Pedagogical conditions types. Topic: Pedagogical conditions for the formation of students' readiness for professional activity

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Most researchers dealing with problems modern education, believe that a correctly selected complex of pedagogical conditions can significantly increase the effectiveness of functioning pedagogical system... Due to the fact that the purpose of our research is the development, theoretical substantiation and implementation of a structural-functional model of the formation of information and research competence of students on the basis of system-activity and competence-based approaches, it becomes necessary to consider the pedagogical conditions that ensure its effective functioning. We believe that the solution to the problem of the formation of information and research competence of students of educational institutions, in our opinion, is possible when two aspects are taken into account: 1) organizational - the organization of the educational process, taking into account the structural and functional model we have developed; 2) personal - the interaction of subjects of the educational process during the implementation of information and research activities.

networking

cooperation

stimulating environment

information research competence

pedagogical conditions

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4. Nine A. Ya. Preparation of labor education teacher for research activity (Experience of the Chelyabinsk region) // Actual problems of education management in the region. - Chelyabinsk, 1997 .-- S. 102-107.

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6. Starchenko SA Integration of the content of natural science education in the lyceum: theoretical and practical aspect. - M .: Ed. house "Moscow region", 2000. - 280 p.

7. Tulkibaeva NN Pedagogy: the relationship of science and practice in the context of modernization of education. - Chelyabinsk: Publishing house of Chelyab. State Ped. University, 2008 .-- S. 141 - 147.

8. Yakovlev EV Pedagogical research: content and presentation of results. - Chelyabinsk: RBIM Publishing House, 2010 .-- 316 p.

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Introduction

One of the requirements school education it becomes not so much the need to provide students with a system of knowledge, but to equip them with productive methods, the ability to acquire, apply in practice, transform and independently develop new knowledge in any activity. And only a properly organized pedagogical process, which is a system, is able to fulfill these requirements.

In our study, we consider the problem of the formation of information and research competence of students of educational institutions. By information and research competence, we mean competence that integrates a set of knowledge, skills and personality traits, formed in the process of educational activities and aimed at independent transformation of information in order to learn the unknown, to solve the educational problem.

The priority direction in the activities of educational institutions is the creation of such pedagogical conditions that ensure the development of the individual, taking into account his internal motives of cognition, on the basis of educational and research activities.

V.I. Andreev notes that pedagogical conditions are the result of purposeful selection, statement and application of elements of content, methods (techniques), as well as organizational forms of training to achieve didactic goals.

E. V. Yakovlev understands pedagogical conditions as "a set of measures of the pedagogical process aimed at increasing its effectiveness."

A. Ya. Nain, NM Yakovleva and other researchers define pedagogical conditions as a set of measures (objective possibilities) of the pedagogical process.

In our dissertation research, pedagogical conditions will be understood as a set of necessary and sufficient measures that create the most favorable environment (or environment) for the successful functioning of the model for the formation of research competence of students of general education institutions.

The presence of a social order for the training of a graduate of a general education school who owns the methods of research activity, and therefore information and research competence, determines the selection of the following set of pedagogical conditions for the formation of information and research competence of students:

Organization of a stimulating environment in the formation of information and research competence of students;

Cooperation of a teacher and a student in the process of research activities;

Organization of network interaction of students, teachers and parents.

The first condition is the organization of a stimulating environment in the formation of information and research competence of students.

A stimulating environment in relation to our research topic is the created conditions in the educational process, which are an incentive, an impetus, leading the student to a state of interest in carrying out research work. In this case, "research work" is used in a broad sense and includes research tasks, problem tasks, information and research activities, and so on ...

The choice of an incentive, according to which the trainee needs, but does not really want to act, requires special efforts, which, in turn, are associated with the conscious overcoming of opposing impulses. Just understanding how to proceed is far from enough. Incentives should be sought in the prevailing area of ​​needs, based on the achieved level of their development.

It is a well-known fact that the results of a person's activity depend only 20-30% on his intellect and 70-80% on those forces that drive him, that is, his motives.

In many schools, circles, sections, conferences are treated as a secondary process. Moreover, just extracurricular activities to a greater extent forms certain motives.

A motive is an incentive, a reason for some action.

In the process of formation of information and research competence at different stages, depending on the level of formation of information and research competence among individual students, moral ones are formed (the desire to get a good mark, not to upset parents, to receive praise, certificates, gifts); social (a sense of duty and responsibility, a desire to prepare for future profession, the opportunity to make new friends, participate in discussions of reports, meeting with researchers, getting to know universities, I like to go to conferences in other schools, universities; visit different villages and cities); educational and cognitive motives and motives of self-education (I want to know more and be able to, the process of doing research is interesting).

An important role in the formation of positive motivation among students to participate in information and research activities is played by the method of stimulating interest in research assignments, research work: praise, notes about these students in school newspapers, preparation for subject Olympiads ...

The criteria for the formation of internal motivation are interest in information and research activities, the need to conduct experiments, the manifestation of a desire to independently research.

The second condition is the cooperation of the teacher and the student in the process of research activities.

The conceptual apparatus of the environmental approach considers the concept of "way of life" to be synonymous with the concept of way of being in the meaning of "events of being" (M. M. Bakhtin, H. Heidegger, L. I. Novikova, V. I. Slobodchikov). The research carried out jointly with linguists (E. Tregubova, 1994) confirmed the assumption that the “event” meaningfully absorbs the phenomena conveyed in the language by verbs with the prefix “Co-”. Such as: cooperation, creation, contemplation and other intermediate between the subject and the environment, which are simultaneously lifestyle variables.

