Success in the education and upbringing of children is determined by many factors, each of which is significant. Main factors:
1) methodology of training and education
2) age characteristics of children;
3) the level of their development, etc. One of the most important factors is the teacher himself, who takes on the role of teacher and educator. A professional teacher is the only person who devotes most of his time to teaching and raising children. Currently teaching profession little valued, little attention is paid to it.
The most important professional requirements to the teacher are:
1) deep knowledge of the subject and methods of teaching it. Only fluency in the subject can arouse interest in knowledge and respect for the teacher and his requirements;
2) the desire and ability to convey knowledge, as well as interest in their subject and passion for it;
3) a high cultural level and a broad outlook (the teacher should not only be able to explain general cultural terms, but also suggest in time how the student can culturally organize his leisure time);
4) love for children, interest in their life, respect for the personality of each child;
5) pedagogical tact is a measure of the manifestation of emotions in the use of means of pedagogical influence. It is associated with endurance, self-control, patience, tolerance;
6) organizational skills: initiative, energy, cheerfulness, self-confidence, acting and directing abilities;
7) motivation for action and "inhibition" of any wrong action, deed or emotion.
8) appearance. The teacher constantly "is in public", communicates with students, being an example to follow.
Teacher personality- a complex socio-psychological formation, consisting of substructures ^ social orientation. The personality of a teacher is his ability to determine what kind of personality he will form: executive, creative, submissive, principled, competent, etc. The degree of development of a teacher's personality affects his attitude towards students, helps to correctly assess the abilities and capabilities of each student. In accordance with this, the teacher can correct the student's behavior, help him realize the strengths of his character and point out weaknesses (as well as indicate methods of dealing with them).
2) individual experience and ability to work. The teacher must constantly improve, engage in self-education, must develop not only mentally, but also spiritually and morally, must be modern and progressive.
2. General and professional culture of the teacher
General and professional culture teacher - a set of main and secondary requirements for the psychology of the activity and communication of the teacher, for his abilities, knowledge, skills and abilities, useful for teaching and educating children.
These requirements can be divided into two types:
1) sustainable- permanently inherent in teachers and educators of all eras;
2) changeable- due to the peculiarities of this stage of socio-economic development in which the society is located, where the teacher lives and works.
Primary requirements, presented to the teacher:
1) love for children and for teaching:
2) the presence of special knowledge in the area in which he teaches children;
3) broad erudition;
4) pedagogical intuition;
5) highly developed intellect:
6) a high level of general culture and morality;
7) professional knowledge of various methods of raising and educating children.
Additional requirements, presented to the teacher: sociability, artistry, good taste, etc.
The main and secondary pedagogical qualities together make up personality of the teacher by virtue of which each teacher is a unique and peculiar personality.
Difficulty identifying major and minor changeable the qualities of a teacher that are required of him at a given moment in the history of society, at a given time and at a given workplace.
The main trend in the development of modern society is the democratization of life.
This implies the emergence of new requirements for the personality of the teacher:
1) the ability to live in an expanding democracy, publicity;
2) the ability to communicate and interact with people on a democratic and legal basis. Changing the economic system and economic relations requires such qualities as prudence, efficiency, thrift, economic ingenuity, and enterprise.
Today, the question of what qualities a modern teacher should have is actively discussed. Various characteristics are called as a necessary component of the modern activity of the teacher, the so-called creative approach to pedagogical activity. For the development of this approach, it is important already at the stage of training future teachers to form their personal creative abilities. Creativity is the basis of various types of human activity; it is inherent in human consciousness, thinking, imagination, etc. N.A. Berdyaev wrote: “By creativity, I always mean not the creation of cultural products, but the shock and rise of the whole human being, directed to a different, higher life ... The creative act of a person cannot be completely determined by the material that the world gives, there is novelty in it, not determined from outside the world. This is the element of freedom that enters into any genuine creative act.” Pestalozzi, K.D. Ushinsky, Ya.A. Comenius, S.T. Shatsky, V. A. Sukhomlinsky, A. S. Makarenko and many others. Konstantin Dmitrievich Ushinsky understood pedagogy as the art of education. Common between the art of education and art, in a general sense, the teacher understood the spiritual and humanistic orientation, improving the activity of transforming the personality in equality with the highest moral and aesthetic ideals. In turn, by difference, he understood that if an artist creates a “second nature”, capturing his vision of real life in fictional images, then the teacher’s work is in direct contact with the “original source”, a real person, a living person and his vision of the world. From this we can say that the highest type of creativity, according to Konstantin Dmitrievich, is the art of education. Anton Semenovich Makarenko believed that it was impossible to be a good educator without a trained voice, the ability to stand, walk, sit, express emotions of joy or displeasure.
