FORMS OF PEDAGOGICAL ACTIVITY
1. Problem learning
Problematic learning, like programmed learning, refers to active learning technologies. It is based on the solution of any task, problem (from gr. Problema - "task, task"). In a broad sense, the problem is a complex theoretical and practical issue that requires study and resolution; in science - a contradictory situation that appears in the form of opposite positions in the explanation of any phenomena, objects, processes and requires an adequate theory to resolve it. (Situation - French situation - "situation, situation, set of circumstances").
In the Psychological Dictionary we find the following definition: "The problem is the subject's awareness of the impossibility of resolving the difficulties and contradictions that have arisen in a given situation by means of available knowledge and experience."
Problem-based learning is "a system of optimal management of the cognitive, creative, theoretical and practical activities of students, based on a certain understanding of the laws of the thinking process and the conditions for the assimilation of knowledge, the development of cognitive abilities." There are other points of view as well. So, A. E. Steinmetz considered problem learning"Rather one of the most promising ways to implement the principle of scientific character than the principle of teaching." E. G. Mingazov emphatically asserted that the problematic nature is a didactic principle. V. Ya. Skvirsky rejected the opinion of E. G. Mingazov and believed that problem learning is not a method, not a form, not a principle, not a system, not a type of teaching, but its essence is in the “specifics of interaction between participants educational process". According to Ilyina, problem learning is not a system, not a method, but an approach that cannot be absolutized, but must be applied widely enough in order to develop the mental abilities of students. In addition to these ideas, in many works problem learning is not considered directly, but in context and more broadly, as a means of activating learning, increasing the effectiveness of teaching a particular discipline, etc. (The concept of "activation learning" is broader than the concept of "problem learning".)
There was no unity in the question of whether the problem situation should "be created" or naturally "flow" from the very nature of the material. The majority was in favor of the teacher's creation of a problem situation, regardless of whether it is a reflection of a real contradiction in science or is of a methodological nature (i.e., at this stage in science, the question is clear, but to activate the students' thinking, the teacher creates a problem situation). However, there were authors who believed that there was no need to artificially create problem situations, since the whole history of the development of scientific knowledge is full of real problems. The well-known writer M. Shahinyan also supported them: "Nature is full of problems, and they do not need to be created."
Why are there such disagreements? In my opinion, because there are phenomena that are known to mankind, let's call them objectively existing knowledge about these phenomena, scientific knowledge. But there are also phenomena about which mankind still does not know anything (our "cosmos"). In addition, it is important to remember that there is knowledge and subjective, that is, the knowledge of an individual person, they can be complete (erudite person) and incomplete. Therefore, it can be argued that the problem arises at the junction of the known (scientific knowledge) and the unknown, and not at the level of subjective and scientific knowledge.
It is precisely in the confusion of the level of controversy that creates the problem that the controversy has been observed. One level is scientific, the contradiction between the known scientific knowledge and the unknown, the other level is educational cognitive activity, that is, the level of contradiction between subjective knowledge and the objectively existing, but still determined by the learner, unknown truth. The second level is not a problem with scientific point vision, although, judging by the definition of the concept of "problem" given in the "Psychological Dictionary", the student may have difficulties, which he perceives as contradictions. But this is not a problem, it is just a lack of knowledge. However, the realization that he does not have enough knowledge to solve any problem is already a positive factor, because it is an incentive to improve. That is why honest ignorance must be respected.
So, we realized for ourselves that the real problem is always associated with science, it contains an obvious contradiction, does not have a final answer to the main question of the problem, why is this so, and not otherwise, and, therefore, requires a search, research work... I will give an example from the life of an outstanding Soviet physicist, Nobel Prize laureate, Academician Igor Evgenievich Tamm. “He often had to swim upstream. In the 1930s, he put forward the idea that the neutron has a magnetic moment. In different languages, famous physicists (including Niels Bohr) persuaded him to abandon this ridiculous idea: where does the magnetic moment of an electrically neutral particle come from? Igor Evgenievich stood his ground. And he was right. " As you can see, he really faced a problem where scientific knowledge collided with an objectively existing, but unknown to mankind phenomenon and he had to conduct a serious scientific search in order to obtain evidence of his innocence.
Is this possible in the learning process? Yes, it is possible. But, you must admit that this rarely happens, since not only a student, but also a scientist is not always able to see and solve a problem containing a latent contradiction and gain new knowledge.
But what about the majority of students? Give up problem learning? In no case! Just use it on a different level, at the level of students' cognitive activity. And here we will distinguish: a problematic issue, a problematic task, a problem situation and a problem. We have already spoken about the problem. Let's take a look at the rest now.
The problematic question is a "one-act" action. For example, why do they say, "A cold south wind is expected tomorrow?" (See the contradiction: southern, but cold. Why?) Answer: because a cyclone. Could there be hot snow, fried ice, etc.? Such questions stimulate thought, activate thinking, make a person think (remember the question-answer method of Socrates!).
A problematic task involves a number of actions; to solve it, the student needs to independently conduct a partial search. For example, is it possible to link a given type of structure under given conditions, say, a typical project, to a specific area? This is already a fairly large educational and cognitive task, for the solution of which it is required to conduct a special search for a method of action or find some missing data: to conduct a reconnaissance of the area, to make a geodetic survey, to investigate the soil in the laboratory, to determine the wind rose, etc.
A problem situation is a psychological state of intellectual difficulty that arises in a person if he cannot explain a new fact with the help of existing knowledge or perform a known action in the old familiar ways and must find a new one. Here the need arises to think actively, and, most importantly, to answer the question "why". The need, as you know, gives rise to a motive that prompts a person to think and act. This is the essence of problem learning.
There are four levels of problematic learning:
1. The teacher himself poses the problem (task) and solves it himself with active listening and discussion by students. Remember the general didactic method of problem statement!
2. The teacher poses a problem, students independently or under the guidance of a teacher solve it (partial search method). Here, a separation from the sample is observed, and there is room for thought.
3. The student poses a problem, the teacher helps to solve it.
4. The student himself poses the problem and solves it himself. The third and fourth levels are the exploratory method.
Choose which level is suitable for your teaching technology, depending on the level of training of the students.
So, problem learning at the third, fourth level, and sometimes at the second, is associated with research, therefore, problem learning is learning to solve non-standard problems, during which students acquire new knowledge and acquire skills and abilities creative activity which is very important for an engineer. Is not it? That is why, in the 1980s, they "remembered" about problem-based learning, and higher authorities sent appropriate "circulars" to universities and technical schools on the need to use problem-based learning in higher and secondary specialized educational institutions.
However, despite the instructional letters from above, the technology of problem learning was slowly introduced into the educational process, because, like everything in life, it had its advantages and disadvantages. (Remember the joke: God created man, and the devil slipped his appendix? Or another example, the antonymy of language: good - bad, boring - fun, etc.)
The advantages of problem-based learning are, first of all, great opportunities for the development of attention, observation, activation of thinking, activation of the cognitive activity of students; it develops independence, responsibility, criticality and self-criticism, initiative, non-standard thinking, caution and decisiveness, etc. In addition, which is very important, problem learning ensures the strength of the acquired knowledge, for it is obtained in independent activity, this is, firstly, and, secondly, here the interesting "effect of unfinished action" known in psychology, discovered by B.V. Zeigarnik, is triggered. Its essence is that actions that were started but not completed are remembered better: “between the beginning of the action and the expected result, an actual connection is maintained, and we are tormented by the unfinished, I remember the unfinished one. It is always alive in us, always in the present. " An example of this is an experiment conducted by teachers of the Department of Pedagogy and educational psychology Moscow State University: students were offered a problem. In the case when they solved it to the end, the next day they hardly remembered the condition of the problem, the course of the solution, etc. If they were told: “Enough, enough for today,” that is, the problem remained unsolved, the next day the students remembered well the condition and the beginning of solving this problem, although the day before they were not warned about the need to complete it. This is the effect of an unfinished action. Does this mean that we also need to start and not finish solving a problem? Of course not. If the task can be solved in the time allotted to us, then it, naturally, must be brought to the end. But problem learning is about exploration and therefore involves a time-consuming problem solving. A person finds himself in a situation like an agent solving a creative problem or problem. He constantly thinks about it and does not leave this state until he solves it. It is due to this incompleteness that solid knowledge, skills and abilities are formed.