Pedagogical interaction, which is based on the joint activities of the teacher and students in the classroom and outside, is a basic category of modern pedagogy, actively and comprehensively studied in the last decade. It is customary to call the main parameters of this form of interaction relationship, reciprocity, support, and trust. In humanistically oriented psychology and pedagogy, the idea of ​​cooperation, dialogue, partnership in the relationship between the student and the student is theoretically substantiated. However, the implementation of the idea of ​​cooperation (cooperation) in the teacher's practical activities takes place with great difficulty.

N.N. Tulkibaeva and Z.M.Bolshakova distinguish different types interactions between a teacher and a student: object-subject, subject-subject, personal-subject and personal-personal.

In our study, we applied the pedagogical paradigm of cooperation in a new type of interaction: personal-personal. The interaction between the student and the teacher takes place in the pedagogical process. In order for the student to learn to independently acquire knowledge, implement and make worthy decisions, the pedagogical process must ensure the obligatory transition of the individual to the process of self-development (self-study, self-education). It is this interaction that affects the effectiveness of the formation of information and research competence of students. Consequently, the tactics of the teacher in the organization of self-development of the student's personality should be determined. This process is possible if the interaction between the teacher and the student is carried out in the mode of coordinating the styles of activities, that is, pedagogical resonance. In such a situation, the teacher must constantly and very subtly understand the student, feel the peculiarities of his thinking and organize the learning process depending on the teaching style of the children. In this case, the process takes place on the basis of personal-personal interactions. This interaction belongs to style pedagogy. In the process of personal-personal interactions on the basis of cooperation, each of the participants in the educational process performs certain actions in the formation of information and research competence (Table 1).

Table 1. Actions of the teacher and students in the process of cooperation

Stages of information research competence formation	Personality =	Actions	Personality = Student
Orientation	Encouraging students to complete the information and research assignments: communication, concentration		Consent to accept new information in order to apply it in future activities; contemplation of what he saw, performing actions according to the model: contemplation, consent
Predictive	Involving students in information and research activities: contemplation, correlation, commensuration		Interaction with a teacher on the choice of research tasks, topics, hypothesis: creation
Formative	Guiding (non-intrusive) student advocacy: facilitating		Finding the information you need, its analysis; planning information and research activities in conjunction with other students, the use of knowledge acquired from the textbook independently or from other sources recommended by the teacher; the ability to put forward and substantiate a hypothesis, the implementation of the research according to the plan developed together with the teacher; proposal of the results of activities in the form of a report with a computer presentation developed together with the teacher; the ability to carry out reflection with the help of a teacher: resistance, doubt, cooperation, rivalry
Supervising	Analysis of the performed information and research actions: comparison, preservation		Search for information, its interpretation and transfer to new subject content; formulation of a goal; planning information and research activities on their own or with other students; application of knowledge obtained from various sources outside the school curriculum; the ability to independently put forward a hypothesis; independent planning of the experiment; proposing the results of work in the form of a report, as well as evaluating the results; independent development of a computer presentation; self-realization of reflection: comparison

The practice of applying the system-activity and competence-based approaches to the formation of information and research competence of students of educational institutions has shown that we, teachers, do not always and far from fully reveal the potential of our students. In fact, our children can do much more than what we give them, if we organize their independent cognitive and creative activities in a pedagogically competent way. When a person is enthusiastic, when he is interested, he manages to complete a much larger amount of work in the same time without visible signs of fatigue.

The third condition is the organization of network interaction between students, teachers and parents.

The goal of the networked pedagogical community is to master the content that is relevant for Russian education and personally significant for each participant, the traditional values ​​of Russian culture; shaping key competencies in the process of joint educational activities. Means of interaction in networked pedagogical communities are various channels of communication, social services for storing and joint editing of information on the Internet.

Thus, we can formulate the concept of "network interaction of teachers, parents and students" - this is free interaction between equal and equivalent subjects of the pedagogical process in the context of joint activities to master the content that is relevant for the education system and personally significant for each participant in the network community.

All schools participating in the experiment have created their own websites, which provide information about the school and its activities. There are also sections for educators, students and parents. In particular, all the legal and regulatory documents governing their activities, local acts, methodological piggy banks, assistance from methodological services have been posted for teachers. For parents - information about the events held at the school, the schedule of classes, the work of the parent committee, an electronic diary of students. For students - a section containing information for preparing for the exam, an electronic diary, a portfolio, an entertaining section, contests and olympiads. Students have the opportunity to communicate with teachers on the institution's website and get the necessary advice.

The learning environment, organized via the Internet, allowed students to have free access to information support: reference books, encyclopedias; to the necessary sections of related areas of knowledge; to laboratory studies, workshops, projects; consultations of teacher-tutors.

In our understanding, tutor support is an educational technology in which the main form of interaction between a student and a tutor is long-term individual work, which takes place in the mode of periodic online consultations and in the form of electronic correspondence. The tutors are university professors. The purpose of organizing tutor support for students is to assist in information and research activities, writing research papers.

Networking made it possible to increase the effectiveness of the formation of information and research competence, since it was in the process of network interaction that students experienced emotional and psychological comfort, communication etiquette was observed, timely counseling was carried out by teachers and tutors, students were in their usual environment.

