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 it cannot be achieved. final result. 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, this is a well-mannered, prepared for life, social person. 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.

In this way,

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 - educational activity (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 laws.

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 activity, 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 a given direction and at a given speed. At 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

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, a pedagogical process is organized in LMU, which in its structure corresponds to modern requirements 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 ensures optimal interpersonal relations between the subjects of education, upbringing 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.

The essence of the concept of "pedagogical process"

The pedagogical process is one of the fundamental categories of pedagogy. latin word- "processus" means "moving forward."

AT Modern dictionary foreign words The meaning of the word "process" is explained as follows:

• 1. successive change of states, the course of development of something;
• 2. a set of consistent actions to achieve some result.

Based on this, the concept of "Pedagogical process" can be defined as follows.

The pedagogical process is a developing interaction between educators and educators, not directed towards achieving a given goal and leading to a pre-planned change in state, a transformation of the properties and qualities of educators.

The main properties of the pedagogical process are its integrity and generality.

The integrity of the pedagogical process is understood as the interrelation and interdependence of all processes and phenomena arising and occurring in it, in the relationship of all subjects of the pedagogical process, in the connections of the pedagogical process with the phenomena of the external environment.

Pedagogical process - holistic process implementation of education in its broadest sense by ensuring the unity of education and upbringing (in its narrow special sense). The unity of training, upbringing, development, the pedagogical process provides, realizing such functions as educational, educational and developing.

The generality of the pedagogical process is expressed in the fact that both the process of education (educational event) and the learning process (lesson) are implemented in the form of a pedagogical process.

The meaning of the concept of "pedagogical process" can be expressed by the formula "Teaching to educate, educate to teach." Training and education as the basis of the educational process carry out the development of the individual. From here it is possible to clarify the essence of the pedagogical process: it is the development of the personality on the basis of the integrity of education and upbringing.

The pedagogical process as a system

It is advisable to consider the pedagogical process as an integral dynamic system, the system-forming factor of which is the goal of pedagogical activity - the education of a person. The common quality of all components of the system is the interaction of the teacher and students, in which the tasks of teaching, educating and developing the personality are realized in their unity and interconnection.

K.D. Ushinsky expressed the idea of ​​the pedagogical process as a unity of administrative, educational and educational elements of pedagogical activity. To reveal the essence of the pedagogical process, according to the authors of modern concepts, is possible only on the basis of the methodology of a systematic approach.

The system approach considers pedagogical objects as systems. To determine the composition, structure and organization of the main components, it is necessary to establish the leading relationships between them, to identify the external connections of the system, to single out the main one from them, to determine the functions of the system and its role among other systems, to establish on this basis the patterns and trends in the development of the system in the direction of its integrity. The pedagogical process is generated by the interaction of the components of the pedagogical system, that is, the system is created and functions in order to ensure the optimal flow of the pedagogical process.

The pedagogical process as a system functions in certain external conditions: natural-geographical, public, industrial, cultural, environment of the school and its microdistrict. Intra-school conditions include educational-material, school-hygienic, moral-psychological and aesthetic conditions.

As a system of five elements, the pedagogical process is presented by N.V. Kuzmina:

• 1) the purpose of learning (why to teach?);
• 2) content educational information(what to teach?);
• 3) methods, teaching methods, means of pedagogical communication (how to teach?);
• 4) teacher;
• 5) student.

E.L. Belkin Presents Pedagogical process as a pedagogical system - part social system. His pedagogical system consists of six elements and is presented in the form of an inverted tree (all elements are interconnected):

The goals of training and education

Technologies of training and education (methods, techniques, forms)

Organizational forms

Student

The pedagogical process is created by the teacher. Regardless of the location of the leak, its creator, it always has the same structure:

PURPOSE - PRINCIPLES - CONTENT - METHODS - MEANS - FORMS.

The goal reflects the end result of pedagogical interaction, which the teacher and the student are striving for. This is the system-forming factor of the pedagogical process. The goal is inherent in the pedagogically interpreted social experience, it is necessarily present in the means and activities of teachers and pupils.

