pedagogical process, pedagogical activity of a particular teacher, educator, student. This activity is purposeful in nature and is based on the laws and regularities of the pedagogical process, and is implemented through content using certain methods, special and specific techniques and teaching aids.
For our research, it is important to reveal the systemic, procedural nature of the phenomenon “Development of auditory perception,” which includes two mental categories - development, perception.
In pedagogy, development is understood as the accumulation of quantitative changes and their transition to qualitative ones; improvement of existing and acquired personality qualities, implementation of the genetic fund and mental activity in
the result of training and education in the narrow and broad pedagogical and social senses.
Auditory perception is the perception of speech and surrounding sounds by the human auditory analyzer. Hearing in the pedagogical process acts as a diverse and multifunctional systemic phenomenon. It can serve as a source of knowledge, the basis for mastering speech and its production, it is the basis for the functioning of teaching technology, for mastering content. In the case where there is a hearing impairment, which represents a systemic disorder, the activity of the auditory analyzer is possible by mastering special techniques for the perception of speech and sounds environment. We believe that auditory activity as a systemic phenomenon is a set of actions to activate one’s auditory potential, physical (genetic) code in combination with the assimilation of specific techniques for accepting speech and surrounding sounds by an individual with hearing loss. This is the formation of a new principle of activity of the auditory analyzer for the auditory perception of speech sounds and the environment. This operating principle is based on the active participation of intact hearing in the process of speech perception and support of this process by the visual analyzer. Auditory-visual perception with an increase in the share of auditory perception is the most effective process that ensures the life of children with hearing loss.
Thus, by the development of auditory perception, we understand the complex act of perceiving speech and sounds of the environment by a disturbed auditory analyzer as auditory activity, as a result of which a qualitative change occurs in the perceived objects (speech, non-speech sounds), clarification and improvement of these objects through the consistent differentiation of sounds from simple to complex, developing the act of listening and cultivating auditory attention to the sounds of speech and sounds of the environment.
The development of auditory perception is purposefully carried out in the educational process, an essential part of which is a special didactic system for the development of auditory perception. This system is organically included in the pedagogical system of teaching children with hearing disabilities.
Currently, in regulatory documents such definitions as “a person with disabilities health."
From the perspective of a systems approach, a special didactic system is part of the pedagogical system, has all its features, but solves narrower specific goals and objectives.
The didactic system for the development of auditory perception is characterized by its own goals, objectives, principles,
In our opinion, a special didactic system for the development of auditory perception in children with limited hearing abilities is a system of scientific and practical concepts that cover the learning process with its inherent object, subject, content, unique teaching principles, specific technology for the implementation of content, with distinctive feature using generally accepted methods and forms of organizing the learning process.
A special didactic system for the development of auditory perception in children with limited hearing abilities has a system-forming quality. It is associated with the development of hearing acuity, expanding the ability to accept information, and the development of the student’s mental activity. The development of auditory perception as a special didactic system “permeates” the entire educational process correctional school Type II, as it is implemented in special classes, general education lessons, educational activities. In system additional education the development of auditory perception is not purposeful. However, an informal way of developing hearing acuity is possible, especially in cases where acquired skills are consolidated during the learning process.
Pedagogical and special didactic systems operate in a single educational space.
Thus, we believe that the systems approach represents methodological basis modeling the interaction of teaching and learning didactic systems, implemented in the process of training a teacher-defectologist at a university.
Bibliography
1. Afanasyev V. G. Scientific management society. Experience in systemic research / V.G. Afanasiev. - M., 1973. - 520 p.
2. Bertalanffy L. von History and status of the general theory of systems // System Research. - M.: Nauka, 1973. - P. 20-38.
3. Zair-Bek E.S. Pedagogical guidelines for success / E.S. Zair-Bek, E. I. Kazakova. - SPb.: RGPU im. A. I. Herzen, 1995. - 234 p.
4. Radionova N. F. Interaction between a teacher and senior schoolchildren. - L.: LGPI im. A.I. Herzen, 1989. - 57 p.
5. Radionova N.F. Educational standards / Innovative processes in education. Integration of Russian and Western European experience // Materials of the international. seminar. - SPb: RGPU im. A. I. Herzen, 1997. - P. 27-46.
6. Universal encyclopedic dictionary. - M.: TSB, 2002. - 1550 p.
7. Urmantsev Yu. A. The beginnings of the general theory of systems / System analysis and scientific knowledge. - M.: Nauka, 1978. - P. 7-41 p.
8. Philosophical Dictionary. - M.: Politizdat, 1987. - 589 p.
9. Yudin E. G. Methodological nature of the systems approach // System Research. - M.: Nauka, 1973. - P. 38-52.
Introduction
2. The principle of accessibility of training
3. Features of the practical method
5. Education and pedagogical science in the 60s - 90s.
Conclusion
Bibliography
Introduction
The word “pedagogy” comes from the Greek paidagogike, which literally means “child education, child rearing.” The development of pedagogy is inseparable from the history of mankind. Pedagogical thought originated and developed over many centuries in ancient Greek, ancient Eastern and medieval theology and philosophy. For the first time, pedagogy was isolated from the system of philosophical knowledge at the beginning of the 17th century. by the English philosopher and naturalist Francis Bacon and consolidated as a science through the works of the outstanding Czech teacher Jan Amos Kamensky. To date, pedagogy has become a multidisciplinary science, functioning and developing in close connection with other sciences.
1. Systematic approach. Main characteristics
General scientific methodology can be represented by a systematic approach, reflecting the universal connection with and interdependence of phenomena and processes of the surrounding reality. It orients researchers and practitioners to the need to approach the phenomena of life as systems that have a certain structure and their own laws of functioning.
The essence of the systems approach is that relatively independent components are not considered in isolation, but in their interrelation, development and movement. It allows us to identify integrative system properties and qualitative characteristics that are absent in the elements that make up the system. The substantive, functional and historical aspects of the systems approach require the implementation in unity of such research principles as historicism, specificity, taking into account comprehensive connections and development.
A systematic approach to the knowledge and transformation of any object is the leading general scientific approach; This is a direction in the methodology of special scientific knowledge and social practice, which is based on the study of objects as systems. The application of this approach in pedagogy allows us to identify such a variable component of its scientific knowledge as a pedagogical system with all its characteristics: integrity, connection, structure and organization, levels of the system and their hierarchy, management, purpose and appropriate behavior of the system, self-organization of the system, its functioning and development.
The practice of applying a systems approach in pedagogy often indicates a fairly common mistake, the essence of which is the failure to distinguish between a systemic (complexly organized) pedagogical object and a systematic study of such an object. At different levels of analysis and when solving different problems, the same object can be studied as systemic and non-systemic.