The nature of the teacher's creative activity is expressed in the individual creative development of children and the teacher, in conjunction with creativity and consistent activity, in the teacher's ability to improvise, rethink someone else's experience in a creative way, transform and skillfully include their own theoretical and practical activities. The creative sphere in pedagogical activity is quite extensive and has the possibility of manifestation both in the approach to students and in relation to one's own subject, to the methods of presenting educational material, to the implementation of means and methods of education and training. The effective construction of the lesson occurs with the help of a creative approach in the selection of material and the method of presentation and assimilation of the knowledge, skills and abilities necessary for children. The result of the implementation of a creative approach in pedagogical work is manifested at the internal and external levels. The results of external creative activity are different: author's programs of education and training of schoolchildren developed and applied by the teacher; methodological developments that improve the effective activity of the teacher; personal learning products, etc. The results of internal creativity are sources of external creativity, but are not always amenable to precise definition. They are characterized by: clarification of attitudes towards various educational approaches, changes in the nature of the structure of the pedagogical process, improvement of the skill and professional abilities of the teacher, etc.
The emergence of the teacher's creative abilities occurs both in the educational process at the university and in self-education. The pedagogical academy should form the cultural, creative needs of a specialist, which form the basis of professional activity.
Each educational discipline in one way or another is heading for non-standard, more interesting approaches. Often, in the process of education, an illustrative-explanatory system of education is used, where the teacher presents only ready-made information, using verbal explanations with visual excerpts (for example, in lectures), and the student perceives, memorizes and reproduces the information he has received (for example, in practical and seminars), without affecting the development of students' creative abilities. The development of creative abilities in potential teachers requires the use of a variety of creative tasks, problem situations, the preparation of actual presentations, etc. Only in the process of a student’s own mental activity can a certain amount of knowledge, skills and abilities be formed. The study of various disciplines of the pedagogical cycle allows the student to get acquainted with project activities, the theoretical basis of modern technologies of education and training, the ability to solve pedagogical problems and situations. Thus, the educational environment of the academy should provide an opportunity to search for and realize the creative abilities and interests of students, to increase their own creative experience and activities. These criteria will contribute to the creative development of students, thanks to which they will be able to fully realize their own pedagogical activities, thereby instilling a creative approach to future generations.
In modern pedagogical science, much attention has recently been paid to the creative search activity of the teacher, aimed at the introduction of new pedagogical technologies, a student-centered approach to teaching and education, and the humanization and democratization of the educational process. It is quite clear that a modern teacher must possess the skills of creative search, which are closely related to pedagogical research. The problem of the formation of the teacher's creative personality is also reflected in the scientific and pedagogical literature. A number of works have appeared that reveal the importance of research work in improving the educational process of a general education school. In our opinion, the studies of V.V. Borisova, Yu.M. Galatyuk, L.S. Levchenko, Yu.L. Lvova, in which it is noted that research work is an important component of the activity of a modern teacher. However, in our opinion, the problem of the influence of pedagogical research on the development of a teacher as a person and a specialist still requires separate consideration. In view of this, the main task of the article is to clarify the place and role of pedagogical research in the structure of the professional activity of a modern teacher.
First of all, it should be noted that, by its nature, pedagogical activity is complex and multifaceted. This is determined by many objective and subjective factors, their unique combination, a peculiar mechanism for setting and solving educational and upbringing tasks, a variety of means and conditions for their solution.
It is known that the main goal of the teacher's activity is the formation of personality. Forming a personality, the teacher must, first of all, translate an educational or other task into the language of the task that is understandable to students, achieve the fulfillment of these tasks using certain means and methods. He must lead this activity of schoolchildren, analyze it, provide it with the desired direction and evaluate it, at the same time, he must analyze his own activity - the nature of the activity of students depends on the content and methods of setting tasks, and this determines the process and content of personality formation. This is the general scheme of the teacher's work.