The principles are intended to determine the main directions for achieving the goal.

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

Means as materialized objective ways of "working" with content are used in unity with methods.

Forms of organization of the pedagogical process, reflecting the external features of the interaction, give it a logical completeness.

maybe a different representation of the structure of a holistic pedagogical process, if we approach the pedagogical process from the position of the activities of the educator and pupil (subjects of activity).

Based on the fact that the pedagogical process is an activity of interaction between the teacher and the pupil, the following components can be distinguished in the structure of the pedagogical process.

Target Component includes goals (strategic and tactical) of educational and extracurricular activities.

The activity component involves the organization of joint activities of teachers and students, characterizes the forms, methods, means of organizing and implementing cognitive and educational interaction aimed at achieving goals, mastering the content.

The effective component reflects the results achieved and the degree of effectiveness of the pedagogical process.

The resource component is responsible for the implementation of socio-economic, moral-psychological, sanitary-hygienic and other conditions for the course of the pedagogical process. The resource component includes: financial, personnel, information, regulatory and legal support.

The structure of the pedagogical process is universal: it is inherent both in the learning process as a whole and in any local process of educational interaction.

The absence of one of the components violates the integrity of the pedagogical system.

The means of activity, forms, methods of communication between the subjects of pedagogical interaction serve as the basis for managing the educational process. This structure is set from the standpoint of the activity approach.

Patterns of the pedagogical process

Regularities reflect objective, necessary, essential, recurring connections. In view of the fact that the pedagogical process is a complex, dynamic system, there are quite a lot of significant, repetitive, objective connections in the process of functioning of this system.

Especially many connections are established in the exchange of information between educators and educators. These are organizational and activity ties, communicative ties.

Relations between management and self-government are of great importance in the pedagogical process. The success of the whole process depends on their correct ratio. In turn, management links are based on information, organizational-activity and other types of links.

So let's consider the main regularities of the pedagogical process.

• 1. The regularity of the dynamics of the pedagogical process. The magnitude of all subsequent changes depends on the magnitude of the changes in the previous step. This means that the pedagogical process as a developing interaction between teachers and educators has a gradual, “step-by-step” character; the higher the intermediate achievements, the more significant the final result.
• 2. The pattern of personality development in the pedagogical process. The pace and level of personal development achieved depend on the following factors:
• 1) heredity;
• 2) educational and learning environment;
• 3) the inclusion of the individual in educational activities;
• 4) applied means and methods of pedagogical influence.
• 3. The regularity of the management of the educational process.

The effectiveness of pedagogical influence depends on:

• 1) the intensity of feedback between students and teachers;
• 2) the magnitude, nature and validity of corrective actions on educators.
• 4. Regularity of stimulation. The productivity of the pedagogical process depends on:
• 1) the action of internal incentives (motives) of educational activities;
• 2) the intensity, nature and timeliness of external (social, pedagogical, moral, material and other) incentives.
• 5. The regularity of the unity of sensory, logical and practice in the pedagogical process. The effectiveness of the educational process depends on:
• 1) the intensity and quality of sensory perception;
• 2) logical understanding of the perceived;
• 3) practical application of meaningful.
• 6. The regularity of the unity of external (pedagogical) and internal (cognitive) activities. The effectiveness of the pedagogical process depends on: 1) the quality of pedagogical activity; 2) the quality of their own teaching and educational activities of the students.
• 7. The regularity of the conditionality of the pedagogical process. The course and results of the educational process depend on:
• 1) the needs of society and the individual;
• 2) opportunities (material, technical, economic and others) of the society;
• 3) the conditions of the process (moral-psychological, sanitary-hygienic, aesthetic and others).

It is necessary to warn against the erroneous idea that the relationships that operate in the pedagogical process are exhausted by the laws outlined. There are many more of the latter, and researchers are just approaching the study of deep connections.