In other words, in the methodological analysis of a pedagogical object, from the very beginning, two different worldview scientific positions of the author are possible: his declaration of his intention to accept this object as something whole and highlight the elements in it, or the recognition of systematicity as a qualitative characteristic of this object of pedagogy. Depending on the choice of a particular position, the teacher will implement various strategies for cognition and transformation of the object:
Describe the pedagogical system, i.e. consistently consider all the elements of the object in several typical options for their interaction (examine the states or situations of the pedagogical object) and determine how and to what extent the elements (or situations - this depends on the choice of structure) are subordinated to the goals of the system;
Describe the qualitative characteristics of the pedagogical system: its integrity, structure, interdependence of the system and environment, hierarchy, multiple descriptions of each system, etc.
Taking into account the fairly detailed development of the systems approach in the scientific literature, we will only point out the following two circumstances. First: the choice of position by a teacher-researcher is the initial step in his implementation of a systematic approach. There are profound differences between a system-subject and a system-process. Second: the systems approach has a significant number of relatively independent directions, each of which solves its own problems: system-genetic, system-historical, system-structural, system-content, system-functional, system-methodological, system-information, etc.
So, a systematic approach requires the implementation of the principle of unity of pedagogical theory, experiment and practice. Pedagogical practice is an effective criterion for the truth of scientific knowledge, provisions that are developed by theory and partially verified by experiment. Practice also becomes a source of new fundamental problems in education. The theory therefore provides the basis for correct practical solutions, But global problems, problems arising in educational practice give rise to new questions that require fundamental research.
Facilitated the “passability” of the systematic approach into all areas of science and practice. The sociocultural background of the entry of the systems approach into domestic pedagogy, thus, stimulated its orientation towards the classical standards of science during the transition from the empirical to the theoretical stage of development. By the time pedagogy turned to systemological ideas (late 60s), the general scientific systems approach...
Its digestibility; adequacy of teaching methods for goals and content, their validity in the perceptual, gnostic, logical, evaluative and motivational aspects, diversity and variability. The technological approach to learning in its strict focus on the standard is associated with the loss of the search component and didactic incompleteness of learning, which affects the development of thinking. IN...
Lexical units, to one degree or another, are the object of study in teaching Russian as a foreign language. CHAPTER 2. IMPLEMENTATION OF A SYSTEM APPROACH IN TEACHING VOCABULARY IN TEXTBOOKS BY V.G. BUDAY “RUSSIAN FROM THE ALPHABET” AND Y.G. OVSIENKO “RUSSIAN LANGUAGE FOR BEGINNERS” 2.1 general characteristics lexical associations presented in the textbooks of V.G. Budaya “Russian from the alphabet” and Yu.G. Ovsienko “...
The system-activity approach is a way of organizing the educational and cognitive activity of students, in which they are active participants in the educational process, and not passive receivers of information.
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System-activity approach to teaching mathematics
A craftsman is someone who is especially knowledgeable or skilled in his or her craft.
IN AND. Dahl
Slide 2
A teacher is a doubly master: as a deep expert in the psychology of personality and what to teach, and as a person who knows the methods of teaching and education. The goals of a teacher’s work are determined by society; his actions should be aimed at the comprehensive development of the personality of schoolchildren within the framework of the current educational standard.
Slide 3
Traditional lookon education assumes that the main task of the school is to provide good, solid knowledge.
Modern approach focused on development student's personality based on mastering methods of activity, instead of transferring the amount of knowledge.
The sample mathematics program provides for a significant increase in active forms of work aimed at involving students in mathematical activities, ensuring their understanding of mathematical material and developing intelligence, acquiring practical skills, reasoning skills, and proof. It also focuses on the use of computers and information technologies to enhance the visual and experiential component of mathematics learning.
Slide 4
The concept of a systems-activity approach was introduced in 1985. Two training systems were combined: a systematic approach developed by B.G. Ananyev, B.F. Lomov, and the activity approach, which was always systematic, was developed by L.S. Vygotsky, L.V. Zankov, A.R. Luria, D.B. Elkonin, V.V. Davydov.
The system-activity approach is a way of organizing the educational and cognitive activity of students, in which they are active participants in the educational process, and not passive receivers of information. This approach was proposed back in the 19th century by the American scientist D. Dewey.
Slide 5
The main tasks of education today are not just to equip a graduate with a fixed set of knowledge, but to develop in him the ability and desire to learn throughout his life, work in a team, and the ability for self-change and self-development.
Slide 6
The implementation of the technology of the system-activity method is ensured by the followingsystem of didactic principles:
1) Operating principle
2) The principle of continuity
3) Principle of integrity
4) Minimax principle
5) The principle of psychological comfort
6) The principle of variability
7) The principle of creativity
The presented system of didactic principles ensures the transmission of cultural values of society to children in accordance with the basic didactic requirements of a traditional school(principles of visibility, accessibility, continuity, activity, conscious assimilation of knowledge, scientific character, etc.).
Technology of system-activity teaching method
Slide 7
According to A. Disterweg, the system-activity method of teaching is universal: “It should be followed not only in primary schools, but in all schools, even in higher education.” educational institutions. This method is appropriate wherever knowledge must still be acquired, that is, for every student.”
Slide 8
The structure of lessons for introducing new knowledge is as follows:
1. Motivation for educational activities.
This stage of the learning process involves the student’s conscious entry into the space of learning activity in the lesson. For this purpose, at this stage, his motivation for educational activities is organized.
2. Updating and recording individual difficulties in a trial training session action.
At this stage, preparation and motivation of students for proper independent implementation of a trial educational action, its implementation and recording of individual difficulties are organized.
3. Identifying the location and cause of the difficulty.
At this stage, the teacher organizes for students to identify the location and cause of the difficulty.
4. Construction of a project for getting out of the difficulty (goal and topic, method, plan, means).
At this stage, students in a communicative form think about the project of future educational actions: they set a goal (the goal is always to eliminate the difficulty that has arisen), agree on the topic of the lesson, choose a method, build a plan to achieve the goal and determine the means - algorithms, models, etc. This process is led by the teacher: at first with the help of introductory dialogue, then with stimulating dialogue, and then with the help of research methods.
5. Implementation of the constructed project.
At this stage, the constructed project is being implemented: various options proposed by students are discussed, and the optimal option is selected, which is recorded in the language verbally and symbolically. The constructed method of action is used to solve the original problem that caused the difficulty. At the end, the general nature of the new knowledge is clarified and the overcoming of the previously encountered difficulty is recorded.
6. Primary consolidation.
At this stage, students in the form of communication (frontally, in groups, in pairs) solve standard tasks on new way actions with speaking the solution algorithm out loud.
7. Independent work with self-test according to the standard.
When carrying out this stage, an individual form of work is used: students independently perform tasks of a new type and self-test them, step by step comparing them with the standard. At the end, a performance reflection on the progress of the implementation of the constructed project of educational actions and control procedures is organized.
The emotional focus of the stage is to organize, if possible, a situation of success for each student, motivating him to engage in further cognitive activity.
8. Inclusion in the knowledge system and repetition.
When organizing this stage, the teacher selects tasks that train the use of previously studied material that has methodological value for introducing new methods of action in the future.