The disadvantages of problem-based learning can be attributed to the fact that it always causes difficulty for the student in the educational process, therefore, it takes much more time to comprehend and find ways to solve it than in traditional teaching. In addition, as in programmed teaching, the development of a problem-based learning technology requires a great pedagogical skill and a lot of time from the teacher. Apparently, it is precisely these circumstances that do not allow the widespread use of problem learning. But you need to strive for it, and everyone good teacher it is used because problem learning is associated with research and, therefore, differs from traditional learning, "since any research is a process of acquiring new knowledge, and learning is a process of transferring already known knowledge." It remains to add that problem learning meets the requirements of the day: teach by research, research by teaching. This is the only way to form a creative personality, that is, to fulfill the super task of our pedagogical work.
2. Business games
The pedagogical essence of business games is to activate thinking, increase the independence of the future specialist, bring in the spirit of creativity in learning, bring it closer to vocational guidance, this is what brings business games closer to the technology of problem learning, but the main thing is to prepare students for practical professional activity... In problem learning, the main question is "why", and in business games - "what would happen if ..."
Naturally, business games must be prepared, keeping in mind not only the material itself, but also the students. It is recommended to start with simulation exercises. They differ from a business game in a smaller volume and limited tasks. For example: who is better able to use uniform rates and prices? Who will pay less for the use of production assets?
Simulation exercises are closer to educational than business games. Their goal is to provide students with the opportunity in a creative environment to consolidate certain skills, to focus on any important concept, category, law. The condition must contain a mandatory contradiction, i.e. there is already an element of problematicity in the simulation exercise.
After the simulation exercises, you can move on to role-playing or business games. In the educational process of a university, purely conditionally, this type of training can be called a business game. Rather, it is a role-playing game, since the student does not yet fully master his specialty. A business game, in my opinion, is the replay of a particular situation by specialists. Their purpose is to define a process or its outcome. The purpose of role-playing (or, conditionally, business) games is to form certain skills and abilities of students in their active creative process. The social significance of business (role-playing) games is that in the process of solving certain problems, not only knowledge is activated, but also collective forms of communication develop.
Game elements of two types are usually used:
· General situational tasks in psychology and management ethics associated with the solution of certain industrial conflicts;
· Highly specialized tasks related to the content of a particular majoring subject.
Tasks of the teacher:
· Select the necessary situations-illustrations on a specific material and situations-problems;
Prepare didactic material: task cards for everyone, it is possible with a hint about the nature of his activity;
· Select subgroups of students (3-4 people);
· Set a task (problem) on which the group should express its point of view, for example: the opinion of the foreman, worker, foreman, head of the section, etc. on a controversial issue about how to gain the trust of the team members;
· Think over the expected answers and remarks;
· Show interest in students, constant attention, etc.
Here, as in problem learning, all didactic methods can be used: explanatory and illustrative, reproductive, problem presentation, partially exploratory, research.
Positive aspects of using business games:
· As a rule, students feel pleasure, there is high motivation, emotional saturation of the learning process;
· There is a preparation for professional activity, knowledge-skills are formed, i.e. students learn to apply their knowledge;
· Post-game discussion helps to consolidate knowledge;
· Operational communication (external and internal).
Negative sides:
· High labor intensity of preparation for the lesson (for the teacher);
· The teacher must be an attentive and benevolent director during the entire game, and there can be several groups at the same time;
· Great tension for the teacher, as he is focused on continuous creative search. In addition, the teacher must also be an actor (have acting skills);
· Unreadiness of students to work with the use of a business game;
· Not all teachers themselves know how to conduct a business game;
· Difficulties with replacing the teacher who conducted business games.
General principles organizing a business game:
1. Division of students into groups of 3-8 people.
2. Unlimited number of participating groups.
3. A clear idea of each group member about their responsibilities.
4. Business game should be limited in time (class, week, etc.).
5. Obligatory analysis of the game after its completion.
The business game involves achieving both. educational and educational goals of a collective nature based on acquaintance with the real; organization of work in industry, economy, etc.
Expected efficiency:
1) cognitive: in the process of a business game, students get acquainted with the dialectical methods of researching an issue (problem), the organization of the work of the team, the functions of their "position" by personal example;
2) educational: in the process of a business game, the consciousness of its participants' belonging to the team is formed; the degree of participation of each of them in the work is determined jointly; there is a sense of the interconnection of the participants in solving common problems; all issues are collectively discussed, which forms criticality, restraint, respect for the opinion of others, attentiveness to playmates;
3) developing: in the process of a business game, they develop logical thinking, the ability to search for answers to the questions posed, speech, speech etiquette, the ability to communicate during the discussion.
Business games are based on the principles of teamwork, practical utility, democracy, transparency, competition, maximum employment of everyone and unlimited prospects for creative activity within the framework of a business game.
A business game can last not only in one lesson, but also for a longer time. For instance, business game on the development of self-government or the business game "Duty", which a teacher of one of Novocherkassk colleges led during the semester, turning an uninteresting lesson for students into an interesting business game. The group is divided into subgroups of 5-7 people. Each subgroup is on duty for one week (first, second, etc.). In a subgroup, everyone has their own responsibilities. The foreman ensures the organization of work, is responsible for everything to the head of the group. The foreman's assistant assists him, replaces him, conducts part of the work. The professional organizer of the brigade is the assistant to the trade union organizer of the group, as well as the foreman in organizing labor discipline, the leisure of the brigade, the physical organizer of the brigade is the assistant to the physical organizer of the group, provides sports competitions with each other in the brigade and between the brigades. A safety and sanitation instructor provides it all. The superintendent of the brigade provides it with inventory, monitors the condition of the premises and makes the necessary minor repairs. The controller - the accountant of the brigade - ensures quality control of the work performed by the brigade, helps the foreman in accounting for the work of each member of the brigade. As you can see, responsibilities are clearly assigned. Since the results of the business game were discussed at the end of each week, the “acceptance certificate” of the premises and inventory was filled out. Students were accustomed to order, acquired the skills that they will need in their future professional activity as a master of industrial training in a vocational school.
Business games also became fashionable in the 1980s. There are many works devoted to them. Business games were often called a teaching method, but this is not a method, but a teaching technology that uses, as already mentioned, all general didactic teaching methods.
3. Modular training
In the late 80s - early 90s of the XX century. another term from the field of technical sciences “breaks in” into pedagogy, namely “module”. They began to talk and write about the "principle of modular education", "modular education system", etc. Let's see what it is.
The word "modulus" (from the Latin modulus - "measure") has three meanings:
1) in the exact sciences - the name given to any particularly important coefficient or value;
2) in mathematics, the module of the system of logarithms is used, i.e. constant factor for the logarithms of one system;
3) a unit of measure, for example, in architecture, a part of a building that serves as a unit of measurement to give proportionality to the building as a whole and its parts; in classical architecture, the module is usually equal to the radius or diameter of the column at its base.
In pedagogy, a module is viewed as an important part of the entire system, without which the didactic system does not "work" without knowing it. By its content, it is a complete, logically complete block. It often overlaps with the topic of discipline. However, unlike the topic, everything in the module is measured, everything is assessed: assignment, work, student attendance at a lesson, starting, intermediate and final level of students. The module clearly defines the learning objectives, tasks and levels of study of this module, the skills and abilities are named. As in programmed learning, in modular learning everything is also pre-programmed: not only the sequence of studying the educational material, but also the level of its assimilation and control of the assimilation quality.
A selected list of basic concepts, skills and abilities for each module should be brought to the attention of students. They should know their thesaurus (i.e., the circle of knowledge, skills and abilities), with an assigned grade or number of points in accordance with the quantitative measure of the quality of mastering educational material specified in the module.
On the basis of the thesaurus, questions and tasks are compiled, covering all types of work in the module, and are submitted for control (usually a test) after studying the module.
The entire course can contain at least three modules. A course project, work or assignment are independent modules that are completed throughout the semester. The cycle of laboratory works can also be considered as an independent module, if their implementation does not coincide in time with the study of the material of the module.
When developing a modular training technology for special disciplines in technical higher and secondary specialized educational institutions, it is important that each module gives a completely definite independent portion of engineering knowledge, forms the skills necessary for an engineer and thereby develops the engineering abilities of students. After studying each module, according to the test results, the teacher gives the students the necessary recommendations. By the number of points scored by a student out of the possible, he himself can judge the degree of his advancement.
Thus, modular training is necessarily associated with a rating assessment of the cognitive activity of students, thereby contributing to an increase in the quality of education. However, not every rating system allows this. Chosen arbitrarily, without evidence of its effectiveness and even expediency, it can lead to formalism in the organization of the educational process.
In order to expand the teacher's capabilities to differentiate the assessment of students' knowledge and skills, it is recommended, using the results of modular control, to determine the indicator of the quality of student training on a scale of 0 - 5 with a step of at least 0.10. Such an indicator will allow assessing even weak knowledge of those students who have not yet reached the required level, but study with diligence.The transition from a quality indicator to an assessment is carried out as follows:
Modular training programs are formed as a set of modules. When determining the overall grade for the course, the results of the rating are included in it with the appropriate weighting coefficients established by the department. The sum of the weighting factors, including the exam factor, must be equal to one:
Σαmi + αe = 1.