The conditions considered are implemented in a holistic combination and sequence, since each of the selected conditions acts as the basis for another pedagogical condition.

Reviewers:

Tulkibaeva Nadezhda Nikolaevna, Doctor of Pedagogical Sciences, Professor, Head of the Department of Pedagogy, Chelyabinsk State Pedagogical University, Chelyabinsk.

Bolshakova Zemfira Maksutovna, Doctor of Pedagogy, Professor of the Department of Pedagogy, Chelyabinsk State Pedagogical University, Chelyabinsk.

Bibliographic reference

Repeta L.M. PEDAGOGICAL CONDITIONS FOR FORMING INFORMATION RESEARCH COMPETENCE // Modern problems of science and education. - 2013. - No. 2 .;
URL: http://science-education.ru/ru/article/view?id=8583 (date of access: 02/01/2020). We bring to your attention the journals published by the "Academy of Natural Sciences"

Pedagogical conditions for the formation of students' readiness for professional activity

Analyzing the theoretical provisions that characterize the problem of the formation of students' personal and semantic readiness for professional activity, we can conclude that an effective solution to the selected problem becomes possible only when a certain system of pedagogical conditions is implemented.

In the theory and practice of pedagogy, there are many interpretations and definitions of the concept of "condition" in general and "pedagogical conditions" in particular.

In the philosophical dictionary, a condition is understood as "the relation of an object to the phenomena around it, without which it cannot exist." Moreover, conditions constitute the environment, the setting in which phenomena arise, exist and develop.

Dictionary of the Russian language S.I. Ozhegova interprets a "condition" as "a circumstance on which something depends."

Other dictionaries of the Russian language offer similar interpretations of the concept under consideration. The condition is:

The setting in which something is happening;

The environment in which objects and phenomena exist and without which they cannot exist;

The basis, the prerequisite for anything.

In these definitions, the condition is considered as something external to the object, directly influencing the process of its formation and development.

TSB provides a more generalized understanding of this term. "A condition is an essential component of a complex of objects (things, their state, interactions), from the presence of which the existence of a given phenomenon necessarily follows." This whole complex is called "sufficient". V this definition the condition is considered not as a separate circumstance, the relationship of objects, but as a whole complex of objects that affect the phenomenon under study.

It should be noted that the conditions must be necessary and sufficient for the existence or change of the studied subject or phenomenon.

In logic, the necessary conditions include those conditions that take place every time an action arises, and only those conditions that invariably cause a given action are considered sufficient.

The analysis of the definitions presented allowed us to accept the condition as a setting that directly affects the process of formation and development of the studied subject.

The pedagogical interpretation of this concept is also important for us. M.I. Eretsky gives the following definition: "Pedagogical conditions are pedagogical circumstances accompanying a factor, which contribute (or counteract) the manifestation of pedagogical laws caused by the action of factors."

“Pedagogical conditions are the environment, the circumstances in which the pedagogical factors are realized,” notes M.Ye. Duranov.

N.M. Yakovleva writes that consideration of the category “condition” in relation to the concept of “environment” (“setting”) unjustifiably expands the set of objects necessary for the emergence, implementation or change of a pedagogical phenomenon. By pedagogical conditions, she understands a set of measures in the educational process that ensure the achievement of the highest level of activity by students.

S.V. Borovskaya gives a slightly different definition: pedagogical conditions are a complex of interrelated measures of the educational process that contribute to the transition of students to a higher level of professional activity.

It should be noted that the proposed definitions are universal; therefore, they are used as basic ones in our study as well.

Analysis of the works of scientists-educators (V.I. students to professional activities in the higher education system. Based on the works of S.V. Borovskaya, N.M. Yakovleva, we consider the concept of "pedagogical conditions" as a set of measures of the educational process that ensure the transition of students to a higher level of development.

When identifying pedagogical conditions, it is necessary to take into account the methodological and theoretical foundations of pedagogical research, which it is advisable to present in the form of requirements:

· It is necessary that the conditions contribute to the activation of the educational and cognitive activity of students.

· Conditions should take into account the individual characteristics of students (independence of performance, attitude to work, etc.).

· The identified conditions should ensure the formation of special competencies (professional skills) among students.

Pedagogical conditions constitute the environment in which the personal and semantic readiness of students is formed, exists and develops. Therefore, it becomes necessary to create favorable pedagogical conditions to ensure the designated educational process in higher education.

The analysis allowed us to identify the following ways of defining pedagogical conditions:

Revealing the specifics of the educational process in the higher education system;

Application of new trends in the humanization process in universities;

Generalization of the experience of higher education and its integration in the framework of humanitarian courses.

The content of the main courses included in the system of humanitarian education of each university must comply with the State Educational Standards (hereinafter SES) and are represented by the fundamental humanities. SES includes, first of all, a certain amount of mandatory information (educational minimum), as well as the knowledge that the teacher considers necessary to give in excess of this minimum. To a greater extent, the content of humanitarian courses can be built by the teacher independently within the framework of electives, since they are determined by the profile of the university, the composition of the teachers and the range of interests of students.

