The pedagogical process and its characteristics

Lecture plan:

1. The concept of a holistic pedagogical process.

Pedagogical process- a holistic educational process in the unity and interconnection of education and training, characterized by joint activities, cooperation and co-creation of its subjects, contributing to the most complete development and self-realization of the individual.

Pedagogical process– purposeful, content-rich and organizationally formalized interaction between the pedagogical activity of adults and the child's self-change as a result of active life with the leading and guiding role of educators.

The main integrative quality (property) of the pedagogical process is its integrity. Teachers believe that a holistic, harmoniously developing personality can be formed only in a holistic pedagogical process. Integrity is understood as the interconnection and interdependence of all processes and phenomena that arise and take place in it both in education and training, in the relationship of the subjects of the pedagogical process, and in its relations with the external environment. In a holistic pedagogical process, there is continuous movement, overcoming of contradictions, regrouping of interacting forces, formation of a new quality.

Also, a mandatory characteristic and condition for the flow of the pedagogical process is pedagogical interaction.Pedagogical interaction- this is a deliberate contact (long or temporary) between the teacher and pupils, which results in mutual changes in their behavior, activities and relationships. The most common levels of pedagogical interaction, which have their own characteristics, are "teacher - student", "teacher - group - student", "teacher - team - student". However, the initial one, which ultimately determines the results of the pedagogical process, is the relation “student (pupil) - the object of assimilation”, which indicates the orientation of the pedagogical process to change the acting subject (child) himself, mastering certain knowledge, experience of activity and relationships.

The driving forces of the pedagogical processthere are contradictions of objective and subjective character. The most common internal contradiction of an objective nature is the discrepancy between the real capabilities of the child and the requirements placed on them by teachers, parents, and the school. The subjective contradictions of the pedagogical process include the following: between the integrity of the individual and one-sided approaches to its formation and development, between the growing volumes of information and the possibilities of the educational process, between the need to develop a creative personality and the reproductive, "knowledge" nature of the organization of the pedagogical process, etc.

The structure of a holistic pedagogical process includes the goal, content, interrelated activities of the teacher and the activities of the student (pupil), as well as the results of their joint activities. The teacher and the student (pupil) are considered subjects of the pedagogical process, on the active participation of which the overall effectiveness and quality of this process depends.

Teacher activity- this is a specially organized activity, which is determined by the goals and objectives of modern education, arising from the social order of society and the state. The teacher organizes interaction with students (pupils) through a system of methods, forms, means of the pedagogical process, taking into account the specific conditions and characteristics and capabilities of the students themselves. The forms, methods and means used by the teacher must be pedagogically appropriate, ethical and humane, as well as adequate to the specific situation of interaction.

The activity of the student (pupil)or the entire children's team is determined, first of all, by conscious and unconscious motives and goals that are not always combined with the goals of the entire team, and even more so with the goals of the teacher (i.e., the goals of training and education). His activity, in accordance with the goals of training and education, should lead to his development, the formation of his system of knowledge and skills, experience of activity and attitudes towards himself and the world around him. However, the student uses those methods and means that correspond to his knowledge and experience, which he had as a result of socialization, training and education. But the less this experience, the less expedient, diverse and adequate are his actions. Therefore, the main responsibility lies with the one who is older, more competent and wiser, the one who organizes the training and education of the emerging personality. And the child is responsible for his actions only to the extent that his age, individual and gender differences, the level of education and upbringing, awareness of himself in this world allows it.

The integrity and procedural nature of the pedagogical process is also considered throughthe unity of its structural components, such as emotional-motivational, content-target, organizational-activity and control-evaluative.

The emotional-value component of the pedagogical process is characterized by the level of emotional relations between its subjects, teachers and students, as well as the motives for their joint activities. From the point of view of the subject-subject and personality-oriented approaches, it is the motives of students that should underlie the organization of their joint activities. The formation and development of socially valuable and personally significant motives of students is one of the main tasks of teachers. In addition, the nature of the interaction between teachers and parents studying with each other, management styles in this educational institution are important.

Content-target componentThe pedagogical process is a set of interrelated general, individual and private goals of education and upbringing, on the one hand, and educational work, on the other hand. The content is specified both in relation to an individual and groups of students, and should always be aimed at achieving the goals of education and upbringing.

Organizational and activity componentThe pedagogical process implies the management by teachers of the educational process with the use of appropriate and pedagogically justified forms, methods and means of teaching and educating students.

Control and evaluation componentpedagogical process includes monitoring and evaluation by teachers of the activities and behavior of students). Relations between children and adults are always full of evaluative moments. The participation of the child himself in evaluating himself and his achievements (self-evaluation), evaluating other students (mutual evaluation) and the teacher is important. The relationship between the teacher and students largely depends on the result of the evaluation of the latter. An integral part of this component is also self-control and self-assessment by the teacher of his work, his activities, aimed at identifying pedagogical success and mistakes, analysis of the effectiveness and quality of the training and education process, the need for corrective actions.

2. Functions of the pedagogical process.

Functions of the pedagogical process.

The main functions of the pedagogical process are educational (or training), educational and developmental. The functions of the pedagogical process are understood as the specific properties of the pedagogical process, the knowledge of which enriches our understanding of it and allows us to make it more effective.

educational functionassociated with the formation of knowledge, skills, experience of reproductive and productive creative activity. At the same time, it stands outgeneral knowledge and skillsnecessary for each person and formed on each academic subject, and special , depending on the specifics of individual sciences, academic subjects.

Such general knowledge and skills, in modern conditions associated with the concept competence - as an integral characteristic of the personality quality, which determines its ability (readiness) to perform certain types of activities, are:

1. proficiency in oral and written speech;
2. possession information technology in a broad sense, as skills and abilities to work with information, and not just with a computer;
3. ability to self-education and self-development;
4. skills of cooperation, life in a multicultural society;
5. the ability to make choices and make decisions, etc.

Developmental functionmeans that in the process of learning, assimilation of knowledge, the formation of experience of activity, the development of the student takes place. It is known from psychology that personality development occurs only in the process of activity, in pedagogy - only in the process of personality-oriented activity. This development is expressed in qualitative changes (new formations) of a person's mental activity, the formation of new qualities and skills in him.

Personal development takes place in various directions: development of speech, thinking, sensory and motor spheres of the personality, emotional-volitional and need-motivational areas.

Most theoretical subjects focus ondevelopment of mental activitystudents, such elements as analysis, synthesis, comparison, generalization, analogy, classification, highlighting the main and secondary, the ability to set goals, draw conclusions, evaluate results, etc. This does not mean that other aspects of development are less important, just that the traditional education system pays much less attention to this, but there are separate pedagogical technologies(Waldorf pedagogy by R. Steiner, "Dialogue of cultures" by V.S. Bibler, etc.) and academic subjects(drawing, physical education, technology), in which other areas of the personality develop to a greater extent.

Also important isdevelopment of the need-motivational sphere. Here you need to pay attention to the following:

1. the development of the internal motivation of the individual, which, unlike external incentives and motives, includes satisfaction from the behavior itself, the activity itself, independent decision problems, one's own progress in cognition, one's creativity;
2. the development of higher needs - the needs for achievement, cognition, self-realization, aesthetic needs, etc.;
3. development of social and cognitive motives operating in the education system.

educational functionconsists in the fact that in the pedagogical process moral (ethical) and aesthetic ideas of the individual, his worldview, values, norms and rules of behavior, personality traits are formed.

IN modern education First of all, it says:

1. mental education;
2. physical education;
3. labor education;
4. aesthetic education;
5. environmental education;
6. economic education;
7. civic education, etc.

Depending on what the emphasis is on - on knowledge and skills, on the development of the motivational or intellectual sphere of the individual, on the upbringing of high moral qualities of the individual - there is a more intensive development of one of the functions.

As the well-known domestic psychologist Rubinshtein S.L. stated: “the child develops, being brought up and trained, and does not develop, and is brought up and trained. This means that upbringing and education are included in the process of child development, and are not built on top of it.

