The main approaches of the personality-oriented approach. Student-centered approach in education

REPORT

on the topic: Student-centered approach as a modern educational paradigm.

Prepared by: geography teacher Irina Borisovna Gubar

MBOU secondary school No. 52 village of Ilsky municipal district Seversky district of the Krasnodar Territory

One of the tasks facing education today is to change the knowledge-based pedagogical paradigm to a humanistic one, which is based on the development of the personality of students.

Humanity is a set of moral and psychological properties of a person, expressing a conscious and empathetic attitude towards a person as the highest value.

The humanization of education, accordingly, can be considered as the most important pedagogical principle, reflecting modern social trends in the construction and functioning of the education system. Humanity of the individual is manifested in the qualities associated with the ability to empathize, rejoice, assist, complicity. That is why the key socio-pedagogical setting of humanism is the ascent to the individual.

In order to organize the publication and reproduction of texts, there is school typography - the main technical means of this system of education. The schoolchildren themselves work in the printing house.

By creating free texts, the student not only learns his native language, but also feels like a creative person. Children's texts are a socio-pedagogical test that reveals the child's relationship with the outside world, helping him to realize his educational results.

There are no traditional textbooks in this school. Instead of them - card system, containing mathematical problems, grammar exercises, stories, other texts and assignments in various sciences and disciplines. On the basis of cards are created educational tapes, which are invested for movement in a special machine (prototype of programmed learning). On one frame, a condition of the problem or a question is given, on the next one there may be a rational way of solving or an answer. Such aids allow the child to study the material at an individual pace and rhythm.

The educational process at the Frenet school has a clear planning. The teacher draws up a monthly work plan for each class with a list of topics to be studied according to state standards. In accordance with this plan, each student makes his own individual weekly plan, which reflects all his main activities: it is indicated how many free texts he will compose and on what topics, the card numbers are marked, the tasks from which will be completed, the types of labor activity are determined (work in the workshop, garden, barnyard, etc.). ).

The school day is divided into two parts. In the first half of the day, older students usually study on their own according to their own plan: some compose free texts, others complete tasks on cards, and others prepare material for typographic typesetting. The teacher at this time pays more attention to younger students: he organizes their classes in reading, writing, drawing. Along the way, he tries not to lose sight of older students, helping them deal with the educational card file or printing press.

In the afternoon, the printing house prints what the children have done in the morning; the results of the work are summed up: students make reports, read published texts. Authors of the best works are encouraged.

In order not to injure the psyche of children, marks are not given at the Frenet school. Instead, there is an assessment system with various forms of rewards (the best students at that time could, for example, be awarded special orders, put wreaths on their heads and show them in the theater, print their names in newspapers).

The specific elements of the Frenet school are school cooperative and school newspaper. Students make various items for the needs of the school, as well as for sale. Every Saturday, a general meeting of the cooperative is held, where an exhibition of the best works is organized, materials from the school newspaper are discussed.

The school newspaper is unique here. Every Monday, a large sheet of paper is hung in the corridor, divided into 4 columns: “I criticize”, “I praise”, “I would like”, “I did”. A pencil is tied nearby, and any student can make their entry at any time by signing. Erasing or removing records is not allowed.

The Frenet school differs from the traditional one in that there is an individual approach to each student. The main thing is the opportunity for children to develop creatively, working independently and experimentally reinforcing their knowledge and skills.

This system is criticized for the lack of consistency in the study of the material by students who choose their own topics for study. At the same time, certain elements of Frenet's pedagogical system operate in today's schools, for example, the card system.

waldorf school

The foundations of Waldorf pedagogy were developed by the German philosopher and educator Rudolf Steiner (1861-1925).

The task of Waldorf pedagogy is the education of a spiritually free person. The laws of creativity are considered in this system as arising from the laws of nature and finding expression in the spiritual experience of man.

Waldorf educators see their task as "the art of awakening" the natural inclinations hidden in a person. Waldorf pedagogy excludes direct influence on the will; it is believed that the will develops in a healthy way only as a result of legitimate indirect impacts. The general principle of their implementation is first artistic, sensual, spiritual, then from it - intellectual.

Features of the Waldorf education system are as follows.

Application of the method of teaching children through the color and figurative experience of objects.

The study of objects as things endowed with a soul - understanding their essence through sensory perception and physical sensation.

The initial stage of learning is experiencing the phenomenon, then observation, experiment, building a model. So, the concept of atoms and molecules is introduced at the end, and not at the beginning of the study of the topic.

The use of the principle of dualism-teaching, recognizing the equality of the two principles, as well as various contradictions (between heaven and earth, white and black, etc.).

Accounting for the life biological rhythms of the child, the alternation of opposite activities: “breath of the lesson”, “breath of the day”.

Natural conformity and denial of patterns (for example, children under 14 draw lines without rulers).

The main character in the school is the classroom teacher. He develops and maintains all major general subjects in his class from 1st to 8th grade. The teacher does not work according to a strict plan: the necessary plan is "read" by him directly in each student. The teacher's task is to contribute to the formation of his body and soul without affecting his own "I" of the student in such a way that the individuality (spirit) could someday become his complete master.

Primary education is conducted with the predominant use of figurative forms, which are also used at the senior levels. Subjects are taught by era: for 3-4 weeks daily. In the first two or three lessons, the same key subject is taught so that students can fully get used to it. Then another leading subject is studied in the same way, and so on.

Textbooks in the conventional sense are not used in this school. The students make the necessary entries in independently designed notebooks “by epochs”. Marks are not displayed. At the end of the school year, the class teacher makes detailed description every student. Final (after grade 8) and final (at the end of grade 12) exams are taken.

Free School of L. Tolstoy

Lev Nikolaevich Tolstoy (1829-1910) created a private school for peasant children in Yasnaya Polyana, which was based on the experience of natural interaction between children and teachers, which turns the school into a laboratory of life. Tolstoy denied pre-established programs, a rigid study schedule, and demanded that the content of school sessions be determined by the interests and needs of children. He believed that it was impossible to know in advance the essence of education, questioned the need for pedagogy as a science that knows how a person should be educated; he owns the phrase: "education spoils, but does not correct people."

The main task of the school, according to Tolstoy, is for children to study well and willingly.

At the Yasnaya Polyana school (1862), there were about 40 children in three classes. Four teachers taught a total of 12 subjects: mechanical and gradual reading, writing, calligraphy, grammar, sacred history, Russian history, drawing, drafting, singing, mathematics, conversations from natural sciences, the law of God.

The concept of the School of Free Development:

The purpose of man- reveal your inner potential, reveal and realize yourself in accordance with individual capabilities and in relation to universal cultural processes.

The meaning of education It consists not so much in transferring the experience of the past to the student, but in expanding his own experience, which ensures both the personal and general cultural growth of the child. The student is educated in the personal experience of cultural-historical, natural-science, artistic and other educational processes and achievements. The teacher does not carry ready-made information to the student, but accompanies him in his independent comprehension of the world.

Individualized learning orientation. Each student develops the best of what he is capable of. Many students study ahead of age educational standards. Children not only learn ordinary knowledge, but also become designers of their education: they set goals and objectives for each subject, learn to achieve them and realize their results.

Development of creative abilities. Education is of an accompanying nature, i.e. the teacher provides the student with the creation, development and subsequent comparison of his personal educational product with cultural and historical counterparts. Learning is situational in nature, that is, it consists of a chain of situations that arise spontaneously or are organized by the teacher; the educational technologies used by the teacher to ensure the creativity of children remain predetermined. Once a quarter, students perform and defend individual creative work on their chosen topics: they write poetry, conduct experiments, compose computer programs, conduct scientific research in literature, mathematics, and natural science.

Cultural and historical orientation. The school has developed and studies courses of ancient Russian literature and Slavic mythology. In the activities of teachers, students and parents, folk traditions are recreated, calendar events and holidays are lived. Through the meaningful study of English and French, students are introduced to the cultures of other peoples.

The nature of learning. The School of Free Development teaches children from 5 to 16 years old in all basic training courses and additional items. There are no more than 10 people in each class. The teacher draws up his own lesson programs, taking into account the individuality of each student. The children themselves are also involved in the development and implementation of their goals and plans for all educational courses.

With the help of awareness of educational situations and the methodology of accompanying learning, students have the opportunity to simultaneously move along an individual educational trajectory.

Every day the school holds a special lesson - reflection, in which children and teachers analyze their successes and difficulties, formulate goals for the next day, and correct the course of learning. On Fridays, a scientific and methodological teacher's seminar is held - the successes and difficulties of children, methodological problems are discussed, educational programs for individual students are developed.

The protection of creative works of various types related to the basic educational standards and personal abilities of students is regularly carried out.

Starting from the 1st grade, the child can choose any topic that interests him and, with the help of the teacher, carry out in-depth individual work. Each of the students of the school has dozens of invented poems and fairy tales, their own mathematical research, computer programs, works on history and mythology, painting, music and other subjects. These works are printed and given to parents, sold at school fairs.

Learning programs. The first step in the development of curriculums is the compilation by each teacher leading educational installations according to their activities. The teacher's personal understanding of his subject, the main qualities of students that develop with the help of this subject, the leading activities of children in the classroom, and their expected results are stated very clearly and briefly. A list of possible directions, subject topics or areas of knowledge is given, on the basis of which training will be organized.

Educational attitudes of teachers are discussed at pedagogical workshops. The goals of such a discussion for teachers are: to find out what exactly each of those working with the same children plans to achieve; agree on your goals; clarify and advance the development of specific curricula; find points of intersection of different courses and common problems; coordinate educational settings so that they provide a holistic harmonious education of children.

The revised educational guidelines for each grade are printed and posted (distributed) for all teachers to review. In the course of training, these settings are adjusted to suit the specific conditions and individuality of the children.

The absence of detailed programs helps the teacher to fill the course with the content that is optimal for each case. A well-thought-out structure of learning guarantees systematicity and prevents excessive amorphousness of learning. The effectiveness of teaching is assessed according to those educational areas that the teachers themselves have chosen.

The final curricula in their generally accepted form appear not before training, but after it, as a result of the work of a particular teacher with specific children. These programs are a joint product of the activities of children and teachers. The following year, the programming is repeated again. The previous programs are used as comparative analogues.

As a result, real curricula and courses are filled with personal educational attitudes of teachers and students that go beyond the standard framework of ordinary school disciplines. The main educational attitudes and the educational minimum are preserved, but their expansion and development take place each time in a special way. For example, along with geometry in mathematics lessons, students can study avant-garde geometric painting: cubism, suprematism, etc.; physical phenomenon can be considered as moral-philosophical; music will be studied on the basis of physical rhythm.

To formalize the resulting interdisciplinary educational blocks, special disciplines are introduced - meta-objects, which are subject-specific bundles of educational areas determined by teachers. The meta-subject as a whole is characterized by the same requirements as for ordinary courses: harmony and unity of goals, content, forms and methods of checking results. Examples of meta-subjects: "Numbers", "Letters", "Culture", "World Studies". The total set of studied meta-subjects and ordinary subjects always covers the entire general educational complex of conditions for the harmonious development of children.

(Material from the book: Khutorskoy student-centered learning. How to teach everyone differently? A guide for the teacher / . - M .: VLADOS-PRESS Publishing House, 2005. - P. 169-194)

Signs of student-centered learning ().

1. Recognition of the uniqueness and individual self-worth of each student as an original person who has his own predestination, a genetically incorporated "program" of education, implemented in the form of his individual trajectory in relation to general education.

2. Recognition by each student and teacher of the uniqueness and individual self-worth of any other person.

3. Each student, recognizing the uniqueness of another person, must be able to interact with him on humane grounds.

4. The student's personal or collectively created educational output is not denied, but compared with cultural and historical achievements.

5. The educational results obtained by the student are reflexively identified and evaluated both by the student and the teacher in relation to the student's individually formulated goals, which are correlated with general educational goals.

Law is a necessary, essential, stable, recurring relationship between various phenomena.

Laws of student-centered learning ()

The law of the relationship between the creative self-realization of the student and the educational environment. The degree of realization of the creative potential of the student depends on the conditions, means and technologies included in the provision of the educational process. The student's ability to choose learning objectives, the open content of education, nature-friendly learning technologies, the introduction of individual trajectories, the pace and forms of learning increase the student's creative self-realization.

The law of the relationship of training, education and development. The effectiveness of this relationship is determined by the presence in the educational process of special goals of education and development, as well as the elaboration of meters for diagnosing and assessing the level of their achievement.

The law of conditionality of learning outcomes by the nature of students' educational activities. The result of learning is expressed by the educational products of the student. The applied technologies, forms and methods of teaching have the greatest impact on learning outcomes. It is not assimilated more efficiently what being studied, and how it is being done.

Principles of student-centered learning ()

1. The principle of personal goal-setting of the student:

The education of each student takes place on the basis of and taking into account his personal learning goals.

2. The principle of choosing an individual educational trajectory : The student has the right to a conscious and agreed with the teacher choice of the main components of their education: the meaning, goals, objectives, pace, forms and methods of teaching, the personal content of education, the system for monitoring and evaluating results.

3. The principle of meta-subject foundations of the educational process:The basis of the content of the educational process is the fundamental meta-subject objects that provide the possibility of subjective, personal knowledge of their students.

Cognition of real educational objects leads students to go beyond the usual academic subjects and move to the meta-subject level of cognition (Greek. meta means "behind"). At the meta-subject level, the diversity of concepts and problems is reduced to a relatively small number of fundamental educational objects - categories, concepts, symbols, principles, laws, theories, reflecting certain areas of reality. Such fundamental educational objects as the word, number, sign, tradition, go beyond the scope of individual academic subjects and turn out to be meta-subjects.

To construct a holistic educational system that includes meta-subject content, special academic disciplines are required - meta-objects, or individual meta-subject topics that cover a certain bundle of fundamental educational objects.

The meta-subject allows the student and the teacher to realize their abilities and aspirations to a greater extent than an ordinary academic subject, since it provides the possibility of a subjective multidirectional approach to the study of common fundamental objects, opens the way for students to the related topics of other training courses.

4. The principle of learning productivity:The main focus of learning is the student's personal educational increment, which is made up of internal and external educational products of his educational activity.

5. The principle of the primacy of the student's educational products : The personal content of education created by the student is ahead of the study of educational standards and generally recognized achievements in the field under study.

6. The principle of situational learning:The educational process is based on situations involving self-determination of students and their search for solutions. The teacher accompanies the student in his educational movement.

7. The principle of educational reflection:The educational process is accompanied by its reflexive awareness by the subjects of education.

One of the leading places in the educational process belongs to diagnostics.

A comprehensive study of the individual parameters of the development of the personality of students will make the learning process personality-oriented, organize it taking into account the capabilities, interests and abilities of each.

The concept of "pedagogical diagnostics" was introduced in 1968 by the German scientist K. Ingenkamp. He notes that the basis of diagnostic activity is the following aspects: comparison, analysis, forecasting, interpretation, bringing to the attention of students the results of diagnostic activity, monitoring the impact on students of various diagnostic methods.

Pedagogical diagnostics - a set of monitoring and evaluation techniques aimed at solving the problems of optimizing the educational process, differentiating students, as well as improving curricula and methods of pedagogical influence.

Psychological diagnostics - a field of psychology that develops the problems of designing, testing and applying methods for studying and testing psychological and psychophysiological differences.

notes that “learning outcomes have two sides - external (materialized educational products) and internal (personal). Therefore, the subject of diagnostics and control is not only the external educational products of students, but also their internal qualities. Diagnostics of educational results, including the determination of the level of development of the student's abilities, occurs through the subjective "feeling" of the teacher in the emerging essence of the student.

The tasks of diagnosing the level of development of students' abilities are ():

Providing conditions for diagnostic educational
processes in which subjects of education participate;

Identification of educational changes in the internal and outside world students;

Correlation of the goals set with the results obtained for the planned period.

With the help of a methodology that includes observation, testing, analysis of students' educational products, each teacher can assess the level of development of students' personal qualities according to parameters grouped into certain blocks, for example, creative qualities, cognitive, organizational activities.

To assess the final level of development of personal qualities of each student, the following are used: a) textual educational characteristics of the student; b) the results of his educational achievements; c) reflective records, questionnaires and student self-assessments; d) the results of pedagogical consultations, tests and other materials accompanying heuristic training.

The assessment of the student's educational results is based on the identification and diagnosis of his internal increment over a certain period of time, which can be determined explicitly, for example, using psychological or other methods, or indirectly through the diagnosis of changes in the external educational output of the student. In this case, each of the students is provided with the possibility of an individual educational trajectory of mastering each of the general educational areas with the indispensable comparison of their results with universal human achievements.

The following scientists dealt with the problem of taking into account the individual characteristics of students in the learning process, when developing types of training and selecting methods of individual influence:, I. Unt and others. is the author of the concept of individual spheres of personality.

The main provisions of the concept of pedagogy of individuality:

1. Pedagogy of individuality has its own subject: the formation and development of a person's individuality as a special function of society. The subject of individuality pedagogy is the study of the essence of the development and formation of a person's individuality and the definition on this basis of the process of his socialization as a specially organized pedagogical process.

2. Pedagogy of individuality has its own categorical apparatus: the main concepts (categories) include socialization, development, formation, individuality, personality.

3. Pedagogy of individuality applies research methods used in psychology and pedagogy - a set of techniques and operations aimed at studying pedagogical phenomena and solving various scientific and pedagogical problems using psychological methods.

4. Pedagogy of individuality has its own content: a developed system of pedagogical goals, a system of diagnostic tools, means of shaping individuality, patterns and principles for the development and formation of individual qualities of a person and his individuality as a whole.

5. The main task of the teacher is to help the child in his development, and all humanistic pedagogical practice should be aimed at developing and improving all the essential human forces of the student. These include the following areas: intellectual, motivational, emotional, volitional, subject-practical, existential and the sphere of self-regulation. These spheres in a developed form characterize the integrity, harmony of individuality, freedom and versatility of a person.

Modern trends in the development of the educational process both at school and at the university involve the development of student-centered technologies and methods of learning, while ensuring the cooperation of all subjects of the educational process; and also relevant today in the framework of the tasks of humanization of education is the problem of pedagogical design of educational activities of students.

At present, many scientists-researchers are engaged in the consideration of the essence of the concept of "pedagogical design", as well as the analysis and development of theoretical and practical problems of pedagogical design (, -Beck, etc.).

The problem of designing pedagogical technologies was dealt with by (, V. Guzeev, F. Yanushkevich and others) and the grounds for designing the "technology" of student-centered learning were considered.

In the most general form, the interpretation of the concept " pedagogical technology in didactics can be reduced to three main points of view.

1. Pedagogical technology (PT) is identified with the form of organization of the educational process (as a way of learning and, for example, as a system of views on the nature of the management of the learning process). According to this interpretation of PT, they include: modular training, CSR, contextual learning, etc.

2. The second variant of the interpretation of PT can be represented by an approach that singled out three levels: methodological (at which the generic concept of PT is a pedagogical category), the level of generalized PT (at which PT is differentiated by areas: education, training and communication) and the level of specific PT ( here PTs are presented as samples of creative pedagogical activity).

3. The third option connects the essence of PT with the optimal choice of methods (explanatory and illustrative, problematic, programmed, etc.) and forms (story, conversation, seminar, independent work, etc.) to obtain the maximum result in specific learning conditions .

Common to all approaches is interpretation of PT as a rationally organized activity, characterized by a certain sequence of operations that allows you to get the result at the lowest cost.

believes that the development of the pedagogical technology of student-centered learning should be based on the principle of the subjectivity of education and reflected in the didactic requirements for the content of the educational process. This means that the educational process and the presentation of educational material should be built in such a way that they ensure the identification and transformation of the actual experience of each student.

In the concept, the goal of personality-oriented education is to create the necessary conditions (social, pedagogical) for the disclosure and subsequent purposeful development of the child's individual personality traits, their "cultivation", their transformation into socially significant forms of behavior that are adequate to the socio-cultural norms developed by society.

also considers it necessary to distinguish between the following terms in building a model of student-centered education:

An individual is a person as a representative of a genus, possessing certain genotypic properties, biologically determined qualities (biorhythms, body structure, psychophysiological characteristics).

Individuality is a single, unique originality of each person who carries out his life activity as a subject of his own development.

Personality - a person as a carrier social relations who has a stable system of socially significant values ​​that determine his belonging to a particular social group.

introduces a fairly complete classification of student-centered education models, conditionally dividing them into three main ones:

Socio-pedagogical;

Subject-didactic;

Psychological.

defines in its LOO model:

Key concepts

fixed assets,

Requirements for teaching aids

Features of the educational environment.

The basic concepts in this concept are:

The student's subjective experience

The trajectory of personal development,

cognitive selectivity.

Pedagogical technology in the framework of student-centered learning is understood as the specific authorial activity of the teacher in designing educational activities and its practical organization within a certain subject area, taking into account the type of mental development of students and the personal capabilities of the teacher. Such an interpretation of pedagogical technology suggests that the basis for its development can only be a certain generalized scheme of the author's design of the learning process.

The result of understanding the approaches to the organization and implementation of pedagogical design was the author's scheme:

1. Determination of the design goal (goal setting).

2. Clarification of the system of pedagogical factors and conditions influencing the achievement of the goal (orientation).

3. Description of the pedagogical reality to be designed (diagnosis of the initial state).

4. Fixing (choosing) the level and operational units of pedagogical thinking for making decisions on the creation of the project (reflection).

5. Putting forward hypotheses about options for achieving the goal and assessing the likelihood of their achievement in specific conditions (forecasting).