Driving Forces for the Development of the Pedagogical Process

The internal driving force of the pedagogical process is the resolution of the contradiction between the requirements put forward and the real possibilities of pupils for their implementation. This contradiction becomes a source of development if the requirements put forward are in the zone of proximal development (L.S. Vygotsky) of the students' abilities (the pedagogical system of A.S. Makarenko, the pedagogical systems in Athens and Sparta). If the tasks turn out to be excessively difficult or easy, the tasks turn out to be excessively difficult or easy, then this contradiction will not contribute to the optimal development of the system. In this regard, it is necessary to study students well, to skillfully project near, medium and distant development prospects, and turn them into specific educational tasks. The effectiveness of the organization of the pedagogical process is based on the motivation of students' activities.

Among existing contradictions can be divided into external and internal contradictions.

External contradictions are sometimes called socio-pedagogical. These are contradictions between the organization of the pedagogical process and the leading social processes: economic, political, spiritual and moral, everyday, cultural. Named social processes play a dominant role in relation to the pedagogical process. In this regard, the existing contradictions are reflected in the public consciousness as a lag in pedagogy from the requirements of life. External contradictions, as a rule, are objective.

The resolution of these contradictions leads to the improvement of the pedagogical process.

Internal contradictions reflect the dialectic of the pedagogical process itself. They are called actually pedagogical. Actually pedagogical contradictions can be objective and subjective.

Examples objective internal contradictions:

• · The contradiction between the active nature of the child and the socio-pedagogical conditions of his life.
• · The contradiction between social requirements for the personality of the child and his own interests.
• The contradiction between rapid growth scientific knowledge and the ability to convey them to students in educational process.

Examples subjective internal contradictions:

• · The discrepancy between the integral intellectual and emotional nature of the child, the activity nature of the child and the formalization of the activity approach.
• · The discrepancy between the practical orientation in the nature of the child and the provision of information in most cases by verbal methods.
• · The discrepancy between the growing role of the subjects of the humanities cycle and the unformed methods of their teaching or the inability to resolve issues of personnel policy.
• The discrepancy between the uniform requirements for the basic general education and the growing need individual development personality.

The presence of these groups of contradictions indicates that within the framework of the pedagogical system, including the pedagogical process, the dialectical law of unity and struggle of opposites operates. Scientific organization The pedagogical process must also take into account other laws of dialectics: the law of the transition of quantitative changes into qualitative ones and the law of negation of negation.

Pedagogical process as pedagogical interaction

The pedagogical process is a labor process, it, like any other labor process, is carried out to achieve socially significant goals. The specificity of the pedagogical process is that the work of educators and the work of educators merge together, forming a kind of relationship between the participants in the labor process - pedagogical interaction.

Term"pedagogical interaction" reflects the mutual activity of the teacher and the student in the pedagogical process. It includes the unity of pedagogical influence, its active perception, the assimilation of social experience by the object, the student's own activity, manifested in response direct or indirect influences on the teacher and on himself (self-education).

As in other labor processes, objects, means, and products of labor are distinguished in the pedagogical process. The objects of the teacher's activity are a developing personality, a team of pupils. The objects of pedagogical work, in addition to complexity, consistency, self-regulation, also have such a quality as self-development, which determines the variability, variability, and uniqueness of pedagogical processes. 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 - the features of perception, understanding, thinking, the formation of will and character

The subject of pedagogical work is the organization of such interaction in which the formation of personality traits takes place.

Funds(tools) of labor is what a person places between himself and the object of labor in order to achieve the desired effect on this object. In the pedagogical process, the tools of labor are also very specific. These include not only the knowledge of the teacher, his experience, personal impact on the student, but also the types of activities to which he should be able to switch students, ways of cooperating with them, the methodology of pedagogical influence. These are spiritual means of labor.

Product pedagogical work, the creation of which the pedagogical process is aimed at, is an educated person, prepared for life in society.

The pedagogical process, like any other labor process, is characterized by levels of organization, management, efficiency, manufacturability, economy, the selection of which opens the way for substantiating criteria that allow us to give not only qualitative, but also quantitative estimates levels reached. The cardinal characteristic of the pedagogical process is time. It acts as a universal criterion that allows you to reliably judge how quickly and efficiently this process proceeds.