3. Principles of the pedagogical process.

Principles of the pedagogical process- these are the main provisions, regulatory requirements, guiding ideas that determine the features of the design and implementation of the pedagogical process (learning process).

Also under pedagogical principlesthe instrumental, given in the categories of activity, expression of the pedagogical concept is understood (V.I. Zagvyazinsky).

Previously, the principles of the pedagogical process were derived from the practice of training and education (for example, "repetition is the mother of learning"). Now these are conclusions from theoretical laws and regularities about the essence, content and structure of the pedagogical process, expressed in the form of activity norms, guidelines for the design of pedagogical practice.

Zagvyazinsky V.I. States that essence of principle in that it is a recommendation on how to regulate relations opposite sides, trends in the educational process, about ways to resolve contradictions, about achieving measure and harmony, which make it possible to successfully solve educational problems.

The set of principles organizes a certain conceptual system that has a certain methodological or worldview basis. Different pedagogical systems may differ in the system of views on the education and upbringing of the individual and the system of principles that implement them in practice.

In modern pedagogical systems, the following most general principles of training and education of students (pupils) are distinguished:

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

2. The principle of democratization of education.

3. The principle of natural conformity.

4. The principle of visibility.

5. The principle of visibility.

6. The principle of consciousness and activity of students (pupils).

7. The principle of accessibility and feasibility of training and education of the individual.

8. The principle of connection between theory and practice, training and education with life.

9. The principle of strength and awareness of the results of education, training and development.

10. The principle of systematicity and consistency.

Let's consider some of them.

The principle of humanistic orientationthe pedagogical process is one of the leading principles of education, expressing the need to combine the motives and goals of society and the individual. Humanistic ideas originated in antiquity. The essence of humanization is the priority of interpersonal relations between students and teachers, interaction on the basis of universal values, the establishment of an emotional atmosphere favorable for the development of the personality. The rules for implementing this principle include: full recognition of the rights of the pupil and respect for him, combined with reasonable demands; reliance on the positive qualities of the pupil; creating a situation of success; creation of conditions for the education of independence.

The principle of democratization of educationis to provide all participants in the pedagogical process with certain freedoms for self-development, self-regulation, self-determination and self-education. To do this, the following rules must be followed:

1. creation of conditions for education by all categories of citizens (accessibility of education);
2. mutual respect and tolerance in the interaction of all participants in the pedagogical process;
3. organization of the pedagogical process, taking into account national characteristics students;
4. individual approach to each student;
5. introduction of student self-government in the process of organizing their lives;
6. creation of an open educational environment with the possibility of participation in the organization and control by all interested participants in the pedagogical process.

Such interested participants in the pedagogical process can be both the students themselves and their parents and teachers, as well as public organizations, government bodies, commercial organizations, and individuals.

The principle of natural conformityalso known from ancient times. Its essence lies in the choice of the path of natural development of the child in accordance not only with his age and individual capabilities (his nature), but also with the specifics environment in which this child lives, learns and develops. The main and determining factors in the organization of the pedagogical process in this case are the nature of the pupil, his state of health, physical, physiological, mental and social development. At the same time, the following rules for implementing the principle of natural conformity are distinguished:

1. maintain and improve the health of students;
2. organize the pedagogical process, taking into account the age and individual characteristics of students;
3. be aimed at self-education, self-education, self-education;
4. based on the zone of proximal development, which determines the capabilities of students.

The principle of visibility- one of the most well-known and understandable principles of the pedagogical process for every teacher. The meaning of the principle of visibility, which Ya.A. Comenius, lies in the need to expediently involve the senses in the perception and processing of educational material.

The revealed physiological regularities say that the organs of vision of a person "pass" into the brain almost 5 times more information than the organs of hearing, and almost 13 times more than the tactile organs. At the same time, information entering the brain from the organs of vision (via the optical channel) does not require significant recoding and is imprinted in the human memory quite easily, quickly and firmly.

We list the basic rules that reveal the application of the principle of visibility in the organization of the pedagogical process:

1. the use of visualization is necessary either to revive the interest of students by including the senses, or to study those processes and phenomena that are difficult to explain or imagine (for example, a model of economic circulation, the interaction of supply and demand in the market, etc.);
2. do not forget that abstract concepts and theories are easier to understand and understand by students if they are supported by concrete facts, examples, images, data;
3. Never, when teaching, be limited to only one visualization. Visibility is not a goal, but only a means of learning. Before demonstrating anything to students, it is necessary to give an oral explanation and a task for the intended observation;
4. visualization, which is always on the review of students, is less effective in the learning process than the one that is used at a specific scheduled time.

The principle of connection between theory and practice (learning with life).

Theoretical teaching prevailing in modern school, requires its practical implementation in real life. But teaching children future life, it is impossible to create a stock of knowledge for the future. Therefore, the principle of connection between theory and practice has appeared, implying, first of all, the application of the studied theoretical knowledge for the formation of practical skills, solutions practical tasks etc.

Practice is a continuation of theory, but this approach, entrenched in traditional education (first theory, and then its application in practice) is not the only true one. We can recall the pragmatic pedagogy of D. Dewey, project-based learning, again used in modern schools, such methods and forms of training as business and role-playing games, laboratory and research work, discussions and others, in which the main thing is practical experience that stimulates the knowledge of theoretical laws and phenomena.

The main rules for implementing the principle of connection between theory and practice are:

1. learning for schoolchildren is life, so there is no need to separate scientific (theoretical) knowledge and practical (life) phenomena and facts
2. use tasks and assignments based on real events in the educational process, model specific situations of the reality around us during the educational process (especially in the course of business and role playing, solving any educational problems and problems).
3. rely on the personal experience of students - this is the basis of theoretical knowledge.
4. teach students meaningful activities, use reflection and self-assessment in the educational process educational achievements students. It happens that it is more important not what results the student has achieved, but how he analyzes and evaluates his activities.
5. teach students to be independent research work, activities for the acquisition of knowledge in the process of searching, analyzing, selecting, processing (processing) and evaluating information.

Literature

1. Pedagogy: Tutorial. / Ed. P.I. piddly. - M., 2006.

2. Kodzhaspirova G.M. Pedagogy: Textbook. - M., 2004.

3. Slastenin V.A. etc. Pedagogy: Proc. settlement - M., 1999.

4. Zagvyazinsky V.I. Learning Theory: Modern Interpretation: Textbook. - M., 2001.

1. Essence, patterns and principles of the pedagogical process

Pedagogical process- one of the most important, fundamental categories of pedagogical science. Under pedagogical process is understood as a specially organized, purposeful interaction of teachers and students (pupils), aimed at solving developing and educational goals. The pedagogical process is designed to ensure the fulfillment of the social order of society for education, the implementation of the provision of the Constitution of the Russian Federation on the right to education, as well as the current legislation on education.

The pedagogical process is a system, and like any system it has a certain structure. Structure - this is the location of elements (components) in the system, as well as the connections between them. Understanding the connections is very important, because, knowing what is connected with what and how in the pedagogical process, it is possible to solve the problem of improving the organization, management and quality of this process. Components pedagogical process are:

goal and tasks;

organization and management;

methods of implementation;

results.

The teaching process is work process, and, as in other labor processes, objects, means and products of labor are singled out in the pedagogical process. An object the work activity of a teacher is a developing personality, a team of pupils. Facilities(or tools) of labor in the pedagogical process are very specific; these include not only teaching aids, demonstration materials, etc., but also the knowledge of the teacher, his experience, his spiritual and spiritual capabilities. On creation product pedagogical work, in fact, the pedagogical process is directed - this is the knowledge, skills and abilities acquired by students, the level of their upbringing, culture, i.e., the level of their development.