6. Construction of a specific model (project) of a pedagogical object (modeling).

7. Construction of a methodology for measuring the parameters of a pedagogical object (extrapolating control).

8. Implementation of the project (implementation).

9. Evaluation of the results of the project and their comparison with theoretically expected (evaluation).

10. Construction of an optimized version of a specific pedagogical object (correction).

This scheme has its own specifics regarding the design in the system of student-centered learning.

proposed a classification of educational subjects in the context of the organization of student-centered learning, based on such a criterion as "method of presentation - adaptation", i.e., at the basis of the unity and interdependence of the educational material and the characteristics of its development by the student.

He identified three groups of subjects: structure-oriented(mathematics, physics, biology, geography, chemistry, i.e. subjects related to the schematism of their organization, with axiomatics, algorithms for their presentation and development), position oriented(history, native, foreign language, jurisprudence, etc., i.e. subjects that "accept" in their presentation the ambiguity of positions, the ambiguity of interpretations, a certain "blurring" of statements and the volume of concepts used), meaning-oriented(literature, all objects of art, that is, those objects that involve empathy, getting used to the subject, experiencing).

Individualization at the present stage is one of the main conditions for building a student-centered educational process at school. Today, at school, knowledge and timely response to the problems of a particular student, shifting the focus from frontal work to independent work, and providing a choice for each student are relevant. All this creates the prerequisites for the selection and implementation of individual educational routes for students, taking into account individual characteristics and in accordance with the needs, capabilities and interests of the individual. At the same time, the student himself is considered as an active bearer of subjective experience and plays a major role in the formation of his individuality and the formation of professionally significant personality traits.

Currently, the concept of "individual educational route" is increasingly found in the psychological and pedagogical literature. The concept of "individual educational route" has several concepts that are close in meaning: "individual development trajectory", "individual educational trajectory". The emergence of ideas regarding an individual educational route is associated with the St. Petersburg School. Among the scientists who have been involved in and contributed to the study of the problems of individual educational routes of schoolchildren, one can name, etc.).

() - "a purposeful designed differentiated educational program that provides the student with the position of the subject of choice, development, implementation of the educational program when teachers provide pedagogical support for professional self-determination and self-realization of the future teacher."

Individual educational route() - "the development of an educational program by a student, based on his educational experience, opportunities, with a focus on solving his educational problems."

defines an individual educational route as “the ideas of an older student regarding his own advancement in education, designed and organized by him in cooperation with teachers, ready for implementation in pedagogical technologies and in the educational activities of an older student, that is, it is a product of the joint creativity of a teacher and an older student, a unique opportunity for them to realize their personal potential.”

The term "individual developmental trajectory" was introduced. She notes that the individual trajectory of the child’s mental development is built on two contradictory grounds: “adaptability (adaptability) to the requirements of adults (teacher, educator, parents) who create normative situations for him, and creativity, which allows him to constantly seek and find a way out of the current situation. overcome it, build a new one for yourself based on the knowledge and methods of action available in individual experience.

He considers it necessary to "individual educational movement of each student." “Individual educational trajectory is a personal way to realize the personal potential of each student in education. Under the personal potential of the student here is understood the totality of his abilities: organizational, cognitive, creative, communicative and others. The process of identifying, implementing and developing these abilities of students occurs in the course of the educational movement of students along individual trajectories.

() - "this is a certain sequence of elements of the educational activity of each student, corresponding to his abilities, capabilities, motivation, interests, carried out with the coordinating, organizing, consulting activities of the teacher in conjunction with the parents."

Individual educational trajectory() - "a manifestation of the style of learning activity of each student, depending on his motivation, learning ability and carried out in cooperation with the teacher."

Individual educational programs () embody the student component of the basic curriculum and are compiled in relation to the learning of individual students. These programs may take various forms and forms. They may refer to individual training courses or the comprehensive education of the student. The students themselves participate explicitly or indirectly in their compilation. In programs of this type, individually for each student, his learning goals are indicated in general and in individual subjects, directions and a general plan of activity, subjects and topics of choice, workshops and electives, a schedule for participating in olympiads and conferences, the names of creative works, planned educational results, their terms, forms of verification and evaluation of achievements, etc. Individual educational programs of students are taken into account by the teacher when constructing a general work program and implementation of the educational process. An individual trajectory is not an individual program. A trajectory is a trace of movement. The program is her plan.

Elements student's individual educational program (, teacher of computer science and economics)

The result that the student wants to achieve;

Stages that he must go through to achieve the goal;

Tools;

The need and extent of outside assistance;

The time that he must spend on each step, including the time to acquire or find the required tools.

Forms of participation in the preparation of the program:

Teacher - presents to students samples of products that can be obtained after studying the proposed topic, can talk about existing problems in the specified area, help determine the time frame when studying a specific problem, perhaps suggest how best to compose the program;

Parents - show interest in the problem, help to rationally allocate time for studying the problem posed so that this activity does not interfere with the performance of other things, try to determine the usefulness of the problem posed by the child for further activities that each parent plans for his child;

The student - determines the subject of activity, builds a graphic or verbal program, determines the issues that he would like to solve, defends the importance and prospects of the chosen problem.

, Evrika School, Olekminsk, To help a child create an individual educational program, the teacher should provide:

What motives drive a student in mastering a given educational area (topics, a set of topics, a specific task), which he is to study; if no obvious motives are found, consider what might represent a personal meaning in in this case for a child;

What the student already can and knows in this area; whether there are explicit abilities and how to use them in this case; the disclosure or development of which aspects of the personality in the student can be facilitated by his own activity in this educational area;

What types of activities the student will prefer here, what other types of activities and how to “move” him - to help him realize what he already knows, what he is able to do, what he wants and why (to help him find personal meaning, determine fundamental educational objects and set goals) , choose ways and forms, suggest possible ways and forms of control;

Explain to parents, help them understand and accept the need, possibility, feasibility, significance of all concepts and actions for the student, instill in them confidence in their child and teacher.

technology for implementing an individual trajectory has been developed. He singles out the following stages of the student's educational activity organized by the teacher, which make it possible to ensure his individual trajectory in a particular educational area, section or topic.

1st stage.Diagnosticsthe teacher of the level of development and the degree of manifestation of the personal qualities of students necessary for the implementation of those types of activities that are characteristic of this educational area or part of it.

2nd stage. Fixation by each student, and then by the teacher, of fundamental educational objects in the educational field or its topic in order to designate the subject of further knowledge.

3rd stage. Building a system, a personal relationship of the student with the educational area or topic to be mastered.

4th stage. Programming each student of individual educational activities in relation to "their own" - and common fundamental educational objects.

5th stage. Activity for the simultaneous implementation of individual educational programs for students and the general collective educational program.

6th stage. Demonstration personal educational products of students and their collective discussion.

7th stage. Reflective-evaluative. Individual and general educational products of activity are revealed (in the form of schemes, concepts, material objects), types and methods of activity used (reproductively assimilated or creatively created) are fixed and classified. The results obtained are compared with the goals of individual and general collective training programs. Each student realizes and evaluates the degree of achievement of individual and general goals, the level of his internal changes, the methods of education he has learned and the areas he has mastered. The overall educational process, collectively obtained results and ways to achieve them are also evaluated.

: As a result of an individual educational movement, each student creates educational products (ideas, poems, model development, craft design, etc.) in connection with the material being studied. This is required by the principle of learning productivity - the leading principle of student-centered learning. This is exactly what happens if the concept of “portfolio of achievements” is used as an element of the educational system.

The name for such a “portfolio” and the form of its presentation can be different: a creative book, a diary of achievements, a student’s web page, a portfolio, etc. But the essence is the same - such a “portfolio of achievements” serves as a way of fixing (or demonstrating) the educational products.

The structure of the "portfolio of achievements" is determined by the structure of the individual educational program. For each subject or educational area, as well as on the basis of general subject areas of activity, it is planned that the student will create educational products of various sizes. When the time comes and the product is created by the student, a corresponding entry is made in a certain place in the educational program, for example, in its right column. In this case, an individual educational program is combined with a "portfolio of achievements".

The content of the "portfolio" is not only a list of places taken by the student, received marks, certificates or prizes. The "portfolio of achievements" indicates the meaningful results of the student (the idea or principle proposed by the student for solving mathematical problems, the approach developed by him to historical research, annotation to the natural science research, description of the craft).

The number and degree of detail of the description of the student's achievements in his "portfolio" are determined by the goals and interests of the student, the guidelines set by the teacher. For example, at the end of the lesson, the teacher may invite all students to write in their creative bookcases what each of them managed to create during the past lesson or the entire school day.

A “portfolio of accomplishments” includes a student's major accomplishments, such as completed research or the fruits of a multi-month project.

The idea of ​​a student-centered lesson() lies in the creation by the teacher of conditions for the maximum influence of the educational process on the development of the student's individuality.

Components of a student-centered lesson (): target, content, organizational and activity and evaluative and analytical.

Targets training session:

Formation of a system of scientific knowledge among students and their mastering of the methods of human activity based on the actualization and "cultivation" of their subjective experience;

Assisting students in finding and acquiring their own individual style and pace of learning activities, discovering and developing individual cognitive processes and interests;

Assistance to the child in the formation of a positive self-concept, the development of creative abilities, mastering the skills and abilities of self-knowledge and self-construction.

As principles of building the educational process the lesson can speak the fundamental ideas of humanistic pedagogy and psychology:

1. The principle of self-actualization.

2. The principle of individuality.

3. The principle of subjectivity.

4. The principle of choice.

5. The principle of creativity and success.

6. The principle of trust and support.

Organization Such a training session involves the inclusion of several mandatory points in the learning process. These include the following:

Designing the nature of educational interaction on the basis of taking into account the personal characteristics of students;

The use of pedagogical techniques to update and enrich the subjective experience of the child;

Use of various forms of communication, especially dialogue and polylogue;

Creating a situation of success for students;

Showing trust and tolerance in learning interactions;

Encouraging students to make a collective and individual choice of educational tasks, forms and methods of their implementation;

The choice of techniques and methods of pedagogical support as the predominant ways of organizing the teacher's activities in the classroom;

The use by students of such speech patterns as “I believe that ...”, “It seems to me that ...”, “in my opinion”, “I think that ...”, etc.

Priority value in the evaluation and analytical component personality-oriented lesson have an analysis and evaluation of such aspects as:

a) enrichment of the child's subjective experience with cultural patterns of human experience;

b) the formation of the educational activity of students and the individual style of cognition;

c) manifestation of independence and initiative of students, their creative abilities.

One of the most important pedagogical conditions for the formation of a student's individuality in the learning process is the creation of a situation of choice in the lesson. Offering the child to make a conscious and desired choice, we help him to form his own uniqueness.

Applied to student-centered learning choice situation- this is an element (stage) of the lesson designed by the teacher, when students are faced with the need to give their preference to one of the options for learning tasks and ways to solve them in order to manifest their activity, independence and individual style of learning.

When designing and constructing a choice situation, one must take into account such circumstances as ():

1. Readiness of students to choose.

2. Pedagogical expediency of creating a situation of choice.

3. Encouraging students to choose.

4. Argumentation of your choice.

5. Determination of the degree of freedom of choice.

6. The success of the activity.

7. Security of schoolchildren from their own mistakes. Students must be confident that they have the right to fail.

8. Evaluation of the results of the solution of the selected option. The teacher, if possible, should evaluate the results of the student's chosen version of the learning task.

The choice situation in the lesson is modeled and built by the teacher. The activity algorithm for designing and building a choice situation in a student-centered lesson should include the following steps and actions ():

1. Formulation of the goal (tasks) of applying the situation of choice in the lesson.

2. Determining the stages of the lesson at which it is advisable to create one or another situation of choice.

3. Identification of the specific content of the educational material, in the study of which the situation of choice should be applied.

4. Development of a certain set of options for tasks necessary for its implementation.

5. Preliminary analysis of each educational task in order to determine the correspondence of the developed tasks to the abilities of students. The teacher should take into account:

Cognitive interests and needs of students;

They have basic knowledge and skills;

Development of creative abilities of students;

Formation in the class community of skills of individual and collective (group) learning activities;

The readiness of children to consciously and skillfully make choices.

6. The solution by the teacher of selected tasks in all possible ways.

7. The final choice of options for training tasks.

8. Thinking through the individual details of the effective use of the situation of choice in the lesson:

Selection of techniques and methods to encourage students to make a choice;

Determination of specific forms of fulfillment of educational tasks;

Calculation of the time of the selection situation;

Determination of the degree of freedom of action of students in this situation;

Development of criteria and methods for analyzing and evaluating the results of solving educational problems, etc.

9. Inclusion of the developed choice situation in the lesson plan.

10. Determination during the training session of the optimal moment for creating a situation of choice.

11. Implementation by the teacher in the lesson of their design developments.

12. Analysis and evaluation of the effectiveness of using the situation of choice.

a brief scheme for the analysis of a personality-oriented lesson, including several aspects, is proposed.

Motivational-orientational aspect

1. Was the teacher able to ensure the motivational readiness and positive emotional attitude of students to work in the lesson? What pedagogical methods were used for this?

2. How accurately and intelligibly are the objectives of the training session explained? Have they become personally significant for students?

3. Is the activity of the teacher aimed at developing the individuality of students, at shaping their ability for self-knowledge and self-construction?

1. Is the selected educational material adequate to the requirements of the educational program, goals, objectives and leading ideas of the lesson?

2. Was the teacher able to correctly determine the group and individual cognitive abilities of students, establish the relationship between the educational material and the subjective experience of the child? To what extent is the study interesting and meaningful for students?

3. Did the teacher try to form a systematic representation of students about the phenomenon or process being studied, to identify the most important and characteristic in it, to discover and establish intra-subject and inter-subject connections?

4. Is the practical orientation of the educational material obvious, its significance for the formation of the emotional-volitional sphere, value relations and creative abilities of the child?

Organizational aspect

1. What pedagogical techniques were used to update and enrich the subjective experience of students?

2. Were dialogue and polylogue forms of communication used during the training session?

3. Did the teacher encourage students to collectively and individually choose the type of task and the form of its implementation?

4. Did the lesson create a situation of success for each student? Did the teacher feel the manifestation of tolerance and trust in the educational interaction?

5. Were conditions created in the lesson for the manifestation of independence of students? Is the measure of teacher assistance optimal? Were students' individual pace and style of learning activities taken into account?

6. Are homework assignments differentiated? Did the students have a real right to choose their homework?

Evaluative and effective aspect

1. Did the teacher evaluate not only the correctness of the answer, but also its originality, as well as the rationality of the ways and means of completing the educational task?

2. Did the evaluative and analytical activity of the teacher contribute to the formation of a positive self-concept of the students' personality, the development of an individual style of cognition in the child?

The use of this scheme in the analysis of training sessions helps the teacher to better understand the fundamental ideas-principles of a student-centered approach, to understand the technological aspects of such a lesson in more detail, and to more clearly compare the embodied ideas and actions in the lesson with the characteristic features of a student-oriented lesson.

The technology is based on the creation training module reflecting the ideal model of human life. This model includes several elements: image(life experiences, experiences, motivation), analysis(understanding, comprehension, building the concept of life), action(actions, life events).

The integrity of the formation of the traits of a cultured person in the learning process is determined by how holistic, organic the entire educational process is. Therefore, the basis of learning is not a lesson, as is customary, but a series of lessons (a block or blocks) devoted to one personally significant topic. This series is called "enlarged didactic unit".

Only through the holistic use of the personality-developing possibilities of the topic, and not a separate lesson and, moreover, not individual situations in the lesson, it becomes possible to move to a personality-oriented technology. It operates on four levels, advancing with the disciples from micromodule (part of the lesson) to the lesson modules, block of lessons, personally significant topic-module. Modules can be combined into blocks, but can also be used as independent parts of individual lessons. The meaning of technology is in a completely new organization of the educational process. This is the goal, the super-task of each lesson (lesson-module), for which other goals “work” later: educational, developing and new - subject-practical.

The main components of this lesson are:

Micromodule of motivation;

Micromodule-image;

micromodule analysis,

Event-practical micromodule;

Micromodule-sermon.

AT last years a student-centered approach is rapidly conquering the educational space of Russia. Most of the country's teaching staff are persistently mastering the theoretical foundations and technology for using this approach in the educational process. Many educators and leaders educational institutions consider it the most modern methodological orientation in pedagogical activity.

Such popularity of the personality-oriented approach is due to a number of objectively existing circumstances. Let's name just a few of them.

Firstly, the dynamic development of Russian society requires the formation in a person not so much of a socially typical as of a brightly individual, allowing the child to become and remain himself in a rapidly changing society.

Secondly, psychologists and sociologists note that today's schoolchildren are characterized by pragmatic thoughts and actions, emancipation and independence, and this, in turn, predetermines the use of new approaches and methods by teachers in interaction with students.

Thirdly, the modern school is in dire need of the humanization of relations between children and adults, the democratization of its life. Hence the obvious need to build student-centered systems of education and upbringing of schoolchildren.

However, one awareness of the expediency of transformations is still not enough to implement them. It would not be superfluous to note that at present there are many blank spots in the study of the possibilities and conditions for applying a student-centered approach in pedagogical practice. It is very important to systematize the knowledge about this approach already accumulated by researchers and practitioners and, on their basis, try to expand the boundaries of its use in the activities of teachers. But first, based on the analysis of pedagogical research, we will try to answer the following questions:

What is a person-centered approach?

How does it differ from traditional approaches?

What components does it consist of?

It is very difficult to answer even the first question correctly, although part of the answer lies on the surface in the wording of the question itself. As banal as it may seem, the person-centered approach is first and foremost an approach. If, when analyzing the means of pedagogical activity, we use the classification method, then the personality-oriented approach will be on a par with age-related, individual, activity, communicative, systemic and other approaches.

The study of pedagogical publications does not allow us to fully clarify what, after all, teacher-researchers understand by the approach, what meaning is attached when using this concept. Most authors do not bother to describe its content, composition and structure. If we turn to philosophy, where many scientific approaches were born, which later began to be used by pedagogical science and practice, we can find that philosophers tend to understand the orientation of a person in cognitive or transformative activity as an approach. For example, they link the application of a systematic approach with the orientation of a person, in which the object of cognition or transformation is considered as a system; the use of a model approach is stated when the model of the object being studied or being transformed acts as the main guideline for the activity being carried out. In most cases, human activity, as philosophers argue, is built on the basis of not one, but several orientations. Of course, the orientations he chooses should not be mutually exclusive, but complementary. Together they make up an activity strategy and determine the choice of tactics of action in a specific situation and in a certain period of time. It should be emphasized that out of the entire range of approaches used in activity, one orientation is a priority (dominant), thanks to which a qualitative originality of the style of human activity is formed.

Most researchers believe that the approach includes three main components:

basic concepts used in the process of cognition or transformation;

principles as initial provisions or main rules of the carried out activity;

techniques and methods for constructing the process of cognition or transformation.

Based on the views of philosophers, we will try to define the personality-oriented approach.

So, person-centered approach - this is a methodological orientation in pedagogical activity, which allows, through reliance on a system of interrelated concepts, ideas and methods of action, to ensure and support the processes of self-knowledge, self-building and self-realization of the child's personality, the development of his unique individuality.

The formulated definition reflects the essence of this phenomenon and highlights its most important aspects, such as:

firstly, a student-centered approach is, first of all, an orientation in pedagogical activity;

secondly, it is a complex education, consisting of concepts, principles and methods of pedagogical actions;

thirdly, this approach is associated with the aspirations of the teacher to promote the development of the student's individuality, the manifestation of his subjective qualities.

The definition of the concept and essential characteristics of a person-centered approach allows us to answer the second question: how does it differ from traditional approaches?

We will show its main difference from such a traditional approach as an individual one. The use of both approaches in pedagogical activity involves taking into account the individual characteristics of the child. However, if when using a student-centered approach this is done with the aim of developing the student's individuality, then when using an individual approach, another goal is realized - the development of social experience by students, i.e. some knowledge, skills and abilities defined in the standard programs of education and upbringing and obligatory for mastering by each pupil. The choice of the first approach is connected with the desire to promote the manifestation and development of a brightly individual in the child, and the choice of the second one is with the focus of the pedagogical process on the formation of a socially typical one, which is also extremely difficult to implement without obtaining and taking into account information about the individual characteristics of schoolchildren. This is the fundamental difference between these two approaches.

Now it is time to give a more detailed answer to the third question, what are the components of a person-centered approach?

To this end, we characterize three components of this approach.

First component - the basic concepts that, in the implementation of pedagogical actions, are the main tool of mental activity. Their absence in the teacher's mind or the distortion of their meaning makes it difficult or even impossible for the conscious and purposeful application of the considered orientation in pedagogical activity. The main concepts of the person-centered approach include the following:

individuality – the unique originality of a person or group, a unique combination of individual, special and common features in them, which distinguishes them from other individuals and human communities;

personality- a constantly changing systemic quality, which manifests itself as a stable set of properties of an individual and characterizes the social essence of a person;

self-actualized personality- a person who consciously and actively realizes the desire to become himself, to fully reveal his capabilities and abilities;

self-expression- the process and result of the development and manifestation of the individual's inherent qualities and abilities;

subject- an individual or a group that has conscious and creative activity and freedom in knowing and transforming themselves and the surrounding reality;

subjectivity- the quality of an individual or group, reflecting the ability to be an individual or group subject and expressed by a measure of the possession of activity and freedom in the choice and implementation of activities;

I-concept- a system of ideas about himself that is realized and experienced by a person, on the basis of which he builds his life, interaction with other people, attitudes towards himself and others;

choice- the implementation by a person or a group of the opportunity to choose from a certain set the most preferable option for the manifestation of their activity;

pedagogical support- the activities of teachers to provide preventive and prompt assistance to children in solving their individual problems related to physical and mental health, communication, successful advancement in learning, life and professional self-determination (O.S. Gazman, T.V. Frolova).