9. Reflection on learning activities in the lesson (result).
At this stage, new content learned in the lesson is recorded, and reflection and self-assessment of students’ own learning activities is organized. At the end, its goal and results are correlated, the degree of their compliance is recorded, and further goals of the activity are outlined.
Main result– is the development of a child’s personality based on universal educational activities.
Slide 9
Achieving resultsinvolves the use of modern educational technologies, which include:
- student-centered learning;
- collective way of learning;
- search and research teaching methods.
Slide 10
1. Technology of student-centered learning
This technology of teaching mathematics is determined by the following goals:
- to interest every student in mathematics and ensure their development in an atmosphere of mutual understanding and cooperation;
- develop the creative potential of students;
- develop the individual cognitive abilities of each child;
- to help schoolchildren to know themselves, self-determination and self-realization.
When using student-centered learning, it is recommended:
- select educational material in such a way that it ensures the appearance of content personal experience students, including previous learning experiences;
- actively encourage students to independent activity, providing the opportunity for self-education, self-development and self-expression;
- provide students with the right to independently choose and use the most appropriate and meaningful ways to study educational material;
- provide comprehensive control and assessment not only of the results of students’ acquisition of knowledge, skills, abilities, but also the learning process itself, i.e. those actions that the student performs while mastering educational material;
- use various forms of correction, individual work in the lesson to ensure more accurate assessment teaching as a subjective activity of students.
One of the most important pedagogical conditions for the development of a student’s individuality in the learning process is:
I - creating a choice situation in the lesson,
II - creating a situation of success.
The technology of student-centered learning encourages not only the transfer of a certain amount of knowledge from teacher to student, but also develops the student as an active person capable of obtaining and applying knowledge in non-standard situations. At the same time, the teacher, constantly in search of effective forms and results-oriented teaching methods, improves in his pedagogical skills.
Slide 11
2. Collective way of learning
A collective way of teaching is such an organization of a lesson in which learning is carried out through communication in dynamic pairs, when everyone teaches everyone.
Features of the CSR methodology:
- collective learning forms and develops student motivation in cooperation;
- collective learning includes each student in active work for the entire lesson, in rotating pairs and micro-groups;
- collective methods of learning create conditions of psychological comfort;
- collective methods of teaching welcome the educational mutual influence of students: talk, correct, evaluate each other;
- collective methods of teaching with all their methods transform each student and the entire class as a whole into subjects of self-learning.
The specifics of CSR are compliance with the following: principles:
- availability of replacement pairs of students;
- mutual learning;
- mutual control;
- mutual management.
There are several CSR techniques used in different situations.
In the process of teaching mathematics, it is advisable to use the methodology"mutual exchange of tasks". The purpose of this technique is to develop practical skills on standard tasks. The essence of the technique is that, engaging in active work during the lesson, each student performs all the work provided with various partners.
Another type of CSR organization is work in pairs (groups) of shift composition. The class is divided into groups or pairs. Each student is given such a card with a task that he can cope with. After completing the task, the student tells the solution to each group member. Working on questionnaires in rotating pairs can actively promote repetition.
Slide 12
3. Search and research technology
Research activity is understood as the activity of students associated with finding an answer to a research problem with a previously unknown solution and presupposing the presence of the main stages characteristic of research in the scientific field. The main goal of such training is to develop in the student the readiness and ability to independently, creatively master and rebuild new ways of activity in any field of culture.
Objectives of the search and research work:
- creating sustainable motivation for learning;
- development of a self-education mechanism among schoolchildren;
- development of self-organization.
Research promotes with students:
- development creativity students;
- development of research competence;
- nurturing the culture and individuality of the student’s personality;
- development of pre-professional skills.
A tool for shaping students’ thinking isresearch tasks - “intelligence”, “guess” tasks, puzzles, non-standard tasks, logical tasks, creative tasks.
The value of the search and research method lies in the fact that the teacher leads students to independent thinking and independent practical activity; contributes to the formation of such qualities in schoolchildren as: thoughtfulness, patience, perseverance, endurance, accuracy, intelligence.
Slide 13
Thus, the application system-activity approachallows the teacher to organically include various forms in the lesson: student work in groups; work in pairs; frontal conversation debate; independent work; laboratory work; solving practical and computational problems.
The technology of the system-activity approach is optimally combined with information communication technologies; computer programs and educational electronic aids can be used in lessons.
The activity approach increases the effectiveness of education, gives the results of education a socially and personally significant character, more flexible and durable learning by students, and the possibility of their independent movement in the field of study.
The system-activity approach does not reject traditional didactics, but continues and develops it towards the implementation of modern educational goals. At the same time, it is a self-regulating mechanism for multi-level learning, providing every child with the opportunity to choose.
It is in action that knowledge is generated. Slide 14
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Slide captions:
System-activity approach to teaching mathematics
A craftsman is someone who is especially knowledgeable or skilled in his or her craft. IN AND. Dahl
Modern approach The main task of the school is to provide good, solid knowledge Focus on the development of the student’s personality based on mastering methods of activity, instead of transferring the sum of knowledge Traditional view
System approach Activity approach B.G. Ananyev B.F. Lomov L.S. Vygotsky L.V. Zankov A.R. Luria D.B. Elkonin V.V. Davydov
The main tasks of education today are to develop in students the ability and desire to learn throughout their lives, to work in a team, and the ability to self-change and self-development.
System of didactic principles 1) The principle of activity 2) The principle of continuity 3) The principle of integrity 4) The minimax principle 5) The principle of psychological comfort 6) The principle of variability 7) The principle of creativity
This should be followed not only in primary schools, but in all schools, even in higher educational institutions. This method is appropriate wherever knowledge must still be acquired, that is, for every student. A. Diesterweg
Structure of lessons for introducing new knowledge 1. Motivation for learning activities. 2. Updating and recording individual difficulties in a trial educational action. 3. Identifying the location and cause of the difficulty. 4. Construction of a project for getting out of the difficulty (goal and topic, method, plan, means). 5. Implementation of the constructed project. 6. Primary consolidation. 7. Independent work with self-test according to the standard. 8. Inclusion in the knowledge system and repetition. 9. Reflection on learning activities in the lesson (result).
Modern educational technologies: Personally-oriented learning Collective way of learning Search and research methods of teaching
Personally-centered learning Basis: Creating a situation of success Basic principles: - to interest each student and ensure their development in an atmosphere of mutual understanding and cooperation; - develop the creative potential of students; - develop the individual cognitive abilities of each child; - help the individual to know himself, self-determination and self-realization.
Collective ways of learning Basis: Learning occurs through communication in dynamic pairs, with each person teaching each other. Positive features: - all students participate; - everyone is either a student or a “teacher”, he either speaks or listens; - the student presents the question being studied to several classmates, working with each individually, which is necessary for a complete and lasting mastery of the material being studied.
Search and research method Research work with students contributes to: - development of students' creative abilities; - development of research competence; - nurturing the culture and individuality of the student’s personality; - development of pre-professional skills. Basis: Finding an answer to a research problem with a previously unknown solution.