After the end of the semester, on the basis of modular assessments, the total semester grade is determined, which is taken into account when determining the results of the final control in the subject. The semester grade is defined as a weighted average:
Sc = Σαmi Smi
Σαmi
where Sc, Smi - semester and module assessments, respectively;
αmi - weighting factors;
n is the number of modules per semester.
Students can only improve modular grades during the semester; they cannot be promoted on the exam. Students can improve the overall grade only through the examination, which includes the quality of answers to additional questions.
General grade for the course Sg = Σαmi Smi + αSe, where SE, αe are the examination grade and its weight coefficient. When conducting the final control of the exam, the questions should be generalized, reflect the basic concepts of the course, and not repeat the questions of modular control, and students must familiarize themselves with the examination questions in advance.
As you can see, modular training is a clear teaching technology based on scientifically grounded data, which does not allow impromptu, as is possible in traditional teaching, and the rating assessment of student training allows more confidence to characterize the quality of his engineering training.
On behalf of the Ministry of Higher and Secondary Specialized Education of the RSFSR, three Russian universities: the Moscow Power Engineering Institute, the Ivanovo Textile Institute and the Taganrog Radio Engineering Institute, using modular training as a basis, tried to develop a new teaching technology - RHYTHM, i.e., the development of individual creative thinking of students. Dividing the 36-week academic year into 6 cycles, here every sixth week, students were freed from all types of current classes, completely giving it up for their intensive independent work and intermediate control of knowledge according to the modular structure of the course. A well-developed rating assessment of knowledge was carried out at the following levels: starting, technical, creative, theoretical and synthesis. Naturally, such training was carried out in all disciplines at the university by all teachers. And this gave positive results, although not everyone liked the modular training and rating assessment of knowledge, since new technology as laborious for the teacher as programmed and problem-based training, as well as business games, and requires great professionalism from him. A lot of preparatory work needed to prepare banks creative assignments, batteries of tests, assessment of knowledge, tests, etc. based on the rating system. In general, we need a clear program of training and control, a rejection of authoritarianism and a transition to the pedagogy of cooperation, which is based on subject-subject relations.
On the other hand, RHYTHM brings positive results to students. Thanks to this teaching technology, adaptation of first-year students to university studies is more successful than with traditional teaching, thanks to the peculiarities of the RHYTHM system, which includes modular course design, cyclical organization of the educational process, level training, and a rating system for assessing the result learning activities and student learning, carried out by the test method, the absence of traditional test and examination sessions.
4. Waldorf pedagogy
Waldorf pedagogy is a peculiar form of education that developed in Germany. In 1919, workers of the Waldorf Astoria tobacco factory (hence the name) in Stuttgart, together with the director of the factory, suggested the German scientist Rudolf Steiner (1861-1925) to create a school for their children. R. Steiner, a follower of Goethe's natural philosophy, wrote and published 300 volumes of works on many branches of science and art: medicine, cosmology, history of religion, architecture, sculpture, of which 25 volumes are devoted to pedagogy and education: "General doctrine of man as the basis of pedagogy" ... He was an erudite man, a prominent scientist, Andrei Bely, Mikhail Chekhov and others collaborated with him. It was he who created the first school, which, in accordance with the principles of alternative pedagogy, can be classified as a type of so-called free schools. It is based on man as a spiritual being. The essence of the Waldorf technology of education is the development of a person's ability to feel, that is, the education of feelings, the formation of artistic taste, the ability to create creatively on the basis of knowledge of nature. (Not bad, right?) It was a bold move in the post-World War I decadent climate. The main thing is not the needs of production or the socio-political situation that determined the goals and content of education, but a person, his capabilities and needs are the leading principles of the content of education / 98, p. 40 /. (How modern it sounds!) Soviet time school teachers and teachers of universities and colleges were servants of the state, for whom the state order was important, and Waldorf teachers were "servants of the child", not "servants of society." Therefore, they say that "The Waldorf School is not a school of worldview."
The Waldorf School is organizationally different from traditional schools... It operates on the basis of self-government, there is no director, the school is run by the teaching staff, and parents are involved in the life of the school. The school is free from centralized government regulation.
Now in Germany, 1% of students study in Waldorf schools. Education there is paid, differentiated (for low-paid parents, the fee is lower). The teacher's salary is also differentiated. Schools are independent, but the state supports them and assumes about 70-80% of the total costs, without interfering in the learning process. “In the“ classical ”Waldorf schools, education lasts 12 years. Those wishing to enter the university graduate from the 13th, "entrant" class. The percentage of university applicants is lower, and sometimes slightly higher than that of graduates from regular public schools. "
Features of the Waldorf school: from the 1st to the 8th grade, all classes are taught by one teacher, there is no rigid curriculum, no marks are given, meaningful assessment characteristics are used. After the 8th grade, classes are taught by subject teachers. The organization of classes is also different. The first two morning hours are studied one general education subject (mathematics or zoology, etc.). No other subject is taught on this day, but this subject will be studied daily for 3-6 weeks, which creates the so-called "era". (Sounds like modular learning?) academic year maybe, for example, 1 "era" in chemistry, 2 - in literature, etc. After two hours of the "era" classes are held in the areas of the artistic cycle (drawing, music, eurythmy), as well as foreign languages(there are two of them). These activities are not related to classroom sitting.
R. Steiner set his pedagogical goal to “reveal the“ secret ”forces of a person with the help of a system of special exercises (eurythmy, music, performances of mysteries, meditation, etc." "), Ie, the uniformity of rhythm in music, in dances and in speech is studied. Aesthetic education permeates all subjects, even" the teaching of subjects of the natural-mathematical cycle is conducted by a class teacher not traditionally, but on a figurative-aesthetic basis (Goetheanism). "
Labor education occupies an important place in the Waldorf school: book binding; carpentry; wood carving; knitting; modeling; sewing dolls, costumes, etc. Boys learn to work in a forge, work the land, grind grain, lay ovens, bake bread.
Thus, the Waldorf school is different from the traditional ones. She found her followers not only in Germany, but also in Holland, Switzerland, Scandinavia, England, Austria, USA, South America, as well as in Russia, in St. Petersburg, for example. There is school # 22 in Novocherkassk, which teaches children using Waldorf pedagogy.
What can we borrow from the Waldorf School, which has become an international cultural and educational movement? First of all, personality-oriented pedagogy, humanization and humanization of education, development of students' abilities to feel the world around them.
Forms of pedagogical activity
Pedagogical activity is the upbringing and teaching influence of the teacher on the student (students), aimed at his personal, intellectual and activity development, at the same time serving as the basis for his self-development and self-improvement.
This activity arose in the history of civilization with the emergence of culture, when the task of "creating, storing and transferring to the younger generations samples (standards) of production skills and norms of social behavior" social development, starting from the primitive community, where children learned in communication with their elders, imitating, adopting, following them, which was defined by J. Bruner as
“Learning in context”. According to J. Bruner, humanity knows "only three main ways of teaching the younger generation: the development of the components of the skill in the process of playing in the great apes, learning in the context of indigenous peoples and the abstract school method separated from direct practice."
Gradually, with the development of society, the first classes, schools, gymnasiums began to be created. Having undergone significant changes in the content of education and its goals in different countries at different stages, the school nevertheless remained a social institution, the purpose of which is the transfer of socio-cultural experience through the pedagogical activities of teachers and educators.
The forms of transfer of sociocultural experience have changed in the history of the development of the school. It was a conversation (Socratic conversation) or maieutics; work in workshops (experience of pottery, leatherworking, weaving and other areas of industrial training), where the main thing was the systematic and purposeful participation of the student in the technological process, the sequential mastering of production operations; verbal instruction (institute of "uncles", monasteries, tutors, etc.). Since the time of Ya.A. Komensky firmly established classroom teaching, in which such forms as a lesson, lecture, seminar, test, and workshops were differentiated. In recent decades, trainings have appeared. Note here that for a teacher one of the most difficult forms of his activity is a lecture, while for a student, a student - seminars, tests.
Characteristics of pedagogical activity
Educational activity has the same characteristics as any other type of human activity. This is, first of all, goal-setting, motivation, objectivity. A specific characteristic of pedagogical activity, according to N.V. Kuzmina is her productivity. There are five levels of productivity of pedagogical activity:
“I - (minimum) reproductive; the teacher knows how to retell to others what he knows himself; unproductive.
II - (low) adaptive; the teacher knows how to adapt his message to the characteristics of the audience; unproductive.