This is explained by the fact that professional and personal development presupposes as a basis the process of a person acquiring his human essence (T.V. Sokhranyaeva, Yu.G. Fokin, etc.)]. By this process, we primarily mean the formation of a system moral values, which are the cultural and moral center of the individual. In this case, the content of higher education as a whole and the content of the block of general humanitarian and socio-economic disciplines and electives should fulfill the functions of "... satisfying the needs of the individual for his spiritual growth and ensuring the assimilation of the social experience accumulated by mankind necessary for the reproduction of social life." One of the most important principles, on the basis of which the content of the variable part of the block of general humanitarian and socio-economic disciplines and electives will be determined, will be the formation of ideological values, namely, the orientation of the student's personality development towards self-development and self-realization.

The formation of such a system of values ​​is impossible without close interaction of the student's personality with the socio-cultural environment, on the one hand, and filling the content of the block of general humanitarian and socio-economic disciplines and electives with such components as: social infrastructure of society in the form of a certain set of stable interpersonal and social relations associated with the place of residence , and in the form of communities that are carriers of traditions, certain requirements, moral and ethical values, consecrated by religion and supported by the state - on the other.

Orienting the content of the variable part of the block of general humanitarian and socio-economic disciplines and electives to the formation of ideological values, we assume that it should include not only material that contributes to the formation of moral and ethical values, but also knowledge that reflects a holistic scientific picture of the world. Including materials illustrating the principles of synergetics as the most general approach describing the principles of the structure of the universe. Proceeding from this, the formation of a student's worldview values ​​will be built on the example of the relationship between the educational process and the cultural and historical environment of the city, which describes "the relationship between the personal and the social, between the individual and the collective, between the private and the state."

The inclusion of material aimed at the formation of worldview values ​​in the content component is explained by the new level of requirements for specialists who have received higher education. This is reflected in the “training of specialists capable of creative work, professionally mobile, responsible, enterprising, involves a departure from the economocentric and sociocentric concepts of education in favor of human-centered concepts, in the center of which is the satisfaction of the individual's needs in intellectual, cultural, moral and spiritual development, in mastering professional activity and self-expression ”.

The need for students to master a complex of knowledge, which is the basis for professional and personal development, is noted in a number of works. So, in the scientific and methodological manual for the management of the regional educational system, the author notes that “the content of the national-regional component of educational programs in educational areas is formed as a reflection of:

Cultural-historical, national-ethnic, economic-economic, territorial-geographical uniqueness of the region that has developed to date;

Priority trends in the development of the region;

Needs of solving regional problems by means of education;

Public and private educational interests and needs of the residents of the region ”.

Using the provisions of the anthropological approach, we can note that at the student age, the processes of spiritual and moral autonomization of the individual, physical and moral self-improvement, socio-psychological adaptation acquire a special semantic meaning.

Moreover, the possibility of personal growth of students in the learning process contributes to "the normal implementation of their functions by the modern system of higher education." In this aspect, ideological values ​​act as the following resource: “the needs and interests of students, albeit not always realized, in obtaining knowledge and forming certain socio-cultural, including professional, qualities they need”.

In this regard, the point of view of L.E. Shabunin, who says that "the content acts as a category of the learning process, most predisposed to use it as a carrier of the potential for self-organization." In this regard, there are worldview changes in students, manifested as a result of the active interaction of students' consciousness with the content of the educational material, which is organized by the teacher.

Consequently, the main task of educational institutions - "to help understand the specifics of a person's connection with the outside world" - can be effectively implemented through the use of the above approaches to the content of humanitarian courses.

The following principles will form the basis for drawing up the work programs of the block of general humanitarian disciplines and electives:

· Diversification - expanding the range of social and humanitarian disciplines, and the problems that they study;

· Pragmatization - bringing the content of humanitarian disciplines closer to the profile of training, the specifics of future professional activities;

· Internationalization of education - the study by students of other ethnic groups and cultures living in the region.

This is due to the specifics of humanitarian knowledge, which, from the position of L.A. Belyaeva, expressed in the following: “1. not the accuracy of reproduction, but the depth of penetration (taking into account the historicity); 2. the truth is not just revealed, it is being accomplished and the experience of life, the experience of history and the experience of art are necessary for its accomplishment; 3. Truth cannot be communicated by only one person, it is the result of a dialogue of many points of view. "

In pedagogical science, in accordance with the State Educational Standard, today there are certain requirements for improving work programs. These requirements include the following:

1. The main goal of the formation of the content should be oriented in terms of focus on the development of the student's personality;

In our opinion, formulating the requirements for the content of the variable part of the block of general humanitarian and socio-economic disciplines and electives, this list of requirements should be supplemented with the following positions:

Thus, we can identify a number of characteristics of the work programs of the block of general humanitarian and socio-economic disciplines and electives:

Nonlinearity of content (the structure of the content of humanitarian courses is built in such a way that in the process of studying them, the possibility of increasing knowledge not only within the framework of a normatively defined trajectory remains, but there is also room for the emergence of spontaneous, subjective, unpredictable knowledge that is formed due to the student's self-development process).

Incompleteness and openness (the content of humanitarian courses initially contains information in an unfinished, problematic form, that is, the question of the correctness of the solution to a particular problem presented remains open, and therefore it becomes possible to supplement the information received with everyday knowledge, meanings and meanings that are formed in the process of self-development of students).

· Subjectivity (the variable part of the SES assumes reliance on subjective experience, the professional and personal potential of the teacher and the maximum consideration of the capabilities and inclinations of students, in this regard, the variable part of the humanitarian courses can and should vary significantly).