Second component - initial provisions and basic rules for building the process of teaching and educating students. Together, they can become the basis of the pedagogical credo of a teacher or head of an educational institution. Let's name the principles of the personality-oriented approach:

The principle of self-actualization. In every child there is a need to update their intellectual, communicative, artistic and physical abilities. It is important to encourage and support the desire of students to manifest and develop their natural and socially acquired capabilities.

The principle of individuality. Creating conditions for the formation of the individuality of the personality of the student and teacher is the main task of the educational institution. It is necessary not only to take into account the individual characteristics of a child or an adult, but also to promote their further development in every possible way. Each member of the school team must be (become) himself, find (comprehend) his own image.

The principle of subjectivity. Individuality is inherent only to the person who really has subjective powers and skillfully uses them in building activities, communication and relationships. It is necessary to help the child become a true subject of life in the classroom and school, to contribute to the formation and enrichment of his subjective experience. The intersubjective nature of interaction should be dominant in the process of education.

Choice principle. It is pedagogically expedient for the student to live, study and be brought up in conditions of constant choice, to have subjective powers in choosing the purpose, content, forms and methods of organizing the educational process and life in the classroom and school.

The principle of creativity and success. Individual and collective creative activity allows you to determine and develop the individual characteristics of the student and the uniqueness of the study group. Thanks to creativity, the child reveals his abilities, learns about the “strengths” of his personality. Achieving success in this or that type of activity contributes to the formation of a positive self-concept of the student's personality, stimulates the child to carry out further work on self-improvement and self-building of his "I".

The principle of trust and support. A decisive rejection of the ideology and practice of the sociocentric in orientation and authoritarian in nature of the educational process inherent in the pedagogy of the violent formation of the child's personality. It is important to enrich the arsenal of pedagogical activity with humanistic student-oriented technologies for teaching and educating students. Faith in the child, trust in him, support for his desire for self-realization and self-affirmation should replace excessive demands and excessive control. Not external influences, but internal motivation determines the success of education and upbringing of a child.

And finally third component personality-oriented approach is a technological component, which includes the most appropriate methods of pedagogical activity for this orientation. The technological arsenal of the personality-oriented approach, according to Professor E.V. Bondarevskaya, make up methods and techniques that meet such requirements as:

dialogue;

activity-creative character;

focus on supporting the individual development of the child;

providing the student with the necessary space, freedom for making independent decisions, creativity, choosing the content and methods of teaching and behavior.

Most teachers-researchers tend to include in this arsenal dialogue, game and reflective methods and techniques, as well as ways of pedagogical support for the child's personality in the process of his self-development and self-realization. The use of a student-centered approach in teaching and educating schoolchildren, according to T. V. Frolova, is impossible without the use of diagnostic methods.

The presence of a teacher's ideas about the essence, structure and structure of a student-centered approach allows him to more purposefully and effectively model and build specific training sessions and educational activities in accordance with this orientation.

Academician V.V. Davydov wrote: “There was such a mass primary education in which the educational activity of children was extremely curtailed, and its content was reduced mainly to empirical knowledge and utilitarian skills.”

This statement of a famous scientist can be fully attributed to the traditional school (not only primary, but also complete secondary), and not only to the past, but, alas, to the present. There were no fundamental changes in the educational process of mass schools.

Moreover, the current social situation in which the teacher found himself, exorbitant teaching loads, social insecurity and other negative social factors do not stimulate the teacher's creative search, but provoke the use of familiar ways of working, requiring the preparation of their own monologue, several control questions to consolidate new material and training exercises for students.

With the explanatory-illustrative method of teaching, the activity is set by the teacher from the outside, and therefore most often it is not perceived by schoolchildren and becomes indifferent to them, and sometimes even undesirable. All components of the activity are in the hands of the teacher, the personality of the student is not represented here, moreover, it can be perceived as something that hinders the actions of the teacher. The teacher organizes his activities, broadcasts the finished content, controls and evaluates its assimilation. The student's duties include only the implementation of the reproductive actions proposed by the teacher.

Consequently, the development of the intellect of schoolchildren, their creative potential, the provision of a general procedure for the self-development of the individual, if we really want to achieve this in the learning process, should not be proclaimed, but provided technologically in the educational process, built on fundamentally different scientific and methodological foundations.

Humanistic pedagogy requires the adaptation of the school to the students, providing an atmosphere of comfort and psychological safety. The essence of the personality-oriented pedagogical process, according to many scientists, is the creation of natural conditions for the self-development of individuality, human subjectness. In accordance with the current socio-cultural situation, the cultural goal of the modern pedagogical process is defined by researchers as the development of a person - the subject of his own life strategy. The focus of the teacher's attention is on the child's unique holistic personality, striving for the maximum realization of their capabilities (self-actualization), open to the perception of new experience, capable of a conscious and responsible choice in a variety of life situations.

Student-centered learning provides for a differentiated approach to learning, taking into account the level of intellectual development of the student. Personalized Content education is aimed at the development of a holistic person: his natural features(health, ability to think, feel, act); its social properties (to be a citizen, family man, worker) and the properties of cultural subjects (freedom, humanity, spirituality, creativity). Speaking about the need for a consistent implementation of a student-centered approach in teaching and educating students, it is necessary to keep in mind the integral personality of the child with his emotional, spiritual sphere.

Personally oriented technologies are aimed at the individual development of the student. Individual development is a joint search for ways to identify the student's individuality, taking into account his characteristics and abilities, constant psychological support, the ability to choose different areas of study, painstaking work on the formation of appropriate motivation, the development of the public interests of each child.

Personally oriented education is based on the principles of humanistic pedagogy. At its core, it involves the orientation of the educational process on the personality of students, their intellectual and moral development, the development of a holistic personality, and not individual qualities. With a personality-oriented approach in education, the absolute value is not knowledge alienated from the individual, but the person himself.

Person-centered learning should be based on:

♦ the level of training in a given field of knowledge and the degree of general
development, culture, i.e., previously acquired experience;

♦ features of a person's mental make-up (memory, thinking, perception, ability to manage and regulate one's emotional sphere);

♦ features of character, temperament.

If we talk about the priority development of the intellectual and creative abilities of students, it is appropriate to highlight the following indicators of mental development of the child:

♦ independence of thinking;

♦ speed and strength of mastering the educational material;

♦ quickness of mental orientation (resourcefulness) when solving problems
standard tasks;

♦ deep penetration into the essence of the phenomena being studied (the ability to distinguish the essential from the non-essential);

♦ Criticality of the mind, lack of prejudice, unreasonable judgments.

Among the various student-centered learning technologies can be distinguished:

♦ collaborative learning;

♦ method of projects;

♦ "Student's portfolio";

♦ modular technologies;

♦ programmed learning technologies;

♦ individual and differentiated approach to learning, the possibility of reflection, which are implemented in all of the above technologies;

♦ multilevel training;

♦ gaming technologies, etc.

Collaborative learning. Small group learning has been used in pedagogy for a long time. The idea of ​​learning in groups dates back to the 1920s. The teacher is not able to help each individual student. This responsibility can be assumed by students themselves if they work in small groups and are responsible for the success of each, if they learn to help each other.

The main idea of ​​collaborative learning is to learn together, not just do things together.

Consider the most interesting options this teaching method.

1. Team training- pays special attention to the "group goals" and the success of the entire group, which can only be achieved as a result of the independent work of each member of the group and constant interaction with other members of the same group when working on a topic (problem), an issue to be studied. Briefly, team learning boils down to three main principles:

a) the group receives one “reward” for all in the form of a point score
or some kind of encouragement. Groups do not compete with each other because
all teams have different levels and different time to achieve more
high results;

b) individual responsibility: success or failure of the whole group
depends on the success or failure of each of its members;

c) equal opportunities for each student to achieve success: each student brings points to his group. Comparison is carried out with their own, previously achieved results.

2. Training in cooperation "saw"- groups of 6 people work
above educational material, divided into fragments (like "Mosaic").

3. "Learning Together"- the class is divided into groups of 4-5 people, each receives one task, which is a subtask of any large
topic that the whole class is working on.

4. Research work students in groups- emphasis is placed

for independent work of students, organization of group discussions.

There are the following main differences of work in small groups

according to the methodology of teaching in cooperation from other forms of group work:

interdependence of group members;

personal responsibility of each member of the group for their own success and success of their comrades;

♦ joint educational, cognitive, creative, etc. activities]
students in a group;

♦ socialization of students' activities in groups;

♦ overall assessment of the group.

As a result of the application of student-centered learning, it is possible to educate in students such useful qualities as independence, sociability, responsibility for the results of their work, the ability to make decisions, but academic success leaves much to be desired.

Question 7 : Define the essence of didactics. Describe the history of its development. Formulate the tasks of didactics and define its main categories

Education in its broadest sense includes, as you know, two interrelated processes - education and the formation of social and spiritual relations among students.

If an organic part of education in its broadest sense is education, then pedagogy faces questions: what is the essence of this process and how should it be carried out? The theoretical development of these issues led to the development in pedagogy of a special scientific discipline - didactics.

The term "didactics" is of Greek origin and in translation means "teaching". For the first time, as far as is known, this word appeared in the writings of the German teacher Wolfgang Rathke (Ratichius) (1571-1635) to refer to the art of teaching. In a similar way, didactics was interpreted by J. A. Comenius as “the universal art of teaching everything to everyone”. At the beginning of the 19th century, the German educator I. Herbart gave didactics the status of an integral and consistent theory of educative education. A great contribution to the development of didactics was made by G. Pestalozzi, I. Herbart, K. D. Ushinsky, V. P. Ostrogorsky, P. F. Kapterev. P. N. Gruzdev and M. A. Danilov did a lot in this area; B. P. Esipov, M. N. Skatkin, N. A. Menchinskaya, Yu. K. Babansky and others.

Since the formation of a formed personality occurs in the process of learning, didactics is often defined as a theory of learning and education, thereby emphasizing that it should explore both the theoretical foundations of learning and its educational and formative influence on the mental, ideological and moral and aesthetic development of the individual. In this way, didactics-a branch of pedagogy that develops the theory of education and training. The subject of didactics is the laws and principles of education, its goals, the scientific foundations of the content of education, methods, forms, means of education.

The main tasks of didactics have remained unchanged since the time of Ratikhia - the development of problems: what to teach and how to teach; modern science is also intensively investigating the problems: when, where, whom and why to teach. To main
questions, developed by didactics include the following:

♦ study of the scientific and pedagogical foundations of the content of education;

♦ disclosure of the essence, regularities and principles of education;

♦ coverage of the patterns of educational and cognitive activity
students;

♦ development of teaching methods;

♦ improvement and updating of organizational forms of educational
work.

The tasks of didactics are to 1) describe and explain the learning process and the conditions for its implementation; 2) to develop a more perfect organization of the learning process, new learning systems, technologies, etc.

There are private didactics, or subject methods. They explore the specific features of learning in individual subjects or level of education (methodology primary education, didactics of higher education). General didactics constitutes the theoretical basis of particular didactics, based at the same time on the results of their research. Didactics and private methods develop in close connection with each other and enrich each other.

Didactics has categories and concepts that make up its framework as a science. She, of course, also uses the categories of general pedagogy, for example, "education", "student", "teacher". Actually didactic categories, which have become general pedagogical, we must recognize "education", "educational process". The concepts of didactics include "training" and its constituent parts: "teaching", "teaching", learning objectives, educational content, didactic processes, teaching methods, teaching aids, forms of teaching, patterns and principles of teaching, etc.

Education- this is a purposeful process of interaction (communication) between a teacher and a student, during which the education, upbringing and development of the child is carried out.

teaching- the activity of the teacher in the learning process.

Doctrine- organized knowledge in a special way; activities of students aimed at mastering the amount of ZUN, methods of educational and creative activity.

The processes of learning and teaching are considered as a single process of interaction between the student and the teacher.

Methods of teaching a subject-a branch of pedagogical science, which is a separate theory of learning or a separate didactics.

Didactic principles- these are the basic provisions that determine the content, organizational forms and methods of the educational process in accordance with its general goals and patterns.

Teaching methods- ways of professional interaction between the teacher and students to achieve learning goals.

Forms of organization of training- a way of organizing the learning process, which is carried out in a certain order and mode.

Along with other branches of pedagogy, didactics is constantly evolving. On the one hand, it analyzes and generalizes real experience teachers with notable academic achievements. On the other hand, she experiments, puts forward new approaches in different areas of didactics. Such, for example, are the experience of innovative teachers of the 1980s, the study of the problems of developmental education in various versions, the computerization of education, etc. All this enriches didactics.

In this way, didactics- branch of pedagogy on the theory of education and training. It is both theoretical and applied science. Didactics determines the purpose and content of education and training, develops forms, methods and organization academic work, general principles for the creation and use of didactic tools. Didactics also studies the laws, patterns and trends of the educational process, the problems of sources and methods for studying the issues of teaching and education. It has a connection with other sciences: epistemology, psychology, cybernetics, sociology, history of pedagogy and other pedagogical sciences.

Like other branches of pedagogy, didactics is constantly evolving, improving the content of education, forms and methods, and the organization of educational work.

Question 8: Determine the essence of the personality-oriented content of education, its structure. Name the documents that determine the content of education and determine their characteristic features

One of the main means of personality development and the formation of its basic culture is the content of education.

For successful learning and personal development, it is necessary to understand what schoolchildren need to be taught, what they need to master in order to get modern education. Without a scientifically substantiated content of education, it is difficult to count on the successful implementation of the main goal of modern education - the comprehensive and harmonious development of students, because this very content and its orientation lay the foundations for the formation of a growing personality.

♦ knowledge systems(about nature, society, technology, man, space),
revealing a picture of the world (learned information helps a person
orientate yourself in the environment);

♦ experience in the implementation of methods of activity known to man(mastered methods of activity, skills ensure the reproduction of the surrounding world by a person);

♦ creative experience to solve new problems, ensuring the development of a person's ability to further master culture, science and human society. (The experience of creative activity involves the transfer of previously acquired knowledge to a new situation, an independent vision of the problem, a vision of an alternative solution to it. Encyclopedic
a person’s education does not at all guarantee creative potential);

♦ experience of value attitude to the world(determines direction
actions of the student in the educational process in accordance with his needs and motives).

All components of the content of education are interconnected: skills are impossible without knowledge, creative activity is carried out on the basis of certain knowledge and skills, good breeding implies knowledge of reality, to which this or that attitude is established, which causes certain emotions, provides for behavioral skills and abilities.

With a personality-oriented approach to determining the essence of the content of education, the absolute value is not knowledge alienated from the individual, but the person himself.

development of society.

The development of the content of education is based on the state standard of general secondary education. The standard reflects the social ideal (public order) of education together with the real possibilities of the education system.

State educational standards is the documentation that forms the basis objective evaluation the level of education and qualifications of graduates, regardless of the forms of education. The standards fix the goals, objectives and content of education, which makes it possible to diagnose its results and maintain a single educational space.

The state standard defines:

♦ the maximum amount of teaching load of students;

♦ requirements for the level of training of graduates.

The curricula of educational institutions of all types are developed on the basis of state standards.

Academic plan is a document that defines the composition of subjects, the sequence of their study and the total amount of time allocated for this.

General curricula educational schools in the Republic of Belarus, it is approved by the Ministry of Education.

There are the following types of curricula: basic, model (has a recommendatory character), secondary school curriculum.

The curriculum determines the content of: a) primary education (grades 1-4), b) basic (basic) education (grades 5-10), c) secondary* (complete) education (grades 11-12).

The curriculum establishes the following standards for the organization of educational activities:

♦ a complete list of subjects by year of study;

♦ duration of study in academic years (total and for each
from steps);

♦ the number of hours (lessons) devoted to each subject, week,
academic year and for all years of study;

♦ weekly study load (mandatory, as well as for classes
at the choice of students and extracurricular activities);

♦ total number of publicly funded teaching hours;

♦ periods of industrial practice, camp fees;

♦ duration academic quarters and holidays.

In the curricula of schools of the Republic of Belarus, educational components:

♦ basic (republican);

♦ differentiated (national-regional);

♦ school.

Profile education (in-depth study of individual subjects) is carried out at the expense of the national-regional (differentiated) and school educational components. At their expense, the variability of education is also achieved.

All curricula first define base component. Attention is drawn to the multi-subject nature of the basic component, as well as the continuity of educational subjects from the lower grades to the older ones. For the subjects of the basic component, 5-6 hours per week are provided (depending on the class). In the Belarusian curricula, in addition to compulsory subjects (basic component), there are subjects for students to choose. There are also optional subjects. They are not mandatory, but only for those who wish. Optional content courses cover either additional chapters of the main subject, or a detailed version of some obligatory topic (for example, on the history of the Great Patriotic War), or a special course that is not in the basic component of the plan.

The curriculum contains school component, i.e. some academic subjects, except for basic ones, are determined and distributed by the decision of the pedagogical or methodological council of the school. The school component makes it possible to additionally provide academic subjects, taking into account the wishes of students, the availability of teaching staff of the relevant specialization and the material and technical base of the school.

In connection with the reform of general education schools, curricula have been unstable in recent years in the sense that the subjects and the number of hours allocated to them are updated almost every year.

In the curricula of Belarusian schools, more time has been devoted to subjects of the humanities cycle. According to a number of authors, the curricula of Belarus in the set of subjects do not reflect radical changes in the economic system of the country. The global deterioration of social ecology, the education of environmental culture among students are poorly taken into account. The same can be said about legal literacy, education of legal culture among students. Special subjects are needed at the level of the core component, and not just as an admission of elective courses of study.

Training program- a normative document, which is drawn up on the basis of the curriculum and determines the content of education for each academic subject and the amount of time allocated both for studying the subject as a whole and for each of its sections or topics. The program is approved by the Ministry of Education.

As a rule, its structure is divided into the following sections:

♦ Explanatory note- it formulates the purpose and objectives of teaching students a given subject, its features, principles for constructing a course, a subject.

♦ Intersubject and intrasubject communications in their logical sequence and interdependence.

♦ Except theoretical material, the program sets the minimum practical and laboratory work, excursions, tests.

♦ Requirements for ZUNs of students. Some programs offer
and marks criteria: what knowledge, skills and abilities deserve the appropriate points.

♦ Bibliography and etc.

Kinds training programs:

♦ Model curricula, defining basic knowledge, skills, a system of leading worldview ideas, general recommendations of a methodological nature. ,

♦ work training programs, which are formed on the basis of standard programs and reflect the specifics of training in this educational institution in a specific socio-pedagogical situation.

Traditionally, there are two principles (methods) for building programs:

a) linear-logical construction of the material in a continuous sequence, without returning to the educational material on the next ones,
stages of learning;

b) concentric- repetition of educational material on the next
advanced steps. On a new round, the content expands and deepens.

Tutorials to tutorials act as the most important means of teaching, the main sources of knowledge and the organization of independent work of students in the subject; they represent an information model of learning, a kind of scenario of the learning process.

Thus, the content of education is the most important component of the educational process and the main means of achieving the goal in education. The content of education is specified in the subject, consolidated in curricula, and then the curriculum is developed in textbooks.

Question 9: Determine the purpose, functions, structure of the textbook. State the requirements for the textbook

Textbook- This is an educational book that contains a systematic material that makes up the detailed specific content of the subject in accordance with the learning objectives established by the program and the requirements of didactics. The textbook provides the basics of scientific knowledge at the modern level to the extent that is provided for by the curriculum.

Based classification of sciences textbooks are divided into humanitarian, physical and mathematical, natural history, etc.

By nature of teaching material distinguish textbooks academic and applied.

By leading methods teaching distinguish information, problematic, programmed, complex textbooks.

In the pedagogical literature, the following tutorial features:

♦ informational- the textbook teaches the basics of science, allows you to expand the amount of knowledge, organize independent learning activities;

♦ control and correctional- checking and correcting the course of training;

♦ motivational- creating an incentive to study the subject.

In the textbook, the material is presented in chapters, paragraphs, topics. To facilitate the assimilation of the material, illustrations are given: drawings, drawings, maps, diagrams, plans, graphs, tables. In addition to informative material, the textbook contains questions and tasks designed to help the student comprehend and systematize knowledge; sometimes literature for self-education is indicated.

Thus, it is possible to distinguish textbook structure:

♦ text(main component) - subdivided into:

a) basic (theoretical and factual material);

b) additional (documents, excerpts, certificates);

c) explanatory (signatures, definitions, notes, comments).

♦ extra-text (auxiliary) components: questions, assignments, memos, tables, illustrations, captions for illustrations, orientation apparatus, remarks, preface, appendices, table of contents, indexes.

Material in textbooks can be placed on:

A) linear principle (the material is presented sequentially on the basis of what is already familiar, without returning to it at the next stages of study);

B) concentric principle (when part of the educational material is re-study at several levels of education, but with varying degrees of depth).

To textbook the following requirements:

1. The language of the textbook should be simple and accessible to students.

2. The textbook must be compiled according to the curriculum.

3. The textbook material should be presented systematically, logically, harmoniously.

4. The textbook should reflect the level of development of modern science.

5. The textbook must contain precise formulations, justifications,
rules and highlight the ones you need to remember.

6. The textbook should have high-quality illustrations.

7. The textbook must comply with sanitary and hygienic requirements (font, binding).

Readers, collections of tasks, exercises, atlases on geography, history, human anatomy, dictionaries, reference books serve as educational purposes. In recent years, to help students, in addition to textbooks, educational dia-, films, and video films have been produced that can be used both in class and at home. They significantly complement the material of textbooks, make its content visual, dynamic, concentrated.