Thus, a holistic pedagogical process is a complex pedagogical phenomenon, understanding the essence of which will help the teacher to organize it consciously and in the interests of the personality of the pupil.

Questions for self-test

• 1. What key concepts are used to explain the essence of the concept of "pedagogical process"?
• 2. Give a description of the pedagogical process as a system.
• 3. Thoughtfully and carefully study the general patterns of the pedagogical process. Try not just to memorize, but to understand their all-encompassing effect. To do this, sum up the facts and examples known to you under each regularity, and also try to find a regular explanation for the events that you have recently observed in the school, university pedagogical process.
• 4. List the components of the pedagogical process.
• 5. What is the integrity and generality of the pedagogical process?
• 6. Illustrate with examples the internal and external contradictions of the pedagogical process.
• 7. Describe the pedagogical interaction that occurs during the pedagogical process.

Lecture 7. SYSTEM OF PEDAGOGICAL PRINCIPLES

The general scientific concept of "principle". The essence of pedagogical principles, their implementation

In order for the pedagogical process to achieve its goal, it is necessary to build a rigorous theoretical concept, starting from which it is possible to understand and effectively implement the process itself, therefore, the question arises of some laws and patterns that introduce a stable order between its elements.

Laws and patterns give a general understanding of the picture of the pedagogical process and do not contain direct instructions for the practical activities of the teacher. Pedagogical principles are a kind of bridge between knowledge of regularities and pedagogical practice.

Pedagogical principles are the main ideas, following which helps to achieve the set goals in the best way. Principles - "translators" (V.S. Bezrukova), which determine the mechanisms of interaction of the structural components of the pedagogical process. Communications between components are carried out by realization of principles.

Pedagogical principles serve regulatory framework the choice of content, forms, methods, means that ensure the construction of relationships in the pedagogical process. This is their main and main function.

It follows from the foregoing that pedagogical principles are an obligatory component of the pedagogical process.

Principles are implemented through a system of rules that reflect the particular provisions of the principle and apply to its individual aspects.

rule(in pedagogical interpretation) is a description of pedagogical activity based on general principles in certain conditions to achieve the goal. The rules define the typical way the teacher acts in typical situations.

The logical relationship of the considered concepts can be represented as a chain:

REGULARITIES - LAWS - PRINCIPLES - RULES

To organize the pedagogical process, both the principles of education and the principles of education should be considered. It should be remembered that the division of all principles into separate constituent parts of a holistic pedagogical process is conditional. Consider a system of didactic principles.

System of didactic principles

The principles can be distinguished by their relation to the assimilation of the content of education (on the ideological side) and to the organization of the learning process (on the procedural and technical side). In the first case, these are the principles of upbringing and comprehensive development, scientific character, consciousness, the connection of learning with practice, and individualization in learning. And in the second case, we highlight the principles of visibility, systematic and consistent training, accessibility, strength. It should be noted that a strict system of principles does not yet exist today.

Yu.K. Babansky carried out work on the systematization of principles, revealed a system-forming connection. In his opinion, the system of principles in its totality should ensure the optimization of all components of education. Yu.K. Babansky determined the relationship between the principles of education and the structure of the educational process. This made it possible to create a specific sequence of principles that corresponds to the order of the main links of the learning process.

As a result of the research, a modern system didactic principles, which include:

• 1. the principle of scientific and accessibility;
• 2. the principle of systematic and consistent learning;
• 3. the principle of education and comprehensive development of the individual;
• 4. the principle of visibility;
• 5. the principle of consciousness and activity;
• 6. the principle of strength and development of cognitive forces;
• 7. the principle of individualization in education;
• 8. the principle of connection between learning and life and practice.

Consider the essence and mechanisms for the implementation of some didactic principles.