· Sociocentricity (the variable part of the courses will be closely related to the external sociocultural environment).

The work of the teacher with the variable part of the content of the humanitarian courses assumes a creative character and is expressed in the construction of the content within the framework of the academic subject. Having chosen one of the leading ideas or concepts, the teacher develops the content of the subject according to the following scheme: basic theories and laws that confirm this idea or concept; basic concepts, without which a student cannot learn the proposed theory or law; facts allowing to reveal the content of these concepts; application of theories and laws to specific branches of knowledge.

In this regard, the following levels can be distinguished in the content of humanitarian courses, which should not be mutually exclusive:

World outlook (goal - the formation of a scientific world outlook, familiarization with the picture of the world);

Methodological (the goal is to get acquainted with the methods and forms of scientific knowledge);

Theoretical (the goal is to study fundamental and applied scientific theories);

Practical (the goal is to reveal the role of science and its applied nature).

Consequently, the formation of the work programs of humanitarian courses by the teacher is presented in the form of the following stages: 1. Identification and selection of the main idea and concept for the studied discipline in accordance with the level of development of science and the requirements of the SES; filling this idea and concept with specific content, depending on the focus of training and the implementation of the above levels. 2. Identification and selection of the main idea and concept of a specific science in accordance with the selected principles and filling them with specific content:

At the subject level, a leading idea or concept;

At the section level, the relevant theory or law;

At the level of the topic - concepts and definitions necessary for the assimilation of a given theory or law;

At the level of a specific lesson - the facts necessary to reveal the content of the concept.

At the same time, each level will be focused on the development of students' abilities and motives, and refer to their life experience.

In our opinion, filling the content of the variable part of the block of general humanitarian disciplines and electives will lead to the formation of the main ideological value in students - the realization of the desire for self-realization as a good (value).

Thus, as the first pedagogical condition, we can define the following position: work programs of humanitarian courses are focused on professional and personal self-development and self-realization of a university student in a professional environment.

Based on the specifics of the initial stage of education at the university, it should be noted that most of the humanitarian courses, in accordance with the requirements of the State Educational Standard, are studied during this period. This reveals a significant difference between school and the initial stage of university training, associated with the inability of students to learn. This problem is intertwined with a whole range of reasons identified in a number of studies. These include: 1. Lecture-seminar form of training, which does not provide for feedback from the student to the teacher; 2. Increased volume of requirements; 3. Lack of skills to work with university forms of education; 4. Opaque principles of selection of the studied material; 5. Lack of student orientation in teaching.

The solution to this problem, in our opinion, is possible in the course of the humanization process and means that the material selected for the lesson should be personally significant, i.e. touch upon the problems that concern students at the present time, actualize questions to oneself, touch upon the emotional sphere. At the same time, the content of education, as mentioned above, should be based on the previous subject experience of the student (value-semantic part of it) and provide for the possibility of its transformation.

The personal component in the content of humanitarian courses can be reflected through the implementation of the principle of content variability. Let's consider this problem through the prism of a synergistic approach. As mentioned above, the process of interiorization (appropriation) of knowledge is an extremely complex, non-linear, probabilistic process. In order for it to "take place", you need a combination of many factors, and they are different for each specific case. This is determined, first of all, by the genetically determined qualities of the student's personality and his subjective experience.

It is almost impossible to predict the necessary combination of factors and ensure their implementation for each specific student in a group learning environment. However, the creation of a learning environment through the use of the variable content of the course allows the student to choose the material that is more "consonant" (acceptable) to him and, therefore, most successfully "master" the required knowledge. The results of psychological and pedagogical research show that in order to organize a sufficiently rich learning environment, the following parameters should be taken into account, first of all, in the selection of content: the level of preparedness and educational and professional motivation; information processing style (speed and accuracy), development of sensory channels; preferred forms of work, subjective experience.

The variability of the content of education within the framework of humanitarian courses can be ensured by the use of modern information technologies and / or the creation of appropriate didactic complexes, which are usually developed directly by the teacher himself.

The need to focus on the variable content of education is also dictated by the fact that the unstable and unpredictable world awaiting graduates outside the university threshold will present them with many different problems and force them to make decisions in situations of multivariance and uncertainty. Considering the fact that traditional education, as a rule, is "one-variant", the very psychological situation of choice may turn out to be a shock for a former student. Multivariate education makes the situation of choice the norm, which ultimately facilitates the graduate's postgraduate adaptation in society.

In this regard, we share the point of view of B.S. Gershunsky, on the question that the policy of education in Russia (and in higher education as well) should be personality-oriented, i.e. to allow everyone to get higher education, taking into account individual characteristics, interests and personality abilities.

The construction of adaptive teaching of students based on the identified level of knowledge should directly rely on a system of principles. It includes the following: "activity activity, individualization, partner interaction, reflectivity, freedom of choice and responsibility for it."

Consequently, giving the content of humanitarian courses a personal meaning is possible through the creation of a set of tasks developed on the basis of the teacher's subjective experience and focused on the needs and interests of students.

It should be noted here what we mean by the terms "task" and "set of tasks". In the psychological and pedagogical literature, there are differences in the formulation of this concept. A task is understood as:

The type of assignment by the teacher to the student, which contains the requirement to perform any educational (theoretical and practical) actions;

A predetermined amount of work assigned to students;

Order; what is assigned to be done;

A goal or task given to someone to accomplish.