System-activity approach Students’ work in groups Work in pairs Frontal conversation, debate Independent work Laboratory work Solving practical and computational problems
A person can recognize his abilities only by trying to apply them in practice. Seneca
Preview:
within the framework of a system-activity approach
- Lesson goals are set with a tendency to transfer functions from teacher to student.
- The teacher systematically teaches children to carry out reflexive action (assess their readiness, detect ignorance, find the causes of difficulties, etc.)
- A variety of forms, methods and techniques of teaching are used to increase the degree of student activity in the educational process.
- The teacher knows the technology of dialogue, teaches students to pose and address questions.
- The teacher effectively (adequate to the purpose of the lesson) combines reproductive and problem-based forms of education, teaches children to work according to the rule and creatively.
- During the lesson, tasks and clear criteria for self-control and self-assessment are set (there is a special formation of control and evaluation activities among students).
- The teacher ensures that all students understand the educational material, using special techniques for this.
- The teacher strives to evaluate the actual progress of each student, encourages and supports minimal success.
- The teacher specifically plans the communicative tasks of the lesson.
- The teacher accepts and encourages the student’s own position, a different opinion, and teaches the correct forms of their expression.
- The style and tone of relationships set in the lesson create an atmosphere of cooperation, co-creation, and psychological comfort.
- In the lesson there is a deep personal impact “teacher - student” (through relationships, joint activities, etc.)
With a system-activity approach to training, the following components of knowledge acquisition are distinguished:
a) perception of information;
b) analysis of the information received (identification characteristic features, comparison, awareness, transformation of knowledge, transformation of information);
c) memorization (creating an image);
d) self-esteem.
Teacher position:to the class not with an answer (ready-made knowledge, abilities, skills), but with a question.
Student position:for knowledge of the world (in conditions specially organized for this purpose).
Learning task - a task by solving which the child fulfills the teacher’s goals. It may or may not coincide with the purpose of the lesson.
Educational activities– controlled educational process.
Learning action- the action of creating an image.
Image – word, drawing, diagram, plan.
Evaluation action- I can! I can do it!
Emotional-value assessment- I think so... (formation of worldview)
2. Systematic approach to pedagogy.
The systems approach entered Russian pedagogical science in the late 60s of the 20th century.
Systems approach is a scientific method of cognition of complexly organized objects, through isolating the totality of the key elements that make up this object, the connection between them and the patterns of functioning.
Systems approach means consideration of educational processes from the standpoint of systems theory. This is the doctrine of complexly organized objects, systems that represent the structure of elements, parts and perform certain functions. The pedagogical system, including the goals and content of education, didactic processes and their forms, the student and the teacher, is such an object. According to the systems approach, scientific analysis and practical activities must be carried out based on the principle of consistency: analyze, design and improve pedagogical processes, taking into account the connections between all elements of the system, as well as its external connections with society and its institutions. A change in one element leads to a change in others, which is especially important to take into account when innovating and reforming education.
Key concept of a systems approach "system".
Along with the concepts of “system” and “educational system”, the terminological component of the systems approach includes the concepts: systematicity (the presence of integral properties), component (part of the system), element (minimum unit of the system), structure (method of establishing connections and relationships), connection ( the presence of mutual dependence), system-forming factor (circumstances that support the integrity, stability, uniqueness of the system).
One of the components of the systems approach is principles- initial provisions and rules of activity for cognition and transformation of system objects.
Principle of integrity
The principle of communication
The principle of structure
The principle of controllability and purposefulness
Development principle
3. The concept of “educational system”.
Educational system- This educational institution in general in all its diversity.
Educational system- this is a set of educational activities, educational relations, methods of its organization, subordinate to the goal of education, and carried out by members of the educational team in interaction with the external environment.
Educational system is an integral social organism that functions subject to the interaction of the main components of education (subjects, goals, content and methods of activity, relationships) and has such integrative characteristics as the way of life of the team, its psychological climate (L. I. Novikova).
The feasibility of creating an educational system is determined by the following factors:
integration of the efforts of the subjects of educational activities, strengthening the relationship between the components of the pedagogical process (target, content, organizational and activity-based, evaluative and effective);
expanding the range of opportunities through the development and involvement of the natural and social environment in the educational environment;
saving time and effort of the teaching staff, since continuity and dialecticity in the content and methods of implementation of education ensure the achievement of the set educational tasks;
creating conditions for self-realization and self-affirmation of the personality of a student, teacher, parent, which contributes to their creative self-expression and growth, manifestation of unique individuality, humanization of business and interpersonal relationships in the team.
The educational system of a school is not set “from above”, but is created by the efforts of all participants in the pedagogical process: teachers, children, parents, etc. In the process of their interaction, its goals and objectives are formed, ways of their implementation are determined, and activities are organized. The educational system of a school is not a static, but a dynamic phenomenon, therefore, in order to successfully manage it, you need to know the mechanisms and specifics of its development.
Criteria (indicators) for the presence of an educational system.
the presence of a small concept for the school and a sense of pride in the school among students and parents.
the presence of bright original traditions of the school.
the presence of education in large doses (monthly, thematic period, etc.)
presence of mixed-age communication
orderliness of school work
positive friendly microclimate
children’s ability to self-regulate relationships and spontaneously maintain existing rules.
relationships of co-creation between seniors and juniors in exciting creative activities (leading activity).
Conditions for the creation and development of educational systems.
Relying on positive school experiences
Relying on the capabilities, interests and strengths of teachers
Social accounting order, parents' opinions
Focus on interests, dreams, desires of students
Taking part in various models of education for teachers, parents, students, and the community of the neighborhood
Using modern achievements in science, attracting scientists.
Providing training for teachers and children's leaders with the skills necessary for inclusion in new activities and relationships.
Stages in the implementation of the model:
1. analytical
2. development
3. preparatory
4. partial implementation
5. Full implementation
6. final
Sociologists believe that the duration of these stages is 7 years.
Differentiated approach to working with different groups of teachers
Active position, practical involvement of the administration.
The educational system of the school goes through four stages in its development.
1. Becoming. The prognostic stage is highlighted as an important component of this stage. It is here that the theoretical concept of the future educational system is developed, its structure and connections between its elements are modeled.
The main goal of the first stage is the selection of leading pedagogical ideas and the formation of a team of like-minded people. The components of the system work separately, the internal connections between them are not strong enough, organizational aspects predominate, a pedagogical search is carried out, styles of relationship between all participants in the educational process are formed, technologies are developed, and traditions are born. Interaction with the environment is most often spontaneous. The pace of progress here should be quite high.
2. Ordering. At this stage, the development of the school community, self- and co-government bodies takes place, the leading types of activities and priority directions for the functioning of the system are determined, and the most effective pedagogical technologies are being developed. The main difficulty of pedagogical management of the educational system at this stage is coordinating the pace of development of student and teaching staff. The latter should be the initiator in organizing the life of the school community.