V.A. Sukhomlinsky noted in many of his works that pedagogical activity is impossible without an element of research, because in its logic and philosophical basis it has a creative character. According to the well-known teacher, every human individuality with which the teacher deals is, to a certain extent, a peculiar, unique world of thoughts, feelings, interests.
Considering that the pedagogical process is controlled by objective laws, without taking into account and using which the teacher cannot succeed, it is very important for the teacher to know the basic laws of the process of education and upbringing, to constantly improve his pedagogical thinking. The theory provides a general orientation for actions, offers certain models for solving pedagogical problems. But each time, general provisions or principles must be used taking into account the specific circumstances, the characteristics of the pedagogical situation.
In his work, the teacher has to achieve a lot, relying on his own experience, combine knowledge with intuition, analyze the results of tests, correcting the mistakes made. Even the fact that the guidelines present the content and methods of organizing the activities of students does not mean that the teacher has received a ready-made algorithm of pedagogical influence that guarantees a 100% positive effect.
The teacher must make scientific achievements his own. This means that he must “rediscover” everything for himself again and problem-based learning and differentiated and student-centered approaches and much more. The pedagogical process is active and dynamic, constantly enriched with new achievements of social life, both spiritual and material, therefore it is impossible to comprehend all the secrets of pedagogy once and for all - they must be constantly “rediscovered”.
The pedagogical process, both in theory and in its actual practical implementation, is the result of the teacher's activity. But, besides the teacher himself, the authors of textbooks and manuals, other fellow teachers, and students also participate in it. The basis of educational work is primarily the achievement of pedagogical science. However, science indicates for the teacher only a general direction towards the goal. The teacher's job is to use the sciences in specific, unique pedagogical situations, creatively combining known pedagogical means, modifying these means in relation to specific situations.
Many examples can be cited from pedagogical practice, when a teacher-master achieves noticeable positive results in teaching and raising children, and teachers work side by side with much more modest results. It would seem, why not study and use useful experience for everyone? And the fact is that the use of experience, when it is not about its mechanical application, which, in the end, did not give the opposite results, is also a creative process. Experience can only be used if the one who studies it is prepared for it. If a teacher has developed pedagogical thinking, which allows him to evaluate the main idea and logic of the best practices of outstanding teachers, we can say that he is ready to adopt this experience and implement it in accordance with specific conditions. Without a deep understanding of the essence of their humanistic concepts and principles of pedagogical logic, the dissemination of this experience will not give the desired results. So, again, we need the appropriate scientific training of the teacher and a creative approach to his work.
To master the methods and techniques of analyzing best practices, which means learning to monitor the activities of teachers and students, to be able to highlight the main thing, generalize, and analyze it is useful for every teacher. In other words, you need to know the technology of pedagogical research.
There was a time when school, and hence the practice of teaching and upbringing, was opposed to science, to scientific research proper. It was believed that science conducts a continuous search, fights against any routine, that only its inherent creative principles, and the school, instead, accepts only the established and proven, that is, that which is beyond doubt, therefore, is a conservative institution. But practice proves that this contradiction is artificial to a certain extent and that it is the research component that brings together scientific research and the educational process, it is he who stimulates a creative approach in practical activities, and this contributes to scientific creativity.
Therefore, in educational practice, research components acquire special attention, which gradually become a very important component of the pedagogical activity of each teacher. Of course, in this sense, we must say that the teacher conducts pedagogical research, which is a conscious, purposeful search for ways to improve the pedagogical process using a certain scientific apparatus, theoretical and empirical methods. There is no doubt that such a study is aimed at obtaining new knowledge, primarily for the teacher with the aim of his successful pedagogical activity, in contrast to scientific and pedagogical research, which is aimed at obtaining new knowledge in science.
Although it is worth noting that a creative teacher very often acquires in the process of research not only new knowledge for himself, but this same knowledge becomes discoveries for science. Such a teacher, as a rule, works at a high scientific and pedagogical level, and his pedagogical activity can really be called scientific. Among such creative teachers-practitioners, one can note A.S. Makarenko, V.A. Sukhomlinsky, A.A. Zakharenko, S.P. Logachevsky and others, who became not only famous teachers, but also scientists.