It should be noted that in many encyclopedic publications the concept of “task” is identified with “task”. So the task is understood as: 1. Assignment, task of TSB; 2. One of the types of tasks aimed at increasing the cognitive and practical activity of students in learning and work; 3. A task that involves the search for new knowledge, methods (skills) and stimulation of active use of connections, relationships, and evidence in teaching.

We agree with the opinion of scientists, presented in the encyclopedic literature, and believe that the concept of "task" and "tasks" are dialectically interconnected.

Therefore, analyzing the considered definitions, based on the theory and methodology of our research, by the task we mean the task set for the students to complete, and we consider the task as a question requiring a solution based on certain knowledge and reflections.

S.Ya. Batyshev distinguishes between two types of tasks used in the process of studying general technical and special subjects:

- quantitative tasks related to the operation of formulas, mathematical calculations, determination of quantities, etc .;

Qualitative problems that do not require any computation are problem-questions.

Accordingly, by a "set of tasks" we mean a set of interrelated issues that require a solution based on certain knowledge and reflections.

However, such a set of tasks should be built on the basis of clearly defined principles. The most significant, in our opinion, are the principles of the development of the creative, reflective and communication orientation of the student's personality.

The standard assignments do not give the deserved attention to creativity (creativity). While the practice of everyday life requires from a professional in any field of activity not so much the ability to use the acquired knowledge in solving problems, but the ability to independently see problems and raise questions, find non-standard solutions and much more, which characterizes a creative approach to business.

Let us consider how this principle should be reflected in the set of tasks for the humanitarian basic courses.

First of all, let us recall that in this work, based on the approaches we have designated, we consider creativity as a personal characteristic, as a person's realization of his own originality and uniqueness. The criterion for the manifestation of creativity in this case is the nature of the person performing the mental tasks offered to him. In addition, when organizing the educational process of students, we proceed from the position that, to one degree or another, each person is capable of creativity and this ability can be largely developed through the use of special techniques and methods within the curriculum, described in sufficient detail in the relevant literature. ...

Considering creativity as a multi-stage process that allows a person to fully exist in situations of certainty and the absence of a standard solution, we pay special attention to the development of divergent thinking in students, since it is this process that serves as a means of generating new ideas and self-expression.

Based on this, when compiling a set of tasks, we give preference to the following tasks:

Arousing students' personal interest, feeling
satisfaction, growing over time into an internal
creative motivation;

Educating independent thinking, tolerance for
uncertainty, focus on success, tolerance;

For trainers, ask the necessary questions and determine
the presence of a problem, formulate and reformulate its condition,
select the information necessary to achieve the goal;

Stimulating students to search for various ways of solving
Problems; analysis of a difficult situation and the choice of one of the many
options for getting out of it, based on the consideration of the consequences
decisions made;

Requiring the production of ideas based on their subjective experience;

Developing the ability to improve their creative product, to give it a complete look, to show perseverance in case of failures.

The principle of creative orientation also assumes the differentiation of tasks according to a number of criteria related to the understanding of creativity as a personal characteristic. In this case, the formation of such personality traits as "motivational activity, professional orientation, responsibility, hard work, love of national culture" will take place.

The results of our research show that the most optimal way of differentiation (in terms of efficiency and time spent by the teacher) is internal (invisible to students) differentiation according to the following criteria:

Initial training level (low, medium, high, creative). In this case, depending on the number of people in the student group, on the general level of their preparation, the complexity and importance of the material studied in the lesson, the planned time for its development, the personal characteristics of the teacher, etc., we recommend two options for presenting the material. The first is the direct division of the material according to the level of complexity and its step-by-step passage. The second is multilevel facilitation, i.e. dosed help in solving rather complex problems. Practice shows that the second option is quite effective provided that the teacher develops the content and form of the assistance provided in advance and formalizes it in the form of handouts. This makes it possible in the classroom to really help all students in need of this, and the analysis of the demand for "tips" will allow the teacher to draw a conclusion about the activity of students' work and the level of assimilation of the material. However, this approach requires a significant amount of creativity and time from the teacher. Therefore, the first variant of differentiation is most often used, supplemented by oral consultation assistance from a teacher;

Information processing style. This type of differentiation is rarely used when organizing and conducting classes. However, it is precisely the opportunity to work in “their own style” that creates a comfortable psychological climate for each student. In this regard, it is necessary to provide for at least, two options for assignments. The first is a voluminous task, the execution of which takes up the entire time space of one or several activities. In this case, the parts of the assignment should include all the material necessary for assimilation. Second, all the material is presented as a set of separate tasks. In this case, it is necessary to provide for the forms and methods of combining the acquired material into a single whole. Providing the student with the possibility of "comfortable" learning involves taking into account how quickly he can process and assimilate information.

Characterizing the principle of reflexive orientation, we note that by reflexivity in this case we mean the ability to retain the same information in memory for a long time, each time rethinking it in a new way. High degree reflection presupposes careful thought over one's actions and is based on the setting of personally significant goals. Based on this, this principle will be reflected in the set of tasks as follows.

Setting personally significant goals when completing these tasks for each student contributes to the process of initial motivation for educational activities, which, of course, should be maintained at a sufficiently high level throughout the study of humanitarian courses. Domestic and foreign psychology and pedagogy have accumulated a sufficient number of methods to influence the motivational sphere of a person in the course of the educational process.