3. Stabilization. At this stage, the school team is a community of children and adults united by a common goal, common activities, relationships of cooperation and creativity. The focus is on the education of a free, humane, spiritual, creative, practical personality, the development of a democratic style of leadership and relationships.
There is a significant increase in the culture of educators, their acquisition of a humanistic pedagogical position, and mastery of humanistic education technologies. The system accumulates and passes on its traditions from generation to generation. The educational system of the school and the environment actively and creatively interact with each other.
4. Crisis. The restructuring of the educational system can be carried out either in a revolutionary or evolutionary way. It is caused by the intensification of disintegrating phenomena that lead to the so-called “crisis” of the system. There may be dissatisfaction with the state of the main activities, disruptions in the established order of school life, etc. The reasons for the occurrence of crisis phenomena are different, but most often come down to the emergence of boredom in the team, a lack of creativity in activities, and a lack of novelty.
A. M. Sidorkin believes that as a result of the crisis the following may occur:
a change in leading types of activity, contributing to the restoration of the integrity of system-forming connections and leading to a new stage of subjective development;
the emergence on the basis of the previous educational system of a new one, preserving some of the values and traditions of the old system;
the disappearance of a system, when there is no new round of development, all the main system-forming connections and forms are destroyed.
The stages of development of the educational system are consistent with the stages of development of the team, which is its core. Thus, at the stage of formation of the system, the formation of the team also occurs. In the process of streamlining the content of activities and the structure of the system, the collective becomes an instrument of mass education, and at the stage of its functioning in a given mode - a subject of individual education. The creation of a team at school is the emergence of a new integrative quality of the educational system, testifying to its integrity.
Technology of creation and development of the school educational system consists of the following elements: identification of the leading idea, formulation of the main goals and objectives, development of a theoretical concept based on them, specification of the components of the system and the mechanisms of their interaction, determination of innovative pedagogical technologies corresponding to the theoretical concept and the possibilities for their implementation within the framework of the proposed substructures, design of the necessary for this conditions and their implementation in practice, productive development of the environment.
For determining the level of development of the school educational system L.K. Grebenkina proposed using two groups of assessments: criteria of fact and criteria of quality. The first group allows you to answer the question of whether a given school has an educational system, and the second gives an idea of the level of its formation and effectiveness.
Criteria of fact can be represented by indicators such as:
orderliness of the life of the school (compliance of the content, volume and nature of educational work with the capabilities and conditions of the given school);
the presence of an established unified school team;
integration of educational influences, concentration of pedagogical efforts.
Quality criteria are made up of indicators such as:
the degree of proximity of the system to the set goals, the implementation of the pedagogical concept, ideas and principles underlying the educational system;
the general psychological climate of the school, the style of relationships, the student’s well-being, his social security, internal comfort;
level of education of students.
These criteria are conditional; they can be specified in relation to a particular educational system of the school.
Types of educational system
1. According to the importance of external factors:
Open
Closed
Mixed
2. On the inclusion of religion in educational activities:
Secular
Religious
3. For leading activities (team-building):
Teatralnaya
Local history
Artistic and aesthetic
Gaming
Excursion
Cultural
Labor
4. According to the value-semantic core (Kolesnikova, Baryshnikov)
Rational-cognitive orientation (knowledge, reason, science, intelligence)
Moral and cultural (kindness, creativity)
School of social orientations (justice, citizenship, democracy, socialization, social creativity)
School of individual-personal orientation (a person, his ability to self-realization)
Structure of the educational system (Baryshnikov, Kolesnikova):
Value-semantic core
Spatiotemporal structure
Coordination-pedagogical component
Efficient
4 elements of the educational system (Sokolnikov):
elements of spiritual order
people, their relationships
search for eternal order
the educational process generated by this system
Simonov:
Ideological-target component
Pedagogical ideas
Philosophical ideas
Relational block
Technological (technologies, means, methods)
Training system
Educational system
Efficient
Characteristics of the educational system.
Educational systems of Waldorf schools.
Waldorf schools have existed since the beginning of the 20th century. Based on anthroposophical teaching, the main idea of which is that man is a reflection of three worlds, the unity of three bodies - physical, spiritual and mental, Rudolf Steiner, the founder of these schools, sought to create a school in which the formation of the child’s personality would be carried out in harmony with his physical and mental development, in harmony with nature and the surrounding world.
Waldorf schools are designed to simultaneously develop the body, intellect (spirit) and morality (soul) of a person. The main principle that is embedded in their organization is the principle of freedom. At the same time, freedom necessarily implies responsibility. There is no director at the school. Parents, who, as a rule, are the initiators of the opening of any particular school, are involved in solving important issues. Waldorf schools do not have common methods, precise curricula, or textbooks. Teachers are given complete independence in choosing the content, forms, and methods of the educational process.
In Waldorf pedagogy, the core of personal development is culture. At the same time, culture is understood as everything that surrounds people. Therefore, religion, folklore, various crafts, music, fine arts, theater, and integrated knowledge about the world form the basis for the content of various activities of teachers and schoolchildren.
A teacher at a Waldorf school teaches his students to perceive all living things in nature. It is compulsory for students to work on the ground. At least once he must go all the way from planting grain to baking bread. This reflects main principle labor education - to see the results of your labor.
The bright word of the teacher, rhythm, natural materials, play, creativity are the main means of teaching and education. Story, conversation, dialogue, integrated lesson, excursion - the main methods and forms that Waldorf teachers use. They rely on deep knowledge of the individual characteristics of children, on their emotional experiences, which become a stimulus for children to understand their Self. At the same time, children gradually move from figurative and artistic representation to intellectual ones.
Waldorf teachers do without grades. They express judgments and advice in their wishes to the student, in free communication. Pupils of Waldorf schools are open to people, this creative personalities living in harmony with themselves and the world.
Characteristics of Sukhomlinsky’s educational system.
Philosophical basis.
The ideas of the great French educator of the 18th century had a huge influence on Sukhomlinsky. Jean-Jacques Rousseau, that true education is the ideal harmony of the relationship between teacher and student, in a single impulse striving for the knowledge of goodness and beauty. Undoubtedly, the profound influence on the formation of the views of V.A. Sukhomlinsky was also supported by such outstanding thinkers and teachers of the past as Pestalozzi, Disterweg, Owen, L.N. Tolstoy, K.D. Ushinsky. Sukhomlinsky had an amazing ability, absorbing the ideas of his predecessors, to process this vast experience from the standpoint of humanism, without deviating one iota from humanistic principles. V.A. Sukhomlinsky loved the work of Fyodor Mikhailovich Dostoevsky and often turned to him. In the philosophy of F.M. Dostoevsky was attracted to his attitude towards man as the highest value. V.A. Sukhomlinsky constantly cultivated in his students the ability to sympathize and compassion. And he got this from F.M. Dostoevsky. A huge influence on the formation and development of V.A.’s pedagogical views. Sukhomlinsky was influenced by the creativity and life achievements of J. Korczak.