Patterns of the pedagogical process- these are objective, essential, recurring connections. In such a complex, large and dynamic system as the pedagogical process, a large number of various connections and dependencies are manifested. Most general patterns of the pedagogical process the following:

¦ the dynamics of the pedagogical process suggests that all subsequent changes depend on changes in the previous stages, therefore the pedagogical process is multi-stage in nature - the higher the intermediate achievements, the more significant the final result;

¦ the pace and level of personality development in the pedagogical process depend on heredity, environment, means and methods of pedagogical influence;

¦ the effectiveness of pedagogical influence depends on the management of the pedagogical process;

~¦ the productivity of the pedagogical process depends on the action of internal incentives (motives) of pedagogical activity, on the intensity and nature of external (social, moral, material) incentives;

¦ the effectiveness of the pedagogical process depends, on the one hand, on the quality of pedagogical activity, on the other hand, on the quality of students' own educational activities;

¦ the pedagogical process is conditioned by the needs of the individual and society, material, technical, economic and other opportunities of society, moral and psychological, sanitary and hygienic, aesthetic and other circumstances under which it is carried out.

The regularities of the pedagogical process find concrete expression in the main provisions that determine its general organization, content, forms and methods, i.e., in principles.

Principles V modern science- these are the basic, initial provisions of any theory, guiding ideas, basic rules of behavior, actions. Didactics considers principles as recommendations that guide pedagogical activity and the educational process - they cover all its aspects and give it a purposeful, logically consistent beginning. For the first time, the basic principles of didactics were formulated by Ya. A. Comenius in The Great Didactics: consciousness, visibility, gradualness, consistency, strength, feasibility.

Thus, principles of the pedagogical process- these are the basic requirements for the organization of pedagogical activity, indicating its direction and shaping the pedagogical process.

The task of comprehending and regulating such a branched and multifaceted activity as pedagogical activity requires the development of a fairly wide range of norms of different directions. Along with general pedagogical principles(for example, the principles of the connection of education with life and practice, the connection of education and upbringing with work, the humanistic orientation of the pedagogical process, etc.) distinguish other groups of principles:

¦ principles of education- discussed in the section on education;

¦ principles of organization of the pedagogical process- the principles of training and education of the individual in the team, continuity, etc.;

¦ principles of leadership of pedagogical activity- the principles of combining management in the pedagogical process with the development of initiative and independence of students, combining exactingness with students with respect for their personality, using the positive qualities of a person as a support, the strengths of his personality, etc .;

¦ teaching principles- the principles of scientific character and feasible difficulty of learning, systematic and consistent learning, consciousness and creative activity of students, visibility of learning, strength of learning outcomes, etc.

At the moment, there is no single approach in pedagogy in determining the composition and system of principles of the pedagogical process. For example, Sh. A. Amonashvili formulated the following principles of the pedagogical process:

"1. Knowledge and assimilation of the child in the pedagogical process is truly human. 2. The child's knowledge of himself as a person in the pedagogical process. 3. Coincidence of the interests of the child with the universal interests. 4. Inadmissibility of using means in the pedagogical process that can provoke a child to antisocial manifestations. 5. Providing the child in the pedagogical process with public space for the best manifestation of his individuality. 6. Humanization of circumstances in the pedagogical process. 7. Determining the qualities of the emerging personality of the child, his education and development from the qualities of the pedagogical process itself.

When highlighting system of teaching principles in high school should be considered features of the educational process this group of educational institutions:

- in higher education, not the basics of sciences are studied, but the sciences themselves in development;

– independent work students is close to the research work of teachers;

- the unity of scientific and educational processes in the activities of teachers is characteristic;

- Teaching of sciences is characterized by professionalization. Proceeding from this, S. I. Zinoviev, the author of one of the first monographs on learning process in high school, principles of didactics of higher education considered:

scientific;

Connection of theory with practice, practical experience with science;

Consistency and consistency in the training of specialists;

Consciousness, activity and independence of students in their studies;

Connecting the individual search for knowledge with academic work a team;

The combination of abstract thinking with visibility in teaching;

Availability of scientific knowledge;

The strength of the assimilation of knowledge.

Pedagogical process

Pedagogical process

The teaching process is:

Pedagogical process

Pedagogical process- specially organized interaction of the older (training) and younger (trained) generations with the aim of passing on by the older and mastering the social experience necessary for life and work in society.

The expression "pedagogical process" was introduced by P.F. Kapterev (1849-1922). He also revealed its essence and content in the work "Pedagogical Process" (1904).

know: structure, patterns and principles of a holistic pedagogical process

be able to: define and typify structural components pedagogical process

Pedagogical process is based on the principle of initial guiding ideas, on the starting points of any theory, doctrine or science in general, and the logical beginning of any system of activity.

Jan Amos Comenius strived to raise a believing Christian. His ideal was a man capable of "knowing, acting and speaking". Proper education, according to Comenius, should be natural. He fought against scholastic teaching methods and called for teaching everyone and everything to proceed from the individual characteristics of the child. Comenius believed that all children are able to perceive knowledge, and therefore demanded the education of both the rich and the poor, both boys and girls: "up to artisans, men, porters and women." The school, from his point of view, should comprehensively educate children, developing their mind, morality, feelings and will.

Based on the principle of natural conformity, Comenius established four periods in human development, allocating six years for each period, determining the type of the corresponding school: childhood (from birth to 6 years, a special maternal school is offered, where the upbringing and education of babies is carried out under the guidance of the mother), adolescence ( from 6 to 12 years of age, children must attend school mother tongue, which should be in every community, village), youth (from 12 to 18 years old, teenagers and young men, having discovered the ability for scientific studies, must attend a Latin school, or a gymnasium organized in each big city), maturity (young people aged 18 to 24 who are preparing for scientific activity, must be trained in an academy established in each state).

Education must end with a journey. For all levels (except the academy), the great teacher developed the content of education, insisting on teaching on the basis of the principle from simple to complex, starting "from the simplest elements of children's knowledge from stage to stage", then knowledge should expand and deepen "like a tree that year by year , putting out new roots and branches, becomes stronger and stronger, grows and brings more fruits. To ensure the availability of knowledge to students, Comenius recommended to go in learning from simple to complex, from concrete to abstract, from facts to conclusions, from easy to difficult, from close to far. He proposed to preface the rules with examples.

Comenius demanded to do primary school mother tongue school. He made changes to the structure of education, retaining the Latin language and the "seven free sciences" and introducing physics (natural science), geography and history into the course of the gymnasium. He suggested that after studying the language (grammar), contrary to the accepted plan of education in schools, go to physics and mathematics, and move rhetoric and dialectic classes to high school, thereby attributing the development of speech and thinking of students to such a stage in the development of the child when he acquired real knowledge . “Words need to be taught and learned only in connection with things,” Komensky wrote.

Comenius paid much attention to the sequence of learning. Classes, in his opinion, should be structured in such a way that “the previous paves the way for the next”, i.e. new material should be presented only after the previous one has been assimilated, and the study of the new should, in turn, contribute to the consolidation of the previous one.

Comenius was the first to substantiate the need for a class-lesson system of classes, when the teacher works with the whole class on a certain educational material during school year, which should begin and end at the same time for all students, and classes should alternate with rest. The school day must be regulated in accordance with the age of students of different classes. Comenius also assigned a significant role to the appearance of the school.

Comenius highly appreciated the social significance of the activities of teachers, in contrast to the dismissive attitude towards them at that time. Comenius was the first to speak about the need for special textbooks for children in each class, which should contain all the material presented systematically on the subject. Textbooks should be written in an accurate and understandable language, they are designed to reflect the real picture of the world; their appearance must be attractive to children.

Comenius himself developed several excellent educational books, such as The World of Sensible Things in Pictures. Educational books by Comenius began to be used in Russia at the end of the 17th century, they were used in educational institutions Moscow and Petersburg until the beginning of the 18th century. At the same time, the first handwritten translation of Comenius' educational books appeared, in the second half of the 18th century. The World of Sensual Things in Pictures was published by Moscow University.

John Locke in Thoughts on Education, he argued that nine-tenths of people are good or evil, useful or not, due to their upbringing. He wanted to educate a gentleman who knows how to "conduct his affairs sensibly and prudently", possessing the qualities of a businessman and distinguished by "refinement in handling." A gentleman must receive physical, moral and mental education at home, since "even the shortcomings of home education are incomparably more useful than the knowledge and skills acquired at school."