III - (medium) locally modeling; the teacher owns strategies for teaching students knowledge, skills, and abilities in individual sections of the course (i.e., formulate a pedagogical goal, be aware of the desired result and select a system and sequence for including students in educational and cognitive activities); average productive.
IV - (high) systematically modeling students' knowledge; the teacher owns the strategies for the formation of the desired system of knowledge, skills, and abilities of students in the subject as a whole; productive.
V - (higher) systematically modeling the activities and behavior of students; the teacher owns the strategies of transforming his subject into a means of forming the student's personality, his needs for self-education, self-education, self-development; highly productive "(emphasis mine. - IZ).
Considering pedagogical activity, we mean its highly productive nature.
Subject content of pedagogical activity
Pedagogical, like any other type of activity, is determined by psychological (subject) content, which includes motivation, goals, object, means, methods, product and result. In its structural organization, pedagogical activity is characterized by a set of actions (skills), which will be discussed below.
The subject of pedagogical activity is the organization of educational activities of students, aimed at mastering by them subject socio-cultural experience as the basis and conditions for development. The means of pedagogical activity are scientific (theoretical and empirical) knowledge, with the help and on the basis of which the thesaurus of students is formed. The texts of textbooks or their representations, which are recreated by the student during supervision organized by the teacher (in laboratory, practical classes, in field practice) of the facts, patterns, properties of objective reality, act as "carriers" of knowledge. Auxiliary are technical, computer, graphic, etc. facilities.
Explanation, demonstration (illustration), joint work with students on solving educational problems, direct practice of the student (laboratory, field), trainings. The product of pedagogical activity is the formed individual experience of a student in the totality of its axiological, moral and ethical, emotional and semantic, objective, evaluative components. The product of pedagogical activity is assessed at the exam, tests, according to the criteria for solving problems, performing educational and control actions. The result of pedagogical activity as the fulfillment of its main goal is the personal, intellectual development of the student, improvement, his formation as a person, as a subject of educational activity. The result is diagnosed by comparing the qualities of the student at the beginning of training and after its completion in all plans of human development [see, for example, 189].
More on the topic § 1. Pedagogical activity: forms, characteristics, content:
- 2.2. PEDAGOGICAL ACTIVITY: ESSENCE, OBJECTIVES, CONTENT 2.2.1. GENERAL DESCRIPTION OF THE CONCEPT "ACTIVITY"
- § 2. Style of pedagogical activity General characteristics of the style of pedagogical activity
- Chapter 1. General characteristics of pedagogical activity
- 3. The content and forms of joint activities of the school and the family
- § 2. Motivation of pedagogical activity General characteristics of pedagogical motivation
- 2.2. The content and organization of practical training aimed at the formation of an individual style of pedagogical activity of the future teacher
The essence of pedagogical activity
The main types of teaching activities
Structure of pedagogical activity
The teacher as a subject of pedagogical activity
Professionally determined requirements for the personality of the teacher
§ 1. The essence of pedagogical activity
The meaning of the teaching profession is revealed in the activity that its representatives carry out and which is called teaching. It represents a special type of social activity aimed at transferring culture and experience accumulated by mankind from older generations to younger generations, creating conditions for their personal development and preparing for the implementation of certain social roles in society.
Obviously, this activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, as well as, to a certain extent, the media. However, in the first case, this activity is professional, and in the second, it is general pedagogical, which, voluntarily or involuntarily, each person carries out in relation to himself, engaging in self-education and self-education. Pedagogical activity as professional takes place in specially organized by society educational institutions: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions additional education, advanced training and retraining.
To penetrate into the essence of pedagogical activity, it is necessary to turn to the analysis of its structure, which can be represented as a unity of purpose, motives, actions (operations), and result. The system-forming characteristic of activity, including pedagogical, is the goal(A.N. Le-ontiev).
The goal of pedagogical activity is associated with the implementation of the goal of education, which is still considered by many as a universal human ideal of a harmoniously developed personality coming from the depths of centuries. This general strategic goal is achieved by solving specific tasks of education and upbringing in various areas.
The goal of pedagogical activity is a historical phenomenon. It is developed and formed as a reflection of the trend of social development, presenting a set of requirements for modern man taking into account his spiritual and natural capabilities. It contains, on the one hand, the interests and expectations of various social and ethnic groups, and on the other, the needs and aspirations of an individual.
A.S. Makarenko paid much attention to the development of the problem of the goals of education, but none of his work contains their general formulations. He always sharply opposed any attempts to reduce the definitions of the goals of education to amorphous definitions such as "harmonious personality", "man-communist", etc. A.S. Makarenko was a supporter of the pedagogical design of the personality, and saw the goal of pedagogical activity in the program of personality development and its individual adjustments.
The main objects of the goals of pedagogical activity are the educational environment, the activities of the pupils, the educational team and the individual characteristics of the pupils. The realization of the goal of pedagogical activity is associated with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, the development of individual personality.
The goals of pedagogical activity are a dynamic phenomenon. And the logic of their development is such that, arising as a reflection of the objective trends of social development and bringing the content, forms and methods of pedagogical activity in accordance with the needs of society, they add up to a detailed program of step-by-step movement towards the highest goal - the development of the individual in harmony with himself and society. ...
The main functional unit, with the help of which all the properties of pedagogical activity are manifested, is pedagogical action as a unity of purpose and content. The concept of pedagogical action expresses the general that is inherent in all forms of pedagogical activity (lesson, excursion, individual conversation, etc.), but is not reduced to any of them. At the same time, pedagogical action is the special one that expresses both the universal and all the wealth of the individual.
An appeal to the forms of materialization of pedagogical action helps to show the logic of pedagogical activity. The teacher's pedagogical action first appears in the form of a cognitive task. Based on the available knowledge, he theoretically correlates the means, the object and the intended result of his action. The cognitive task, being solved psychologically, then passes into the form of a practical transformative act. At the same time, there is some discrepancy between the means and objects of pedagogical influence, which affects the results of the teacher's action. In this regard, from the form of a practical act, the action again passes into the form of a cognitive task, the conditions of which become more complete. Thus, the activity of a teacher-educator by its nature is nothing more than a process of solving an innumerable set of problems of various types, classes and levels.
A specific feature of pedagogical problems is that their solutions almost never lie on the surface. They often require hard work of thought, analysis of many factors, conditions and circumstances. In addition, what you are looking for is not presented in clear formulations: it is developed on the basis of a forecast. The solution of an interconnected series of pedagogical problems is very difficult to algorythmize. If the algorithm does exist, its application by different educators can lead to different results. This is due to the fact that the creativity of teachers is associated with the search for new solutions to pedagogical problems.
§ 2. The main types of teaching activities
Traditionally, the main types of pedagogical activity carried out in a holistic pedagogical process are teaching and educational work.
Educational work - This is pedagogical activity aimed at organizing the educational environment and managing various types of activities of pupils in order to solve the problems of harmonious development of the individual. A teaching - this is a type of educational activity that is aimed at managing mainly cognitive activities schoolchildren. By and large, pedagogical and educational activities are identical concepts. This understanding of the relationship between educational work and teaching reveals the meaning of the thesis about the unity of teaching and education.
Education, the disclosure of the essence and content of which is devoted to a lot of research, only conditionally, for convenience and deeper knowledge of it, is considered in isolation from education. It is no coincidence that teachers involved in the development of the problem of the content of education (V.V. Kraevsky, I-YaLerner, M.N. Skatkin, etc.) consider the experience of creative activity to be its integral components, along with the knowledge and skills that a person acquires in the learning process. and the experience of an emotional value relationship to the world around us. Without the unity of teaching and educational work, it is not possible to implement these elements of education. Figuratively speaking, an integral pedagogical process in its content aspect is a process in which "nurturing education" and "educational education" are merged(ADisterweg).
Let us compare, in general terms, the activity of teaching, which takes place both in the learning process and during extracurricular hours, and educational work, which is carried out in a holistic pedagogical process.
Teaching carried out within the framework of any organizational form, not just a lesson, usually has strict time constraints, a strictly defined goal and options for achieving it. The most important criterion for the effectiveness of teaching is the achievement learning goal... Educational work, also carried out within the framework of any organizational form, does not pursue a direct achievement of the goal, because it is unattainable within the time frame of the organizational form. In educational work, it is possible to envisage only the consistent solution of specific goals-oriented problems. The most important criterion for the effective solution of educational problems are positive changes in the consciousness of pupils, manifested in emotional reactions, behavior and activities.