Goals, tasks.
Sukhomlinsky sees the goal of the system in the education of a comprehensively developed harmonious personality, in the flourishing of all its sides, complete to the extent that the level of development of productive forces, social relations and education makes this possible. Further, this goal is specified taking into account the specific characteristics of each age. In Sukhomlinsky’s system, the task was to instill in the child a personal attitude to the surrounding reality, an understanding of his work and responsibility to family, comrades and society and, most importantly, to his own conscience. V.A. attaches decisive importance. Sukhomlinsky to the system-forming factor - the focus of all educational work on the formation of high moral qualities in schoolchildren. The central core, without which a harmonious, comprehensively developed personality is unthinkable, according to the teacher, is humanity in a person. It is to this core that he ties everything that a child acquires in life in general and at school in particular.
Pedagogical ideas.
Sukhomlinsky gave priority in his pedagogical system to the idea of moral education, which should be based on a sense of justice. New in Sukhomlinsky’s theory, which caused a wide response, was the idea of bringing together school and family, as he called it - “the commonwealth of family and school.” In any action he emphasized as necessary mental development and labor, moral, aesthetic, environmental education, studying and taking into account the individual and age characteristics of children. The starting point of Sukhomlinsky’s pedagogical worldview was the task of instilling in a child a personal attitude to the surrounding reality, an understanding of his work and responsibility to family, comrades and society and, most importantly, to his own conscience. Vasily Aleksandrovich writes that the task of the school is not just to transfer knowledge, but “to open to everyone, even to the most ordinary, most intellectually difficult student, those areas of development of his spirit where he can reach the pinnacle and express himself.
The teacher is a child.
Relationship.
Vasily Alexandrovich believed that in the process of education, the relationship between teacher and student plays a significant role. Therefore, they must be attentive, friendly and interested. The teacher, first of all, as Sukhomlinsky believed, must be able to understand the spiritual world of the child, understand the “personal” in each child. A teacher should be as dear to a child as a mother. The student’s faith in the teacher, mutual trust between them, humanity and kindness - this is what the teacher needs, what children want to see in their mentor. One of his most valuable qualities is humanity, which combines kindness with the wise severity of his parents.
The teacher is the parent.
In the article “A Word to the Fathers”, Sukhomlinsky V.A. promoted the idea of returning teaching responsibility to the family. He wrote that not only the school educates and provides education, but also the family, and from the first day of the child’s existence it performs the same functions. Therefore, family and school must develop together. Sukhomlinsky called for pedagogical education not only for children and teachers, but also for parents. Harmonious, all-round development is possible only where two educators - school and family - not only act together, setting the same demands for children, but are also like-minded, share the same beliefs, always proceed from the same principles, and never allow any differences. in the purposes, neither in the process, nor in the means of education. Sukhomlinsky persistently recommended that parents not demand only excellent grades from their children, so that excellent students “would not feel lucky, and those who achieve C grades would not be oppressed by a feeling of inferiority.” Sukhomlinsky recommends that teachers call parents to school not because of their child’s poor performance or discipline, but when the child does something good. Even though it may seem insignificant at first glance, it is a good deed. In the presence of the child, you need to praise, support and definitely write in your diary.
A child is a child.
V.A. Sukhomlinsky wanted his students to have respect for a person, for a comrade. Developed and encouraged respectful behavior towards each other. In a team created by students there must certainly be mutual assistance and understanding.
Sukhomlinsky gives teachers advice: “Go to the field, to the park, drink from the source of thought, and this living water will make your pupils wise; explorers, inquisitive, inquisitive people and poets.” He notes that “take children out onto the lawn, be with them in in the forest, in the park - it’s much more difficult than teaching lessons. Since the teacher needs to devote as much time and attention to organizing an excursion as to organizing a lesson, or even more. Sukhomlinsky also instilled in children a love of theater. The children created it, created performances themselves. In the V.A. system Sukhomlinsky, in his Pavlyshka school there were more than 70 clubs. Some of them were conducted by students themselves, receiving a salary for it.
Means of education.
Technology.
Sukhomlinsky considered music to be a means of teaching; he used it in his lessons. Sukhomlinsky built the learning process as a joyful work: he paid great attention to the formation of students’ worldview; He assigned an important role in teaching to the teacher’s words, artistic style of presentation, composing fairy tales with children, works of art etc.
Teaching methods.
Sukhomlinsky considered the main method to be the word, but not edifying or suppressive, but benevolent and prepossessing. He created a whole theory of the word and its impact on the consciousness and behavior of a child. The word, according to Vasily Aleksandrovich, must be meaningful, have a deep meaning, emotional saturation, must be addressed to a specific student and be distinguished by truthfulness. Sukhomlinsky called the word “the subtlest touch to the heart,” which can make a person happy and unhappy. The majority of school conflicts occur due to the inability of teachers to use the gift of speech or because of the fear of “closed” topics that, with the right approach, can give the child moral standards. Sukhomlinsky considered it acceptable to use assessment only for high school students; In primary school, punishment with an unsatisfactory grade especially hurts, insults and humiliates the dignity of the child. A child should not be allowed to lose faith in himself at the very beginning of his journey with the “help” of a teacher who gave him a bad grade.
Means of education (forms).
At Sukhomlinsky’s school, they began to practice joint hikes, writing and reading poetry, listening to the “music” of the forest, river, fields, and air. “A team can become an educational environment only if,” Sukhomlinsky believed, “when it is created in a joint creative activity, in work that brings joy to everyone, enriches them spiritually and intellectually, and develops interests and abilities.”
Methods of education.
Education system V.A. Sukhomlinsky, which is based on the assessment of only positive results, extremely rarely leads to mental breakdowns and the emergence of “difficult” adolescents. V.A. Sukhomlinsky saw an important educational task in constantly supporting and aggravating the desire of children to be discoverers, realizing and developing this natural principle with special techniques and methods. These techniques and methods should inspire a person, make thoughts more inquisitive, and liberate inner strength. Feeling the power of knowledge, which elevates a person, is a very strong stimulus for interest in knowledge. For any good deed, albeit insignificant at first glance, Sukhomlinsky certainly praised the child, supported him and certainly wrote in his diary. Sukhomlinsky considers the main method of forming a “high pedagogical family culture” to be holding ethical conversations dedicated to the high mission of the mother and father. These are conversations about love and friendship, marriage, childbirth, and raising children.
Organization and management.