Attaching great importance to physical education, Locke derived morality from the principle of the benefit and interests of the individual. In his opinion, a real gentleman knows how to achieve his own happiness, but does not prevent others from doing so. He considered the environment, the environment of the child, to be the main educational means. He assigned a special role to the upbringing of stable positive habits in children in the formation of personality. In order to achieve positive results in education, he recommended to carefully study individual characteristics child, quietly observe him in order to “notice his prevailing passions and dominant inclinations”, to reveal various qualities in children.

Locke opposed corporal punishment, demanded in no case to satisfy the persistent desires of the child, especially if they are accompanied by crying, but at the same time, in cases of stubbornness and open disobedience, he allowed corporal punishment. attached great importance religious education, but believed that the main thing was not to accustom children to rituals, but to evoke love and reverence for God as the highest being.

Development of the necessary business qualities should influence the mental education of a gentleman. He believed that labor education in the fresh air is good for health, and knowledge of crafts prevents the possibility of harmful idleness. Locke's pedagogical theory determined the goals and nature of the gentleman's upbringing, described in detail the issues of his physical, moral and mental education. Jean Jacques Rousseau in his treatise novel Emil, or On Education, he criticized the upbringing of that time and proposed a plan for the formation of a new person.

Rousseau's pedagogical views are based on the theory of natural education, which asserts that a person is born perfect, but is deformed under the influence of modern social conditions. Education contributes to the development of the child only having a natural, nature-shaped character. Nature, people and things are active participants in the educational process, Rousseau believed. According to Rousseau, natural education follows the natural course of development of the nature of the child himself, therefore, a thorough study of the child, a good knowledge of his age and individual characteristics is necessary.

The educator should provide the child with the opportunity to grow and develop freely, in accordance with his nature, and not impose on him his views and beliefs, ready-made moral rules. Natural education is also free education. The educator, according to Rousseau's theory, must convince children by the logic of the natural course of things, widely apply the method of "natural consequences - the child himself would feel the result of his wrong actions, the consequences that inevitably arise because of this, harmful to him." The educator should give the child a general human, and not class, not professional education.

Rousseau established four age periods in the life of a child, and in accordance with this indicated what the main attention of the educator should be directed to: the first period - from birth to 2 years, until the appearance of speech (the main attention should be paid to the physical education of the child); the second - from 2 to 12 years (figuratively called the "sleep of the mind", when the child is not yet capable of abstract thinking, therefore, during this period it is necessary to develop his external feelings); in the third period - from 12 to 15 years - the main attention should be paid to mental and labor education.

At the age of 15 to adulthood, which belongs to the fourth period, in the “period of storms and passions,” the moral education of a young man should be brought to the fore. According to Rousseau, every woman is obliged to profess the religion of her mother, and the wife - the religion of her husband. Thus, Rousseau denied independence to a woman, despite the demand for the free upbringing of an independent citizen from a boy. Rousseau's ideas about the education of an active, thinking, free person had a great positive influence on pedagogical theory and practice, although later they were largely rejected.

Claude Adrian Helvetius wrote the book "On the Mind", which was banned and sentenced to be burned. Helvetius developed his ideas in more detail in the book On Man, His Mental Powers, and His Education, which was published after his death. He was the first in the history of pedagogy to reveal the factors that form a person. All representations and concepts in humans, according to Helvetius, are formed on the basis of sensory perceptions, and thinking is reduced to the ability to feel. A person, he believed, is formed under the influence of the environment and is a product of circumstances and upbringing.

Helvetius formulated a single goal of education for all citizens, emphasizing the huge role of education in the reorganization of society. He demanded detachment public education from the clergy, demanded the visibility of training, the use of personal experience child and bringing the simplicity and comprehensibility of educational material to the level of students. Helvetius believed that regardless of gender, everyone should receive an equal education.

Denis Diderot resolutely opposed religion and considered sensations to be the source of knowledge. Unlike Helvetius, he believed that the second stage of knowledge is the processing of sensations by the mind. He substantiated his point of view on education in the "Systematic refutation of the book of Helvetius" On Man "". Diderot rejected the assertion of Helvetius about the omnipotence of education and the absence of individual natural differences in people, emphasized the importance of physical organization and anatomical physiological characteristics to form a person.

Diderot believed that mental operations depend on what natural inclinations and characteristics people have, what organization of the brain a person has; and the manifestation of the physiological characteristics of people entirely depends on social causes, including education. Diderot believed that the educator, striving to develop the abilities and inclinations given by nature to the child, can achieve great results and drown out bad inclinations.

Diderot demanded from the teacher a deep knowledge of the subject being taught, modesty, honesty and other high moral qualities. He believed that the teacher needs to create good material conditions. Johann Heinrich Pestalozzi dedicated his life to educating and educating the children of the people. Pestalozzi wanted to "make possible for the very last poor man the correct development of physical, mental and moral faculties."

Pestalozzi, like Rousseau and Comenius, was a supporter of the natural character of education. According to Pestalozzi, natural forces and the inclinations of the child are inherent in the desire for development, and in order to ensure the development of the child in accordance with his nature, elementary education is necessary, including physical, labor, moral, aesthetic and mental education. Pestalozzi's theory of elementary education is based on the requirement to start raising a child with the simplest elements and gradually complicate it more and more.

Physical education should develop all the natural physical inclinations of the child, develop in him the appropriate skills and abilities, contribute to the formation of the human personality, the development of his mind, moral feelings and strong-willed qualities. Teachers should develop the child's physical strength by performing such simple movements that he makes while walking, eating, drinking, lifting weights, that is, everyday, everyday movements. Pestalozzi closely linked physical education with labor, attaching great importance to it in the development of the child. In his opinion, labor activity develops human dignity, diligence, perseverance, conscientiousness and other qualities in children.

Target moral education Pestalozzi defined it as the formation of an active love for people in children. Later - as they grow older - the moral education of children should be carried out at school, which will be facilitated by the relationship between the teacher and students, which are built on the basis of paternal love. Pestalozzi assigned an important place to the close connection between moral education and the physical development of the child, the requirement to achieve the moral behavior of children not only by instructions, but by exercises in moral deeds.

The rapid development of industry at the end of XVIII - early XIX V. V Western Europe accompanied by exacerbation of social contradictions. Robert Owen was a supporter of public education of citizens from an early age, he organized the first preschool institutions for the children of workers, educating them in the spirit of collectivism, instilling in them labor skills taking into account their interests and using games and entertainment in working with them. Owen created schools where a religion-free education was combined with physical education and productive labor, as well as the assimilation of high moral principles by children.

A great contribution to the development of Russian pedagogical thought was made by M.V. Lomonosov(1711-1765). “Not the sum of knowledge, but the correct way of thinking and moral education is the goal of education,” wrote Lomonosov. He created a number of educational books: "Rhetoric" (1748), "Russian Grammar" (1755), etc. Publisher of the first magazine in Russia "Children's Reading for the Heart and Mind" N.I. Novikov(1744-1818) for the first time in Russian pedagogical literature declared pedagogy a science. The first didactic system in Russia was developed by K.D.Ushinsky(1824-1870). In the work “Man as a subject of education.

Experience of Pedagogical Anthropology" (1868-1869), he gave an analysis of the psychological mechanisms of attention, interest, memory, imagination, emotions, will, thinking, substantiated the need to take them into account in the learning process. Special attention K.D. Ushinsky drew on the influence of unintentional education, influence public environment, the "spirit of the times", its culture and advanced social ideals.

According to Ushinsky, the goal of education is the formation of an active creative personality, the preparation of a person for physical and mental labor as the highest form of human activity. Considering the positive role of religion in shaping public morality, he advocated the independence of schools and science from it. The system of moral education of Ushinsky was built on patriotism, strength good example, on the reasonable activity of the child.

He demanded from the teacher the development of active love for a person, the creation of an atmosphere of camaraderie. Ushinsky's new pedagogical idea was the idea of ​​teaching students how to learn. “... It is necessary to transfer to the student not only certain knowledge, but also to develop in him the desire and ability to independently, without a teacher, acquire new knowledge.” Ushinsky approved the principle of educative education: "Education should act not only to increase the stock of knowledge, but also to a person's beliefs."