The content of training, and therefore the logic of teaching, can be rigidly programmed, which is not allowed by the content of educational work. The formation of knowledge, skills and abilities from the field of ethics, aesthetics and other sciences and arts, the study of which is not provided for in the curriculum, is essentially nothing more than learning. In educational work, planning is acceptable only in the most general terms: attitude to society, to work, to people, to science (teaching), to nature, to things, objects and phenomena of the surrounding world, to oneself. The logic of the teacher's upbringing work in each separate class cannot be predetermined by normative documents.
The teacher deals with approximately homogeneous "source material". The results of an exercise are almost unambiguously determined by its activity, i.e. the ability to evoke and direct the cognitive activity of the student. The teacher is forced to reckon with the fact that his pedagogical influences can intersect with unorganized and organized negative influences on the student. Teaching as an activity is discrete. It usually does not involve interaction with students during the preparatory period, which can be more or less lengthy. The peculiarity of educational work is that even in the absence of direct contact with the teacher, the pupil is under his indirect influence. Usually, the preparatory part in educational work is longer and often more significant than the main part.
The criterion for the effectiveness of students' activities in the learning process is the level of assimilation of knowledge and skills, mastering ways of solving cognitive and practical tasks, the intensity of progress in development. The results of students' activities are easily identified and can be recorded in qualitative and quantitative indicators. In educational work, it is difficult to correlate the results of the teacher's activity with the developed criteria of upbringing. It is very difficult to single out the result of the activity of the educator in a developing personality. By virtue of stochasticity of the educational process, it is difficult to foresee the results of certain educational actions and their receipt is much delayed in time. In educational work, it is impossible to establish feedback in a timely manner.
The noted differences in the organization of teaching and educational work show that teaching is much easier in the way it is organized and implemented, and in the structure of the integral pedagogical process it takes a subordinate position. If in the learning process almost everything can be proved or deduced logically, then it is much more difficult to evoke and consolidate certain personal relationships, since freedom of choice plays a decisive role here. That is why the success of learning largely depends on the formed cognitive interest and attitude to learning activities in general, i.e. from the results of not only teaching, but also educational work.
Revealing the specifics of the main types of pedagogical activity shows that teaching and educational work in their dialectical unity take place in the activities of a teacher of any specialty. For example, a master of industrial training in the system of vocational education in the course of his activity solves two main tasks: to equip students with knowledge, skills and abilities to rationally perform various operations and work in compliance with all requirements modern technology production and organization of labor; to prepare such a skilled worker who would deliberately strive to increase labor productivity, the quality of work performed, would be organized, would value the honor of his workshop, enterprise. A good master not only imparts his knowledge to his students, but also guides their civic and professional development. This, in fact, is the essence of the professional education of young people. Only a master who knows and loves his work, people, can instill in students a sense of professional honor and cause the need for perfect mastery of the specialty.
In the same way, if you consider the range of responsibilities of an after-school teacher, you can see in his activities both teaching and educational work. The regulations on extended day groups define the tasks of the educator: to instill in students a love of work, high moral qualities, cultural habits and personal hygiene skills; regulate the daily routine of pupils, observing the timely preparation of homework, assist them in learning, in the reasonable organization of leisure; carry out, together with the school doctor, activities that promote the health and physical development of children; keep in touch with the teacher, class teacher, with the pupils' parents or persons replacing them. However, as can be seen from the tasks, the cultivation of cultural habits and personal hygiene skills, for example, is already a sphere not only of education, but also of training, which requires systematic exercises.
So, of the many types of activity of schoolchildren, cognitive activity is not confined only to the framework of teaching, which, in turn, is "burdened" with educational functions. Experience shows that success in teaching is achieved primarily by those teachers who have the pedagogical ability to develop and maintain the cognitive interests of children, to create in the lesson an atmosphere of common creativity, group responsibility and interest in the success of classmates. This suggests that it is not teaching skills, but the skills of educational work that are primary in the content of the teacher's professional readiness. In this regard, the professional training of future teachers has as its goal the formation of their readiness to manage the integral pedagogical process.
§ 3. The structure of pedagogical activity
In contrast to the accepted in psychology understanding of activity as a multilevel system, the components of which are purpose, motives, actions and results, in relation to pedagogical activity, the approach of identifying its components as relatively independent functional types of teacher's activity prevails.
N.V. Kuzmina identified three interrelated components in the structure of pedagogical activity: constructive, organizational and communicative. For the successful implementation of these functional types of pedagogical activity, appropriate abilities are required, manifested in skills.
Constructive activity, in turn, it breaks down into constructive-meaningful (selection and composition of educational material, planning and building the pedagogical process), constructive-operational (planning one's own actions and the actions of students) and constructive-material (designing the educational and material base of the pedagogical process). Organizational activity involves the implementation of a system of actions aimed at including students in various activities, creating a team and organizing joint activities.
Communication activities is aimed at establishing pedagogically expedient relations between the teacher and the pupils, other teachers of the school, representatives of the public, and parents.
However, the named components, on the one hand, can equally be attributed not only to pedagogical, but also to almost any other activity, and on the other, they do not disclose with sufficient completeness all aspects and areas of pedagogical activity.
A.I.Shcherbakov classifies the constructive, organizational and research components (functions) as general labor, i.e. manifested in any activity. But he concretizes the function of the teacher at the stage of implementation of the pedagogical process, presenting the organizational component of pedagogical activity as a unity of information, developmental, orientation and mobilization functions. Special attention should be paid to the research function, although it belongs to the general labor function. The implementation of the research function requires the teacher scientific approach to pedagogical phenomena, possession of the skills of heuristic search and methods of scientific and pedagogical research, including the analysis of their own experience and the experience of other teachers.
The constructive component of pedagogical activity can be represented as internally interrelated analytical, prognostic and projective functions.
An in-depth study of the content of the communicative function allows you to define it also through interconnected perceptual, actually communicative and communicative-operational functions. Perceptual function is associated with penetration into inner world a person, in fact, communicative - is aimed at establishing pedagogically expedient relations, and communicative-operational - involves the active use of the means of pedagogical technology.
The effectiveness of the pedagogical process is due to the presence of constant feedback. It allows the teacher to receive timely information on the correspondence of the results obtained to the planned tasks. Due to this, it is necessary to single out the control-evaluative (reflexive) component in the structure of pedagogical activity.
All components, or functional types, of activity are manifested in the work of a teacher of any specialty. Their implementation presupposes the teacher's possession of special skills.
§ 4. Teacher as a subject of pedagogical activity
One of the most important requirements of the teaching profession is the clarity of the social and professional positions of its representatives. It is in it that the teacher expresses himself as a subject of pedagogical activity.
The position of the teacher is a system of those intellectual, volitional and emotional-evaluative attitudes to the world, pedagogical reality and pedagogical activity in particular, which are the source of his activity. It is determined, on the one hand, by those requirements, expectations and opportunities that society presents and provides to him. On the other hand, there are internal, personal sources of activity - drives, feelings, motives and goals of the teacher, his value orientations, worldview, ideals.
In the position of the teacher, his personality, the nature of social orientation, the type of civic behavior and activity are manifested.
Social position the teacher grows out of the system of views, beliefs and value orientations that were formed in secondary school. In the process of professional training, on their basis, a motivational-value attitude to the teaching profession, the goals and means of teaching activities is formed. The motivational and value-based attitude to pedagogical activity in its broadest understanding is ultimately expressed in the direction, which constitutes the core of the teacher's personality.
The social position of the teacher largely determines his professional position. However, there is no direct relationship whatsoever, since upbringing is always built on the basis of personal interaction. That is why the teacher, clearly realizing what he is doing, is far from always able to give a detailed answer why he acts this way and not otherwise, often in spite of common sense and logic. No analysis will help to reveal which sources of activity prevailed when the teacher chose this or that position in the current situation, if he himself explains his decision by intuition. Many factors influence the choice of a teacher's professional position. However, the decisive among them are his professional attitudes, individual-typological personality traits, temperament and character.
L. B. Itelson gave a description of the typical role of pedagogical positions. The educator can act as:
informant, if he is limited to the communication of requirements, norms, views, etc. (for example, you have to be honest);
friend, if he strove to penetrate the soul of the child "
a dictator if he forcibly introduces norms and value orientations into the consciousness of pupils;
advisor if he uses careful persuasion "
the petitioner, if the teacher asks the pupil to be so "as it should", sometimes sinking to self-abasement, flattery;
inspirer, if he seeks to captivate (ignite) interesting goals, prospects.
Each of these positions can have a positive and negative effect, depending on the personality of the educator. However, injustice and arbitrariness always give negative results; playing along with the child, turning him into a little idol and dictator; bribery, disrespect for the personality of the child, suppression of his initiative, etc.