A special place among them is occupied by an appeal to the subjective experience of participants in the educational process. This is due to the fact that it is precisely this experience that makes it possible to rethink the obtained facts and refer to this information constantly, that is, to implement the principle of reflexive orientation.

Subjective experience in training focused on personality development carries a special semantic load - the personal and professional development of participants in the educational process is considered as enrichment of their subjective experience, taking into account the peculiarities of its structure and composition. Thus, subjective experience is not only a means, but also a goal of education.

Subject experience, according to I.S. Yakimanskaya, is the experience of life, acquired in the specific conditions of a family, school, socio-cultural environment, in the process of perceiving and understanding the world of people and things. It combines three groups of interrelated parameters:

· Subjects, representations, concepts;

· Operations, techniques, rules for performing actions (mental and practical);

· Emotional codes (personal meanings, attitudes, stereotypes).

A. K. Osnitsky characterizes subjective experience as experience, "... thanks to which a person acquires the opportunity to set tasks for himself, choose from among the tasks imposed on him by the environment, and then consistently achieve their successful solution ...". He identifies five interrelated and interacting components:

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

2. The experience of reflection (accumulated by a person correlating knowledge about his capabilities and possible transformations in the objective world and himself with the requirements of the activity and the tasks solved in this case) - helps to link orientation with the individual components of the subjective experience.

3. The experience of habitual activation (presupposing preliminary readiness, operational adaptation to changing working conditions, relying on certain efforts and a certain level of success) - orientates in one's own capabilities and helps to better adapt one's efforts to solving significant problems.

4. Operational experience (including general labor, professional knowledge and skills, as well as self-regulation skills) - combines specific means of transforming the situation and their capabilities.

5. The experience of cooperation (emerging in interaction with other participants in joint activities) - contributes to the pooling of efforts, joint problem solving and presupposes a preliminary calculation for cooperation.

LK Kosyuk defines subjective experience as a picture of the world that a person has developed in the course of his life and under the influence of previous education. "This is the accumulation of knowledge, ideas about the world of people and things, personal meanings, value orientations."

Most scientists dealing with this problem note that the information contained in the subject's past experience is important not only in itself, but also as a necessary link in his present and future experience. And the data obtained in the course of the experiment conducted by W. Niser testifies that "... those types of information for which we do not have schemes, we simply do not perceive."

In relation to the cognitive sphere of activity, the most acceptable, from the point of view of personality-oriented learning, in our opinion, is the definition of M.A. and determining the specific properties of his intellectual activity ”.

She identifies three components:

Cognitive experience - mental structures that provide storage, ordering and transformation of available and incoming information. Their main purpose is the prompt processing of current information about the actual impact at different levels of cognitive reflection;

Metacognitive experience - mental structures that allow for the involuntary regulation of the information processing process and the voluntary, conscious organization of one's own intellectual activity. Their main purpose is to monitor the state of individual intellectual resources, as well as the progress of intellectual activity;

Intentional experience - mental structures that underlie individual intellectual tendencies. Their main purpose is that they predetermine subjective selection criteria in relation to a certain subject area, the direction of finding a solution, certain sources of information, subjective means of its presentation.

Based on this, the main task of teaching is the development of cognitive, metacognitive and intentional structures as the basis for receiving, storing and processing information through the enrichment and correction of the student's subjective experience.

It should be borne in mind that, according to the synergetic approach, the formation and change of these structures is a complex, probabilistic process that can differ significantly for each specific student. Efficiency (in this case, the successful outcome of the learning process for the majority of students) largely depends on providing the student with the opportunity to choose the content, forms and methods of mastering the material, which are reflected in the set of tasks.

Consequently, the use of subjective experience in the preparation of tasks will allow to orient the learning process on the development of the personality and will give it a special semantic load, expressed in the personal and professional development of the participants in the educational process. The use of the subjective experience of students in this aspect reflects the meaning of the humanization process, making it effective and personally significant.

Talking about the principle communicative orientation, we mean the formation of sufficiently specific knowledge, skills and abilities associated with a specific profession, which, of course, cannot be possessed by a 1-2 year student, however, these skills are based on general communicative knowledge and skills that at a certain level should already have high school graduate.

Thus, in relation to junior students, we can talk not about a professional communicative orientation, but about some of its components. That is, consider, for example:

Socio-communicative orientation, which characterizes plasticity, flexibility in communication, the ability to interact with a variety of people, easily adapt to changing circumstances, re-evaluate events, actively find their place in them;

Striving for agreement, reflecting the desire to solve all problems "peacefully", to yield, to agree;

Tolerance – the ability to relate to other people's opinions, views, character, habits without irritation and enmity, to be tolerant, etc.

This principle is of particular importance in the works of L.P. Razbegaeva. It is considered by the author in the form of value-semantic communication, which is understood as the interpersonal interaction of the student, acting in it not only as a subject of culture, but also as a person communicating with the author of a particular text. The student enters into the text his personality, his cultural memory. Two opposite types of relations inevitably develop between the author of the text and him: a situation of understanding and a situation of misunderstanding. Understanding is achieved through the unity of the cultural tradition.

Based on the foregoing, the teacher, through a set of tasks, organizes the interpretation of the text in order to deepen its understanding. Interpersonal dialogue (between the student and the author of the text) becomes a polylogue. The teacher acts as a mediator (L. S. Vygotsky, B. D. Elkonin), whose actions are in demand for the assignment of values ​​by a person (reflected in the first condition we highlighted).