Pedagogical principles of K.D.Ushinsky

1) Training should be built taking into account age and psychological features child development. It must be strong and consistent.

2) Training should be based on the principle of visibility.

3) The course of learning from the concrete to the abstract, the abstract, from ideas to thoughts is natural and is based on clear psychological laws of human nature.

4) Education should develop the mental strength and abilities of students, as well as provide the knowledge necessary for life.

Pedagogical process- specially organized interaction between the teacher and the student with the aim of transferring by the elders and mastering by the younger social experience necessary for life and work in society. The pedagogical process, as well as the processes of teaching and educating a person, is a special function of society, which is realized in the conditions of a single pedagogical system.

The structure (from lat. structura - structure) of the pedagogical process is the arrangement of elements in the system. The most important thing is to understand the relationships between the components that make up the structure of the system. In a pedagogical system, connections are not similar to connections between components in other dynamic systems. Here the object is also the subject. The objects of pedagogical work are a group of students, a developing personality. They are characterized by complexity, consistency, self-regulation and, in addition, self-development, and from this - the variability and uniqueness of pedagogical processes. The subject of the teacher's activity is the formation of a person. He does not yet possess the knowledge, skills and experience of an adult. It develops according to the laws of its psyche - the peculiarities of perception, thinking, understanding, the formation of will and character. This is not a direct proportional dependence on pedagogical influence.

The result of the process depends on the interaction of the teacher, the technology used and the student. Each system contains the following elements. The goal is the end result. Principles - the main directions for achieving the goal. Content - educational material. Methods - the actions of the teacher and the student in the transfer, processing and perception of content. Means are specific ways of implementing content. This is the knowledge and experience of the teacher, the impact of his personality on the student, as well as the types of activities to which he will be able to switch students, methods of influence and ways of cooperation. These spiritual means of labor.

Forms of learning (external outlines, appearance, structure of something) - the external side of the organization of the process (individual, group, frontal, classroom, extracurricular, etc.). The product of pedagogical work, its logical completion of the process is a well-mannered person prepared for life. In specific processes, individual personality traits are formed that correspond to the goal. The pedagogical process combines the processes of formation, development, education, training, along with all the conditions, forms and methods of their flow. This is a dynamic system.

With the low efficiency of the pedagogical process, the analysis of its causes allows you to make changes, avoid previous mistakes. It is useful to take into account genetic ties, traditions in training and education. This ensures continuity in the planning of new pedagogical processes. In addition to clearly identifying the components, such a representation makes it possible to analyze the various connections and relationships between the components. The pedagogical one is characterized by the levels of management, productivity, economy, etc., the definition of which makes it possible to substantiate the criteria that give qualitative and quantitative estimates achieved.

Time is a universal criterion that allows you to determine how quickly and efficiently this process proceeds. In the practice of managing the pedagogical process, this is the main thing. The pedagogical process is not a mechanical combination of upbringing, development, training, but a new high-quality education, which is subject to special laws. Its main characteristics - integrity, commonality, unity - emphasize the subordination of all its constituent processes to a single goal.

The essential characteristic of the concept of "pedagogical process" (definition of the concept, the structure of the pedagogical process, the pedagogical process as a system)

1. The pedagogical process is a holistic process The pedagogical process is a holistic educational process of the unity and interconnection of upbringing and education, characterized by joint activities, cooperation and co-creation of its subjects, contributing to the most complete development and self-realization of the individual.

What is meant by integrity?

In pedagogical science, there is still no unambiguous interpretation of this concept. In the general philosophical understanding, integrity is interpreted as the internal unity of an object, its relative autonomy, independence from the environment; on the other hand, integrity is understood as the unity of all components included in the pedagogical process. Integrity is an objective, but not permanent property of them. Integrity can arise at one stage of the pedagogical process and disappear at another. This is typical for both pedagogical science and practice. The integrity of pedagogical objects is built purposefully. The components of a holistic pedagogical process are the processes of education, training, development.

Thus, the integrity of the pedagogical process means the subordination of all the processes forming it to the main and single goal - the comprehensive, harmonious and holistic development of the individual. The integrity of the pedagogical process is manifested: - in the unity of the processes of training, education and development; -in the subordination of these processes; -in the presence of a general preservation of the specifics of these processes.

3. The pedagogical process is a multifunctional process. The functions of the pedagogical process are: educational, educational, developing.

Educational:

implemented primarily in the learning process;

in extracurricular activities;

in the activities of institutions of additional education.

Educational (appears in everything):

in the educational space in which the process of interaction between the teacher and the pupil takes place;

in the personality and professionalism of the teacher;

V curricula and programs, forms, methods and means used in the educational process.

Developing: Development in the process of education is expressed in qualitative changes in a person's mental activity, in the formation of new qualities, new skills.

The pedagogical process has a number of properties.

The properties of the pedagogical process are:

a holistic pedagogical process enhances its constituent processes;

a holistic pedagogical process creates opportunities for the penetration of teaching and upbringing methods;

a holistic pedagogical process leads to the merging of pedagogical and student teams into a single school-wide team.

The structure of the pedagogical process.

Structure – location of elements in the system. The structure of the system consists of components selected according to a certain criterion, as well as the connections between them.

The structure of the pedagogical process consists of the following components:

Stimulus-motivational- the teacher stimulates the cognitive interest of students, which causes their needs and motives for educational and cognitive activity;

This component is characterized by:

emotional relations between its subjects (educators-pupils, pupils-pupils, educators-educators, educators-parents, parents-parents);

the motives of their activities (the motives of pupils);

the formation of motives in the right direction, the excitation of socially valuable and personally significant motives, which largely determines the effectiveness of the pedagogical process.

Target- awareness by the teacher and acceptance by students of the goal, objectives of educational and cognitive activity;

This component includes the whole variety of goals, tasks of pedagogical activity from the general goal - "all-round harmonious development of the personality" to specific tasks of the formation of individual qualities.

Associated with the development and selection of educational content. The content is most often offered and regulated by the teacher, taking into account the learning objectives, interests, inclinations of students; The content is specified in relation to both the individual and certain groups, depending on the age of the subjects, the characteristics of the pedagogical conditions.

operational-effective- most fully reflects the procedural side of the educational process (methods, techniques, means, forms of organization);

It characterizes the interaction of teachers and children, is associated with the organization and management of the process. Means and methods, depending on the characteristics of educational situations, are formed into certain forms of joint activity of educators and pupils. This is how the desired goals are achieved.

Control and regulatory- includes a combination of self-control and control by the teacher;

reflective- introspection, self-assessment, taking into account the assessment of others and the determination of the further level of their educational activities by students and pedagogical activities by the teacher.

PEDAGOGICAL PROCESS is a holistic educational process in the unity and interconnection of education and training, characterized by joint activities, cooperation and co-creation of its subjects, contributing to the most complete development and self-realization of the personality of the pupil. The process that realizes the goals of education and upbringing in the conditions of ped. systems in which educators and students interact in an organized manner (educational, educational, vocational and educational institutions, children's associations and organizations).

Pedagogical dictionary. - M.: Academy. G. M. Kodzhaspirova, A. Yu. Kodzhaspirov. 2005 .