§ 5. Professionally determined requirements for the personality of the teacher
The set of professionally determined requirements for a teacher is defined as professional readiness to teaching activities. In its composition, it is legitimate to single out, on the one hand, psychological, psychophysiological and physical readiness, and on the other, scientific-theoretical and practical training as the basis of professionalism.
The content of professional readiness as a reflection of the goal of teacher education is accumulated in professional gram, reflecting the invariant, idealized parameters of the personality and professional activity of the teacher.
To date, a wealth of experience has been accumulated in constructing a teacher's professiogram, which allows the professional requirements for a teacher to be combined into three main complexes, interrelated and complementary to each other: general civic qualities; qualities that determine the specifics teaching profession; special knowledge, abilities and skills in the subject (specialty). Psychologists, when justifying the professiogram, turn to the establishment of a list of pedagogical abilities, which are a synthesis of the qualities of the mind, feelings and will of the individual. In particular, V.A. Krutetsky emphasizes didactic, academic, communication skills, as well as pedagogical imagination and the ability to distribute attention.
A. I. Shcherbakov considers didactic, constructive, perceptual, expressive, communicative and organizational skills to be among the most important pedagogical abilities. He also believes that in the psychological structure of the teacher's personality, general civil qualities, moral-psychological, social-perceptual, individual-psychological characteristics, practical skills and abilities should be highlighted: general pedagogical (informational, mobilization, developmental, orientation), general labor (constructive, organizational , research), communicative (communication with people of different age categories), self-educational (systematization and generalization of knowledge and their application in solving pedagogical problems and obtaining new information).
A teacher is not only a profession, the essence of which is to transmit knowledge, but a high mission of creating a personality, establishing a person in a person. In this regard, the goal of teacher education can be presented as continuous general and professional development of a new type of teacher, which is characterized by:
high civic responsibility and social activity;
love for children, need and ability to give them your heart;
genuine intelligence, spiritual culture, desire and ability to work together with others;
high professionalism, innovative style of scientific and pedagogical thinking, readiness to create new values and make creative decisions;
the need for constant self-education and readiness for it;
physical and mental health, professional performance.
This capacious and laconic characteristic of a teacher can be concretized to the level of personal characteristics.
In the teacher's professiogram, the leading place is taken by the orientation of his personality. Let us consider in this regard the personality traits of the teacher-educator, which characterize his social and moral, professional, pedagogical and cognitive orientation.
CD. Ushinsky wrote: "The main road of human upbringing is conviction, and conviction can only be acted upon by conviction. Every teaching program, every method of upbringing, no matter how good it is, that has not passed into the convictions of the educator, will remain a dead letter that has no force in reality. The most vigilant control in this matter will not help. The educator can never be a blind executor of the instruction: not warmed by the warmth of his personal conviction, it will have no power. "
In a teacher's activities, ideological conviction determines all other properties and characteristics of a person, expressing his social and moral orientation. In particular, social needs, moral and value orientations, a sense of social duty and civic responsibility. Ideological conviction underlies the social activity of a teacher. That is why it is rightfully considered the most profound fundamental characteristic of the teacher's personality. The teacher-citizen is loyal to his people, close to him. He does not lock himself in a narrow circle of his personal concerns, his life is continuously connected with the life of the village, the city where he lives and works.
In the structure of the teacher's personality, a special role belongs to the professional and pedagogical orientation. It is the framework around which the main professionally significant properties of the teacher's personality are assembled.
The professional orientation of the teacher's personality includes interest in the teaching profession, pedagogical vocation, professional pedagogical intentions and inclinations. The basis of the pedagogical orientation is interest in the teaching profession, which finds its expression in a positive emotional attitude towards children, towards parents, pedagogical activity in general and to its specific types, in the desire to master pedagogical knowledge and skills. Pedagogical vocation in contrast to pedagogical interest, which can also be contemplative, it means a tendency that grows out of an awareness of the ability to pedagogical work.
The presence or absence of a vocation can be revealed only when the future teacher is included in educational or real professionally oriented activities, because a person's professional purpose is not directly and unambiguously determined by the originality of his natural characteristics. Meanwhile, the subjective experience of a vocation for a performed or even a chosen activity can turn out to be a very significant factor in the development of a personality: to cause enthusiasm for the activity, the conviction of one's suitability for it.
Thus, the pedagogical vocation is formed in the process of the future teacher accumulating theoretical and practical pedagogical experience and self-assessment of his pedagogical abilities. Hence, we can conclude that the shortcomings of special (academic) preparedness cannot serve as a reason for recognizing the complete professional unsuitability of a future teacher.
The basis of the pedagogical vocation is love for children. This fundamental quality is a prerequisite for self-improvement, purposeful self-development of many professionally significant qualities that characterize the professional and pedagogical orientation of the teacher.
Among such qualities - pedagogical duty and a responsibility. Guided by a sense of pedagogical duty, the teacher is always in a hurry to provide assistance to children and adults, to everyone who needs it, within the limits of their rights and competence; he is demanding of himself, strictly following a kind of code pedagogical morality.
The highest manifestation of pedagogical duty is dedication teachers. It is in it that his motivational and value attitude towards work finds expression. A teacher who has this quality works regardless of the time, sometimes even the state of health. A striking example of professional dedication is the life and work of A.S. Makarenko and V.A. Sukhomlinsky. An exceptional example of dedication and self-sacrifice is the life and feat of Janusz Korczak, a prominent Polish doctor and teacher, who disdained the Nazis' proposals to stay alive and stepped into the crematorium oven with his pupils.
The teacher's relationship with colleagues, parents and children, based on an awareness of professional duty and a sense of responsibility, is the essence of pedagogical tact, which is both a sense of proportion, and a conscious dosage of action, and the ability to control it and, if necessary, balance one means with another. The tactics of the teacher's behavior in any case is to, in anticipation of its consequences, choose the appropriate style and tone, time and place of pedagogical action, as well as carry out their timely correction.
Pedagogical tact largely depends on the personal qualities of the teacher, his outlook, culture, will, civic position and professional skill. It is the foundation on which a relationship of trust between teachers and students grows. The pedagogical tact is especially clearly manifested in the control and evaluative activity of the teacher, where special attentiveness and fairness are extremely important.
Pedagogical justice is a kind of measure of the teacher's objectivity, the level of his moral upbringing. VA Sukhomlinsky wrote: “Justice is the basis of a child’s trust in an educator. But there is no abstract justice — outside of individuality, outside of personal interests, passions, impulses. ...
The personality traits that characterize the professional and pedagogical orientation of the teacher are a prerequisite and concentrated expression of his authority. If within the framework of other professions the expressions "scientific authority", "recognized authority in their field", etc., are customary, then the teacher may have a single and indivisible authority of the individual.
The basis of the cognitive orientation of the personality is formed by spiritual needs and interests.
One of the manifestations of the spiritual strength and cultural needs of an individual is the need for knowledge. Continuity of pedagogical self-education - necessary condition professional development and improvement.
One of the main factors of cognitive interest is love for the subject taught. Leo Tolstoy noted that if “you want to educate a student in science, love your science and know it, and the students will love you, and you will educate them; educational influence. "" This idea was developed by VA Sukhomlinsky. He believed that "the master of pedagogy knows the alphabet of his science so well that in the lesson, in the course of studying the material, the focus of his attention is not on the content of what is being studied. , and the students, their mental work, their thinking, the difficulties of their mental work. "
A modern teacher should be well versed in various branches of science, the foundations of which he teaches, know its capabilities for solving socio-economic, industrial and cultural problems. But this is not enough - he must be constantly aware of new research, discoveries and hypotheses, see the near and far prospects of the taught science.
The most common characteristic of the cognitive orientation of the teacher's personality is the culture of scientific and pedagogical thinking, the main feature of which is dialecticism. It manifests itself in the ability in each pedagogical phenomenon to reveal its constituent contradictions. A dialectical view of the phenomena of pedagogical reality allows the teacher to perceive it as a process, where through the struggle of the new with the old, continuous development takes place, to influence this process, in a timely manner solving all the questions and tasks that arise in his activity.
Types and types of lessons.
Pedagogical form is a stable, complete organization of the pedagogical process in the unity of all its components.
In modern didactics, the organizational form of teaching is understood as a special construction of the teaching process, the nature of which is determined by its content, methods, means and types of student activities.
Classification of forms:
Simple shapes- the minimum number of methods and means, as a rule, are devoted to one topic, these include: conversation, lecture, excursion, exam, instruction
Composite forms- are based on the development of simple ones or on their various combinations - a lesson, a lesson, a competition, a lesson-conference. Composite forms are decomposed into simple ones. A lesson can contain a conversation, a lecture, a briefing, and a conference can include reports, a dispute, an exhibition, a newsletter, thesis of reports.