The principle of visualization of teaching. This is one of the most famous and intuitively accepted principles of learning, implemented since ancient times. Today, this principle is scientifically substantiated, patterns of different sensitivity of the sense organs to external stimuli have been revealed. In most people, the organs of vision are the most sensitive. The theory suggests practice to implement this principle through the following rules:

• memorization of objects presented in kind (images, models) is better, easier and faster than memorization presented in verbal form;
• to guide the cognitive activity of the student in the process of using visual aids;
• · Golden Rule: everything that is possible should be provided for perception by the senses (visible - by sight, heard - by hearing, smells - by smell, given the opportunity to perceive by touch, taste);
• Not limited to visibility, visibility is not a goal, but a means of learning;
• Use visualization as an independent source of knowledge to create problem situations, etc.

The principle of accessibility. The principle of accessibility is due to the laws of age development of students, the organization and implementation of the didactic process in accordance with the level of development of students. This principle has been worked out by centuries of practice - only what is available to a person that corresponds to his amount of accumulated knowledge, skills, ways of thinking (thesaurus law). Many rules for the practical implementation of this principle were formulated by Ya.A. Comenius. The theory and practice of modern education supplemented this list:

• · go from easy to difficult;
• move from the known to the unknown, from the simple to the complex;
• take into account the age and individual characteristics of students, their level of training, performance characteristics;
• · teach at the optimal pace, dose the study of new material, choose the optimal level of complexity of the educational material;
• use comparison, contrast, examples when explaining new material;
• present the educational material clearly, convincingly, emotionally;
• Teaching in dialogue
• draw on the experience of students.

The principle of systematic and consistent. The principle is based on many natural principles: effective knowledge is possible only when there is a clear picture outside world representing a system of interrelated concepts; a universal way of forming a system of scientific knowledge is organized training in a certain way; if skills are not systematically exercised, they are lost, and so on. The important rules for implementing this principle are as follows:

• Divide the content of the educational material into logically completed steps;
• study the material in small logical portions;
• Show intersubject and intrasubject communications;
• use diagrams, plans, reference notes, structural and logical diagrams;
• organize the repetition of educational material;
• use the lessons of generalization and systematization of knowledge;
• Adhere to the logic of the subject.

The principle of consciousness and activity. Actively and consciously carried out educational and cognitive activity helps pupils to master the material and develop their mental potential. If at the same time the teacher creates situations of independent search, a creative approach by the pupil, then pedagogical interaction will give a positive result in self-actualization of both sides. But it should be remembered that cognitive activity encourages activity under the following conditions:

• Clarity of the tasks of the forthcoming work;
• creating conditions for understanding what is happening;
• avoid mechanical actions;
• diversify the types of cognitive activity (comparison, generalization, classification);
• use mutual learning, teach to learn;
• use questions to determine cause-and-effect relationships;
• use problem situations, examples, arguments;
• organize the application of acquired knowledge in practice;
• · use independent work students;
• • training should be aimed at teaching how to ask questions and listen to answers;
• use creative tasks.

Strength principle. The assimilation and memorization of any material is influenced by many factors, including the subjective attitude of students to the content of educational material, training, and the teacher. The student's memory is selective, so there is a direct relationship: the more important and interesting for them this or that material, the more firmly this material is fixed and preserved. Here are some rules for implementing this principle:

• Thinking should take precedence over memory;
• organize the material that needs to be memorized in a special way;
• organize regular repetition of the material, the frequency of repetition should correspond to the course of the forgetting curve (at first - more often, then - less often);
• to form interest in the study of new material;
• follow the logic of the presentation of the material;
• develop the arbitrariness of memory;
• To acquaint with various mnemonics;
• use a vivid emotional presentation of educational material;
• when studying educational material, rely on the experience and knowledge of students;
• Organize independent repetition of educational material.

All principles of a holistic pedagogical process are interconnected and complement each other.

Questions for self-examination

• 1. Why is there no clear distinction between the concepts of “law”, “regularity” in pedagogy?
• 2. What, in your opinion, will result from non-compliance with the established principles of training and education?
• 3. Illustrate each didactic principle with specific examples from the practice of education and training (based on real life examples).
• 4. Prove that all the principles of a holistic pedagogical process are interconnected.