Practice proves that the teacher very often has to generalize both his own experience (when it is necessary to tell or write about it), and the experience of his colleagues or even the whole teaching team. A creative teacher always seeks to introduce something new, to test it in practice in order to obtain reliable data on the results of his implementation. In this case, it is directly included in the actual research activity. It is quite natural that a teacher who starts a scientific search has many questions: what does it mean to be a researcher? Or is everyone capable of it? What personal qualities should be inherent in the researcher and what knowledge and skills does he need?
Russian scientist V.I. Zagvyazinsky notes that being a teacher-researcher means being able to find something new in pedagogical phenomena, to identify unknown connections and patterns in them. And this requires, first of all, a general culture and high professional training, a certain experience in educational work and special knowledge and skills inherent in research work. In particular, one must be able to observe and analyze phenomena; generalize the results of observations, highlighting the most important; to foresee the development of phenomena in the future by certain signs; combine accurate calculation with imagination and intuition and much more. The complexity of pedagogical phenomena with the incompleteness of their logical analysis and insufficient awareness of them makes the problem of scientific research especially relevant.
Recently, pedagogical education has taken a significant place. It can also have a purely scientific and theoretical direction to improve this practice.
Activation of attention to pedagogical diagnostics in our time is not accidental. In the context of the introduction of fundamentally new pedagogical technologies and the functioning of schools that differ both in form of ownership and in the principles of building the educational process, knowledge of the methods of pedagogical diagnostics becomes the norm for every teacher. The competition of various educational systems requires research work related to the analysis of the state of all objects of the pedagogical process. The point is that whoever knows better about the underlying causes and consequences of pedagogical influence will emerge victorious in these competitions, and, consequently, his pupils will achieve significant results in their self-realization.
a) characterization of the concepts "organizational activity of the teacher", "subjects of the educational process";
b) features of the teacher's work with different age groups of students;
c) problems, difficulties, mistakes in the work of a teacher with schoolchildren, their parents, colleagues; ways to overcome these problems;
d) the possibilities of different pedagogical technologies in solving the problems of the development of the student's personality.
A) Organizational activities of the teacher is a system of interrelated actions aimed at bringing together various groups, participants in processes to achieve common goals.
1. setting the goals of the activity for the pupils, explaining the tasks of the activity
2. creation of conditions for the adoption of the tasks of the activity by the team or individual pupils.
3. application of selected methods, means, methods of activity.
4. ensuring the interaction of participants in the activity.
5. creating conditions for the effective implementation of actions.
6. the use of various techniques that stimulate the activity of schoolchildren.
7. setting feedback.
8. timely adjustment of activities.
Stages:
1. setting the task.
2. selection of assistants, familiarizing them with the tasks.
3. determination of material resources, temporal and spatial conditions, planning.
4. distribution of responsibilities among the participants.
5. coordination of activities, work with assistants.
6. control, analysis.
7.Adjustment activities.
8. completion work.
Subjects of the educational process– teachers, students, their families, social and professional groups, administrative and civil society institutions.
B)**Changes in the social situation elementary school student associated with his admission to school. The leading activity is educational and cognitive activity. During this age period, the intellectual-cognitive sphere receives the predominant development. The object of cognitive activity is the beginning of the sciences. Play still plays a big role in a child's development.
It is necessary to help the child master a new role for him - the role of the student. It is important for the younger student to experience the joy caused by educational achievements. Therefore, the optimistic attitude of the teacher to the educational successes and failures of children, the cooperation of the teacher with students in the learning process, trust and ethics in relation to the child are of decisive importance.
The main new formations of this age period: the transition from visual, empirical thinking to theoretical thinking; the arbitrariness of cognitive processes, the internal plan of action, as well as self-control and reflection.
The moral behavior of the younger schoolchild is more conscious than that of the preschooler, in whom it was more impulsive. Leading pedagogical idea in work with younger schoolchildren: the formation of initial beliefs based on universal values; creating a situation of success in educational activities.
**Adolescence- the period of transition from childhood to adulthood, the period of puberty, the intensive development of all body systems, especially the nervous and cardiovascular systems. The rapid pace of physical and mental development at this age leads to the formation of such needs that cannot be satisfied due to the insufficient social maturity of adolescent schoolchildren. This can cause a teenage crisis. The central neoformation of the consciousness of adolescents is the “sense of adulthood”. There is an expansion of the circle of communication and activities of adolescents. A characteristic feature of adolescent self-consciousness is also the need (ability) to know oneself as a person, which causes a desire for self-affirmation and self-education.