See what the "PEDAGOGICAL PROCESS" is in other dictionaries:

Pedagogical process- specially organized interaction of the older (training) and younger (trained) generations with the aim of passing on by the older and mastering the social experience necessary for life and work in society. The expression "pedagogical process" ... ... Wikipedia

PEDAGOGICAL PROCESS- purposeful, content-rich and organizationally formalized interaction of teachers and students, aimed at the conscious and lasting assimilation of knowledge, skills and abilities by the latter, the formation of the ability to apply them in practice. ... ... Professional education. Dictionary

pedagogical process- pedagoginis procesas statusas T sritis švietimas apibrėžtis Tikslingas žmogaus ugdymo vyksmas ugdymo veikėjams tiesiogiai ar netiesiogiai bendraujant su ugdytiniais, remiantis objektyviomis vertybėmis, ugdymo priemonėmis, būdais, metodai sir… … Enciklopedinis edukologijos žodynas

pedagogical process- pedagoginis vyksmas statusas T sritis Kūno kultūra ir sportas apibrėžtis Tikslinga žmogaus ugdymo eiga ugdytojams tiesiogiai ar netiesiogiai bendraujant su ugdytiniais, veikiant juos įvairiomis ugdymo priemonėmis, būdais, metodais ir… … Sporto terminų žodynas

Pedagogical process- successive change of states of the pedagogical system. (Pedagogy. Textbook, edited by L.P. Krivshenko. M., 2005. P. 418) Ch312.1 ... Pedagogical terminological dictionary

Pedagogical process Dictionary-reference book on educational psychology

Pedagogical process- this is a system in which the processes of upbringing, development, formation and training of the younger generation, along with all the conditions, forms and methods of their flow, are merged together on the basis of integrity and commonality; purposefully, consciously Glossary of terms on general and social pedagogy

Pedagogical process- directed and organized interaction between adults and children, realizing the goals of education and upbringing in the conditions of the pedagogical system ... Dictionary of Educational Psychology

Military-pedagogical process- the category of military pedagogy, denoting the cumulative, organized and purposeful activities of commanders and chiefs in training, education, development and psychological preparation soldiers, as well as the activities of military personnel, military ... ... Psychological and pedagogical dictionary of the officer of the educator of the ship unit

Pedagogical dialogue in a survey situation- educational speech situation with the task of testing the knowledge, skills and abilities of students. The questioning situation, like any other educational speech situation, includes a set of semantic components that, being interdependent, determine ... ... Pedagogical speech science

Books

• The pedagogical process in higher education, VN Zaichenko. The manual was developed taking into account the requirements for the training of highly qualified specialists and is designed to contribute to the understanding of the guidelines and main directions of the psychological and pedagogical ... Buy for 320 rubles eBook
• Russian Literature and the World Literary Process, . The collection "Russian Literature and the World Literary Process" reflects one of the directions scientific work teachers and graduate students of the department foreign literature LGPI them. A. I. Herzen.…

Pedagogical process - the developing interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and quality of educators.

Pedagogical process is a process in which social experience is melted into personality qualities.

Ensuring the unity of education, upbringing and development on the basis of integrity and community is the main essence of the pedagogical process.

Figure 1.3. Pedagogical process as a pedagogical system.

The pedagogical process is considered as a system (Figure 1.3.).

In the pedagogical process, there are many subsystems that are interconnected by other types of connections.

Pedagogical process is the main system that unites all subsystems. In this main system, the processes of formation, development, education and training are combined together with all the conditions, forms and methods of their flow.

The pedagogical process is a dynamic system. The components, their correlations and connections are highlighted, which is necessary for managing the pedagogical process. The pedagogical process as a system is not identical to the process flow system. The pedagogical process takes place in systems ( educational institution) that function under certain conditions.

Structure is the arrangement of elements in the system. The structure of the system consists of the elements (components) selected according to the accepted criterion and the links between them.

System Components , in which the pedagogical process takes place - teachers, educated, conditions of education.

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

The components that form the system: 1. Target, 2. Content, 3. Activity, 4. Effective.

1. The target component of the pedagogical process includes the goals and objectives of pedagogical activity: from the general goal (comprehensive and harmonious development of the personality) to specific tasks for the formation of individual qualities or their elements.
2. The content component reflects the meaning invested both in the overall goal and in each specific task.
3. The activity component reflects the interaction of teachers and students, their cooperation, organization and management of the process, without which the final result cannot be achieved. This component can also be called organizational or organizational and managerial.
4. The effective component of the process reflects the efficiency of its course, characterizes the progress made in accordance with the goal.

The following links exist between the components of the system:

informational,

Organizational and activity,

communication links,

Communications of management and self-government, regulation and self-regulation,

causal relationships,

Genetic connections (identifying historical trends, traditions in teaching and upbringing).

Connections are manifested in the process of pedagogical interaction.

Pedagogical process - this is a labor process that is carried out to achieve socially significant goals. The specificity of the pedagogical process lies in the fact that the work of educators and the work of educators merges together, forming a kind of relationship between the participants in the labor process - pedagogical interaction.

In the pedagogical process (as in other labor processes) there are:

1) objects, 2) means, 3) products of labor.

1. The objects of pedagogical work (a developing personality, a team of pupils) are characterized by such qualities as complexity, consistency, self-regulation, which determine the variability, variability, and uniqueness of pedagogical processes.

The subject of pedagogical work is the formation of a person who, unlike a teacher, is at an earlier stage of his development and does not have the experience necessary for an adult ZUN. The peculiarity of the object of pedagogical activity also lies in the fact that it develops not in direct proportion to the pedagogical influence on it, but according to the laws inherent in its psyche, features, the formation of will and character.

2. Means (tools) of labor - this is what the teacher places between himself and the subject of labor in order to achieve the desired impact on this subject. In the pedagogical process, the tools of labor are also very specific. These include: the knowledge of the teacher, his experience, personal impact on the student, the activities of the students, ways of cooperating with them, the methodology of pedagogical influence, spiritual means of labor.

3. Products of pedagogical work. Globally, it is educated, prepared for life, public man. Specifically, this is the solution of particular problems, the formation of individual personality traits in accordance with the general goal setting.

The pedagogical process, as a labor process, is characterized by the levels of organization, management, productivity (efficiency), manufacturability, economy. This makes it possible to justify the criteria for assessing the (qualitative and quantitative) levels achieved.

The cardinal characteristic of the pedagogical process is time. It acts as a universal criterion for judging how quickly and efficiently this process proceeds.

Thus,

1. the pedagogical process is a system that combines the processes of education, training, development;
2. the components of the system in which the pedagogical process takes place are: a) teachers, b) conditions and 3) educators;
3. the components of the pedagogical process are: a) target, b) content, c) activity, d) result (goals, content, activities, results);
4. there are connections between the components that are subject to identification and accounting (G.F. Shafranov - Kutsev, A.Yu. Derevnina, 2002; A.S. Agafonov, 2003; Yu.V. Kaminsky, A.Ya. Osin, S.N. Beniova, N. G. Sadova, 2004; L. D. Stolyarenko, S. N. Samygin, 2005).

In the structure of the pedagogical system, the central place is occupied by the teacher (subject - 1) and the learner (subject - 2). Subject - 1 carries out pedagogical activity (teaching), and subject - 2 - learning activities(teaching).

Interaction between subjects (subject - subjective or intersubjective) is carried out through conditions that include content, methods, methods, forms, technologies, teaching aids. Intersubject communication is two-way. The initiating factors are the needs and motives, goals and objectives, which are based on value-semantic orientations. The result of joint activities is realized in training, education and development (EVR) in a holistic pedagogical process. The presented structure of the pedagogical system serves as the basis for the formation of optimal interpersonal relations and the development of pedagogical cooperation and co-creation (Figure 1.4.).

The integrity of the pedagogical process. The pedagogical process is an internally connected set of many processes, the essence of which is that social experience turns into a quality of a formed person (MA Danilov). This process is not a mechanical connection of processes, subject to its own special patterns.

Integrity, commonality, unity are the main characteristics of the pedagogical process, which are subject to a single goal. The complex dialectic of relations within the pedagogical process is:

1. in the unity and independence of the processes that form it;
2. in the integrity and subordination of the separate systems included in it;

In the presence of the general and the preservation of the specific.

Figure 1.4. The structure of the pedagogical system.

The specificity is revealed in the allocation of dominant functions. The dominant function of the learning process is education, education - education, development - development. But each of these processes in a holistic pedagogical process also performs accompanying functions: upbringing performs not only an educational, but also a developing and educational function, and training is unthinkable without the accompanying upbringing and development.

The dialectic of interconnections leaves an imprint on the goals, objectives, content, forms and methods of implementing organically inseparable processes, in which the dominant characteristics are also distinguished. The content of education is dominated by the formation of scientific ideas, the assimilation of concepts, laws, principles, theories, which subsequently have a great influence on both the development and upbringing of the individual. The content of education is dominated by the formation of beliefs, norms, rules, ideals, value orientations, attitudes, motives, etc., but at the same time ideas, knowledge, and skills are formed.