1. The pedagogical process is a holistic process
The pedagogical process is a holistic educational process of 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.

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;
• in 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 links 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.

• Informative- reflects the meaning invested both in the overall goal and in each specific task; determines the totality of formed relations, value orientations, experience of activity and communication, knowledge.

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.

6. Pedagogical process as a system:

AT scientific literature contains about 40 formulations of the concept of "system". There are two main approaches to its formulation:

• indicating its integrity as essential feature any system;
• understanding of the system as a set of elements that are in certain relationships with each other.

Leading domestic system theorist V.G. Afanasiev identifies the following features of the system:

• the presence of constituent elements (components, parts) from which the system is formed. An element is a minimal system that has the basic properties of the system. The minimum allowable number of elements in the system is two;
• the presence of a structure, i.e. certain connections and relationships between elements. Communication is such an interaction in which a change in one component of the system leads to a change in other components;
• the presence of integrative qualities, i.e. such qualities that none of the individual elements that make up the system possesses;
• availability of functional characteristics of the system as a whole and its individual components;
• purposefulness of the system. Each system is created to achieve a specific goal. In this regard, the functions of its components must correspond to the purpose and function of the entire system;
• the presence of communicative properties, which manifest themselves in two forms:

in interaction with the external environment;

in the interaction of this system with systems of a lower or high order;

• the presence of historicity, continuity or connection of the past, present and future in the system and its components;
• presence of control.

These features are the basis for formulating the concept of "system".

A system is understood as a purposeful integrity of interconnected elements, which has new integrative properties, associated with the external environment.
A systematic approach is a direction in the methodology of scientific knowledge and social practice, which is based on the consideration of objects as systems.
This approach directs the researcher to reveal the integrity of the object, to identify the diverse types of connections in it and bring them into a single theoretical picture.
The pedagogical system is understood as the socially conditioned integrity of those interacting on the basis of cooperation among themselves, environment participants in the pedagogical process, aimed at personal development.

Any educational institution is considered as a complex socio-pedagogical system. The process of learning, the process of education are a subsystem of the pedagogical process, the training session is a subsystem of the learning process.

The pedagogical process is considered in pedagogy as a purposeful, content-rich and organizationally formalized interaction between adults and children. It is a certain system, the components of which are the content, means, methods, forms of interaction between the educator and the educated. The word "process" testifies to the prolongation in time, and the word "pedagogical" - to the focus on the transformation of the personality of a person (child).

The concept of "pedagogical process" is used in a narrow and broad sense. In a broad sense, it is a set of all conditions, means and methods aimed at solving one global problem. For example, the pedagogical process of a preschool institution is aimed at the comprehensive upbringing and development of the child. preschool age. The pedagogical process in a broad sense includes both a large, global task and a combination of all components of the impact on the individual.

Using the concept of "pedagogical process" in the narrow sense, we mean the concentration of the content of education, its means, methods, forms of organization on some more specific task. For example, the pedagogical process aimed at solving the problems of moral, aesthetic and other aspects of education; or even more narrowly - aimed at educating honesty, cultural behavior skills, the beginnings of creativity, etc.

The attention of the teacher (more often - the teacher-researcher) is focused on the selection of methods, means, forms of organization that will help solve this problem. But it is realized against the background of other tasks of upbringing and development of the personality and simultaneously with their solution. This is because the pedagogical process has integrity, commonality and unity.

Despite some differences, the same type of stages can be distinguished in the development of all pedagogical processes: preparatory, main, final.

At the first, preparatory, stage of the pedagogical process, the goal and specific tasks are determined, the state of the issue is clarified, methods of influence are planned, selected, taking into account the main task, the age of children and the concept of education (at the present stage, this is the concept of a personality-oriented approach that involves the implementation by the educator of the Declaration of the Rights of the Child ").

Thus, the educator considers it important to educate children in a positive attitude towards work. This goal adjusted according to age. Then the nature of the attitude to work in this group is studied, tasks are set in relation to specific children, the components of the impact are selected, and the desired result is formulated.