The leading activity of adolescents is communication. Adolescents satisfy their need for communication and social recognition in various kinds of teenage companies, informal groups.
The object of cognitive activity is the foundations of sciences, as well as the system of relations in different situations. Children at this age tend to overestimate their knowledge, abilities, experience. On this issue, they often argue with adults. If adults and peers give a low assessment of their skills, then this hurts the self-esteem of adolescents and is acutely experienced by them.
The "I-image" is replenished with ideas about one's ability to maintain relationships with the opposite sex. Successes and failures in this area also affect a teenager's self-esteem and many other areas of his activity. Adolescent problem is preoccupation with their appearance, general attractiveness. It is important that a teenager has a positive image of his physical self.
Leading pedagogical idea in work with adolescents - creating a situation of success in the most significant activities that provide an opportunity for positive self-affirmation; education of value orientations; prevention of deviations in behavior and moral development.
** Leading activity in early adolescence is an educational and professional activity. Accordingly, the object of cognitive activity of high school students is the foundations of science and professional activity. Both the intellectual-cognitive and the need-motivational sphere receive predominant development. It is the attitude of a high school student to their future profession that begins to influence their attitude to educational activities in one way or another.
The internal condition for professional self-determination is the intensive formation of a worldview as a generalized view of the world. It also includes a deep awareness of oneself as a person, the experience of one's "I" as an individual integrity, dissimilarity to other people. Evaluation activity of high school students becomes more independent. Social activity is also growing. The problem of the meaning of life can become important for a high school student. These thoughts about oneself and one's life purpose are usually accompanied by serious emotional experiences.
For boys and girls, trusting communication is important: they strive to find friends of both sexes, they are open to communication with adults. If the need for trusting communication is not satisfied, then the high school student may feel lonely. This period of early youth is characterized by the emergence of the need for love. Youthful love requires special tact and attention from adults.
The main neoformation of the first period of adolescence is self-determination in all spheres of human life, including the formation of professional interests and worldview in general. These processes are accompanied by active self-knowledge. The development of a personality at this age is largely determined by its own efforts in this direction, that is, self-education. Leading pedagogical idea in work with high school students - the creation of conditions for the realization of the possibilities of the individual in accordance with her real claims; assistance in socially significant determination for the future.
C) Peculiarities of pedagogical conflicts:
- the responsibility of the teacher for the pedagogically correct resolution of problem situations: after all, the school is a model of society where students learn the norms of relations between people;
- participants in conflicts have different social status (teacher - student), which determines their behavior in the conflict;
- the difference in the life experience of the participants gives rise to a different degree of responsibility for mistakes in conflict resolution;
- a different understanding of events and their causes (the conflict “through the eyes of the teacher” and “the eyes of the student” is seen differently), so it is not always easy for the teacher to understand the depth of the child’s experiences, and for the student to cope with emotions, to subordinate them to reason;
- the presence of other students makes them participants from witnesses, and the conflict acquires an educational meaning for them as well; the teacher always has to remember this;
- the professional position of the teacher in the conflict obliges him to take the initiative in resolving it and to be able to put the interests of the student as an emerging personality in the first place;
- controlling their emotions, be objective, give students the opportunity to substantiate their claims, “let off steam”;
- do not attribute to the student your understanding of his position, switch to “I-statements” (not “you are deceiving me”, but “I feel deceived”);
- do not insult the student (there are words that, having sounded, cause such damage to the relationship that all subsequent “compensating” actions cannot correct them);
- try not to expel the student from the class;
- if possible, do not contact the administration;
- do not respond to aggression with aggression, do not affect his personality, evaluate only his specific actions;
- give yourself and the child the right to make a mistake, not forgetting that “only the one who does nothing does not make mistakes”;
- regardless of the results of resolving the contradiction, try not to destroy the relationship with the child (express regret about the conflict, express your disposition towards the student);
- do not be afraid of conflicts with students, but take the initiative to resolve them constructively.
Conflict resolution it is advisable to carry out according to the following algorithm:
- analysis of data on the situation, identification of the main and accompanying contradictions, setting an educational goal, highlighting the hierarchy of tasks, determining actions;
- determination of means and ways of resolving the situation, taking into account possible consequences, based on the analysis of interactions between the educator - the student, the family - the student, the student - the class team;
- planning the course of pedagogical influence, taking into account the possible response actions of students, parents, and other participants in the situation;
- analysis of results;
- adjustment of the results of pedagogical influence;
- self-assessment of the class teacher, mobilization of his spiritual and mental forces.