Thus, both processes (training and education) lead to the main goal - the formation of personality, but each of them contributes to the achievement of this goal by its inherent means.

The specificity of the processes is clearly manifested in the choice of forms and methods for achieving the goal. In training, mainly strictly regulated forms of work are used (classroom - lesson, lecture - practical, etc.). In education, more free forms of a different nature prevail (socially useful, sports, artistic activities, communication, work, etc.).

There are common methods (ways) to achieve the goal: in training, they mainly use methods of influencing the intellectual sphere, in education - means of influencing the motivational and effectively - emotional, volitional sphere.

The methods of control and self-control used in training and education have their own specifics. In training, oral control, written control, tests, exams, etc.

The results of education are less regulated. Teachers receive information from observations of the course of activity and behavior of students, public opinion, the scope of the program of education and self-education from other direct and indirect characteristics (S.I. Zmeev, 1999; A.I. Piskunov, 2001; T.V. Gabay, 2003; S.I. Samygin, L.D. Stolyarenko, 2003).

Thus, the integrity of the pedagogical process lies in the subordination of all the processes that form it to a common and unified goal - the formation of a comprehensively and harmoniously developed personality.

Pedagogical processes are cyclical. In the development of all pedagogical processes, there are the same stages. Stages are not constituent parts (components), but sequences of process development. Main stages: 1) preparatory, 2) main and 3) final (table 1.11.).

At the stage of preparation of the pedagogical process or the preparatory stage, appropriate conditions are created for the process to proceed in given direction and at a given speed. On this stage important tasks are solved:

goal setting,

Diagnostic conditions,

Achievement forecasting,

Designing the pedagogical process,

Planning the development of the pedagogical process.

Table 1.11.

Stages of the pedagogical process

PEDAGOGICAL PROCESS
Preparatory stage	main stage	The final stage
Organization	Implementation
goal setting Diagnostics Forecasting Design Planning	Pedagogical interaction Organization of feedback Regulation and correction of activities operational control	Identification of emerging deviations Error detection Designing measures to eliminate errors Planning

1. Goal setting (justification and goal setting). The essence of goal setting is the transformation of a general pedagogical goal into a specific goal that must be achieved at a given segment of the pedagogical process and in specific conditions. Goal-setting is always "tied" to a specific system for the implementation of the pedagogical process (practical lesson, lecture, laboratory work and etc.). Contradictions are revealed between the requirements of the pedagogical goal and the specific capabilities of students (this group, department, etc.), therefore, ways are outlined to resolve these contradictions in the projected process.

2. Pedagogical diagnostics is a research procedure aimed at "clarifying" the conditions and circumstances in which the pedagogical process will take place. Its main goal is to get a clear idea of ​​the reasons that will help or hinder the achievement of the intended results. In the process of diagnostics, all the necessary information is collected about the real possibilities of teachers and students, about the level of their previous training, the conditions for the course of the pedagogical process, and many other circumstances. Initially, the planned tasks are adjusted according to the results of the diagnosis. Very often, specific conditions force them to be revised, brought in accordance with real possibilities.

3. Forecasting the course and results of the pedagogical process. The essence of forecasting is to preliminarily (before the start of the process) evaluate its possible effectiveness and the existing specific conditions. In advance, we can learn about what is not yet there, theoretically weigh and calculate the process parameters. Forecasting is carried out according to rather complex methods, but the costs of obtaining forecasts pay off, because teachers get the opportunity to actively intervene in the design and course of the pedagogical process, to prevent low efficiency and undesirable consequences.

4. The project of the organization of the process is developed on the basis of the results of diagnostics and forecasting, correction of these results. Further refinement is required.

5. The plan for the development of the pedagogical process is the embodiment of the finalized project of the organization of the process. The plan is always tied to a specific pedagogical system.

In pedagogical practice, various plans are used (plans for practical classes, lectures, extracurricular activities of students, etc.). They are valid only for a certain period of time.

A plan is a final document that clearly defines who, when and what needs to be done.

The main stage or stage of the implementation of the pedagogical process includes important interrelated elements:

1. Pedagogical interaction:

Setting and explaining the goals and objectives of the upcoming activities,

Interaction between teachers and students,

The use of the intended methods, forms of the pedagogical process and means,

Creation of favorable conditions,

Implementation of the developed measures to stimulate the activities of trainees,

Ensuring the connection of the pedagogical process with other processes.

2. In the course of pedagogical interaction, operational pedagogical control is carried out, which plays a stimulating role. Its direction, volume, purpose must be subordinated to the general purpose and direction of the process; other circumstances of the implementation of pedagogical control are taken into account; its (pedagogical control) transformation from a stimulus into a brake should be prevented.

3. Feedback is the basis for the quality management of the pedagogical process, the adoption of operational management decisions.

The teacher must give priority to the development and strengthening of feedback. With the help of feedback, it is possible to find a rational ratio of pedagogical management and self-management of their activities by the students. Feedback operational communication in the course of the pedagogical process contributes to the introduction of corrective amendments that give the pedagogical interaction the necessary flexibility.

The final stage or analysis of the results achieved. Why do we need an analysis of the course and results of the pedagogical process after its completion? Answer: in order not to repeat mistakes in the future, take into account the ineffective moments of the previous one. Analyzing - learning. The teacher who benefits from the mistakes made is growing. Exquisite analysis and introspection is the right way to the heights of pedagogical skill.

It is especially important to understand the reasons for the mistakes made, the incomplete correspondence of the course and results of the pedagogical process to the original plan (project, plan). Most errors appear when the teacher ignores the diagnosis and forecasting of the process and works "in the dark", "by touch", hoping to achieve a positive effect. It follows from this that the generalization of the results allows us to compose general idea teacher about the dynamics of the stages of the pedagogical process (V.G. Kudryavtsev, 1991; N.V. Bordovskaya, A.A. Rean, 2000; A.A. Rean, N.V. Bordovskaya, 2004; A.Ya. Osin, T D. Osina, M. G. Shegeda, 2005).

Thus, the pedagogical process is organized in LMU, which in its structure meets the modern requirements of an educational institution. It is considered as a multicomponent pedagogical system and pedagogical labor process. It is based on the model of pedagogical cooperation and co-creation, which provides optimal interpersonal relationships subjects of training, education and development. A holistic pedagogical process is aimed at achieving the main goal - the formation of a self-developing personality of a future specialist. Despite the particular didactic features of the disciplines taught, the pedagogical process is built on the same stages of its deployment, flow and completion.

4. Pedagogical process, features of the pedagogical process, principles of its organization

Pedagogical process- this concept includes the method and way of organizing educational relations, which consist in the systematic and purposeful selection and application of external factors for the development of subjects of education. The pedagogical process is understood as the process of teaching and educating a person as a special social function, the implementation of which requires the environment of a certain pedagogical system.

The term "process" comes from Latin word processus and means "moving forward", "change". The pedagogical process determines the constant interaction of subjects and objects educational activities: educators and educated. The pedagogical process is aimed at solving this problem and leads to changes that are planned in advance, to the transformation of the properties and qualities of students. In other words, the pedagogical process is a process where experience turns into a personality quality. The main feature of the pedagogical process is the presence of the unity of education, upbringing and development on the basis of maintaining the integrity and generality of the system. The concepts of "pedagogical process" and "educational process" are unambiguous.

The teaching process is a system. The system consists of various processes, including formation, development, education and training, inextricably linked with all conditions, forms and methods. As a system, the pedagogical process consists of elements (components), in turn, the arrangement of elements in the system is a structure.

The structure of the pedagogical process includes:

1. The goal is to identify the final result.

2. Principles are the main directions in achieving the goal.

4. Methods is the necessary work of the teacher and the student in order to transfer, process and perceive the content of education.

5. Means - ways to "work" with the content.

6. Forms - this is a consistent receipt of the result of the pedagogical process.

The purpose of the pedagogical process is to effectively predict the outcome and result of the work. The pedagogical process consists of various goals: the goals of direct teaching and the goals of learning in each lesson, each discipline, etc.