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MINISTRY OF EDUCATION OF THE REPUBLIC OF BASHKORTOSTAN

STATE BUDGET PROFESSIONAL EDUCATIONAL INSTITUTION

BLAGOVESCHENSKY MULTIDISCIPLINARY PROFESSIONAL COLLEGE

Graduate work

Student-centered approach in education

Performed:

Khaeva Victoria Viktorovna

Blagoveshchensk, 2016

Introduction

3. The phenomenon of student-centered learning

3.1 Person-centered approach models

3.2 Components of a student-centered approach to learning

3.3 Technology of student-centered learning

3.4 Comparative analysis of traditional and person-centered approaches

3.5 Methodological techniques of a student-centered lesson

Conclusion

Bibliography

Introduction

In recent years, a student-centered approach has been rapidly conquering the educational space in Russia. Most of the country's teaching staff are persistently mastering the theoretical foundations and technology of using this approach in the educational process. Many teachers and heads of educational institutions consider this approach to be one of the most effective, "fertile" and modern in pedagogical activity.

This popularity of the person-centered approach is due to a number of factors. Let's name just a few of them.

Firstly, the dynamic development of Russian society requires the formation in a person not so much of a socially typical as of a brightly individual, allowing the child to become and remain himself in a rapidly changing world. Secondly, psychologists and sociologists note that today's schoolchildren are characterized by pragmatic thoughts and actions, enslavement and independence, and this, in turn, encourages the use of newer and more effective methods by teachers in interaction with students. Thirdly, the modern school is in dire need of humanization, relations between children and adults. Hence the obvious need to build student-centered systems of education and upbringing of schoolchildren. However, the mere awareness of the expediency and necessity of applying this approach is not enough to implement it. Now it is very important to systematize the knowledge about this approach already accumulated by researchers and practitioners and, on this basis, try to expand the boundaries of its use in the activities of teachers, for example, in the preparation and conduct of class hours and lessons. So, it is time to answer the following questions:

1. What is a person-centered approach?

2. How does it differ from traditional approaches?

3. What components does it consist of?

I will try to answer these questions in my work to find out what a student-centered approach is in education.

1. Theoretical aspects of a person-centered approach

1.1 The concept of student-centered learning

Student-centered learning (LOO) is a kind of learning that puts the child's originality, his self-worth, and the subjectivity of the learning process at the forefront. In pedagogical works devoted to the issues of this kind of education, it is usually opposed to the traditional, learning-oriented person, considered as a set of certain social functions and an “implementer” of certain behaviors fixed in the social order of the school.

Student-centered learning is not just taking into account the characteristics of the subject of learning, it is a different methodology for organizing learning conditions, which involves not “accounting”, but “inclusion” of his own personal functions or the demand for his subjective experience. Describing the content of subjective experience, I.S. Yakimanskaya includes:

1) objects, ideas, concepts;

2) operations, techniques, rules for performing actions (mental and practical);

3) emotional codes (personal meanings, attitudes, stereotypes).

The characteristic of subjective experience is given by A.K. Osnitsky, highlighting five interrelated and interacting components in it:

Value experience (associated with the formation of interests, moral norms and preferences, ideals, beliefs) - orients the efforts of a person. The experience of reflection - helps to link orientation with the rest of the components of subjective experience.

The experience of habitual activation - orients in one's own capabilities and helps to better adapt one's efforts to solving significant problems.

Operational experience - combines specific means of transforming situations and their capabilities. The experience of cooperation - contributes to the unification of efforts, the joint solution of problems and implies a preliminary calculation for cooperation. As for self-personal functions, the following are distinguished ...

Motivating. The individual accepts and justifies his activity.

mediating. Personality mediates external influences and internal impulses of behavior; personality from within does not release everything, restrains, gives a social form.

Collision. Personality does not accept complete harmony, a normal, developed personality is looking for contradictions.

Critical. The personality is critical of any proposed means, that which is created by the personality itself, and not imposed from outside.

Reflective. Construction and retention in the mind of a stable image of "I".

Meaningful. Personality constantly refines, reconciles the hierarchy of meanings.

Orienting. A person strives to build a personality-oriented picture of the world, an individual worldview.

Creatively transformative. Creativity is a form of existence of a person. Outside of creative activity, there is very little personality; personality gives a creative character to any activity.

Self-realizing. A person seeks to ensure the recognition of his "I" by others.

The essence of LOO, in accordance with the above characteristics of personal functions, is revealed through the creation of conditions for their activation due to the personal experience of the subject of the study. The uniqueness of personal experience and its active nature are emphasized.

The purpose of personality-oriented education is to "lay in the child the mechanisms of self-realization, self-development, adaptation, self-regulation, self-defense, self-education and others necessary for the formation of an original personal image."

Functions of student-centered education:

Humanitarian, the essence, which consists in recognizing the inherent value of a person and ensuring his physical and moral health, understanding the meaning of life and an active position in it, personal freedom and the possibility of maximizing one's own potential. The means (mechanisms) for the implementation of this function are understanding, communication and cooperation;

Culture-creative (culture-forming), which is aimed at preserving, transmitting, reproducing and developing culture by means of education. The mechanisms for the implementation of this function are cultural identification as the establishment of a spiritual relationship between a person and his people, the adoption of his values ​​as his own and building his own life taking them into account;

Socialization, which involves ensuring the assimilation and reproduction by the individual of social experience, necessary and sufficient for a person to enter the life of society. The mechanism for the implementation of this function is reflection, the preservation of individuality, creativity as a personal position in any activity and a means of self-determination.

The implementation of these functions cannot be carried out in the conditions of a command-administrative, authoritarian style of teacher-student relations. In student-centered education, a different position of the teacher is assumed:

An optimistic approach to the child and his future as the teacher's desire to see the prospects for the development of the child's personal potential and the ability to stimulate his development as much as possible;

Attitude towards the child as a subject of his own educational activity, as a person who is able to study not under compulsion, but voluntarily, at his own will and choice, and to show his own activity;

Reliance on the personal meaning and interests (cognitive and social) of each child in learning, promoting their acquisition and development.

The content of personality-oriented education is designed to help a person in building his own personality, determining his own personal position in life: to choose values ​​that are significant for himself, to master a certain system of knowledge, to identify a range of scientific and life problems of interest, to master ways to solve them, to open the reflective world of his own “I and learn how to manage it. The standard of education in the LOO system is not a goal, but a means that determines the directions and boundaries of the use of subject material as the basis for personal development at different levels of education. In addition, the standard performs the functions of harmonizing the levels of education and the corresponding requirements for the individual. The criteria for the effective organization of student-centered learning are the parameters of personal development.

Thus, summarizing the above, we can give the following definition of student-centered learning:

"Student-centered learning" is a type of learning in which the organization of interaction between the student and the teacher is oriented to the maximum extent to the student's personal characteristics and the specifics of the personal-subject modeling of the world.

1.2 Goals and objectives of the person-centered approach

Purpose: to create a system of psychological and pedagogical conditions that allow working in a single class team with a focus not on the "average" student, but with each individual, taking into account individual cognitive abilities, needs and interests. The technology of personality-oriented teaching of mathematics is due to the following tasks:

To interest each student in mathematics and ensure his development in an atmosphere of mutual understanding and cooperation;

To develop the creative potential of students;

To develop the individual cognitive abilities of each child;

Help the individual to know himself, self-determination and self-realization.

The implementation of a student-centered approach is one of the methodological methods for increasing the cognitive activity of students and the quality of teaching mathematics.

This understanding of the essence of the personality-oriented approach allows us to more purposefully and effectively model and build specific training sessions, more effectively provide and support the processes of self-improvement of the child's personality, developing his individuality. In the interpretation of personality-oriented education, the most concentrated idea is expressed that it should appear in the educational system as a means of differentiation and individualization of education.

1.3 The history of the "personal components" of education in Russian pedagogy

At the end of the 19th - beginning of the 20th centuries, the ideas of free education, the “first version” of individually oriented pedagogy, gained some distribution in Russia. At the origins of the Russian version of the school of free education was L.N. Tolstoy. It was he who developed the theoretical and practical foundations of free education and upbringing. In the world, according to him, everything is organically interconnected and a person needs to realize himself as an equivalent part of the world, where “everything is connected with everything”, and where a person can find himself only by realizing his spiritual and moral potential. Free education was represented by L.N. Tolstoy as a process of spontaneous disclosure of the high moral qualities inherent in children - with the careful help of a teacher. He did not, like Rousseau, consider it necessary to hide the child from civilization, to artificially create freedom for him, to educate the child not at school, but at home. He believed that at school, in the classroom, with special teaching methods, it is possible to realize free education. The main thing at the same time is not to create a “forced spirit educational institution”, but to strive to ensure that the school becomes a source of joy, learning new things, and joining the world.

Despite the lack of individual freedom in Russia, the orientation of the Russian version of the school of free education was initially subject-oriented, i.e., in content it was associated with the idea of ​​human self-determination in all areas of life.

Nevertheless, the “theoretical basis” of Russian pedagogy of that time was Christian anthropology “multiplied” by the philosophy of “Russian existentialism” (Vl. Solovyov, V. Rozanov, N. Berdyaev, P. Florensky, K. Wentzel, V. Zenkovsky and others .), which largely determined the face of practical pedagogy and to the same extent “limited” the implementation of the ideas of free education in a “pure” form. Being proclaimed and designated, partially even tested, the idea of ​​a school of free education did not become widespread in Russia at the beginning of the 20th century.

In Soviet didactics, the problems of "personally oriented learning" were posed and solved in different ways at the level of theory and practice. Attitudes to take into account the personality factor in ideology were accompanied by the consideration of the student's personality as a means of forming a certain "cog" of the system in the practice of teaching. The target setting of the training was as follows: "... to teach to think independently, to act collectively, in an organized manner, to be aware of the results of their actions, developing maximum initiative, amateur performance." In the scientific works of that time, one can clearly see the installations for individually-oriented learning and, at the same time, for the formation of strong and specific ZUNs. From the position today it can be definitely stated that the economic, political situation of the country, its ideology quite quickly and unambiguously “pushed” pedagogy to the choice in favor of ZUNs.

A new stage in the development of Soviet didactics, which is usually associated with the 1930s and 1950s, is characterized by a certain change in emphasis in "personality-oriented" issues.

The very idea of ​​forming the independence of students, taking into account their individuality and age in the organization of education continues to be declared, but the task of equipping students with a system of scientific, subject knowledge comes to the fore.

The requirement to take into account the personal factor was reflected in the formulation of the principle of consciousness and activity during this period as one of the main didactic principles. The effectiveness of the teacher's work was assessed by the nature of the students' progress, and the progress was assessed to a greater extent by the ability of the students to reproduce what they had learned.

This, of course, did not mean that teachers refused to develop the creativity and independence of students, but in the formation of these qualities, the teacher led them along the right path to a certain one, saying modern language, subject standard. The "self", "uniqueness" of the student was partially hidden behind the attitudes towards the formation of certain ZUNs. The concept of “personal development” at that time was “blurred” to such an extent that this process begins to be identified with any change in personality, including the accumulation of knowledge. The next period in the development of domestic didactics - the 60-80s - is associated with an in-depth study of the problem of "training and development". A characteristic feature of the development of didactics in this period should be considered the study of the learning process as an integral phenomenon. If in previous periods the main attention was paid to the study of individual components of the learning process - methods, forms, etc., now the tasks of revealing the driving forces of the educational process have come to the fore. This was facilitated by research in the field of educational psychology. P.Ya. Galperin, V.V. Davydova, D.B. Elkonina, L.V. Zankova and others significantly expanded the horizons of ideas about the cognitive abilities of students. In didactics, a “theoretically formalized” idea appears about the need to describe the content of education in terms of changing the subject of learning. In studies and scientific works, the interdependent nature of the organization of the content and structure of personality traits is emphasized. The attention of the didactics of this period to the personality of the student is clearly traced. Attempts are being made to determine the essence of independent work of students, to classify the types of independent work.

Apart from the studies of the period under review, there are studies and practical search for innovative teachers (Sh.A. Amonashvili, I.P. Volkov, E.N. Ilyin, S.N. Lysenkova, V.F. Shatalov, etc.). Some of them focused their attention to a greater extent on the instrumental side of students' activities, which involves a kind of technology for taking into account the individual psychological characteristics of a person, others - on their personal development. But the system-forming factor for their work has always been the integrity of the student. And even if not everyone was able to eventually conceptualize their approaches, without their innovative search, the content of the next stage would be completely different. From the end of the 80s, the next stage in the development of didactic domestic thought began. This is our modernity and it is still difficult to assess, but, nevertheless, it is possible to identify its most characteristic features.

First, the current period characterizes the desire of researchers to integrate different approaches. The period of “booms” of problematic, programmed, or developmental learning has passed (when this concept is identified either with the system of D.B. Elkonin - V.V. Davydov, or with the system of L.V. Zankov).

Secondly, in the process of integrating different approaches, a system-forming factor was clearly identified - the unique and unrepeatable personality of the student. Recently, the first works of a methodological nature have appeared, where the problems of student-centered learning are discussed in sufficient detail.

We are talking about the works of Sh.A. Amonashvili "Pedagogical Symphony", V.V. Serikov "Personal approach in education, concept and technology", I.S. Yakimanskaya "Student-Centered Learning in modern school" and etc.

Thirdly, the current stage in the development of didactics characterizes an increased interest in learning technology. Increasingly, pedagogical technology is interpreted as the author's system of pedagogical work, and is not identified with a unified set of methods and forms.

Fourthly, the interest of didactics in the personality of the student pushes it to consider the life path of the personality as a whole and in this sense focuses on the development of a unified methodology for organizing the developing environment, including preschool education and after school in its various versions. This is an abbreviated history of the "personality component" of learning.

2. Techniques and means of a student-centered approach to learning

2.1 Collaborative learning as a means to improve the quality of learning

Modern society makes complex demands on improving the quality of the educational process. The central figure is the student as a person. All other participants, including the teacher, only help the formation of the student's personality, purposefully ensure his age-related development, taking into account natural prerequisites, aspirations, inclinations and abilities.

The character of a person, abilities, habits, interests are formed in the process of his activity. It has been experimentally proved that many students who were considered incapable of mathematics, when they find themselves in new conditions when it is necessary to act, think, search independently, under the influence of these new conditions successfully master mathematical laws, rules, theorems.

Modern requirements for teaching have shown that the achievement of the required learning outcome is possible through the use of such approaches (technologies) that are aimed at:

Development of each student;

Formation and maintenance of individual abilities of students;

Developing the ability to act independently, in a team, in a group.

Consequently, there is a need to teach schoolchildren to learn independently and creatively, i.e., it is necessary to include them in specially organized activities, to make them "masters" of this activity. To do this, it is necessary to try to involve students in a collaborative pedagogy based on the principle “try to do, consult, ask, consult, share”. It should be noted that the pedagogy of cooperation accepts any child. In the application of this pedagogy, the teacher is responsible for the fact that the child must preserve his individuality, which is very difficult for many of us to support due to certain circumstances and the individual qualities of the teacher. The main ideas of the pedagogy of cooperation:

Teaching a child in the zone of proximal development;

Teaching without coercion;

A set of keywords, signs, arranged in the form of a reference diagram, to avoid cramming the material;

The idea of ​​advance;

The idea of ​​large blocks;

The idea of ​​freedom of choice;

The idea of ​​dialogical reflection;

The idea of ​​an intelligent class background;

The idea of ​​joint activities of teachers and students;

The idea of ​​voluntariness in leisure activities.

When using the pedagogy of cooperation, it is very important for students to have live communication with each other and with the teacher, because the nature of the relationship between the teacher and the children, between the children themselves in learning largely determines its effectiveness.

In such communication, flexibility of thinking is formed, inertia and stereotypes are overcome, which is necessary for the orientation of a young person in today's rapidly changing world. In order to effectively organize communication, the teacher and his pupil must be equal, and the student has the right to demand a respectful attitude from the teacher, the right to make comments and disagree with the teacher without fear, condemnation and punishment, to have and defend any point of view on the problem, because that sometimes the ability to defend one's opinion is more important than getting the right answer in the finished form. As a result, the student learns to listen not only to the teacher, but also to his classmates, to hear and criticize himself. In this system, the teacher not only poses a learning problem for the children, but is also an active participant in the dialogue, a wise assistant. The meaning of the work of the teacher-employee is not only to get the correct answer from the student, but also to make the very path of finding this answer emotionally significant and valuable for the child.

The teacher creates an atmosphere of goodwill even in case of failure, tries to pay attention to each child, especially the weak and often making mistakes. And the student in the class should not be afraid to make a mistake, to be afraid of ridicule of the class and a bad assessment of the teacher.

Thus, the pedagogy of cooperation helps to develop the thinking of almost every child and forms the independence of judgment, independence and non-standard thinking of schoolchildren.

In my work, teachers begin to introduce the pedagogy of cooperation when teaching students from the 5th grade in working with test tasks. Teachers in their practice pay great attention to the work of students with test tasks.

Testing is a purposeful, identical examination for all subjects, conducted under strictly controlled conditions, which makes it possible to objectively measure the studied characteristics of the pedagogical process. The word "test" in translation from English means a task, a test. And it is true, because students are faced with a test both when performing independent and control work, and when passing an exam in a new form. The junior element of the basic school is involved in joint activities with great interest. So assistants began to appear - those guys who, having independently studied certain material, offered to explain it to their classmates, and then find out how they were understood, but with the help of tests. It should be noted that the children did not always present test tasks with ready-made answers.

2.2 The method of projects as a technology of a student-centered approach

What to do and how to check assistants ...

They hand over their solutions to the teacher, the teacher checks the volume, severity of tasks, the sequence of tasks relative to the degree of difficulty, and clarity.

A process of cooperation arises between students, as a result of which the quality of assimilation of educational material increases. After the time has passed, when solving such tasks, the children remember not the tasks proposed by the teacher, but those that were discussed with classmates or were proposed by them.

Creative events are also held - thematic performances (especially at the end of the year), which help to remember almost all educational material. This is very effective, for example, in geometry.

In their pedagogical activities, teachers use a variety of forms of organizing a lesson (collective, group, individual, paired).

To identify the individual abilities of students, pedagogical diagnostics are used: they control the knowledge, skills, and abilities of each student with the aim of timely assistance and development of abilities, conduct reflection, and teach to evaluate their own activities and the activities of classmates. The use of collaborative pedagogy helps to improve the quality of knowledge of the subject by students and maintain the level of learning. With successful cooperation, everyone should trust each other, rely on each other in performing joint actions, when students actively help each other, actively contribute to the achievement of the individual goals of each student and common goals with the teacher.

The pedagogy of cooperation is very difficult to implement, it requires the teacher to be able to communicate with students, but it is effective, the positive attitude of students to learning mathematics. The use of this technology in the classroom forms a new generation of people who are able to use their potential and abilities more widely.

One of the technologies that provides student-centered education and training is the project method, since it practically incorporates other modern technologies, such as collaborative learning, for example.

Unlike other technologies practiced at school (communicative-role situational and linguistically oriented activities), the project method gives the teacher the opportunity to include students in real communication, the most saturated with foreign language contacts, based on research activities, on joint work, and to see real, and not only the results of their work obtained during the game.

Doctor of Pedagogical Sciences, renowned researcher in the field modern technologies teaching students E.S. Polat defines the project method as "a certain way organized search, research activity of students, individual or group, which provides not only the achievement of a particular result, formalized in the form of a specific practical output, but the organization of the process of achieving this result."

She believes that the project method, under certain conditions, can be used in any type of school, at any stage of education, if it meets the following requirements:

The presence of a problem or task that is significant in research or creative terms, requiring integrated knowledge, research search for its solution;

Practical, theoretical, cognitive significance of the expected results (for example: joint publication of a newspaper, an almanac with reports from the scene, etc.);

Independent activity of students: individually, in pairs, in a group in the lesson and outside it;

Structuring the content of the project, indicating the phased results and the distribution of roles;

The use of research methods: defining the problem, the research tasks arising from it, proposing a solution hypothesis, discussing research methods, formalizing the final results, analyzing the data obtained, summarizing, correcting, and concluding (using the “brainstorming” method during a joint study).

1. The dominant method in the project: research, creative, role-playing, familiarization and orientation;

2. Subject-content area: mono-project (within one area of ​​knowledge) or inter-subject project;

3. The nature of project coordination: direct (rigid, flexible), hidden (implicit, imitating a project participant);

4. The nature of contacts (among participants of the same school, class, city, region, country, different countries of the world);

5. Number of project participants;

6. Duration of the project (short-term, long-term).

In accordance with the first sign of E.S. Polat identifies the following types of projects:

Research.

This type requires a well-thought-out project structure, clearly formulated goals before the start of the project, the interest of each project participant, social significance, well-thought-out methods of experimental and experimental work, methods for processing results.

Creative.

Creative projects do not have a detailed structure, it is only outlined and developed, obeying the scheme adopted by the students themselves. However, before starting the development of such a project, it is necessary to agree in advance on the desired, planned results. These can be essays, videos, wall newspapers, expeditions, etc.

Role playing.

In such projects, the structure is also only outlined and remains open until the end of the project. Each participant chooses for himself a certain role, due to the nature and content of the project. These can be literary characters, heroes imitating social or business relations, complicated by situations invented by the participants. The results of such projects can be discussed in advance, or they can “loom” towards the end of the work.

Practice-oriented.

This type is distinguished by a clearly defined goal of the project participants from the very beginning, which, in turn, should be focused on the social interests of the participants themselves. The result of the work can be a newspaper, a document, a video film, a sound recording, a performance, an action program, a draft law, etc.

A project of this kind requires a well-thought-out structure, perhaps even a script for all the activities of its participants, which determines the functions of each, the participation of each in the processing and design of foreign language information. When working on such projects, it is especially important to have a good organization of discussion, presentation of the results and possible ways applying them in practice. According to the second sign - the dominant subject-content aspect, projects can be:

Monoprojects.