Conflict Resolution Procedure as follows:
- perceive the situation as it really is;
- do not make hasty conclusions;
- when discussing, one should analyze the opinions of opposite parties, avoid mutual accusations;
- learn to put yourself in the place of the other side;
- do not let the conflict grow;
- problems should be solved by those who created them;
- be respectful of the people with whom you communicate;
- always look for a compromise;
- common activity and constant communication between those who communicate can overcome the conflict.
D) Ped. technology- this is, firstly, a consistent interconnected system of actions of the teacher, aimed at solving prof. tasks, secondly, the systematic and consistent implementation in practice of a pre-planned ped. process. This is one of the ways to influence the processes of development, education and upbringing of the child.
The subject of pedagogical technology are specific interactions between teachers and students in any field of activity. As a result of these interactions, a stable positive result is achieved in the assimilation of knowledge, skills and abilities.
To tasks Pedagogical technology and technical processes include the following:
1) development and consolidation of knowledge, skills and abilities in any field of activity;
2) formation, development and consolidation of socially valuable forms and habits of behavior;
3) awakening students' interest in mental studies, developing abilities for intellectual work and mental activity, understanding the facts and laws of science;
4) training in actions with technological tools;
5) development of independent planning, systematization of their educational and self-educational activities;
6) fostering the habit of strict adherence to the requirements of technological discipline in the organization of training sessions and socially useful work.
Pedagogical technologies can differ for various reasons.:
By the source of occurrence (based on pedagogical experience or scientific concept),
on goals and objectives (formation of knowledge, education of personal qualities, development of individuality),
· according to the possibilities of pedagogical means (what means of influence give the best results).
The professional activity of a modern teacher in the mirror of the Federal State Educational Standard for General Education Chernobay Elena Vladimirovna, Doctor of Pedagogical Sciences, Director of the Research Institute of Metropolitan Education, Moscow State Pedagogical Educational Institution of Higher Professional Education
Lack of understanding of the essence of the requirements of the Federal State Educational Standard, lack of competence of teachers in the field of technology and organization of the educational process in accordance with the requirements of the Federal State Educational Standard, and on the other hand, resistance to change; the problem of implementing new requirements by means of the old content; the lesson is still the main educational format; the role and possibilities of extracurricular activities for work on the GEF are not obvious; the inability of the teacher to build a lesson as a system of consistent solution of educational problems through problem and learning situations. Federal monitoring data on the implementation of the GEF IEO (extract) Everything must change sometime, otherwise society will become static ... From M. Fullan's book "A New Understanding of Reforms in Education"
Teacher before and after.... The knowledge paradigm is based on the idea of mastering the sum of knowledge. The motto for teachers of this paradigm is: “Knowledge is power!” It is not the knowledge itself that becomes necessary, but the knowledge of how and where to apply it. But even more important is knowing how to extract, interpret, or create new information. And these are the results of the activity. The motto for teachers: "Strength is in knowledge and activity!"
Modern children grew up in a changed socio-cultural environment, which is characterized by fundamentally new features: an increase in the speed of changes in life; rapid assimilation of social experience by new generations; the rapid development of the processes of integration and globalization of the modern world; shift of value orientations; deepening social and cultural contradictions that threaten a person, his life, health; extensive, but unsystematic awareness of almost any issue, etc.
Transformation of various components of schoolchildren's educational activities Decline in the importance of knowledge aspects and personal patterns Acquisition of solid knowledge Good family man Defender of his country Personally significant models A person who is able to ensure his well-being
The educational process in modern conditions is aimed at: - Do you want to be happy, rich and successful? - Naturally. - Did they teach you this at school? -Not. "Then why did you go there?" -So it is necessary, everyone goes there ... 1 creation of experience in working with information, its application in non-standard and unusual life situations, ensuring self-development and self-actualization of students 2 formation of methods of activity applicable both within the educational process and in solving problems in real life situations .
What is he, a modern teacher? This is a person: able to create conditions for the development of creative abilities to develop in students the desire for a creative perception of knowledge, to teach them to think independently, to formulate questions for themselves in the process of studying the material, to better realize their needs, to increase motivation to study subjects, to encourage their individual inclinations and talents, and much more other!