Russia's regulatory documents present the following understanding of goals.

1. The system of goals in the standard provisions on educational institutions (the formation of a general culture of the individual, adaptation to life in society, creating the basis for a conscious choice and development of a professional educational program, education of responsibility and love for the Motherland).

2. The system of diagnostic goals in certain programs, where all goals are divided into stages and levels of training and represent a display of the content of certain training courses. In the education system, such a diagnostic goal can be teaching professional skills, thereby preparing the student for the future. professional education. The definition of such professional goals of education in Russia is the result of important processes in the education system, where attention is paid, first of all, to the interests of the younger generation in the pedagogical process.

Method(from the Greek sheShoskzh) of the pedagogical process - these are the ways of the relationship between the teacher and the student, these are the practical actions of the teacher and students that contribute to the assimilation of knowledge and the use of learning content as an experience. A method is a certain designated way to achieve a given goal, a way to solve problems that result in solving the problem.

Different types of classification of the methods of the pedagogical process can be determined as follows: according to the source of knowledge: verbal (story, conversation, instruction), practical (exercises, training, self-management), visual (showing, illustrating, presenting material), based on the structure of personality: methods of formation consciousness (story, conversation, instruction, demonstration, illustration), behavior formation methods (exercises, trainings, games, assignments, requirements, rituals, etc.), methods of feelings formation (stimulation) (approval, praise, censure, control, self-control, etc.).

The components of the system are educators, students, and learning environments. Being a system, the pedagogical process consists of certain components: goals, objectives, content, methods, forms and results of the relationship between the teacher and the student. Thus, the system of elements is a target, content, activity, and resultant components.

Target Component process is the unity of all the various goals and objectives of educational activities.

Activity Component- this is the relationship between the teacher and the student, their interaction, cooperation, organization, planning, control, without which it is impossible to come to the final result.

Effective Component process shows how effective the process was, determines the successes and achievements depending on the goals and objectives set.

Pedagogical process- this is a necessarily labor process, which is associated with the achievement and solution of socially significant goals and objectives. The peculiarity of the pedagogical process is that the work of the teacher and the student are combined together, making up an unusual relationship between the objects of the labor process, which is pedagogical interaction.

The pedagogical process is not so much a mechanical combination of the processes of education, training, development, as a completely new qualitative system that can subordinate objects and participants to its own laws. All constituent components are subject to a single goal - to preserve the integrity, commonality, unity of all components.

The peculiarity of pedagogical processes is manifested in determining the influential functions of pedagogical action. The dominant function of the learning process is training, education - education, development - development. Also, training, education and development are carried out in holistic process and other interpenetrating tasks: for example, upbringing is manifested not only in upbringing, but also in developing and educational functions, and learning is inextricably linked with upbringing and development.

Objective, necessary, essential connections that characterize the pedagogical process are reflected in its patterns. The patterns of the pedagogical process are as follows.

1. Dynamics of the pedagogical process. The pedagogical process assumes a progressive nature of development - the overall achievements of the student grow along with his intermediate results, which indicates precisely the developing nature of the relationship between the teacher and the children.

2. Personal development in the pedagogical process. The level of personality development and the pace of achieving the goals of the pedagogical process are determined by the following factors:

1) genetic factor - heredity;

2) pedagogical factor - the level of educational and educational sphere; participation in educational work; means and methods of pedagogical influence.

3. Management of the educational process. In the management of the educational process, the level of effectiveness of pedagogical influence on the student is of great importance. This category depends on:

1) the presence of systematic and valuable feedback between the teacher and the student;

2) the presence of a certain level of influence and corrective actions on the student.

4. Stimulation. The effectiveness of the pedagogical process in most cases is determined by the following elements:

1) the degree of stimulation and motivation of the pedagogical process by students;

2) the appropriate level of external stimulation from the teacher, which is expressed in intensity and timeliness.

5. The unity of sensory, logical and practice in the pedagogical process. The effectiveness of the pedagogical process depends on:

1) the quality of the student's personal perception;

2) the logic of assimilation perceived by the student;

3) the degree of practical use of educational material.

6. The unity of external (pedagogical) and internal (cognitive) activities. The logical unity of two interacting principles - this is the degree of pedagogical influence and the educational work of students - determines the effectiveness of the pedagogical process.

7. Conditionality of the pedagogical process. The development and summing up of the pedagogical process depends on:

1) the development of the most versatile desires of a person and the realities of society;

2) available material, cultural, economic and other opportunities for a person to realize their needs in society;

3) the level of conditions for the expression of the pedagogical process.

So, important features of the pedagogical process are expressed in the basic principles of the pedagogical process, which make up its general organization, content, forms and methods.

Let's define the main principles of the pedagogical process.

1. The humanistic principle, which means that the humanistic principle should be manifested in the direction of the pedagogical process, which means the desire to unite the development goals and life attitudes of a certain individual and society.

2. The principle of the relationship between the theoretical orientation of the pedagogical process and practical activities. In this case, this principle means the relationship and mutual influence between the content, forms and methods of education and educational work, on the one hand, and the changes and phenomena taking place in the entire public life of the country - economy, politics, culture, on the other hand.

3. The principle of combining the theoretical beginning of the processes of education and upbringing with practical actions. Determining the meaning of the embodiment of an idea practical activities in the life of the younger generation implies subsequently the systematic acquisition of experience public behavior and provides an opportunity to form valuable personal and business qualities.

4. The principle of scientific character, which means the need to bring the content of education into line with a certain level of scientific and technological achievements of society, as well as in accordance with the already accumulated experience of civilization.

5. The principle of orientation of the pedagogical process to the formation in the unity of knowledge and skills, consciousness and behavior. The essence of this principle is the requirement to organize activities in which children would have the opportunity to verify the veracity of the theoretical presentation, confirmed by practical actions.

6. The principle of collectivism in the processes of education and upbringing. This principle is based on the connection and interpenetration of various collective, group and individual methods and means of organizing the learning process.

7. Systematic, continuity and consistency. This principle implies the consolidation of knowledge, skills, personal qualities that have been acquired in the learning process, as well as their systematic and consistent development.

8. The principle of visibility. This is one of the important principles not only of the learning process, but of the entire pedagogical process. In this case, the basis for the visibility of learning in the pedagogical process can be considered those laws and principles of research outside world which lead to the development of thinking from the figurative-concrete to the abstract.

9. The principle of aestheticization of the processes of education and upbringing in relation to children. Revealing and developing in the younger generation a sense of beauty, an aesthetic attitude to the environment makes it possible to form their artistic taste and see the uniqueness and value of social principles.

10. The principle of the relationship between pedagogical management and independence of schoolchildren. It is very important from childhood to accustom a person to perform certain types of work, to encourage initiative. This is facilitated by the principle of combining effective pedagogical management.

11. The principle of consciousness of children. This principle is intended to show the importance of the active position of students in the pedagogical process.

12. The principle of a reasonable attitude towards the child, which combines exactingness and encouragement in a reasonable ratio.

13. The principle of combination and unity of respect for one's own personality, on the one hand, and a certain level demands on oneself, on the other hand. This becomes possible when there is a fundamental reliance on strengths personality.

14. Accessibility and feasibility. This principle in the pedagogical process implies a correspondence between the construction of students' work and their real capabilities.

15. The principle of influence individual characteristics students. This principle means that the content, forms, methods and means of organizing the pedagogical process change in accordance with the age of the students.

16. The principle of the effectiveness of the results of the learning process. The manifestation of this principle is based on the work of mental activity. As a rule, knowledge that is acquired independently becomes strong.

Thus, defining in stages the unity of education and training in the pedagogical process, the goal as a backbone component educational system, general characteristics of the education system in Russia, as well as the features, structure, patterns, principles of the pedagogical process, we were able to reveal the main idea of ​​the lecture and find out how the education process, being a fundamental, systemic, purposeful and unifying process of education and training, influences the development of the individual, and, therefore, the development of society and the state.

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