These projects are best carried out on the most complex topics related to regional studies, social topics. They require a clear structuring, better with lesson planning, with a clear designation of the final goals and objectives, as well as the knowledge and skills acquired by students during the development of the project. The form of the presentation, which the students choose themselves, is also indicated in advance.

Interdisciplinary projects.

Such projects are carried out outside school hours. They can combine both several subjects and solve rather complex problems, for example, the problems of preserving the environment, researching the work of writers working in the same genre, etc.

Such projects require clear coordination of the work of all subject teachers, well-developed forms of intermediate control and final presentation.

According to the third sign - the nature of coordination - projects can be:

With open coordination.

In such projects, the coordinator (teacher) is directly involved in the work, organizing and directing it, as well as coordinating the activities of all participants.

With hidden coordination.

The teacher does not interfere in the work on the project, but by studying the diaries and reports of students, talking with group members, he carefully observes the process and can act as an adviser and assistant.

According to the characteristics of contacts, projects are:

Internal or regional (within the classes of one school, schools of the district, city);

International.

The latter can take place in school exchanges. In addition, modern information technologies provide the teacher with the opportunity to develop international projects together with students from different countries and continents. Such projects appeared relatively recently and are called telecommunication projects.

Computer telecommunications allow students and teachers from different countries to communicate with each other.

In the telecommunications learning environment, the fact that students in the learning process create their own understanding of the subject content of education is clearly manifested.

A telecommunications project is, first of all, an educational and cognitive joint creative or cognitive gaming activity of students, partners located at a considerable distance from each other, based on computer telecommunications and having a common goal - the study of a problem using agreed methods, methods of activity aimed at achieving the overall result.

The specificity of telecommunications projects lies in the fact that they are always interdisciplinary. The solution of any problem on the topic of the project always requires the involvement of integrated knowledge. Work in international projects requires good knowledge not only in the field of research of a specific problem, but also a certain awareness of the national culture of the project partner.

Participation in a telecommunications project helps the student to get involved in various environments: informational, social, linguistic, contributes to the formation of global thinking, awareness of oneself as a citizen of the world, instills a sense of social responsibility, expands the student's horizons, and includes cultures in a polylogue.

This typology of projects offers the teacher a variety of forms of work in this area, depending on the goals and objectives set for students, as well as the availability of opportunities to use computer technology in their work.

Approaches to using the project method.

Let us turn to the main approaches to using the project method in teaching foreign languages. They can be divided into two categories.

The first one is the development of projects that are not related to the material of the textbook: students get acquainted with the city, the area in which they live, in order to tell their foreign peers about it, thereby getting involved in the social environment, developing pragmatic projects. The second category is research projects, the development of which is carried out in parallel with the study of a particular topic of the textbook. The time spent on a project depends on its topic and how the teacher decides to work on the project: in each lesson for two to three weeks, or one hour a week for a longer time. Despite the policy of "hands-off" in the implementation of projects, the teacher should be interested in the success and achievements of the students: did they learn anything really new that they do not know, but want to know what aspects of the language they need to repeat.

The undoubted advantage of this approach is the constant discussion of the work on the project in the class.

Students communicate with each other using the language being studied (and this is an indispensable condition for working on a project), learn to listen and hear each other, analyze, compare, contrast.

In the process of such communication, the socialization and individualization of the personality takes place, the components of the culturological approach are implemented: dialogue and cooperation of participants in achieving goals. The teacher is an intermediary between the student and the space of culture, and the lesson is an integral cultural and educational space.

There is another way in which the study of a foreign language using the project method can take place along three parallels that prepare students for the implementation of the project.

Parallels are specially organized exercises that precede the development of the project, the purpose of which is not only to introduce students to lexical material, but also to gradually enter socialization, step by step acquaintance with the outside world with the support of the teacher, as well as developing skills in working with information. The first parallel involves the development of communicative abilities within certain lexical topics and includes the performance of appropriate tasks in the classroom (composing dialogues using the learned vocabulary). The second parallel includes in the learning process not only tasks within the studied lexical material, but also the skills of collecting and further selecting information, determining ways to search for it, and the date of presentation of the received material. Thus, students acquire the necessary intellectual, creative and communication skills. After conducting the study, students present their report in the target language at the lesson, a specially organized presentation, discuss it together, developing communication skills lead a discussion, concisely express your thoughts.

The third parallel provides tasks similar to the second parallel, but in a broader aspect. They include both knowledge within the studied speech topics and integrative knowledge from other scientific fields. For example, friends in an international project that touches upon the problems of the state of the environment in various parts of the planet are asked to tell us how things are with the environment in our city and send me the results of measurements, various sketches from nature, and illustrations. Students and teacher discuss the state of the environment in their city (village) in order to tell their project friends about it. At the same time, they offer ways to improve the environmental situation. These can be changes in attitudes towards the environment, animals, the way society develops, housekeeping and the use of recycled materials, chemicals, spending free time in nature, the attitude of politicians to environmental issues, etc.

In the course of this work, students are united in interest groups. They determine the ways of collecting information, individual tasks for each, as well as the form of presentation of the results and proposals. Work on such a project can last from a few weeks to an entire academic year. Working on a project using this technology involves performing each step as a separate task or even as an independent separate mini-project.

Project execution scheme.

First stage. Creation of a creative atmosphere in the group.

Second phase. Research topic proposal. Selecting a project topic.

Third stage. Coordination of the general line of project development. Group formation.

Drawing up a detailed work plan for the project. Discussing ways to collect information. Implementation of developments on the topic. Discussion of the first results in the group.

Fourth stage. The total collection of the results obtained by all. Project presentation. Discussion of the presentation and the results obtained.

E.S. Polat also highlights the main stages of work on the project. Her approach is:

1. Presentation of situations that allow identifying one or more problems on the topic of study;

2. Putting forward hypotheses for solving the problems posed, discussing or substantiating each of the hypotheses;

3. Discussion of methods for testing accepted hypotheses in groups, involvement of information sources, presentation of results;

4. Work in groups on the search for material that confirms the hypothesis put forward;

5. Protection of projects by each group with opposition to the conclusions of other groups;

6. Identification of new problems.

The project method can be used as part of the program material on almost any topic, since the selection of topics is carried out taking into account the practical significance for the student (the person and his environment). The main thing is to formulate a problem that students will work on while working on the topic of the program. As practice shows, projects on foreign language make it possible to put forward several problems and hypotheses to them, since these projects are more often practice-oriented, pragmatic with a material final product. As modern psychologists note, the current decline in interest in learning is explained by the gap in the learning process, its content, methods and organization with real learning motives.

The most realistic way to form students' motivation is to turn to problems that are really interesting to them, create conditions for self-realization and self-affirmation in an environment close to them. Only then the knowledge, concepts, values ​​acquired at school become significant when they find their embodiment in real life. And only then the lesson becomes interesting when it is at school that the answers to the questions generated by the student's social environment are found. Creating for himself a certain picture of the world, the student finds his place in it.

The themes/problems of the projects proposed for development not only contribute to the development of students' interest in learning, but also introduce them to different types of cultures. Thus, projects that offer students to compare the various stages of the history of their country and the country of the language being studied, find common ground in architecture, art, consider the influence of the living environment on the national character, lifestyle, food habits and describe the characteristics of life in different parts of our country, draw up country studies portraits of English-speaking countries, contribute to the development of the student's worldview, his spirituality, introduce him to the dialogue of cultures, help to realize himself as a citizen of his country, Europe and the world, develop feelings of patriotism and national dignity.

Work on projects that affect the problems of modern youth, their musical preferences, youth groups, encourages schoolchildren to discuss the value orientations of a person, teaches a calm, balanced attitude towards them. This not only forms the worldview of the individual, but also requires the manifestation of its active position, the ability to defend one's point of view, and develops debating skills.

When using the project method, motivation can also be caused by the desire to communicate in the process of perception and assimilation of information, interest in a role-playing game in which you can express your attitude to the situation, the hero. Hiding under his mask, one should not be afraid of being ridiculed and, accordingly, one can try on various roles, learning the rules of behavior in the world around.

This is how the formation of a personal-individual image, the development of the identity of the individual.

When developing a project topic, each group chooses the problem or task that is really interesting and important to them, thereby connecting the educational process with real life, being included in the process of socialization, mastering various ways of life.

The use of motivation caused by the emotional and personal interest of students in the language and the country of the language being studied not only contributes to familiarization with the culture of this country, but ensures the implementation of another education strategy, namely the process of one's own cultural identification, gaining a sense of belonging to the culture of one's country, mastering her values.

Since most of our high school students begin to think about their future activities after graduation, on the verge of graduation they have increased motivation to study the subjects necessary for obtaining a further specialty: there is a differentiation not only in interests, but also in the chosen professions, for many of which knowledge of a foreign language is very promising. Motives related to self-determination and the choice of one's future begin to take the leading place. The development of the project allows students to expand and deepen their interests, to detect certain gaps in certain areas of knowledge. The desire of students to obtain information to the maximum extent on the problem of interest to them in a certain field of knowledge helps to eliminate the existing gaps. Reading specialized texts not only expands the vocabulary, develops a linguistic guess, but, above all, expands knowledge in various fields of science.

Collaboration of students.

Collaborative work in groups on a project allows everyone not only to perform a task that is feasible for him, but also to learn the skills of working together in a team, when it is necessary to listen to a partner, accept or not accept his point of view, argue his choice, that is, everyone to show his "I" , tell about yourself, about your thoughts, evaluate that your point of view is interesting to someone and you are interesting as a person. Here we already see the manifestation of the "I-factor", volitional self-regulation, selectivity of the individual.

At the moment, the methodological literature describes several options for joint work of students: work in pairs, learning in collaboration. Foreign teachers have developed a number of technologies for the work of students in small groups for the joint implementation of projects. This approach is described in detail in the works of J. Aronov. R. Reib, R. Slavina, E.S. Polat. One of them is team learning.

A distinctive feature of this approach is that the achievements of all team members are summed up and for the overall victory, independent work of each team member, close interaction at all stages of theme development is necessary. Each student should know what his partners have learned and achieved. The whole group is interested in this, since the overall result depends on the success of each. E.S. Polat identifies three main principles for team learning:

1. Any encouragement for the work done is received by all members of the group or team. To do this, they need to complete one task offered to the whole group. Groups do not compete with each other, since each has its own task and its own time to complete it;

2. Each student is personally responsible for the success or failure of the group. This ensures that each member of the group knows about the successes or miscalculations of the partners. He can come to the rescue, explain, return to previously studied material to clarify incomprehensible places. Grand total - each expert in the studied problem;

3. All students have an equal opportunity to earn points for their team. They earn them by improving their own performance, thus comparing achievements not with other members of the class, but only with their own. This gives absolutely equal opportunities to go to knowledge in their own way and at their own pace for both weak and strong and average students.

These rules also have educational potential...

A weak student brings points on a par with a strong one and feels his importance and the need for common work, rising higher in his own eyes and trying to raise the bar of his own knowledge.

He chooses a task that is feasible for him, which makes it possible to show what he is really capable of, not being afraid to let the other members of the group down and forgetting, for example, about his own shyness or lag in knowledge.

Algorithm for working with a group: students of different levels are divided into groups of four people.

The teacher explains the new grammatical material, and then offers to consolidate it by performing various training exercises: follow the model, fill in the gaps, etc.

In this case, each student explains what he did, and the implementation is controlled by all members of the group. After completing the proposed task, students take a test.

The test must be done individually. Estimates of weak and strong are differentiated: each receives a point based on his personal achievements, then the total score of the group is added up.

Thus, each student, as it were, competes with himself, striving to achieve the best result. Another approach to organizing learning in collaboration was developed by the American researcher E. Aronson and was called "Saw". Students are divided into groups of 4-6 people, including both strong and weak students, and each is given a specific subtopic to develop. it can be a part of the text, or a fragment of the story recorded on audio or videotape, that is, a small amount of material.

Then the members of the group exchange information, being, as it were, experts in their own field. So, the only way to get acquainted with all the information is to listen to each other, ask questions, take notes. Everyone is interested in the fact that the partner knows everything the same as he does, since this will affect the overall final assessment. Both the whole team and one of its members can report on the topic covered.

This technique is quite often used when working on country studies material, when it is necessary to compare regions, geographical regions of the countries of the language being studied, museums, art galleries, biographies of writers, etc.

The next approach is "Learning Together". When using this approach, the class is already divided into groups of 3-5 students that are homogeneous in terms of learning level. Each group receives one task, which is part of a large task that the whole class is working on, for example, when studying the political system, holidays, flora and fauna, both the country of the language being studied, and their homeland. The result of the work is the study by students of the class of the whole topic. Groups are awarded based on the achievements of each of its members.

Within each group, students independently distribute microtasks. This kind of work has two goals: one is to achieve learning outcome and the second educational - providing the necessary assistance to each other, communicating with each other.

While there are some differences in approaches to learning in small groups, they all assume common goals and objectives for all members of the group, as well as individual responsibility and equal opportunities for success. Group learning is based on the idea of ​​cooperation rather than competition. The overall success of the group depends on the contribution of everyone, which means that everyone must be aware of the responsibility for their part of the work, and everyone has the opportunity to ask for help from a group mate, while such functions of the project method as compensatory and self-regulating are manifested.

Equal opportunity for all means that everyone learns according to their ability. The efforts of both the weak and the strong student are judged by each of them achieving their own goal, and not compared with each other. As psychologists have long noticed, if everyone's efforts to achieve a common result are evaluated, then the motivation for learning is quite high.

As noted by A.A. Leontiev and V.V. Serikov, only by putting the student in a situation of “proposed circumstances”, when he has to act on his own, we can interest him, help him use the knowledge gained. This educational situation carries the motivational and orienting foundations of behavior, it determines the formation of the inner self-developing world of the student and the increase in the independence of this world from the educational situation.

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Federal Agency for Education

State educational institution

higher vocational education Saratov State University named after N.G. Chernyshevsky

PEDAGOGICAL INSTITUTE

FACULTY OF PEDAGOGY, PSYCHOLOGY

AND PRIMARY EDUCATION

Department of Pedagogy of Primary and Preschool Education

PERSON-ORIENTED APPROACH AS AN IMPORTANT CONDITION FOR THE EFFICIENCY OF THE LEARNING PROCESS

Graduate work

Student ____________

scientific adviser

Head department

Saratov 2008

CONTENTS

Introduction

1. Theoretical foundations of student-centered learning

1.1. The history of the "personal component" of education in Russian pedagogy

1.2. Models of student-centered pedagogy

1.3. The concept of student-centered learning

2. Implementation of a student-centered approach in teaching younger students

2.1. Features of student-centered technologies

2.2. Personally-oriented lesson: technology of conducting.

3. Experimental work on the application of a student-centered approach in teaching younger students

3.1. Conditions for the formation of experience

3.2. Diagnosis of personal characteristics of students (stating the stage of experimental work)

3.3. Approbation of an experimental model of the influence of a student-centered approach on the effectiveness of the learning process (formative stage)

3.4. Generalization of the results of experimental work

Conclusion

Bibliography

Annex A. Assessment of the level of school motivation

Appendix B. Diagnostics of mental development

Appendix B. Diagnostics of cognitive processes

Appendix D. Diagnostic study of the student's personality

Appendix D. Presentation of the lesson “Minerals. Oil"

Appendix E. Lesson summary "Minor member of the sentence - definition"

INTRODUCTION

The scientific foundations of the modern concept of education are classical and modern pedagogical and psychological approaches - humanistic, developing, competence-based, age-related, individual, active, personality-oriented.

The first three approaches answer the question what is the purpose of education. The current general (school) education serves mainly the familiarization of the growing person with knowledge and is very weakly oriented towards the life and professional self-determination of the growing personality. It is necessary that the acquisition of knowledge, skills and abilities should not be the goal of education, but a means of realizing its main - developing goals, so that the content of education gives an adequate worldview picture, equips it with the necessary information for building life and professional plans. These provisions correspond to the humanistic approach, which puts the person at the center of education. One of the leading goals of education is the formation of personality competence - readiness for self-realization and the implementation of socially demanded activities and communication.

Personal and individual approaches concretize the humanistic, answering the question of what to develop. The answer to this question can be formulated as follows: it is necessary to develop and form not a single set of qualities oriented towards the state interests, which constitutes an abstract "graduate model", but to identify and develop the student's individual abilities and inclinations. In this case, the task of the school is to create conditions favorable for the fullest possible disclosure and development of individuality. This is an ideal, but it must be remembered that education must take into account both individual abilities and inclinations, and the social order for the production of specialists and citizens. Therefore, it is more expedient to formulate the task of the school as follows: the development of individuality, taking into account social requirements and requests for the development of its qualities, which essentially implies a social-personal, or rather, cultural-personal model of education orientation.

In accordance with the personality-oriented approach, the success of the implementation of this model is ensured through the development and development of an individual style of activity, formed on the basis of individual characteristics.

The active approach answers the question of how to develop. Its essence lies in the fact that abilities are manifested and developed in activity. At the same time, according to the personality-oriented approach, the greatest contribution to the development of a person is made by the activity that corresponds to his abilities and inclinations, on the one hand, and on the other hand, according to the age and activity approaches, the greatest contribution to the development of a person at each age is made by his inclusion in the leading type of activity, different for each age period.

The normative and conceptual federal documents enshrine the above scientific foundations and lay down the organizational principles for their implementation. The implementation of these ideas is student-centered education and, in particular, the profiling of the senior level of the school, as a way to concretize this approach.

In the concept of modernization Russian education for the period up to 2010 (approved by Order of the Ministry of Education Russian Federation dated February 11, 2002 No. 393), it is emphasized that a system of specialized training should be developed ( specialized training) in the upper grades of a general education school, focused on the individualization of education and the socialization of students. The need is emphasized to work out and introduce a flexible system of education profiles in high school, including through cooperation senior level schools with institutions of primary, secondary and higher vocational education. The demand is put forward for the flexibility of programs and their adaptation to the inclinations and abilities of students.

The need of modern society for harmoniously developed, active, independent, creative people determines the modern transition to a new, personality-oriented educational pagadigm.

Personally-oriented education is the format of education today, which will allow us to consider education as a resource and mechanism for social development.

At the same time, it is possible to talk about the orientation towards the student's personality in the modern practice of a mass school only in rare cases. The essence of a person-centered approach is still the subject of controversy between theorists and practitioners. The contradiction between the need to apply student-centered learning in elementary school and the insufficient development of its theoretical foundations in school determined the relevance of our study and determined the choice of topic.

The object of study of this thesis is student-centered learning.

The subject of the research is the theory and practice of organizing a student-centered approach in teaching younger students.

Hypothesis - a student-centered approach in the learning process will be effective if:

The subjective experience of students will be identified and used;

Conditions will be created for the implementation of the differentiation of education;

Pedagogical analysis and assessment of the procedural side of the student's work will be carried out along with the productive one through the identification of individual abilities of educational work as stable personal formations;

Communication between the teacher and the student will have a dialogic character, represent an exchange of experience in cognition and creativity in the absence of strict and direct control of the cognitive activity of students;

All subjects of education will be included in the learning process;

There will be a systematic development of students' skills to reflect their activities.

The purpose of the study is to identify the features of the student-centered approach in theory and its implementation in practice.

In accordance with the goal of the study and to test the hypothesis put forward, the following tasks were identified:

To study the theoretical literature on the research problem;

Define the concepts of "personality-oriented approach", "personality", "individuality", "freedom", "independence", "development", "creativity";

Get acquainted with modern personality-oriented technologies;

To identify the features of a student-oriented lesson, to get acquainted with the technology of its implementation;

Empirically, i.e. intentionally making changes to pedagogical process, to test the effectiveness of a student-centered approach in teaching younger students.

To solve the tasks and test the initial assumptions, we used the following methods: the study and analysis of the psychological and pedagogical, methodical literature; observation; questioning; sociometry; conversation; study of performance results; experiment.

The basis of the experimental work was: MOU "Secondary School No. 5 of the city of Ershov". The teacher took part in the implementation of the experimental program primary school- Butenko Elena Eduardovna.

The study was conducted over two years, starting from the 2006-2007 academic year, in several stages.

At the first stage (stating) the students' personal characteristics were diagnosed.

At the second stage (formative), an experimental model of the influence of a student-centered approach on the effectiveness of the learning process was tested.

At the third stage, the results of experimental work were processed, analysis, generalization and systematization were carried out.

The thesis consists of an introduction, three main sections, a conclusion, a list of sources used, an application.

In the first section "Theoretical foundations of student-centered learning" we talk about the history of the emergence and development of the "personal component" of education in Russian pedagogy. From a methodological point of view, we dwell on the approach of I.S. Yakimanskaya to the classification of models of student-centered pedagogy, reveal the essence of student-centered learning.

In the second section "Implementation of a student-centered approach in teaching younger students" we consider the features of modern student-centered technologies, general approaches to the organization of student-centered learning and dwell on the technology of conducting a student-centered lesson, comparing it with a lesson in a traditional learning system.

In the third section "Experimental and pedagogical work of an experimental nature on the use of a student-centered approach in teaching younger students" we consider the diagnostic methods used by the teacher in the course of experimental work to identify the initial level of development of the cognitive sphere, school motivation, schoolchildren's learning, we state the results. We reveal the content of experimental work, a statement of the results of pedagogical research is carried out.

The list of sources used includes 58 titles of books and articles on the research problem.