Changing the teacher's readiness for professional activity is, first of all, the ability to: Choose a goal that is ahead of time ... mastering new pedagogical technologies focused on achieving the planned educational results; designing the educational process in a modern information educational environment; using the didactic potential of ICT tools.
Modern types of professional activities of a teacher: analysis of planned learning outcomes, goals and objectives of the educational process, building meaningful lines of study of the subject, development of a pedagogical scenario, planning and selection of learning situations, methods, organizational forms, development of learning tasks, as well as the selection of teaching aids for the implementation of the planned educational activities, etc.
Modern teacher roles Researcher, consultant, organizer, project manager, navigator of effective work with knowledge, "collective teacher". The main task of the teacher is to create and organize the conditions that initiate the learning activities of schoolchildren, leading to educational results that meet the new demands of society. We sow reasonable, good, eternal... And where is the harvest?
Teacher through the eyes of teachers Institution RAO IPO12 Teacher Evaluator Oracle Leader Enlightener Doctor Idol Thinker Rhetor Beloved person Friend Comrade Psychotherapist Comforter Educator Guardian Nanny Mentor Adviser Organizer Leader Expert Instructor Informant Trainer Trainer Critic Judge Executor Preacher Artist Clown Jester Scientist Researcher Observer
The modern formula for the preparation of a lesson in the conditions of work according to the Federal State Educational Standards of the OO Definition and analysis of the planned educational results. Formulation of the purpose of the lesson Selection of types of educational activities. Designing learning situations Selection of teaching aids
Level differentiation of planned educational outcomes Educational outcomes can be formulated from the simplest to the more complex. For example, in the subject "geography": "Countries. Peoples. Territories of residence» A1. I can find my country of origin and/or residence on a map, important geographical points of the country, neighboring countries (name their features).
Level differentiation of planned educational results A2. I can name mountains, rivers, cities, landscapes in my country and in neighboring countries. IN 1. I can find geographical points on the map, describe the territory of the settlement of peoples and compare living conditions. IN 2. I can explain geographical features and their influence on the features of my country.
Level differentiation of planned educational results С1. I can find data on all the essential economic and geographical prerequisites for the development of regions, and present it in an understandable form. C2. I can predict the cultural and economic development of various regions, connect facts from the field of cultural, historical development, economic geography.
Learning activity should be presented as a system of learning tasks Classification of learning tasks proposed by I.M. Feigenberg For example, tasks: with insufficient initial data, with uncertainty in the formulation of the question, with redundant or unnecessary initial data for solving, with conflicting information in a condition requiring the use of objects in an unusual function for them. School should not be separated from life
Requirements for the design of learning situations, not one separate learning situation should be constructed, but a set of situations; when designing educational situations, one should strive to ensure that it ensures the achievement of not only the immediate planned educational results, but also remote ones; orientation in the construction of the educational situation on "aspect problems" (I.Ya. Lerner), cross-cutting for all or part of the phenomena studied by a particular educational subject.
Learning situations Constructed by the students themselves Knowledge is the main role for the teacher Learning Teaching Collaboration Transferring knowledge from the teacher Transferred ready-made Presentation of the knowledge system Active work on tasks related to real life Cooperation between teachers and students Participation of students in the selection of the content of the components of the methodological system of education
When selecting learning media, it is important for the teacher to keep in mind the type of ICT media used; the real expediency of using certain ICT tools at a particular stage of the lesson; methodological purpose of the teaching aids used; readiness to use software; expediency of using educational Internet sites; the time required when using ICT tools and hygienic restrictions while students work with them. School should not be separated from life
Pedagogical risks in the work on the Federal State Educational Standard of General Education Preservation of stereotypes of professional activity; the use of traditional inefficient learning technologies; destruction of the value system declared in the GEF; overload of students, violation of the health of subjects of education
In this regard, the requirements for the lesson in accordance with the Federal State Educational Standard of general education Priority of planned educational results Use of types of educational activities aimed at achieving the planned educational results Activity-based nature of learning (through learning situations/problem tasks) Individualization in the selection of tasks Emphasis on independence in learning Lesson content only as a tool in achieving planned educational outcomes Selection of teaching aids aimed at the implementation of types of educational activities in accordance with new educational outcomes
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