Vasily Aleksandrovich has always been a consistent fighter against totalitarian pedagogy, which seeks to educate obedient, dumb “cogs” of a totalitarian state. V.A. Sukhomlinsky constantly emphasized that attempts to lead “by order, by the demand for unquestioning obedience, by organized dependence are not only doomed to failure, but also represent a source of hypocrisy and double-mindedness.” “Where on such a foundation,” wrote Vasily Alexandrovich, “they try to build a team, sneaking, gossip, and deception flourish.” “...The starting position of the concept of V.A. Sukhomlinsky is that in a developed socialist society, people allegedly begin to be hampered by the relationship of complex “organizational dependencies”, the relationship of order and management, subordination and control. These relations allegedly contradict the principle of personal freedom, interfere with the spiritual and moral improvement of man, and force people to adapt to life through deception and hypocrisy, double-mindedness and denunciations. Therefore, in the V.A. system Sukhomlinsky did not have a single leadership and boss. There was student self-government. They decided on all vital issues themselves, together. In Sukhomlinsky’s system, students had the right to lead clubs themselves and received a salary for this.
Result.
Work experience of V.A. Sukhomlinsky shows that as a result, communication-dialogue develops in students self-confidence and criticality towards themselves, trust and demandingness towards people around them, readiness for creative solutions to emerging problems and faith in the possibility of solving them. As a result of Sukhomlinsky’s educational and pedagogical work, students grow up to be comprehensively developed individuals. Fair, capable of cooperation.
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Introduction
1. Systematic approach. Main characteristics
2. The principle of accessibility of training
3. Features of the practical method
5. Education and pedagogical science in the 60s - 90s.
Conclusion
Bibliography
Introduction
The word “pedagogy” comes from the Greek paidagogike, which literally means “child education, child rearing.” The development of pedagogy is inseparable from the history of mankind. Pedagogical thought originated and developed over many centuries in ancient Greek, ancient Eastern and medieval theology and philosophy. For the first time, pedagogy was isolated from the system of philosophical knowledge at the beginning of the 17th century. by the English philosopher and naturalist Francis Bacon and consolidated as a science through the works of the outstanding Czech teacher Jan Amos Kamensky. To date, pedagogy has become a multidisciplinary science, functioning and developing in close connection with other sciences.
1. Systematic approach. Main characteristics
General scientific methodology can be represented by a systematic approach, reflecting the universal connection with and interdependence of phenomena and processes of the surrounding reality. It orients researchers and practitioners to the need to approach the phenomena of life as systems that have a certain structure and their own laws of functioning.
The essence of the systems approach is that relatively independent components are not considered in isolation, but in their interrelation, development and movement. It allows us to identify integrative system properties and qualitative characteristics that are absent in the elements that make up the system. The substantive, functional and historical aspects of the systems approach require the implementation in unity of such research principles as historicism, specificity, taking into account comprehensive connections and development.
A systematic approach to the knowledge and transformation of any object is the leading general scientific approach; This is a direction in the methodology of special scientific knowledge and social practice, which is based on the study of objects as systems. The application of this approach in pedagogy allows us to identify such a variable component of its scientific knowledge as a pedagogical system with all its characteristics: integrity, connection, structure and organization, levels of the system and their hierarchy, management, purpose and appropriate behavior of the system, self-organization of the system, its functioning and development.
The practice of applying a systems approach in pedagogy often indicates a fairly common mistake, the essence of which is the failure to distinguish between a systemic (complexly organized) pedagogical object and a systematic study of such an object. At different levels of analysis and when solving different problems, the same object can be studied as systemic and non-systemic.
In other words, in the methodological analysis of a pedagogical object, from the very beginning, two different worldview scientific positions of the author are possible: his declaration of his intention to accept this object as something whole and highlight the elements in it, or the recognition of systematicity as a qualitative characteristic of this object of pedagogy. Depending on the choice of a particular position, the teacher will implement various strategies for cognition and transformation of the object:
Describe the pedagogical system, i.e. consistently consider all the elements of the object in several typical options for their interaction (examine the states or situations of the pedagogical object) and determine how and to what extent the elements (or situations - this depends on the choice of structure) are subordinated to the goals of the system;
Describe the qualitative characteristics of the pedagogical system: its integrity, structure, interdependence of the system and environment, hierarchy, multiple descriptions of each system, etc.
Taking into account the fairly detailed development of the systems approach in the scientific literature, we will only point out the following two circumstances. First: the choice of position by a teacher-researcher is the initial step in his implementation of a systematic approach. There are profound differences between a system-subject and a system-process. Second: the systems approach has a significant number of relatively independent directions, each of which solves its own problems: system-genetic, system-historical, system-structural, system-content, system-functional, system-methodological, system-information, etc.
So, a systematic approach requires the implementation of the principle of unity of pedagogical theory, experiment and practice. Pedagogical practice is an effective criterion for the truth of scientific knowledge, provisions that are developed by theory and partially verified by experiment. Practice also becomes a source of new fundamental problems in education. The theory, therefore, provides the basis for correct practical solutions, but global problems and tasks arising in educational practice give rise to new questions that require fundamental research.
2. The principle of accessibility of training
A principle is an instrumental expression of a pedagogical concept given in categories of activity.
Principles of learning. The history of didactics is characterized persistent desire researchers to identify general principles training and, on their basis, formulate those most important requirements, observing which teachers could achieve high and lasting results. Didactic principles are fundamental objective laws used in teaching as a general method. The entire system of principles and laws of a particular area of didactics is called a pattern. An analysis of numerous attempts by researchers to develop a system of didactic principles allows us to identify the following as fundamental: consciousness and activity; visibility; systematicity and consistency; strength; scientific character; accessibility; connections between theory and practice; developmental and educational training.
The principle of accessibility of learning is based on the laws of knowledge: knowledge always goes from the known to the unknown, from simple to complex; compliance of the educational material with the age, individual characteristics, and level of preparedness of the student. Rules of learning: a) the educational process should be conducted at an optimal pace; b) training requires a certain amount of tension (work in full force); c) it is necessary to use analogy, comparison, comparison, contrast: they give impetus to thought, make complex thoughts accessible to understanding; d) avoid monotony of speech, illustrate vivid facts.
When presented with material that is inaccessible for assimilation, the motivational mood for learning sharply decreases, volitional effort weakens, performance decreases, and fatigue quickly sets in. At the same time, excessive simplification of the material also reduces interest in learning, does not contribute to the formation of learning skills and, most importantly, does not contribute to the development of students.
So, in accordance with the principle of accessibility, the training and education of schoolchildren, their activities should be based on taking into account real opportunities, preventing intellectual, physical and neuro-emotional overloads that negatively affect their physical and mental health.
3 . Features of the practical method
Method means a way to achieve a goal, a certain ordered activity.
A teaching method is a way of orderly interconnected activities of a teacher and students, activities aimed at solving the problems of education, upbringing and development in the learning process.
Teaching methods are one of the most important components of the educational process. Without appropriate methods of activity, it is impossible to realize the goals and objectives of training, to achieve the assimilation by students of a certain content of educational material.
Practical classes (workshops) are very similar in nature and structure to laboratory work. The same requirements apply to them. Their peculiarity is that they, as a rule, are of a repetitive or generalizing nature.
This method is used mainly after completing some large topics and sections. It is of great importance in developing technical culture skills in students who will work in the world of various technical devices, in the world of computer technology.