1. THEORY AND PRACTICE OF THE ORGANIZATION OF PERSONALLY-ORIENTED LEARNING

1.1 The history of the "personal component" of education in Russian pedagogy

At the end of the 19th and beginning of the 20th centuries, the ideas of free education, the “first version” of individually oriented pedagogy, gained some distribution in Russia. At the origins of the Russian version of the school of free education was L.N. Tolstoy. It was he who developed the theoretical and practical foundations of free education and upbringing. In the world, according to him, everything is organically interconnected and a person needs to realize himself as an equivalent part of the world, where “everything is connected with everything”, and where a person can find himself only by realizing his spiritual and moral potential. Free education was represented by L.N. Tolstoy as a process of spontaneous disclosure of the high moral qualities inherent in children - with the careful help of a teacher. He did not, like Rousseau, consider it necessary to hide the child from civilization, to artificially create freedom for him, to educate the child not at school, but at home. He believed that at school, in the classroom, with special teaching methods, it is possible to realize free education. The main thing at the same time is not to create a “compulsory spirit of an educational institution”, but to strive to ensure that the school becomes a source of joy, learning new things, and familiarizing with the world (See about this: Gorina, Koshkina, Yaster, 2008).

Despite the absence of individual freedom in Russia, the orientation of the Russian version of the school of free education was initially subject-oriented, i.e. content was associated with the idea of ​​human self-determination in all areas of life.

Nevertheless, the “theoretical basis” of Russian pedagogy of that time was Christian anthropology “multiplied” by the philosophy of “Russian existentialism” (Vl. Solovyov, V. Rozanov, N. Berdyaev, P. Florensky, K. Wentzel, V. Zenkovsky and others .), which largely determined the face of practical pedagogy and to the same extent “limited” the implementation of the ideas of free education in a “pure” form (N. Alekseev 2006: 8)

Being proclaimed and designated, partially even tested, the idea of ​​a school of free education did not become widespread in Russia at the beginning of the century.

In Soviet didactics, the problems of "personally oriented learning" were posed and solved in different ways at the level of theory and practice. Attitudes to take into account the personality factor in ideology were accompanied by the consideration of the student's personality as a means of forming a certain "cog" of the system in the practice of teaching. The target setting of training was as follows: “... to teach to think independently, to act collectively, in an organized manner, to be aware of the results of their actions, developing maximum initiative, amateur performance” (N.K. Krupskaya; cited by: Alekseev 2006: 28). In the scientific works of that time, one can clearly see the installations for individually-oriented learning and, at the same time, for the formation of strong and specific ZUNs. From the position of today, it can be definitely stated that the economic, political situation of the country, its ideology quite quickly and unambiguously "pushed" pedagogy to the choice in favor of ZUNs.

A new stage in the development of Soviet didactics, which is usually associated with the 1930s and 1950s, is characterized by a certain change in emphasis in "personality-oriented" issues. The very idea of ​​forming the independence of students, taking into account their individuality and age in the organization of education continues to be declared, but the task of equipping students with a system of scientific, subject knowledge comes to the fore. The requirement to take into account the personal factor was reflected in the formulation of the principle of consciousness and activity during this period as one of the main didactic principles. The effectiveness of the teacher's work was assessed by the nature of the students' progress, and the progress was assessed to a greater extent by the ability of the students to reproduce what they had learned. This, of course, did not mean teachers' refusal to develop students' creativity and independence, but in the formation of these qualities, the teacher led them along the right path to a certain, in modern terms, subject standard. The "self", "uniqueness" of the student was partially hidden behind the attitudes towards the formation of certain ZUNs. The concept of “personal development” at that time was “blurred” to such an extent that this process begins to be identified with any change in personality, including the accumulation of knowledge.

The next period in the development of domestic didactics - the 60s - 80s - is associated with an in-depth study of the problem of "training and development". A characteristic feature of the development of didactics in this period should be considered the study of the learning process as an integral phenomenon. If in previous periods the main attention was paid to the study of individual components of the learning process - methods, forms, etc., now the tasks of revealing the driving forces of the educational process have come to the fore. This was facilitated by research in the field of educational psychology. P.Ya. Galperin, V.V. Davydova, D.B. Elkonina, L.V. Zankova and others significantly expanded the horizons of ideas about the cognitive abilities of students. In didactics, a “theoretically formalized” idea appears about the need to describe the content of education in terms of changing the subject of learning. In studies and scientific works, the interdependent nature of the organization of the content and structure of personality traits is emphasized. The attention of the didactics of this period to the personality of the student is clearly traced. Attempts are being made to determine the essence of independent work of students, to classify the types of independent work.

Apart from the studies of the period under review, there are studies and practical search for innovative teachers (Sh.A. Amonashvili, I.P. Volkov, E.N. Ilyin, S.N. Lysenkova, V.F. Shatalov, etc.). Some of them focused more on the instrumental side of students' activities, which involves a kind of technology for taking into account the individual psychological characteristics of the individual, others on their personal development. But the system-forming factor for their work has always been the INTEGRITY of the student. And even if not everyone was able to eventually conceptualize their approaches, without their innovative search, the content of the next stage would be completely different.

From the end of the 80s, the next stage in the development of didactic domestic thought began. This is our modernity and it is still difficult to assess, but, nevertheless, it is possible to identify its most characteristic features.

First, the current period characterizes the desire of researchers to integrate different approaches. The period of “booms” of either problematic, programmed, or developmental learning has passed (when this concept is identified either with the system of D.B. Elkonin - V.V. Davydov, or with the system of L.V. Zankov).

Secondly, in the process of integrating various approaches, a system-forming factor was clearly identified - the unique and unrepeatable personality of the student.

Recently, the first works of a methodological nature have appeared, where the problems of student-centered learning are discussed in sufficient detail. We are talking about the works of Sh.A. Amonashvili "Pedagogical Symphony"; V.V. Serikov “Personal approach in education; concept and technology”, I.S. Yakimanskaya "Person-centered learning in modern school" and others.

Thirdly, the current stage in the development of didactics characterizes an increased interest in learning technology. Increasingly, pedagogical technology is interpreted as the author's system of pedagogical work, and is not identified with a unified set of methods and forms.

Fourthly, the interest of didactics in the personality of the student pushes it to consider the life path of the individual as a whole and, in this sense, focuses on the development of a unified methodology for organizing the developing environment, including preschool education and post-school education in its various versions.

This, in brief, is the history of the "personality component" of learning.

1.2 Models of student-centered pedagogy

From a methodological point of view, it is convenient to use the approach of I.S. Yakimanskaya, who believes that all "existing models of student-centered pedagogy can be divided into three groups: socio-pedagogical, subject-didactic, psychological" (Yakimanskaya I.S. 1995).

The socio-pedagogical model realized the requirements of society, which formulated the social order for education: to educate a personality with predetermined properties. Society, through all existing educational institutions, formed a typical model of such a person. The task of the school was, first of all, to ensure that each student, as they grow up, would correspond to this model, be its specific carrier. At the same time, the personality was understood as a certain typical phenomenon, an “averaged” variant, as a carrier and exponent of mass culture. Hence the basic social requirements for the individual: the subordination of individual interests to the public: obedience, collectivism, etc.

The educational process was focused on creating the same learning conditions for everyone, under which everyone achieved the planned results (universal ten-year education, “fight” against repetition, isolation of children with various mental development disorders, etc.)

The technology of the educational process was based on the idea of ​​pedagogical management, formation, correction of the personality "from the outside", without sufficient consideration and use of the subjective experience of the student himself as an active creator of his own development (self-education, self-education)

Figuratively speaking, the direction of such technology can be described as "I'm not interested in what you are now, but I know what you should become, and I will achieve this." Hence the authoritarianism, the uniformity of programs, methods, forms of education, the global goals and objectives of general secondary education: the upbringing of a harmonious, comprehensively developed personality.

The subject-didactic model of personality-oriented pedagogy, its development is traditionally associated with the organization of scientific knowledge in the system, taking into account their subject content. This is a kind of subject differentiation that provides an individual approach to learning.

Knowledge itself served as a means of individualization of learning, and not their specific carrier - a developing student. Knowledge was organized according to the degree of their objective difficulty, novelty, the level of their integration, taking into account rational methods of assimilation, “portions” of material presentation, the complexity of its processing, etc. Didactics was based on subject differentiation, aimed at identifying: 1) the student's preferences for working with material of different subject content; 2) interest in its in-depth study; 3) the orientation of the student to engage in various types of subject (professional) activities.

The technology of subject differentiation was based on taking into account the complexity and volume of educational material (tasks of increased or reduced difficulty).

For subject differentiation, optional courses, programs of special schools (language, mathematics, biology) were developed, classes were opened with in-depth study of certain academic subjects (their cycles): humanitarian, physical and mathematical, natural sciences; conditions were created for mastering various types of subject-professional activities (polytechnic school, CPC, various forms of combining education with socially useful work).

The organized forms of variant education, of course, contributed to its differentiation, but the educational ideology did not change. Organization of knowledge by scientific directions, their level of complexity (programmed, problem learning) was recognized as the main source of a student-centered approach to the student.

Subject differentiation set normative cognitive activity, taking into account the specifics of the scientific field of knowledge, but was not interested in the origins of the life of the student himself, as the bearer of subjective experience, his individual readiness, preferences for the subject content, type and form of the knowledge being assigned. As studies in this area show, the subject selectivity of the student develops long before the introduction of differentiated forms of education and is not a direct product of their impact. Differentiation of learning through its forms is necessary for optimal pedagogical support for the development of individuality, and not for its initial formation. In these forms, it does not arise, but is only realized.

It should be emphasized that subject differentiation, according to I.S. Yakimanskaya “does not affect spiritual differentiation, i.e. national, ethnic, religious, ideological differences, which largely determines the content of the subjective experience of the student” (Yakimanskaya I.S. 1995). And in the subjective experience, both objective and spiritual meanings are presented that are important for the development of the individual. Their combination in teaching is not a simple task, yet not solved within the framework of a subject-didactic model.

Until recently, the psychological model of student-centered pedagogy has been reduced to the recognition of differences in cognitive abilities, understood as a complex mental formation, due to genetic, anatomical, physiological, social causes and factors in their complex interaction and mutual influence.

In the educational process, cognitive abilities are manifested in learning, which is defined as an individual ability to acquire knowledge.

1.3 The concept of student-centered learning

Student-centered learning (LOO) is a kind of learning that puts the child's originality, his self-worth, and the subjectivity of the learning process at the forefront.

In pedagogical works devoted to the issues of this kind of education, it is usually opposed to the traditional, learning-oriented person, considered as a set of certain social functions and an “implementer” of certain behaviors fixed in the social order of the school.

Student-centered learning is not just taking into account the characteristics of the subject of learning, it is a different methodology for organizing learning conditions, which involves not “accounting”, but “inclusion” of his own personal functions or the demand for his subjective experience.

The characteristic of subjective experience is given by A.K. Osnitsky, highlighting five interrelated and interacting components in it:

Value experience (associated with the formation of interests, moral norms and preferences, ideals, beliefs) - orients a person's efforts.

The experience of reflection - helps to link orientation with the rest of the components of subjective experience.

The experience of habitual activation - orients in one's own capabilities and helps to better adapt one's efforts to solving significant problems.

Operational experience - combines specific means of transforming situations and their capabilities.

The experience of cooperation - contributes to the unification of efforts, the joint solution of problems and implies a preliminary calculation for cooperation.

As for self-personal functions, the following are distinguished:

Motivating. The individual accepts and justifies his activity.

mediating. Personality mediates external influences and internal impulses of behavior; the personality from within does not let everything out, it restrains, it gives a social form.

Collision. Personality does not accept complete harmony, a normal, developed personality is looking for contradictions.

Critical. The personality is critical of any proposed means, that which is created by the personality itself, and not imposed from outside.

Reflective. Construction and retention in the mind of a stable image of "I".

Meaningful. Personality constantly refines, reconciles the hierarchy of meanings.

Orienting. A person strives to build a personality-oriented picture of the world, an individual worldview.

Ensuring the autonomy and stability of the inner world.

Creatively transformative. Creativity is a form of existence of a person. Outside of creative activity, there is very little personality; personality gives a creative character to any activity.

Self-realizing. A person seeks to ensure the recognition of his "I" by others.

The essence of LOO, in accordance with the above characteristics of personal functions, is revealed through the creation of conditions for their activation due to the personal experience of the subject of the study. The uniqueness of personal experience and its active nature are emphasized.

The purpose of personality-oriented education is to “lay in the child the mechanisms of self-realization, self-development, adaptation, self-regulation, self-defense, self-education and others necessary for the formation of an original personal image” (Alekseev N.A. 2006).

Functions of student-centered education:

Humanitarian, the essence, which consists in recognizing the inherent value of a person and ensuring his physical and moral health, understanding the meaning of life and an active position in it, personal freedom and the possibility of maximizing one's own potential. The means (mechanisms) for the implementation of this function are understanding, communication and cooperation;

Culture-creative (culture-forming), which is aimed at preserving, transmitting, reproducing and developing culture by means of education. The mechanisms for the implementation of this function are cultural identification as the establishment of a spiritual relationship between a person and his people, the adoption of his values ​​as his own and building his own life taking them into account;

Socialization, which involves ensuring the assimilation and reproduction by the individual of social experience, necessary and sufficient for a person to enter the life of society. The mechanism for the implementation of this function is reflection, the preservation of individuality, creativity as a personal position in any activity and a means of self-determination.

The implementation of these functions cannot be carried out in the conditions of a command-administrative, authoritarian style of teacher-student relations. In student-centered education, a different position of the teacher is assumed:

An optimistic approach to the child and his future as the teacher's desire to see the prospects for the development of the child's personal potential and the ability to stimulate his development as much as possible;

Attitude towards the child as a subject of his own educational activity, as a person who is able to study not under compulsion, but voluntarily, at his own will and choice, and to show his own activity;

Reliance on the personal meaning and interests (cognitive and social) of each child in learning, promoting their acquisition and development.

The content of personality-oriented education is designed to help a person in building his own personality, determining his own personal position in life: to choose values ​​that are significant for himself, to master a certain system of knowledge, to identify a range of scientific and life problems of interest, to master ways to solve them, to open the reflective world of his own “I and learn how to manage it.

The standard of education in the LOO system is not a goal, but a means that determines the directions and boundaries of the use of subject material as the basis for personal development at different levels of education. In addition, the standard performs the functions of harmonizing the levels of education and the corresponding requirements for the individual.

The criteria for the effective organization of student-centered learning are the parameters of personal development.

Thus, summarizing the above, we can give the following definition of student-centered learning:

“Person-centered learning” is a type of learning in which the organization of the interaction of learning subjects is focused to the maximum extent on their personal characteristics and the specifics of the person-subject modeling of the world” (Alekseev N.A. 2006).

2. IMPLEMENTATION OF A PERSON-ORIENTED APPROACH IN TEACHING YOUNGER SCHOOLCHILDREN

2.1 Technologies of a student-centered approach in education

The concept of "technology" comes from the Greek words "techno" - art, craftsmanship and "logos" - teaching, and is translated as the doctrine of skill.

Pedagogical technologies, if used correctly, guarantee the achievement of the minimum that is determined by state standards in education.

In the scientific literature there are various classifications pedagogical technologies. The classification can be based on various features.

“One of the main features by which all pedagogical technologies differ is the measure of its orientation towards the child, the approach to the child. Either technology comes from the power of pedagogy, the environment, and other factors, or it recognizes the child as the main character - it is personally oriented” (Selevko G.K. 2005).

The term "approach" is more precise and more understandable: it has practical sense. The term "orientation" reflects mainly the ideological aspect.

The focus of personality-oriented technologies is the unique integral personality of a growing person who strives for the maximum realization of his capabilities (self-actualization), is open to the perception of new experience, and is capable of making a conscious and responsible choice in various life situations. The key words of personality-oriented education technologies are "development", "personality", "individuality", "freedom", "independence", "creativity".

Personality is the social essence of a person, the totality of his social qualities and properties that he develops in himself for life.

Development is a directed, regular change; as a result of development, a new quality arises.

Individuality - the unique originality of a phenomenon, a person; the opposite of the general, the typical.

Creativity is the process by which a product can be created. Creativity comes from the person himself, from within, and is an expression of our entire existence.

Freedom is the absence of dependence.

Personally-oriented technologies are trying to find methods and means of training and education that correspond to the individual characteristics of each child: they adopt psychodiagnostic methods, change the relationship and organization of children's activities, use a variety of teaching aids, and rebuild the essence of education.

A student-centered approach is a methodological orientation in pedagogical activity, which, through reliance on a system of interrelated concepts, ideas and methods of action, provides and supports the processes of self-knowledge, self-construction and self-realization of the child's personality, the development of his unique individuality.

The basis for organizing a student-centered approach in teaching is the conceptual provisions of psychologists about the dominant role of activity in communication and personality formation. Because of this, the educational process should be aimed not only at the assimilation of knowledge, but also at the methods of assimilation and thinking processes, at the development of cognitive forces and creative abilities. We believe that, in accordance with this, the focus of education should be on the student, his goals, motives, interests, inclinations, his level of learning and abilities.

Today at national pedagogy and pedagogical psychology, in our opinion, we can talk about the following pedagogical technologies focused on the personality of the student:

The system of developing education D.B. Elkonin - V.V., Davydov;

Didactic system of education L.V. Zankov;

The training system “according to Sh.A. Amonashvili";

School of Dialogue of Cultures V.S. Bibler;

The theory of systematic formation of mental actions and concepts P.Ya. Galperin - N.F. Talyzina;

Approaches to organizing the training of innovative teachers (I.P. Volkov, V.F. Shatalov, E.N. Ilyin, V.G. Khazankin; S.N. Lysenkova, etc.).

Conventionally, all these systems can be divided into two groups, the basis for the allocation of which is the level of their methodological elaboration: cultural or instrumental.

Culturological systems of education basically have some ideological or rather general specific scientific ideas about the essence of a person and the features of his entry into culture.

Instrumental systems at their core, as a rule, have one or another specific method found in practice and forming the basis of a certain pedagogical technology. Typologically, this can be represented as follows: (see Table 1)

Table 1

Typology of educational schools and approaches

These technologies have proven to be effective. They have become widespread because, firstly, in the conditions of the class-lesson system that still exists in our country, they most easily fit into the educational process, they may not affect the content of education, which is determined by the educational standard for the basic level. These are technologies that allow, when integrated into the real educational process, to achieve the goals set by any program, standard of education for each academic subject by other, alternative traditional methods, while maintaining the achievements of domestic didactics, pedagogical psychology, and private methods.

Secondly, these technologies ensure not only the successful assimilation of educational material by all students, but also the intellectual and moral development of children, their independence, goodwill towards the teacher and each other, communication skills, and a desire to help others. Rivalry, arrogance, authoritarianism, so often generated by traditional pedagogy and didactics, are incompatible with these technologies.

They require a change of priorities from the assimilation of ready-made knowledge in the course of classroom lessons to the independent active cognitive activity of each student, taking into account his characteristics and capabilities.

2.2 Student-centered lesson: technology of conducting

The lesson is the main element of the educational process, but in the system of student-centered learning, its function and form of organization change.

A student-oriented lesson, unlike a traditional one, first of all changes the type of interaction "teacher-student". From the command style, the teacher moves to cooperation, focusing on the analysis not so much of the results as of the procedural activity of the student. The position of the student changes - from diligent performance to active creativity, his thinking becomes different: reflective, that is, focused on the result. The nature of the relationships that develop in the classroom is also changing. The main thing is that the teacher should not only give knowledge, but also create optimal conditions for the development of the personality of students.

Table 2 presents the main differences between traditional and student-centered lessons.

table 2

Traditional lesson

Student-centered lesson

Goal setting. The lesson aims to equip students with solid knowledge, skills and abilities. The formation of personality is a consequence of this process and is understood as the development of mental processes: attention, thinking, memory. Children work during the survey, then “rest”, study at home or do nothing. The activity of the teacher: shows, explains, reveals, dictates, requires, proves, exercises, checks, evaluates. The central figure is the teacher. The development of the child is abstract, incidental! The activity of the student: the student is the object of learning, on which the influence of the teacher is directed. There is only one teacher - the children are often engaged in extraneous matters. They receive knowledge, skills and abilities at the expense of mental abilities (memory, attention), and more often pressure from the teacher, cramming, scandal in the family. Such knowledge quickly disappears. Relations "teacher-student" subject-object. The teacher demands, forces, threatens with tests and exams. The student adapts, maneuvers, sometimes teaches. The student is a secondary person.

Goal setting. The goal is the development of the student, the creation of such conditions that at each lesson a learning activity is formed that turns him into a subject interested in learning, his own activity. Students work throughout the lesson. In the classroom there is a constant dialogue: teacher-student. The activity of the teacher: the organizer of educational activities in which the student, relying on joint developments, conducts an independent search. The teacher explains, shows, reminds, hints, leads to the problem, sometimes deliberately makes mistakes, advises, confers, prevents. The central figure is the student! The teacher, on the other hand, specifically creates a situation of success, empathizes, encourages, inspires confidence, systematizes, intrigues, forms the motives for teaching: encourages, inspires and consolidates the authority of the student. Student activity: the student is the subject of the teacher's activity. Activity comes not from the teacher, but from the child himself. Methods of problem-search and project-based learning, developing character are used. The relationship "teacher - student" is subject-subjective. Working with the whole class, the teacher actually organizes the work of everyone, creating conditions for the development of the student's personal capabilities, including the formation of his reflective thinking and his own opinion.

When preparing and conducting a student-centered lesson, the teacher must highlight the fundamental directions of his activity, highlighting the student, then the activity, defining his own position. Here is how it is presented in table 3.