The preparatory stage ends with a long-term work plan, adjusted on the basis of clarifying the state of the issue in practice and predicting the result.

The plan is implemented at the second, main, stage of the pedagogical process. At the main stage, pedagogical interaction between the pupil and the educator is carried out, constant operational monitoring of intermediate results is carried out. Operational control helps to detect deviations, errors and immediately make corrections, make the necessary additions or changes. A thinking teacher does not hide from the analysis of mistakes, is not seduced by the first positive results, but finds out their causes. This stage is called the main one because it is in the process of its implementation that educational tasks are solved.

It is very important at this stage to constantly maintain and take into account the feedback - the child's response to the impact.

The third and final stage is designed to analyze the results. The analysis took place at the main stage, but now an exhaustive analysis of the reasons for obtaining positive results and the formation of shortcomings is being carried out. Once again, the legitimacy of the tasks set, the adequacy of the chosen means, methods, forms of organization are considered. It reveals what gave the best result, and what turned out to be ineffective.

Despite the complexity of this work, it is very important for the development of a real teacher.

There are several principles for constructing the pedagogical process in preschool:

- take into account the age capabilities of children;

- be based on the interests of the child;

- to solve educational and educational tasks in their unity;

- take into account the provision on the leading activity, its change and the compensatory relationship of different types of activity in a single pedagogical process;

- to carry out the interaction of the educator with the children with the leading role of an adult;

- create a natural, relaxed environment in which a free creative person will develop;

- to stimulate in the pedagogical process the educator and pupils to mutual respect and observance of the "Declaration of the Rights of the Child".

In the history of domestic preschool pedagogy, there were several options for constructing the pedagogical process. In the 20-30s. 20th century it was built according to organizing moments. Each of them includes the following parts of the program: socio-political, labor, physical education, natural history, fine arts, mathematics. The content of each subsection was revealed and specific forms of interaction were proposed. At the end of each organizing moment, the content of work with parents was indicated.

The work on organizing moments assumed that in the time allotted for it, children would receive the necessary knowledge, consolidate them in games, work, visual activity etc.

The positive thing about this approach was that the children had the opportunity to focus on certain cognitive material for quite a long time; they formed the skills of social behavior, worldview.

In general guidelines It is especially noted that the educator should be attentive to what and how children learn.

The negative thing was that the construction of the pedagogical process on the basis of the allocation of "organizing moments" led to formalism and overorganization. In the future, other forms were also used: thematic and complex. The essence of the thematic form lies in the fact that some topic was singled out as the basis of the pedagogical process. Its content was revealed, as a rule, in the classroom. The study of one topic covered several classes. Another topic, similar in content, could be included in the topic. The content of the topics could be one section of the program (most often - the section of socio-political education), while other sections were studied in parallel.

The complex construction of the pedagogical process (“complexes”) was characterized by an attempt to establish a logical relationship between different sections. One "complex" included different kinds activities of children or different, but related content. All these approaches to the construction of the pedagogical process are marked by the desire to group, bring together educational influences, to give them in a concentrated, purposeful manner. This idea corresponds to the characteristics of preschool age. But the principle of concentration cannot be applied to all content at once, and then some of its aspects become secondary, and the teacher's attention to their development decreases. The main thing that suffers is the versatile development of the personality. In addition, the choice of the theme or content of the "complex" often had a subjective, "taste" character.

Modern approach to this problem - the organization of the pedagogical process based on the allocation of dominant educational goals. The educational task is put forward as the leading goal. Its content is dictated by the peculiarities of the development of the child at a certain age stage and the specific tasks of education. The dominant goal determines the relationship and hierarchy of educational and educational goals. The versatility of content and forms makes it possible to satisfy and develop the diverse interests and abilities of children, and a single motivation to direct this development into a common pedagogically valuable channel.

A distinctive feature of this process is that the relationship between different types activities. To the fore come, changing, various types of activities that are most optimal for the realization of the dominant goal. Other activities play a supporting role. For example, in senior group the goal of cultivating positive relationships between children is put forward as the dominant one.