Complex forms- a targeted selection of simple and compound forms. These include thematic lectures, combined lessons in several subjects.
There are also forms of educational, extracurricular work and self-educational activities of students.
There are the following organizational forms of training:
frontal(work with the entire flow);
group(the stream is divided into groups);
individual(work with each student) .;
Forms of theoretical training
Lecture- Monological way of presenting voluminous material. From others verbal methods the presentation of the material has a more rigorous structure; an abundance of reported information; the logic of the presentation of the material; the systemic nature of the illumination of knowledge.
Seminar lesson- This is a collective discussion of a specific topic on previously prepared questions. Types of seminars: messages and reports, discussions, press conferences, etc. Seminar structure: first, the teacher informs the topic, the objectives of the lesson, then there is a discussion of the questions posed, and at the end the results are summed up.
Excursion- involves visiting organizations, enterprises, training and production sites, museums, etc. The main stages: setting goals, preparing a plan, organizing and conducting, summing up.
Independent study work- independent mastery by students of the necessary knowledge and skills by reading the relevant literature, preparing reports, messages, drawing up abstracts, etc.
The conference- This is a collective discussion of a specific scientific and practical problem. It requires a lot of preparatory work: defining a topic, forming problems, a circle of participants, developing a plan for conducting it, preparing a collection of materials (if it is planned to publish them), etc.
Consultation- the form of a training session, in the course of which the student receives answers from teachers to specific questions on theoretical provisions or aspects of their practical application. The consultation can be individual or group.
Individual sessions conducted with individual pupils and students in order to improve their level of training and the development of individual creativity... They are organized on a separate schedule or scheduled.
Forms of practical training
Laboratory work- a form of training aimed at the formation of the necessary professional skills. In the course of laboratory exercises, students under the guidance of a teacher or independently perform practical work with the aim of deepening and consolidating theoretical knowledge, developing the skills of independent experimentation. Types of laboratory studies: introductory, experimental, problem-search.
Workshops are carried out in laboratories, workshops, classrooms, computer labs, training and experimental and production sites. (Practical exercises can be associated, for example, with measurements, assembling circuits, parts, familiarization with devices and mechanisms, conducting experiments and observations, etc.).
Didactic game- purposeful organization of educational-game interactions of trainees in the process of modeling by them the integral professional activity of a specialist. In the course of the game, game modeling is carried out in conditions of recreation of social and professional experience.
Practice- the acquisition of professional skills and abilities by students in a production environment. It is carried out in the process of professional activity under the organizational and methodological guidance of a teacher and a specialist in this area. Distinguish between introductory, educational (pedagogical), industrial and pre-diploma practice.
Course design is the process of developing projects (coursework) for the main training courses how final stage a didactic training cycle in a particular subject (or a group of subjects). The purpose of this form of education is to deepen the professional training of students in the process of independent creative application of the knowledge gained to solve practical problems.
Graduation design- the process of developing graduation projects at the final stage of training in a vocational educational institution. Diploma projects perform the role of attestation works during state attestation of graduates of higher and secondary professional educational institutions... Diploma works are performed on a specific topic under the guidance of a scientific advisor. They are reviewed and defended at a meeting of the State Attestation Commission.
Forms of control
The management of the pedagogical process involves the implementation of control functions, that is, a system for identifying the effectiveness of the functioning of this process. There are the following types of control:
Preliminary - identifying the initial level of knowledge and skills formation;
Current - carried out in the process of daily educational work;
Thematic - conducted at the end of the study of the topic;
Rubezhny - testing knowledge and skills by sections of the courses;
Final - conducted at the end of the study of the discipline or the entire course of study in an educational institution.
Forms of control used in vocational education institutions may vary.
Test- written control form. Test papers are both frontal and individual in nature, are performed according to options, checked and reviewed by the teacher. By control works may be interviewed and credit awarded. This form of control is especially typical for distance learning.
Colloquium- oral individual interview of the teacher with the students on the questions asked; form of current, thematic or midterm control. Based on the results of the colloquium, the issue of admitting students to the exam can be resolved.
Offset- the form of the final control of knowledge based on the results of the study of the academic discipline. It can be conducted on pre-drawn questions or as an interview. The credit is put into the statement, the student's record book and the diploma supplement.
Exam- the form of the final control of knowledge based on the results of studying a section or the entire course. It can be carried out in writing or orally (by tickets). According to the results of the exam, a differentiated mark ("excellent", "good", "satisfactory") is set, which is entered into the statement, the record book and the supplement to the diploma.
Testing- the form of the current thematic and final control of knowledge using tests, which are a system of tasks in the appropriate form. Test assignments should be short, which means a minimum waste of time, valid and reliable. The validity of the test lies in its adequacy for the purpose; the reliability of the test and the consistency of indicators obtained during repeated testing.
Rating system for assessing knowledge- This is the quality control of the assimilation of educational material according to the results of various forms. It takes into account all the active activities of students (participation in scientific work, competitions; execution of creative projects, etc.) and is evaluated in points on various scales.
Machine control- This is the control of knowledge using machines (computers, personal computers and other monitoring devices). The advantage of machine control is that machines are impartial. At the same time, machine control does not allow identifying typical mistakes and difficulties of students.
Attestation- the form of the current and final control of students. For example, certification weeks are held, during which the results are displayed in the sheets: "certified" or "not certified". This takes into account the current progress of students and attendance at classes. In addition, at the end of the training course, state certification is carried out by specially created State certification commissions (SAC). Graduates pass the state exam and defend attestation works(graduation projects »graduation works). Graduates who have successfully passed the state certification are issued a state diploma.
Lesson
The main form of education in primary and secondary institutions vocational education is the lesson.
Lesson- This is an organizational form of training, in which the teacher guides the cognitive activity of students in a group for a specified time. Each lesson has educational, educational and developmental goals and includes, in different versions, such components as a survey, explanation, consolidation, homework.
Features: the constancy of the allotted time and composition of students, a fixed schedule and venue, the use of various teaching methods.
The merits of the lesson are its economy, clear time frames, flexibility, the ability to absorb other forms of organization of training (lesson-lecture, lesson-excursion, etc.). At the same time, the lesson is imperfect and has serious limitations: it is strictly regulated in time, has a conservative structure, complicates implementation individual approach to students.
Requirements to modern lesson :
1. Didactic: a clear definition of the educational objectives of the lesson as a whole; determination of the optimal content of the lesson; the choice of the most rational means and methods of teaching, the implementation of the principles and conditions of successful learning in the classroom.
2. Educational: setting educational tasks; the formation of the highest moral qualities and aesthetic tastes in students; the formation of students' cognitive interests, positive motives of educational and cognitive activity.
3. Organizational: the presence of a well-thought-out type of lesson; organizational clarity of the lesson; preparation and rational use of various teaching aids.
During the lesson, a whole range of teaching, educational and developmental tasks is solved:
Formation of knowledge, abilities and skills that make up the content of general and vocational education;
Formation of attitudes towards the most diverse aspects of life (society, labor, profession, specialty, nature, etc.), as a result of which the personal potential of students develops;
Development of characteristics, inclinations, interests, i.e. Psychological qualities of students.
Lesson types allocate on the basis of the leading didactic tasks of organizing the cognitive process of students. Lesson types are determined based on the differences between the applied methods and simple forms.
Lesson types:
Lesson in learning new material ( kinds: lecture, seminar, film lesson, heuristic conversation, independent work);
A lesson in improving knowledge and skills ( kinds: oral and written exercises, independent and laboratory-practical work);
Generalization and systematization lesson ( kinds: business game, conference, competition, problem discussion);
Combined lesson (various didactic tasks are being solved);
A lesson in testing knowledge and skills (types: testing, written survey, oral survey, solving problems and exercises, workshop);
Integrative or binary lesson (combining learning teaching materials two or more academic subjects).
In industrial training, the main form is industrial training lesson. The following types of industrial training lessons are distinguished: an introductory lesson, a lesson in exercises in labor operations and techniques, a lesson in performing complex work, and a test lesson. Non-standard lessons are becoming more and more common: binary, role-playing games, contests, etc.
Interaction
The credo of interaction tactics: "A contract is a test of freedom and responsibility."
The educational effect of interaction tactics lies primarily in the fact that the child gains experience in designing joint activities. At the same time, the adult can actually demonstrate to the child various cultural ways that help him and the child become more effective and successful in their joint activities. The teacher creates a unique situation to directly "implant" into the natural fabric of the development of the situation cultural forms of organization and management of it.
The contract is the only insurance that a teacher can really offer a child at this level of solving a problem situation by a child. The contract helps the teacher himself not to lose the necessary level of realism and responsibility: after all, under no circumstances should a teacher fall below the line of realism beyond which the child cannot guarantee safety.