Table 3

Areas of activity of the teacher	Ways and means of implementation
1. Appeal to the subjective experience of the student	a) Identifying this experience by asking questions: How did he do it? Why? What did you rely on? b) Organization through mutual verification and listening to the exchange of the content of subjective experience between students. c) Lead everyone to the right solution by supporting the most correct versions of students on the problem under discussion. d) Building new material on their basis: through statements, judgments, concepts. e) Generalization and systematization of the subjective experience of students in the lesson on the basis of contact.
2. The use of a variety of didactic material in the lesson	a) The teacher's use of various sources of information. b) Encouraging students to perform problematic learning tasks. c) An offer to choose from tasks of various types, types and forms. d) Stimulation of students to choose such material that would correspond to their personal preferences. e) The use of cards describing the main learning activities and the sequence of their execution, i.e. technological maps, based on a differentiated approach to each and constant control.
3. The nature of pedagogical communication in the classroom.	a) Respectful and attentive listening to the respondent, regardless of his level of academic achievement. b) Addressing students by name. c) Conversation with children is not haughty, but “eye to eye”, supporting the conversation with a smile. d) Encouragement in the child of independence, self-confidence in answering.
4. Activation of methods of educational work.	a) Encouraging students to use different ways of learning. b) Analysis of all the proposed ways, without imposing your opinion on the students. c) Analysis of the actions of each student. d) Identification of meaningful ways chosen by students. e) Discussion of the most rational ways - not good or bad, but what is positive in this way. f) Evaluation of both outcome and process.
5. Pedagogical flexibility of the teacher in working with students in the classroom	a) Organization of the atmosphere of "involvement" of each student in the work of the class. b) Providing children with the opportunity to show selectivity in the types of work, the nature of the educational material, the pace of completing educational tasks. c) Creation of conditions that allow each student to be active, independent. d) Responsiveness to the student's emotions. e) Providing assistance to children who are not keeping up with the pace of the class.

A student-centered approach to learning is unthinkable without identifying the subjective experience of each student, that is, his abilities and skills in learning activities. But children, as you know, are different, the experience of each of them is purely individual and has a variety of characteristics.

The teacher, when preparing and conducting a student-centered lesson, needs to know the characteristics of the subjective experience of students, this will help him choose rational techniques, means, methods and forms of work individually for each.

The purpose of the didactic material used in such a lesson is to work out curriculum will teach students the necessary knowledge, skills and abilities. Types of didactic material: educational texts, task cards, didactic tests. Tasks are developed by subject, by level of complexity, by purpose of use, by the number of operations on the basis of a multi-level differentiated and individual approach, taking into account the leading type of student's learning activity (cognitive, communicative, creative). This approach is based on the possibility of assessing the level of achievement in mastering knowledge, skills and abilities. The teacher distributes cards among students, knowing their cognitive features and capabilities, and not only determines the level of knowledge acquisition, but also takes into account the personal characteristics of each student, creating optimal conditions for his development by providing a choice of forms and methods of activity. Different types of didactic material do not replace, but complement each other.

The technology of student-centered learning involves the special design of the educational text, didactic and methodological material to its use, types of educational dialogue, forms of control over the personal development of the student.

Pedagogy, focused on the personality of the student, should reveal his subjective experience and provide him with the opportunity to choose the methods and forms of educational work and the nature of the answers. At the same time, they evaluate not only the result, but also the process of their achievements.

Criteria for the effectiveness of a student-oriented lesson:

The teacher has a curriculum for conducting a lesson, depending on the readiness of the class;

Use of problematic creative tasks;

Application of knowledge that allows the student to choose the type, type and form of the material (verbal, graphic, conditionally symbolic);

Creating a positive emotional mood for the work of all students during the lesson;

Discussing with the children at the end of the lesson not only what “we learned”, but also what we liked (did not like) and why, what I would like to do again, but do it differently;

Encouraging students to choose and independently use different ways to complete tasks;

Evaluation (encouragement) when questioning in the lesson not only the correct answer of the student, but also an analysis of how the student reasoned, what method he used, why and what was wrong;

The mark given to the student at the end of the lesson should be argued on a number of parameters: correctness, independence, originality;

When doing homework, not only the topic and scope of the task are called, but it is explained in detail how to rationally organize your study work when doing homework.

3. EXPERIMENTAL WORK ON THE APPLICATION OF A PERSON-ORIENTED APPROACH IN TEACHING YOUNGER SCHOOLCHILDREN

3.1 Conditions for the formation of experience

The base of the experimental work was the secondary school No. 5 of the city of Ershov. Butenko Elena Eduardovna took part in the implementation of the experimental program. She has worked at the school since 1986. She graduated from the Tashkent Pedagogical Institute named after Nizami. Has the highest qualification category. In 2007, she took advanced training courses on the topic “Methodology, technology modern lesson(theory and practice)". In 2005 she became the winner of the district competition "Teacher of the Year", and in 2007 she was a finalist of the regional festival "Flight of Ideas and Inspiration", one of her lessons was published in the collection "The Best Lessons of Teachers of the Saratov Region" (2005). Developed and tested the program "Activation of cognitive activity of younger students in mathematics lessons using a rating system." Since 2006, he has been the head of the MO of primary school teachers.

In 2004, she scored 1st grade. Different levels of development of first-graders influenced the low ability of children to acquire knowledge. In this regard, the goal of the teacher's activity was the formation of cognitive abilities in younger students as the main mental neoplasms in the personality structure. This also became the basis for participation in experimental work on the introduction of a student-centered approach in the process of teaching younger students. Experimental work was carried out on the basis of the school from 2006-2007.

The position of the teacher

The basis for the education and upbringing of younger schoolchildren was a student-centered approach (CAP), which involved not just taking into account the individual characteristics of students, but a fundamentally different strategy for organizing the educational process. The essence of which is to create conditions for the “launch” of intrapersonal mechanisms of personality development: reflection (development, arbitrariness), stereotyping (role position, value orientations) and personalization (motivation, "I am a concept").

This approach to the student required the teacher to reconsider his pedagogical positions.

To implement the key ideas, the teacher set himself the following tasks:

Conduct a theoretical analysis of psychological and pedagogical literature on the subject state of the art Problems;

Organize a stating experiment to diagnose the personal characteristics of students;

To test an experimental model of the influence of a student-centered approach on the effectiveness of the learning process.

The educational process was built on the basis of the School 2100 program.

3.2 Diagnosis of personal characteristics of students (stating the stage of experimental work)

At the time of the beginning of the experimental work on the introduction of a student-centered approach (September 2006), there were 13 students in the 3rd grade. Of these, 7 girls and 6 boys. All children are physically healthy.

With the help of a school psychologist, a psychological and pedagogical diagnosis was carried out in the classroom according to the following criteria:

Cognitive sphere of the child (perception, memory, attention, thinking);

Motivational sphere of students;

Emotional-volitional sphere (level of anxiety, activity, satisfaction);

Personal sphere (self-esteem, level of communication, value orientations);

As a result of a conversation with children and parents, a survey (Appendix A), and ranking, it was found that the majority of children (61%) have high level school motivation, this can be seen in the diagram below. The priority motives in educational activities are the motives of self-improvement and well-being. At the time of the study, children consider mathematics and physical education to be significant subjects for themselves.

Fig. 1. Level of school motivation

Psychological diagnostics of the cognitive sphere made it possible to identify the background level of mental development of students, to determine the level of development of such cognitive processes as attention and memory.

Using the diagnostics “Correction test with Landolt rings” (Appendix B), it was possible to establish that only four students (30%) have high productivity and attention stability, most children have average or low attention productivity and stability.

Using the pictogram technique of A.R. Luria (Appendix B), designed to study the individual typological characteristics of children, as well as the volume of logical and mechanical memory, it was possible to reveal the following: the majority of students reproduce the material offered for memorization incompletely and with significant distortions. This suggests that at the time of the study, memory productivity in most children is average. The amount of mechanical memory is much greater than the amount of logical memory.

The level of mental development and the assessment of the success of each child were determined using the methodology of E.F. Zambicevicene (Appendix B). Based on the calculation of the total score, it was found that two students (Eismont Evgeny, Platonova Daria) are at the highest - the fourth level of success. At the third level with an assessment of success (79.9-65%) there are six students, at the second three students and at the first level - the lowest, one student.

The teacher also revealed the level of development of cognitive activity of students.

The first (reproductive) - low level, included students who did not systematically, poorly prepared for classes. The students were distinguished by their desire to understand, remember, reproduce knowledge, master the methods of their application according to the model given by the teacher. The children noted a lack of cognitive interest in deepening knowledge, instability of volitional efforts, inability to set goals and reflect on their activities.

The second (productive) - the average level included students who systematically and sufficiently prepared for classes. Children sought to understand the meaning of the phenomenon being studied, to penetrate into its essence, to establish connections between phenomena and objects, to apply knowledge in new situations. At this level of activity, the students showed an episodic desire to independently search for an answer to a question that interested them. They observed a relative stability of volitional efforts in the desire to bring the work begun to the end, goal-setting and reflection together with the teacher prevailed.

The third (creative) - high level included students who always prepared well for classes. This level is characterized by a steady interest in the theoretical understanding of the phenomena being studied, in an independent search for solutions to problems arising as a result of educational activities. This is a creative level of activity, characterized by a deep penetration of the child into the essence of phenomena and their relationship, the desire to carry out the transfer of knowledge to new situations. This level of activity is characterized by the manifestation volitional qualities a student with a steady cognitive interest, the ability to independently set goals and reflect on their activities.

The results of the work carried out to study the level of development of cognitive activity are shown in the following diagram.

Fig.2. The level of development of cognitive activity of students in grade 3

In addition to studying the cognitive and motivational sphere of the child, the teacher had to study the interests and hobbies of students, relationships with peers, relatives and adults, character traits, and the emotional state of the child. Methods were used: “My portrait in the interior”, “10 of my “I”, “What is in my heart” (Appendix D) and others.

The information obtained by the teacher as a result of psychological and pedagogical diagnostics made it possible not only to assess the capabilities of a particular student at the current moment, but also made it possible to predict the degree of personal growth of each student and the entire class team.

Systematic monitoring of the results of diagnostics from year to year allows the teacher to see the dynamics of changes in the student's personal characteristics, to analyze the compliance of achievements with the planned results, leads to an understanding of patterns age development helps to evaluate the success of the corrective actions taken.

3.3 Approbation of an experimental model of the influence of a student-centered approach on the effectiveness of the learning process (formative stage)

Since the definition of student-centered learning emphasizes the need to take into account the characteristics of its subjects, the problem of differentiation of children becomes relevant for the teacher.

In our opinion, differentiation is necessary for the following reasons:

Different starting opportunities for children;

Different abilities, and from a certain age and inclinations;

To provide an individual development trajectory.

Traditionally, differentiation was based on the “more-less” approach, in which only the amount of material offered to the student increased - the “strong” received the task more, and the “weak” - less. Such a solution to the problem of differentiation did not remove the problem itself and led to the fact that capable children were delayed in their development, and those who were lagging behind could not overcome the difficulties they had in solving educational problems.

Create favorable pedagogical conditions for the development of the student's personality, his self-determination and self-realization, the technology of level differentiation, which Elena Eduardovna Butenko developed and applied in her lessons, helped.

Let's summarize the methods of differentiation:

1. Differentiation of the content of educational tasks:

According to the level of creativity;

According to the level of difficulty;

By volume;

2. The use of different methods of organizing the activities of children in the classroom, while the content of the tasks is the same, and the work is differentiated:

According to the degree of independence of students;

By the degree and nature of assistance to students;

By the nature of learning activities.

The differentiated work was organized in different ways. Most often, students with a low level of success, which was determined by the method of E.F. Zambicevicene (Appendix B) and a low level of learning (according to the sample of the school) completed the tasks of the first level. Children practiced individual operations that are part of the skills and tasks based on the sample considered during the lesson. Students with an average and high level of success and learning - creative (complicated) tasks.

The teacher also practiced multi-level control tasks, thereby increasing the requirements for assessing the knowledge, skills and abilities of the student. With the same volume of material, a different level of requirements for its assimilation was established. Consistent voluntary choice by students of the level of assimilation of the material made it possible to form a cognitive need, skills of self-assessment, planning and regulation of their activities. In evaluating the work, Elena Eduardovna considered the main criterion to be personal, i.e. the degree of effort made by the child to complete the task, as well as the complexity of the tasks chosen.

Here is a fragment control work on the topic "Multiplication. Commutative property of multiplication"

Test

Objectives - to check the assimilation:

sense of multiplication

commutative property of multiplication

· mathematical terminology

First level

Take 9 twice

6 take nine times

8 times 9

9 times 3

9 increase 7 times

2. Fill in the missing numbers so that the equalities are correct.

17 4= 4 □ 0 15=15 □ 29 1=1 □

3. Find the meaning of expressions.

3 9 7 9 6 9 8 9 1 9 5 9

4. The broken line consists of three identical links of 4 cm each. Draw this broken line.

Second level

1. Insert signs:<, >, =.

9 2 □ 2+2+2+2+2+2+2+2+2

7 2 □ 2+2+2+2

3 9+9 □ 9 4

7 6 □ 7 3+7+7+7

2. Write down the expressions and calculate their values.

The first multiplier is 3, the second is 9

Product of numbers 9 and 5

8 increase by 9 times

8 increase by 9 times

3. The length of the broken line is written as 2 3 (cm). Draw this broken line.

Third level

1. Write expressions and calculate their values.

The product of the numbers 9 and 3 is reduced by 8

Decrease the sum of numbers 13 and 25 by 9

· The product of the numbers 9 and 5 increase by 17

2. Insert the missing action signs to get the correct equalities.

4 9=66 □ 30 7 9=70 □ 7

9 5=51□ 6 9 8=60 □ 12

3. The sum of the lengths of the sides of a square is written as 3 4 (cm). Make it a square.

The expansion of the subjective functions of students, as one of the indispensable conditions for a student-centered approach, suggested a different approach to goal setting in the lesson.

About 20% of school teachers, according to our survey, consider it unnecessary to indicate the goal in the classroom or limit it to its extremely general formulations (“learn”, “get to know”, etc.). This is wrong, first of all, from the point of view of students' reflection on the results of the lesson at the end of the lesson, which is an integral part of a student-centered approach.

Let us turn to the goal-setting methods that were used by the teacher.

At each lesson, the teacher tried to create an educational problem situation that would allow students to be introduced to the subject of the upcoming topic of the program. Elena Eduardovna used different techniques:

Setting a task for students, the solution of which is possible only on the basis of studying this topic;

Conversation (story) about the theoretical and practical significance of the upcoming topic of the program;

A story about how the problem was solved in the history of science. And it is very effective, according to the teacher, to start creating an educational problem situation with some practical work, and only after that raise a problematic question. This situation will be a powerful impetus to the beginning of intensive thinking. And the formulation of the main educational task was usually carried out by the teacher together with the children, as a result of the discussion of the problem situation. It should be noted that joint goal-setting took place not only at the beginning of the study of a large topic or section, but also at each lesson and even at different stages of the lesson.

Here are a few examples of goal setting:

The teacher organizes a group interview (survey of children) about the significance of the topic and the purpose of the lesson for studying the subject;

The teacher organizes a group interview about what the students know about the topic of the lesson and what else they would like to know.

These goal-setting methods enable the child to discover the motives for obtaining new knowledge. And this is an indispensable condition for the formation of value certainty and tolerance. In this way of goal-setting, the teacher provided the child with the opportunity to express his attitude to the content of education.

The goal-setting stage is closely related to the work carried out by the teacher to form positive motivation. The teacher understood well that motivation brings the purpose of the activity and the means of achieving it into line, determines the expediency and meaningfulness of actions in a holistic behavioral act of the individual. The strength of the motive is determined by the degree of significance of the activity performed; the intensity of the educational activity performed by children depends on it. The stronger the cognitive motivation of students, the more complex tasks they are able to solve.

In order to form positive motivation, questions were discussed in the classroom: why do you need to study this topic, what does studying it give you, why do you need to know this topic, etc.

The teacher was well aware that the content of the educational material is also of great importance for positive motivation. It should be quite accessible, should be based on the knowledge that children have and be based on them and on the life experience of children, but at the same time, the material should be quite complex and difficult. When preparing lessons, the teacher always took into account the nature of the needs of his students and thought out the content of the lesson in order to meet the needs of children and contribute to the emergence and development of new needs necessary for further educational activities.

The establishment of subject-subject relations as a condition for the model of student-centered learning led the teacher to the selection and testing of various forms of learning organization during the formative experiment. If the usual form of learning organization has limited opportunities to change the position of the student, since he is always in the position of the student, then non-traditional forms involve a variety of roles. The teacher assigned a special place in the lesson to the game, because. it has been proved that it is the game that is most suitable for organizing a student-centered approach and allows each student to take an active position, show personal knowledge, intellectual and communication skills.

In his work, the teacher paid special attention to the process of reflection, the assessment of the personality of one's "I", the development of objective self-esteem in children. At this stage of the experiment, we want to stop and consider the work experience in more detail.

Butenko Elena Eduardovna introduced into her practice lessons using a rating system for assessing knowledge, skills and abilities. In her lessons, each student could calculate their level of preparedness and activity, that is, their rating. The English word "rating" is translated quite roughly, meaning "assessment". Rating is an individual numerical indicator of a person's achievements in the classification list (Soviet Encyclopedia 1987).

Rating does not depend on the nature interpersonal relationships teacher and student;

Ignorance is not punished, the process of cognition is stimulated;

The student is free to choose the strategy of his activity, since the assessments of the proposed activities are determined in advance.

Current - hourly control;

Intermediate - at the end of the quarter, studying the topic, section;

Final certification - at the end of the year.

The basis of control is a carefully revised training material. The teacher controls only the material that was studied in the classroom or at home. If the material was barely mentioned in the class and was not given for self-reinforcement, it cannot be checked.

In the lesson on the topic “Mineral Resources. Oil "(Appendix D), the teacher carried out current control in the following way. Each type of work is estimated by him in points, the children will learn about this at the beginning of the lesson from the table below.

Table 4

Table 5

Such a system allows students to find out their level, while there is no one to complain about the bias of control. The author believes that the use of elements of the rating system is appropriate for all lessons in elementary school.

Table 6

success sheet

This technique allows the teacher to accustom children to self-examination and introspection, use mutual verification, and also makes it possible to implement the principle of 100 percent feedback in classes with any occupancy.

3.4 Generalization of the results of experimental work

In order to test the effectiveness of a student-centered approach in teaching younger students, we planned work on conducting control sections, questioning, testing, etc., which made it possible to track and compare the dynamics of the changes that have occurred in terms of such parameters as motivation, the level of cognitive activity, quality performance.

The obtained results of the control sections made it possible to reflect the dynamics of the qualitative progress of students in the educational process and present it in comparison using the following figure.

Rice. 3. Indicators of the quality of knowledge of cross-sectional work at the beginning and end of the experiment

This diagram shows that in the course of the experimental work, the percentage of knowledge quality increased significantly compared to the data of the control sections at the beginning of the experiment. On average, the quality of knowledge in the class increased by 23%.

In addition to assessing the growth dynamics of qualitative academic performance, we compared the changes that have occurred within the motivational sphere. I would like to note that, according to the results of the survey, 93% of students by the end of their education in primary school have a high level of school motivation, which is 32% higher than the initial indicators. There have been changes in the very motivation of learning. If at the beginning of the study, the motives of self-improvement and well-being were priority for children, then at the end of the experimental work, the motive of cognition became the main one for most children.

The next indicator we focused on is the cognitive activity of students. Subject Olympiads held in the classroom, school and district helped to reveal the individual cognitive abilities of each student. In many ways, with their help, it was possible to develop not only interest in the subjects studied, but also arouse the desire to work independently with additional literature and other sources of information. In addition, preparation and participation in competitions influenced the development of students' personal characteristics: the desire for self-realization, planning skills, and self-control. This is confirmed by pedagogical observation, conversations with children and parents, and diagnostics. Each new Olympiad is a discovery of the potential of children.

Table 4

Results of participation in subject school Olympiads

From the table above, it can be seen that interest in participation in subject Olympiads has increased. The experience of such work shows that the use of tasks of increased difficulty, tasks of a creative type in the lesson is a stimulus for the development of interest in the subject, improves the intellectual and cognitive skills of schoolchildren, and contributes to a more conscious and deep mastery of educational material. The result of such a purposeful work of the teacher was the 3rd place of Eismont Evgeny at the regional Olympiad in the Russian language in the 4th grade (2007-2008 academic year).

We believe that the use of a student-centered approach in the classroom contributed to an increase in the level of cognitive activity of students. Most of the guys began to prepare for classes systematically and with sufficient quality.

The implementation of LLP in teaching made it possible to single out the student as a subject of educational activity; develop his intellectual and Creative skills to the level of individual ability. The development of these abilities provided not only erudition, versatility of thinking, independence of younger students, but also created favorable conditions for the development of personal qualities of children. Observations of the educational activity of children show that the most striking result was achieved in the development of such components as educational and cognitive interest, goal-setting, and reflection. Positive dynamics is observed in each student.

The results of our study allow us to draw the following conclusion: it has been experimentally proven that the use of a student-centered approach affects the effectiveness of the learning process. This is evidenced by the positive dynamics in the parameters that we have identified.

Of course, our study does not reveal all aspects of the problem of the influence of a student-centered approach on the effectiveness of the learning process of younger students, and therefore is not exhaustive. We consider a promising direction to substantiate the influence of a personality-oriented approach on other personality traits.

CONCLUSION

Dissatisfaction of many countries with the results schooling led to the need for reform. A comparative analysis of the training of students from 50 countries of the world showed that students from Singapore have the highest results, South Korea, Japan. The results of Russian schoolchildren fall into the intermediate middle group. Moreover, non-traditional posing questions significantly reduces the level of their answers.

Based on the results of the study, some recommendations were made for reforming the education system:

Strengthening the practical orientation of the course content; the study of objects, phenomena, processes that surround students in their daily lives;

Changing the emphasis in educational activities aimed at the intellectual development of students by reducing the role of reproductive activity, increasing the weight of assignments for the application of knowledge to explain the surrounding phenomena.