There are five stages through which students’ cognitive activity usually passes during practical classes.
1. Teacher's explanation. The stage of theoretical understanding of the work.
2. Show. Instruction stage.
3. Try. The stage in which two or three students do the work, and the rest observe and, under the guidance of the teacher, make comments if a mistake is made during the work.
4. Completing of the work. The stage in which everyone independently completes the task. The teacher should pay special attention to those students who do not cope well with the task.
5. Control. At this stage, student work is accepted and assessed.
So, practical teaching methods are based on the practical activities of students. These methods form practical skills. Practical methods include exercises, laboratory and practical work.
4. Contents of “educational activities”
Studying a child involves observations and specially organized research. physical condition And spiritual development children and determining on this basis rational ways of organizing the educational process. Specific to education is that the teacher strives to study the child in his internal integrity: he studies age characteristics children, gets to know each child as a representative of a certain social and cultural environment. To better understand the child, he puts himself in his place, immerses himself in memories of his own childhood, uses the comparative evolutionary method, which allows him to record the dynamics of the development of each child, analyzes objects of children's creativity, systematically observes children in their free manifestation in a variety of activities , combining educational activities with research.
The theory of education formulates the principles of research activities that have strategic, long-term significance. We are talking about interest in the child, accepting him as he is, respect for his self-worth, pedagogical optimism, understood as relying on the positive, treating the child as a whole person, etc. An important principle in the study is the refusal to compare successes and failures of children. Comparison is possible only with his own experience of previous years.
Creating conditions for a child’s self-realization as the goal and result of a teacher’s educational activities
Respect for the child on the part of the teacher is important because it is the basis for arousing the child’s self-respect. The content of educational activities to implement this principle was the creation of conditions for the purposeful systematic development of the child’s personality, the establishment of self-awareness in him, and the cultivation in the child of the conviction that he himself is both the creator of himself and the creator of his circumstances.
An important idea in the theory of education, which helps the teacher to understand the child more deeply, is that the child’s behavior is not identical to his essence. Helping to develop spiritual potential, not suppressing the “raw material of personality” is creating the conditions for a child’s self-realization.
The child's activity is considered as required condition development of the child’s abilities, his talents, as a means of achieving success. On the other hand, activity is seen as a child’s vital need and an indicator of his achievements. And finally, in the child’s activity one can see the manifestation of his mental activity, views acquired independently.
The meaning of educational activities aimed at developing children's activity is to help the child build his own personality through creative activities. The teacher-educator attaches great importance to the nature of children's interpersonal communication in the process of this activity. In the organisation labor activity, games, theatrical performances, artistic creativity: music, drawing, modeling, etc. - the teacher focuses on the interests of children and their abilities. Experience shows that it is precisely this kind of activity that helps soften morals, prevents their coarsening, and shapes the morality of children.
Pedagogical conditions for promoting a child’s sense of security in children’s communities
The main conditions for the formation of relationships in a children's team are: self-realization of the child in a variety of activities; self-knowledge of children - members of the team, filling the activities of the children's team with humanistic content; systematic diagnosis of the state of interpersonal relationships and forecasting their further development; introducing transparency into the life of a children's institution; formation of an emotional climate favorable for the child’s personal development; ensuring, through the system of community laws, guarantees of security for every child; organizing the life of a children's institution based on the laws of equality.
Thus, the content of the teacher’s educational activity is the study of the child; creating conditions for his self-realization, self-development and self-education; organization of active and creative life of children; pedagogical provision of the child’s comfortable well-being and acceptance by the children’s community.
5. Education and pedagogical science in the 60s - 90s.
Finding optimal ways to form a comprehensively and harmoniously developed personality, spiritually rich, highly moral, physically perfect, is the main direction modern research in pedagogical science 60-90. Pedagogical science substantiates ways to develop the content of education, bringing it into line with the needs of the socialist economy, culture and science. The era of the scientific and technological revolution is characterized by a rapid increase in knowledge in all fields of science, which entails an expansion of the volume of scientific education that the school should provide with almost no changes in the capabilities of itself and its students (length of study, length of the school day, physical strength and fatigue students, etc.). Pedagogical science is developing new principles and criteria for selecting content general education: problems of consolidation of units of assimilation, generalization of knowledge in relation to the needs of general education, strengthening its systematic and theoretical nature, consistent implementation of the principle of polytechnization as one of the leading criteria for the selection of scientific material to be studied at school, etc.
Organizational Research Area academic work associated with the search for ways to activate students, develop their independence and initiative in the process of acquiring knowledge. In this regard, research is being conducted with the goal of modernizing the classical form of the lesson by introducing into its structure various types group and individual work of students while maintaining the leadership role of the teacher, as well as research aimed at improving teaching tools and methods to maximize student development cognitive interests and abilities, developing their skills in rational organization of work. The most important area of research in pedagogical science in the 60-90s is the development of issues related to ideological, political and moral education youth, with the formation of their communist worldview (the content and patterns of the process of formation of communist views and beliefs, effective pedagogical means ensuring the development of unity of communist consciousness and behavior among young people). The further progress of pedagogy as a science largely depends on the development theoretical problems related to clarifying its subject, categories, terminology, improving research methods and strengthening connections with other sciences.
Thus, the 60-90s. characterized by unprecedented coverage of children, youth and adults various forms education. This period of the so-called educational explosion. This became possible because automatic machines, having replaced mechanical machines, changed the position of man in the production process. Life has raised the question of a new type of worker, who harmoniously combines in his production activities the functions of mental and physical, managerial and executive labor, constantly improving technology and organizational and economic relations. Education has become a necessary condition for the reproduction of the labor force. A person who does not have educational training is actually deprived of the opportunity to obtain a profession.
The separation of education into a specific branch of spiritual production, therefore, met historical conditions and had progressive significance.
Conclusion
IN modern conditions Pedagogy is considered as the science and practice of teaching and educating a person at all age stages of his personal and professional development, because the:
1) the modern system of education and upbringing affects almost all people;
2) in many countries a system has been created continuing education person;
3) it includes all levels - from preschool to vocational training and advanced training courses. The range of branches of “pedagogy” expanded only at the end of the 19th and beginning of the 20th centuries.
Today, the following fields are actively developing: higher education pedagogy, adult pedagogy, history of pedagogy, comparative and social pedagogy, etc.
Since the object of training and education is a person, since pedagogy belongs to the human sciences, it occupies a certain place in the systems of human studies and the humanities.
Bibliography
1. Bordovskaya N.V., Pedagogy. - St. Petersburg: Peter, 2000.-401s
2. Latynina D.N. History of pedagogy. Upbringing and education in Russia. - M.: ID Forum, 2008.-315s
3. Likhachev B. T. Essence, criteria and functions of scientific pedagogy / Pedagogy. 2001. No. 6.
4. Slastenin V.A. Pedagogy. M.: Shkola-Press, 2009-512с
5. Kharlamov I. F. Pedagogy. - M.: Higher School, 2000.-356s
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