The central form of work with preschoolers is becoming a joint activity that allows you to exercise children in positive relationships. It can be a game, work, organized on the principle of jointness. Accompanying activities are classes (ethical conversations), independent individual artistic activities (the child prepares something for the whole group or makes a gift for a friend), holidays, etc.

Similar information.

1. Definition of the concept of "pedagogical process". Goals of the pedagogical process

Before discussing the specific features of the pedagogical process, we give some definitions of this phenomenon.

According to I.P. Podlasy’s pedagogical process is called “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 qualities of educators” .

According to V.A. Slastenin, the pedagogical process is “a specially organized interaction of teachers and pupils aimed at solving developmental and educational problems” .

B.P. Barkhaev sees the pedagogical process as "a specially organized interaction of teachers and pupils regarding the content of education using the means of training and education in order to solve the problems of education aimed both at meeting the needs of society and the individual himself in his development and self-development" .

Analyzing these definitions, as well as related literature, we can distinguish the following characteristics of the pedagogical process:

The main subjects of interaction in the pedagogical process are both the teacher and the student;

The purpose of the pedagogical process is the formation, development, training and education of the student's personality: "Ensuring the unity of training, education and development on the basis of integrity and commonality is the main essence of the pedagogical process";

The goal is achieved through the use of special means in the course of the pedagogical process;

The purpose of the pedagogical process, as well as its achievement, is determined by the historical, social and cultural value of the pedagogical process, education as such;

The purpose of the pedagogical process is distributed in the form of tasks;

The essence of the pedagogical process can be traced through special organized forms of the pedagogical process.

All this and other characteristics of the pedagogical process will be considered by us in the future in more detail.

According to I.P. The mean pedagogical process is built on the target, content, activity and result components.

The target component of the process includes the whole variety of goals and objectives of pedagogical activity: from the general goal - the comprehensive and harmonious development of the personality - to the specific tasks of the formation of individual qualities or their elements. The content component reflects the meaning invested both in the overall goal and in each specific task, and 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. The effective component of the process reflects the efficiency of its course, characterizes the progress made in accordance with the goal.

Goal setting in education is a rather specific and complex process. After all, the teacher meets with living children, and the goals so well displayed on paper may differ from the real state of affairs in the educational group, class, audience. Meanwhile, the teacher must know the general goals of the pedagogical process and follow them. In understanding the goals great importance I have operating principles. They allow you to expand the dry formulation of goals and adapt these goals to each teacher for himself. In this regard, the work of B.P. Barkhaev, in which he tries to display in the most complete form the basic principles in building a holistic pedagogical process. Here are the principles:

The following principles apply to the selection of educational targets:

Humanistic orientation of the pedagogical process;

Connections with life and industrial practice;

Combining training and education with labor for the common good.

The development of means for presenting the content of education and upbringing is guided by the following principles:

scientific;

Accessibility and feasibility of teaching and educating schoolchildren;

The combination of visibility and abstractness in the educational process;

Aestheticization of all children's life, especially education and upbringing.

When choosing forms of organizing pedagogical interaction, it is advisable to be guided by the following principles:

Teaching and educating children in a team;

Continuity, consistency, systematic;

Consistency of school, family and community requirements.

The activity of the teacher is governed by the principles:

Combinations of pedagogical management with the development of initiative and independence of pupils;

Reliance on the positive in a person, on the strengths of his personality;

Respect for the personality of the child, combined with reasonable demands on him.

The participation of the students themselves in the process of education is guided by the principles of consciousness and activity of students in a holistic pedagogical process.

The choice of methods of pedagogical influence in the process of teaching and educational work guided by the principles:

Combinations of direct and parallel pedagogical actions;

Accounting for age and individual characteristics pupils.

The effectiveness of the results of pedagogical interaction is ensured by following the principles:

Focus on the formation in the unity of knowledge and skills, consciousness and behavior;

Strength and effectiveness of the results of education, upbringing and development.

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