It is possible to achieve the indicated goals only through student-centered education, because education focused on a certain average student, on the assimilation and reproduction of knowledge, skills and abilities, cannot meet the modern requirements of life. Thus, the main strategic direction of the development of the school education system in different countries of the world lies on the way to solving the problem of student-centered education. Such education, in which the personality of the student would be in the center of attention of the teacher, in which cognitive activity would be leading in the tandem teacher-student. So that the traditional paradigm of education teacher - textbook - student would be completely replaced by a new one: student - textbook - teacher. This is how the education system is built in the leading countries of the world.

Under the conditions of student-centered learning, the teacher acquires a different role, a different function in the educational process, no less significant than in the traditional system of education, but different. If under the traditional education system the teacher, together with the textbook, were the main and most competent sources of knowledge, and the teacher was also the controlling subject of knowledge, then under the new paradigm of education, the teacher acts more as an organizer of independent active, cognitive activity of students, a competent consultant and assistant .

Such an education system cannot be built from scratch. It originates in the depths of the traditional education system, the wisdom of folk and religious education, the works of philosophers, psychologists, and teachers.

In world practice, attempts have been repeatedly made to implement the ideas of student-centered learning, starting with the ideas of education of Rousseau, Pestalozzi, Montessori, Ushinsky. Famous Soviet psychologists also spoke about the need to take into account the individual characteristics of the child: L.V. Vygotsky, P.Ya. Galperin and others. However, under the conditions of the classroom system, the dominance of the authoritarian style in pedagogy, it was absolutely impossible to implement these ideas in relation to each student.

Modern society information technologies, or, as it is called, post-industrial society, in contrast to the industrial society of the late 9th - mid-20th centuries, is much more interested in its citizens being able to independently, actively act, make decisions, adapt flexibly to changing living conditions. That is why the main strategic direction in the development of school education lies on the path to solving the problem of student-centered learning.

Theoretical developments on this issue are reflected in the works of N.A. Alekseeva, A.S. Belkina, D.B. Elkonina, I.S. Yakimanskaya and others. However, we noticed that in domestic literature insufficient attention is paid to the problems of creating and managing pedagogical systems providing a student-centered approach in elementary school. Although it is the peculiarities of upbringing and education at the age of 7-10 that determine the trajectory of the development of the child's personality in the middle and senior levels of the school and his further professional development.

As noted above, student-centered learning largely depends on the personal characteristics of the participants in the educational process. When preparing and conducting such lessons, the role of didactic material increases significantly, which can vary significantly in different schools (depending on regional, national conditions, etc.) But, nevertheless, the lesson must necessarily include:

A set of techniques that make it possible to conduct an initial psychological and pedagogical diagnosis of personality development and draw up a class description;

Material that allows you to identify the student's subjective experience related to the topic being studied in the lesson; personal meaning of the studied; the mental state of the child in the classroom with subsequent correction; methods of educational work preferred by the student;

Material that allows you to maintain a high level of motivation during the lesson; conduct the presentation of new material as a joint discovery in the course of quasi-research activities, as well as taking into account the development of the sensory channels of each student; provide individual work to consolidate the studied material with the provision of a choice of the type and form of work and the level of its complexity; to instill in children the skills of teamwork; use in class game form activities; stimulate self-development, self-education, self-expression; organize homework as an individual creative activity;

Material that allows the student to actively participate in the work in the lesson, regardless of the level of his preparation; to teach to identify and evaluate the ways of educational work of classmates and their own; learn to assess and correct their emotional state;

Material that allows the teacher to encourage students to use various methods of completing assignments; illustrate with vivid examples the possibility of multivariate task completion; timely assess the learning activity of the student and correct it.

Testing the effectiveness of such lessons, according to psychologists and teachers, is carried out through long-term (for 8 years) psychological and pedagogical studies of personality development in many ways. The data already obtained allow us to state that such a construction of lessons activates the development of mental processes (by 10-15% compared to the traditional system of education); increases the level of formation of spelling and computational skills by 8-26%; improves the mental climate in the classroom by 15-29% and significantly increases the motivation for learning.

BIBLIOGRAPHY

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APPENDIX A

ASSESSMENT OF THE LEVEL OF SCHOOL MOTIVATION

Questionnaire for determining the school motivation of primary school students:

Instruction to the subject: “I will ask you a question and offer three possible answers to it. You will tell me the chosen answer.

The experimenter makes a note of which answer the child chose.

1. Do you like school or not?

Not really

Like

I do not like

2. When you wake up in the morning, are you always happy to go to school or do you often feel like staying at home?

More like to stay at home

It's not always the same

I go with joy

3. If the teacher said that tomorrow it is not necessary for all students to come to school, if you wish you can stay at home, would you go to school or stay at home?

Would stay at home

I would go to school

4. Do you like it when you cancel some classes?

I do not like

It's not always the same

Like

5. Would you like to not be assigned homework?

I would like to

Wouldn't like

6. You would like to see only changes in school

Wouldn't like

I would like to

7. Do you often tell your parents about school?

I don't tell

8. Would you like to have another teacher?

I do not know for sure

Did not want

I would like to

9. Do you have many friends in your class?

No friends

Do you like your classmates?

Like

Not really

Do not like

Evaluation of the results: the child's answer, indicating his positive attitude towards school and his preference for learning situations, is estimated at 3 points, a neutral answer (I don’t know, it happens in different ways, etc.) is estimated at 1 point. The answer, which makes it possible to judge the negative attitude of the child to a particular school situation, is estimated at 0 points.

The maximum score is 30 points, and the level of 10 points serves as the boundary of disadaptation.

There are 5 main levels of school motivation:

25-35 points - high school motivation;

20-24 points - normal school motivation;

15-19 points - a positive attitude towards the school, but the school attracts more extracurricular activities.

10-14 points - low school motivation;

Below 10 points - negative attitude towards school, school maladjustment

APPENDIX B

DIAGNOSIS OF MENTAL DEVELOPMENT

Methodology E.F. Zambicevicene to determine the level of mental development of children 7-9 years old consists of four subtests. It is advisable to conduct this test individually with the subject. This makes it possible to find out the reasons for the errors and the course of his reasoning with the help of additional questions. The samples are read aloud by the experimenter, while the child reads to himself at the same time.

Subtest 1.

Choose one of the words in brackets that correctly completes the sentence you started.

The boot has ... (lace, buckle, sole, straps, button).

Lives in warm lands ... (bear, deer, wolf, camel, seal).

In the year… (24, 3, 12, 4, 7) months.

The month of winter ... (September, October, February, November, March).

Water is always ... (clear, cold, liquid, white, tasty).

A tree always has ... (leaves, flowers, fruits, root, shadow).

City of Russia ... (Paris, Moscow, London, Warsaw, Sofia).

Time of day ... (month, week, year, day, century).

The largest bird ... (eagle, ostrich, peacock, crane, penguin).

When heated, the liquid evaporates ... (never, from time to time, sometimes, often, always).

Subtest 2.

Here in each line five words are written, of which four can be combined into one group and give it a name, and one word does not belong to this group. This "extra" word must be found and eliminated.

Tulip, lily, bean, chamomile, violet.

River, lake, sea, bridge, swamp.

Doll, teddy bear, sand, ball, shovel.

Kyiv, Kharkov, Moscow, Donetsk, Odessa.

Poplar, birch, hazel, linden, aspen.

Circle, triangle, quadrilateral, pointer, square.

Ivan, Peter, Nesterov, Makar, Andrey.

Chicken, rooster, swan, goose, turkey.

Number, division, subtraction, addition, multiplication.

Cheerful, fast, sad, tasty, careful.

Subtest 3.

Read these examples carefully. They contain the first pair of words that are in some connection with each other (for example: forest / tree). On the right - one word above the line (for example: library) and five words below the line (for example: garden, yard, city, theater, books). You need to choose one word out of five that is related to the word above the line (library) in the same way as it was done in the first pair of words: (forest / trees). So, you need to establish, firstly, what is the relationship between the words on the left, and then establish the same link on the right side.

Cucumber/vegetable = dahlia/weed, dew, garden, flower, earth

Teacher/student = doctor/kidney, sick. Chamber, patient, thermometer

Garden/carrot = garden/fence, apple tree, well, bench, flowers

Flower/Vase = bird/beak, seagull, nest, egg, feathers

Glove/hand = boot/stockings, sole, leather, foot, brush

Dark/light = wet/slippery, dry, warm, cold

Clock/time = thermometer/glass, temperature, bed, patient, doctor

Car/motor = boat/river, sailor, swamp, sail, wave

Chair/wood = needle/sharp, thin, shiny, short, steel

Table/tablecloth = floor/furniture, carpet, dust, board, nails

Subtest 4.

These pairs of words can be called one word, for example: trousers, dress - clothes; triangle, square - figures.

Come up with a name for each pair:

Broom, shovel -

Perch, crucian -

Summer Winter -

Day Night -

June July -

Tree, flower -

Elephant, ant -

Evaluation and interpretation of results

Subtest 1. If the answer to the first task is correct, the question is asked: “Why not a lace?”. After a correct explanation, the solution is estimated at 1 point, with an incorrect one - 0.5 points. If the answer is wrong, help is used, which consists in the fact that the child is invited to think and give another, correct answer. For the correct answer after the second attempt, 0.5 points are given. When solving subsequent tests, clarifying questions are not asked.

Subtest 2. With a correct explanation, 1 point is given, with an erroneous one - 0.5 points.

Subtest 3.4. The scores are the same as above.

The sum of points received for the performance of individual subtests and the total score for four subtests as a whole is calculated. (The data are entered into the protocol of the study). The maximum number of points that a subject can score for solving all four subtests is 40 (100% success rate). The assessment of success (OS) of solving subtests is determined by the formula:

OU \u003d X x 100%,

Where X is the sum of points received by the child.

Based on the total score, the level of success is determined:

4th level - 32 points or more (80-100% of the OS);

3rd level - 31.5-26.0 points (79.9-65% of the OS);

2nd level - 25.5-20.0 points (64.5-50% of the OS);

Level 1 - 19.5 and less (49.9% and below).

APPENDIX B

DIAGNOSTICS OF COGNITIVE PROCESSES OF JUNIOR SCHOOLCHILDREN

Attention

"Correction test with Landolt rings" is designed to study the performance of primary school students. Efficiency is the potential ability of an individual to perform the desired activity at a given level of efficiency for a certain time. Distinguish between maximum and reduced performance. In the process of long-term activity, performance is characterized by the following stages: working out, optimal performance, uncompensated and compensated fatigue, final impulse.

The child is offered a form with Landolt rings, accompanied by the following instructions: “Now we will play a game called “Be careful and work as quickly as possible.” In this game you will compete with other children, then we will see what result you have achieved in the competition with them. I think you will do just as well as the rest of the kids." Next, the child is shown a form with Landolt rings and it is explained that he must, carefully looking through the rings in rows, find among them those in which there is a gap located in a strictly defined place, and cross them out. The work is done within 5 minutes. Every minute the experimenter says “line”, at this moment the child must put a line in the place of the form with rings where this command found him. After 5 minutes have elapsed, the experimenter says the word "stop", and the child stops working, putting a double vertical line in this place of the form.

Results processing:

The number of rings viewed by the child for each minute of work is determined (N 1 =; N 2 =; N 3 =; N 4 =; N 5 =) and for all five minutes (N =).

The number of mistakes made by him in the course of work at each minute is determined (n 1 =; n 2 =; n 3 =; n 4 =; n 5 =) and in general for all five minutes (n =).

The more N and less n, the higher the concentration and stability of attention.

The productivity and stability of attention (S) is determined:

S= 0,5 N - 2.8 n, where T is the operating time (in sec.)

S > 1.25 – attention productivity is very high, attention span is very high;

S = 1.00 - 1.24 - high attention productivity, high attention span;

S = 0.50 - 0.99 - average attention productivity, average attention span;

S = 0.25 - 0.49 - low attention productivity, low attention span;

S = 0.00 - 0.24 - attention productivity is very low, attention span is low.

The pictogram technique of A. R. Luria is designed to study the individual typological characteristics of children (artistic, mental type), i.e. to identify the features of the functioning of the "word-image", as well as the diversity of those images that the student operates as a means of memorization. Can be used both individually and in a group. The child is given a sheet of paper and a pen.

Instruction: “You are offered a list of words and phrases for memorization. This list is large, and from the first presentation it is difficult to remember. However, to facilitate memorization, immediately after presenting a word or phrase, you can perform one or another image as a “memory knot”, which will then help you reproduce the presented material. The quality of the drawing doesn't matter. Remember that you are doing this drawing for yourself in order to facilitate the reminder. Each image must correspond to the number of the presented word.

After explaining the instructions to the students, the words are read out very clearly and once, alternately with an interval of 30 seconds. Before each word or phrase, its serial number is called, which is written down by the students, and then the drawing is already done. Reproduction of the presented verbal material can be carried out after an hour or more.

List of words and phrases for pictograms

1. Happy holiday 11. Love 22. Laughter

2. Joy 12. Deaf old woman 23. Courage

3. Anger 13. Anger 24. Erudite

4. Cowardly boy 14. Warm evening 25. Strong character

5. Despair 15. Impulsiveness 26. Mobility

6. Sociability 16. Energy 27. Success

7. Plasticity 17. Speech 28. Friendship

8. Fast person 18. Decisiveness 29. Development

9. Speed ​​19. Sun 30. Disease

10. Fear 20. Notebook 31. Dark night

21. Grade

Processing of results: should be carried out according to the table and consists of the following:

Abstract - such images that are made in the form of lines, along which it is impossible to describe the content.

Sign-symbolic - images in the form of geometric shapes, arrows, etc.

Concrete - an image of specific objects, for example, a watch, a car, and precisely in those cases when these images are only one, not several objects associated with a certain meaning.

Plot - an image of a person in an expressive pose or situation, two or more participants in the situation.

Metaphorical - such images, which, as the name implies, contain a metaphor, fiction, grotesque, allegory, etc.

In addition to counting the images of the above classification, the following indicators are also entered in the table: the number of images of a person or parts of the human body, images of animals, plants; the number of reproduced words and phrases is counted - correctly and erroneously. Thus, the table has the following columns:

Based on the analysis of the table data, three groups are distinguished:

The first group - persons with high memory productivity, who were able to fully and without errors reproduce the material offered for memorization.

The second is that the faces reproduce the presented material in full, but with distortion.

Third - persons who reproduce the material incompletely, with significant distortions

Based on the analysis of the execution of drawings, the following groups are distinguished by the type of images used:

Group A - conditionally called "thinkers" - it includes persons who, when performing pictograms, use mainly abstract and sign-symbolic forms.

Group B - "realists" - this group includes persons who are dominated by specific images.

Group C - "artists" - this includes persons who are dominated by plot and metaphorical6 images.

Studying the amount of logical and mechanical memory

Can be used both individually and in a group.

Instruction: "Now I will read a series of words that you must remember, these words form part of the sentences, the second parts of which will be read a little later." The psychologist reads the words of the 1st row at 5-second intervals. After a ten second break, read out the words of the second row with an interval of 10 seconds. The student writes down sentences made up of the words of the first and second rows.

Results processing:

A) the number of correctly memorized words in the sentences;

B) the number of words used in sentences from both rows and entered by the subject himself.

The development coefficient of logical memory is a fraction, where the numerator is the number of words included in the subject's logical sentences, the denominator is the total number of words of the first and second rows.

The coefficient of the relative development of mechanical memory is a fractional number: the numerator is the number of separately reproduced words, the denominator is the total number of words of the first and second rows.

K = _______________ =

K = _______________ =

Material: two rows of words and sentences made up of these words

First row Second row

Sunrise Drum

A bee sat on a flower

Dirt is the best vacation

Cowardice fire

Happened at the factory hung on the wall

Ancient city in the mountains

Bad quality in the room

Sleep very hot

Moscow boy

Metals iron and gold

Our country is the cause of the disease

Brought the book to the advanced state

Offers

The drum hung on the wall.

Dirt is the cause of disease.

The room is very hot.

Moscow is an ancient city.

Our country is an advanced state.

The bee sat on the flower.

Cowardice is a disgusting quality.

There was a fire in the factory.

The best rest is sleep.

Iron and gold are metals.

The boy brought a book.

Sunrise in the mountains.

APPENDIX D

DIAGNOSTIC STUDY OF STUDENT PERSONALITY

Diagnostics "My portrait in the interior"

Before the children complete the tasks, the teacher shows them a frame for a photo, on which they sometimes place interior items (a book, glasses, etc.). Students are invited to draw their portrait and place the portrait in a frame made of various items. The subjects for the frame, students are invited to determine themselves. The objects that the student will include in the interior of his portrait should reflect the essence of his life.

Diagnostics "10 my" I "

Students are offered pieces of paper, on each of which the word "I" is written 10 times. Students should define each "Self" by talking about themselves and their qualities.

For example, I am smart, I am handsome, etc.

The teacher pays attention to what adjectives the student uses to describe himself.

Diagnosis "What's in my heart"

The students in the class are given hearts cut out of paper. The teacher gives the following explanation for the task: “Guys, sometimes you hear adults say: “My heart is light” or “My heart is heavy.” Let's determine with you when it can be hard or easy on the heart and what it can be connected with. To do this, on one side of the heart, write the reasons when your heart is heavy, and the reasons that allow you to say that your heart is light. At the same time, you can color your heart in the color that matches your mood.

Diagnostics allows you to find out the reasons for the child's experience, ways to overcome them.

APPENDIX E

Russian language lesson.

Topic. Minor member of the sentence - definition

Lesson type. Consolidation of the material covered

Form - offset

1. Improving the ability to identify the main and secondary members of the proposal.

2. Development of spelling vigilance, attention, speech of students.

3. Raising interest in the Russian language, when working in groups - the ability to listen and hear each other, to cooperate in the lesson.

Equipment: success sheet, tape recorder, picture of spring, sentence schemes, textbook, individual cards with tasks by levels, card words: definition, addition, noun.

DURING THE CLASSES

I. Organizational moment

The motto of today's lesson is "What are the works - such are the fruits."

Advice - “Think carefully before answering”

II. Target setting.

What topic are we working on for several lessons in a row?

What will we do in class?

Yes, today in the lesson we will do different work:

Let's hold an auction of knowledge.

We will continue to improve the ability to identify the main and secondary members of the sentence.

We will evaluate and see our result in the success sheet (Appendix 1).

III. Warm-up-auction

Our lesson will start with a warm-up.

What do you see?

on the board of cards

definition

addition

noun

What is redundant here?

Let's remember everything we know about the noun.

Whoever is the last to name what he knows about the noun, he will receive - a prize

Let's start ... (children name the rules on the topic “Noun”)

The winner receives a coloring book.

(2 students at this time work at the blackboard, complete the task on individual cards)

1 card

- Insert spelling, stress, pick up and write down adjectives for these words.

Answer the questions:

1. What do these words have in common?

2. What member of the sentence are the adjectives in the sentence?

2 card

Make up a sentence from these words, insert the missing spelling.

What questions does the secondary member of the sentence - the definition - answer?

What does definition mean?

IV. A minute of calligraphy

At the minute of calligraphy, we will write the endings of these questions in order to repeat the connections: lower (ay.yaya), middle (oh, her, th), upper (th, oh, th) Form and write down adjectives from a noun - a forest with these endings .

Compose and write down a sentence in which this adjective would be a definition.

Underline the basis of the sentence and the definition.

V. Competition of theorists

What two groups are all members of the sentence divided into?

Name the main members of the sentence.

Offset rules

1 option

What is called subject?

Option 2

What is called predicate?

What is a definition? (Mutual check)

Who will show a sample answer to “5” (3 students at the blackboard answer the rule)

Fizminutka (musical with movements)

VI. Work with proposal schemes.

What's this? (Proposal schemes)

Make up and write down sentences according to these schemes for a picture of spring.

(The music of Tchaikovsky “The Seasons” sounds)

How are such figurative comparisons called in the Russian language and literature?

Fizminutka. (A game of antonyms)

(The teacher, naming adjectives, throws the ball to the student, and the student, naming the antonym, returns the ball)

For example:

Solar

hardworking

VII. Independent work by textbook.

Open the textbook p.85 exercise 445

Test your knowledge in the textbook.

You can choose tasks on the board for the exercise of any level of complexity.

A) Complete the sentence with definitions

B) Disassemble by members of the sentence and parts of speech.

C) Write out phrases with questions.

For a mark of “3”, complete the task under A)

For an assessment of “4”, perform under A) and B)

For an assessment of “5”, you perform under A), B), C)

Examination:

Who managed to complete the task only under A), puts himself a mark of “3” on the success sheet (the student reads out his proposals).

Who managed to complete the task only under A) and B), puts himself a mark of “4” on the success sheet (the student tells how he figured it out).

Who managed to complete the task under A), B), C), puts himself a mark of “5” in the success list.

VIII. Summary of the lesson. Reflection.

How did you feel at the lesson, mark on the success sheet + or -

Everything was clear

It was difficult

It was interesting

I can tell others

Let's return to the motto of our lesson.

On the success list, look at what you each need to work on, where it was difficult.

Is there more work to be done on this topic?

Summing up the list of success.

Who got

from 18 to 20 points, today receives “5” for the lesson

from 14 to 17 - rating "4"

from 11 to 13 - “3”

below 10 - “still working on the topic”.

And in conclusion, we will make wishes to each other.

Teacher: Let's be people who love work. So what?

Children: hardworking

Teacher: Seeking to know everything

Children: Curious

Teacher: Never cheat

Children: Honest

Teacher: Never get sick.

Children: Healthy

Teacher. Never offend, but help each other