Through the procedures associated with the contract, the adult teaches the teenager not only to master their freedom, but also teaches them to understand what kind of insurance they are using. Shows how this insurance is done. Then, if he sees that the child intends to go without insurance, he will definitely take measures to restore the required level of safety. But before entering into a contractual relationship with the child, the teacher “prepares”, “trains” him through the tactics of “assistance” to learn the “principles” of ascent to his problem and learns to follow them independently.
In the tactics of "assistance", the child learns himself and his ability to do without a "buffer", without someone else's help to meet his problem. And "in a contractual bond" with a teacher can try to master what one is not yet able to do.
Talking about forms of teaching must be split immediately. When pedagogical activity is carried out jointly with the student (students), these will be forms of joint activity, i.e. shape pedagogical process(see the next article in this series). When the teacher alone prepares for classes, he is engaged in design pedagogical systems, is engaged in reflective analysis, etc. - it will be mainly individual form activities. In addition, the collective form is the participation of a teacher in the work of methodological (cycle) commissions, sections, departments, pedagogical, academic councils, etc.
Methods of pedagogical activity. Recall that in the previous article of this cycle (magazine "Specialist" 2010, No. ...), speaking about the methods of educational activities of the student, we divided the methods:
On the one hand, theoretical and empirical methods;
On the other hand, on methods-operations and methods-actions.
In the same way, the methods of the pedagogical activity of the teacher:
Theoretical methods-operations. These are mental operations: analysis, synthesis, etc. (fig. 4). These methods are inherent in all types of activity without exception;
Theoretical methods of action. These are methods of designing pedagogical systems (scenario method, planning methods, etc.), as well as methods of pedagogical reflexive analysis (see the journal "Specialist" 2010, No. 1).
Empirical methods-operations. These are methods of managing the educational activities of the student (students).
Empirical methods of action. These will be pedagogical technologies (see the article "The concept of pedagogical technologies" - magazine "Specialist", 2009, No. 9).
Rice. 4. Methods of teaching
Mobility
One of the important conditions for the successful work of a teacher in a modern vocational school is the feeling not only of responsibility for their work, but also of internal freedom in work. The teacher should become an independent educated professional who takes full responsibility for everything he does, become the center of the process of improving the quality of professional training of students and specialists. The implementation of this task can be solved in the formation of the professional needs and mobility of teachers for the design of invariant technologies. Professional competence implies the teacher's possession of the new or updated content that has appeared in educational areas, as well as the ability to quickly master new types of activity.
Requirements for their implementation so that the need and mobility of the teacher is carried out more efficiently:
1. Activation of functional mobility in accordance with the requirements of federal and regional programs for the development of education;
2. Introduction to the content of advanced training for teachers of new training modules to ensure experimental and innovative activities, taking into account the goals of modernization of education;
3. Development and mastering of effective forms and methods of conducting training sessions with students on the most complex and demanded problems of education;
4. Development of motives for professional growth of teachers;
6. Monitoring the quality of services in the continuing education system;
7. Introduction of new information technologies in the educational process;
8. Development of an information network for regulatory and scientific and methodological support of the educational institution;
9. Equipping the educational institution with the methods of analysis and selection of federal teaching materials;
10. Development and implementation of the regional component of the content of general education;
11. Creation of measuring instruments for monitoring the level and quality of student learning;
12. Development of models of distance learning and self-education of teachers in the system of advanced training for management and teaching staff.
The competitiveness of a specialist is determined, first of all, by 2 factors: professional competence and social mobility.
Professional competence is, to a large extent, knowledge, abilities, skills, experience of their application in practice (including in new conditions), possession of various means of professional communication and the ability to self-development.
Social mobility allows the teacher to quickly respond to changes in the external environment, social needs of society, conditions of professional activity.
4. Pedagogical technologies for organizing the learning process: design; developing critical thinking; reflective; informational, etc.
Pedagogical technology- this is strict scientific design and accurate reproduction of the pedagogical actions guaranteeing the success. Pedagogical technology can be considered as a set of external and internal actions aimed at the consistent implementation of these principles in their objective relationship, where the personality of the teacher is fully manifested. Any pedagogical task can be effectively solved only with the help of adequate technology, implemented by a qualified professional teacher.
Signs of pedagogical technology are: goals (for the sake of which it is necessary for the teacher to apply it); availability of diagnostic tools; patterns of structuring the interaction of a teacher and students, allowing you to design (program) the pedagogical process; a system of means and conditions that guarantee the achievement of pedagogical goals; tools for analyzing the process and results of teacher and student activity. In this regard, the integral properties of pedagogical technology are its integrity, optimality, efficiency, applicability in real school conditions.
Target trait indicates what can be achieved using a specific technology in the development of individuality, in the upbringing of the personality, in teaching the student. Provision of technology with diagnostic tools helps the teacher to track the process and results of pedagogical influences. Analysis and introspection tools allow the teacher to evaluate their actions and activities. students' self-development and self-education, to assess their effectiveness. Objectives, means of pedagogical diagnostics and performance analysis help to evaluate the technology in terms of its effectiveness and feasibility.
The next significant group of signs of pedagogical technology is the patterns of structuring the interaction of a teacher and students and the selection and use of pedagogical tools on their basis. Often the teacher takes into account different requirements, guidelines, instructions, etc. and does not always notice what his wards want, what are their interests, needs. In such cases, no technology will help the teacher achieve his goals. The activities of the teacher (his goals, needs and motives, actions, means and conditions for their use, etc.) must be correlated, correspond to the activities of the student (his goals, capabilities, needs, interests, motives, actions, etc.). Only on this basis does the teacher select and apply the means of pedagogical influence. The structuring of the interaction between teacher and students and the use of pedagogical tools express the most key characteristics of pedagogical technology - the guaranteed achievement of goals.
The presence of these features determines the properties of pedagogy. Technology must be holistic- this means that it must meet all the selected characteristics. Only in this case will the technology be perfect, complete and effective. Many copyrighted technologies developed by teachers often do not have the property of integrity: they often focus on some merit, a find in the teacher's experience, and do not take into account other features of the technology.
Another important property of pedagogical technology is its optimality. The term optimal (from the Latin word optimus - the best) means the most appropriate to certain conditions and tasks. Yu.K. Babanskiy identified several criteria for the optimality of the pedagogical process. Applying these criteria, it can be argued that pedagogical technology will be optimal if:
Its application contributes to the achievement by each student of the level of training, development and education in the zone of his proximal development;
Its application does not exceed the scientifically grounded time spent by the teacher and students, that is, it gives the maximum possible results under these conditions for the time intervals determined by the educational standard and the school charter.
It is important to pay attention to such properties of the technology as its effectiveness and applicability.... The result of the use of technology is changes in the development, training and education of the student, which occurred under the dominant influence of this technology over a certain period of time. It is obvious that the two technologies can be comparable in their performance and other properties.
Not every technology can be applied by every teacher, much depends on the teacher's experience, pedagogical skill, methodological and material security of the pedagogical process, etc. Therefore, when describing or studying a specific technology, it is necessary to pay attention to its reproducibility in certain school conditions.
The word "project" (lat.) Literally translates as "thrown forward"; that is, a project is a prototype, a prototype of a certain object or type of activity, and design turns into the process of creating a project.
It is possible to classify projects by:
Subject areas;
The scale of the activity;
Terms of implementation;
The number of performers;
The importance of the results.
But regardless of the type of project, they are all:
To a certain extent, unique and unique;
Are aimed at achieving specific goals;
Limited in time;
Assume the coordinated execution of interrelated actions.
Pedagogical goals and objectives within educational projects:
Cognitive - cognition of objects of the surrounding reality; studying ways to solve problems, mastering the skills of working with sources of information, tools and technologies.
Organizational - mastering the skills of self-organization, the ability to set goals, plan and adjust activities, make decisions; be personally responsible for the result.
Creative - the ability to design, model, design, etc.
Communicative - the development of skills for working in a group, education of tolerance, the formation of a culture of public speaking.
The design is based on the receipt and assignment of new information, but this process is carried out in the field of uncertainty, and it needs to be organized and modeled. The most difficult part of the design process for a teacher is to remain in the role of an independent consultant and refrain from prompting, even if the students are "going the wrong way." When working on a project, students have specific difficulties, but they are objective, and their overcoming is one of the leading pedagogical goals of the project method. Project method - pedagogical technology, focused not on the integration of factual knowledge, but on their application and acquisition of new ones, including through self-education. Application of the teaching project method is an indicator high level teacher qualifications. The active involvement of students in the creation of projects gives them the opportunity to master new ways of human activity in sociocultural environment that develops skills and abilities to adapt to the changing conditions of human life.
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