The principle of communicative orientation, implemented through a set of tasks, presupposes communication between a teacher and a student, expressed in mutual listening, the ability to ask questions, reflecting the desire to find out the essence of the interlocutor's thoughts. The most important object of understanding becomes not a thing, but a process, value-semantic communication, the border where events take place, the appropriation of values, the formation of a personality.

Cognition of oneself through another is associated with the emotional-sensory sphere of a person, experience, reflection, with self-understanding. This is the intrapersonal level of value-semantic communication. A student completing this set of tasks is required to understand himself in an era, culture, state, in society.

Reliance on the philosophical concept of communication (V.S.Bibler, M.S.Kagan) makes it possible to understand that the principle of communicative orientation, implemented through a set of tasks, on the one hand, appears as self-communication, internal dialogue, on the other hand, as a dialogue of the personality in space and time with subjects of culture, with axiological reality. Opportunities are created for the realization of the potential ability of the student's personality to independently comprehend and evaluate all manifestations of the surrounding world. The axiological environment of humanitarian education, thus, is capable of leading to real changes in a person, contributing to his personal development. This is due to its characteristics such as value consistency, openness, dialogue.

Thus, summarizing the above, we can single out the second pedagogical condition: vthe basis of the humanitarian courses is a set of tasks, which reflects the principles of the development of the creative reflexive and communication orientation of the student's personality, which will contribute to the formation of the personal and semantic readiness of students for professional activity.

Nevertheless, the educational process in higher education is characterized by the following aspects. They are expressed, firstly, in the coordination of the actions of the designated subjects of the learning process, and secondly, in the leading role of the teacher in this process.

It is the last of the above-mentioned aspects that orients educational activities towards close interaction between the student and the teacher.

Considering the educational process in the higher education system, we, first of all, focus on the participants. Therefore, full support of this process is impossible without communication. In this case, we will consider pedagogical communication as the leading type of communication in the provision of the educational process.

Pedagogical communication is a private type of communication between people. He has both the general features of this form of interaction, and the special, peculiar only to him. Revealing the specifics of pedagogical communication at a university is impossible without defining characteristic features communication process in general.

In the literature, there are various approaches to the definition of the concept of "communication" and its structure. Let's consider the most common ones.

BF Lomov defines communication as "... the interaction of subjects entering it as partners";

A. A. Bodalev, who paid much attention to the problems of personality and communication, believed that "... the communication process is a type of interaction between people in which the latter act in relation to each other simultaneously (or sequentially) as objects and subjects";

Other scholars view communication from the point of view of an activity approach. In this case, it is presented as "... a complex multidimensional process of establishing and developing contacts between people, generated by the needs for joint activities and including the exchange of information, the development of a single strategy of interaction, perception and understanding of another person."

To determine the essence of communication, it is necessary to consider its functional and level organization. For example, B. F. Lomov in his works devoted to the problems of communication, distinguishes the informative-communicative, regulatory-communicative and affective-communicative functions of communication.

D. M. Andreev, characterizing communication, distinguishes three interrelated parties: communicative (exchange of information), interactive (organization of interaction) and perceptual (the process of perceiving each other by partners and establishing mutual understanding on this basis).

The most successful, in our opinion, reflects the features of pedagogical communication, the approach of G.A. Ball and M.S.Bugrin, who distinguish the intentional, operational, productive and status-role aspects of this process as functional components of communication.

Defining pedagogical communication as communication between a teacher (or teaching staff) and students in the educational process, contributing to professional and personal self-development and self-improvement of students with the maximum disclosure of the teacher's personal potential, we will try to consider in more detail the features of each component identified by G.A. Ball and M S. Bugrin.

The intentional and effective aspects are determined by the fact that the impact is focused on causing or preventing any changes in the student's personality.

At the same time, we distinguish two groups:

Personal characteristics, which are largely due to hereditary factors (the impact on these characteristics is very limited, but they must be taken into account in pedagogical communication). This is the leading sensory system, information processing style, cognitive and creative abilities, features of the emotional sphere;

Personal characteristics, the impact on which is possible and necessary in the process of pedagogical communication. These include: knowledge, abilities, skills; orientation, worldview, valeological and ecological styles of behavior; social and emotional competence, etc.

When considering the operational aspect, it is advisable to highlight:

Direct impacts, when the teacher and the student are in direct contact, and indirect ones, realized through third parties;

Spontaneous and pre-planned impacts carried out according to a specific (but multivariate) program;

Monological and dialogical influences.

With a monologue strategy, the teacher, regardless of the student's preferences, sets the goal of the impact. Although during the procedure itself, the characteristics of the students can be taken into account, including those manifested in his preferences. The dialogue strategy proceeds from the recognition of the subjective usefulness and fundamental equality of the interacting partners and, in this sense, strives to abstract from the differences in their social status.

It should be noted that the characteristics of student age, indicated when characterizing the anthropological approach, impose some restrictions on the use of certain types of impact. The results of the questioning of students indicate that the use of a monologue strategy is not optimal. This option for the development of pedagogical communication does not allow relying on the subjective experience of students, which is one of the important conditions of the educational process. The dialogue strategy, on the contrary, is more preferable, which is noted by 85% of students. This type of strategy makes it possible to use the subjective experience of students, update the material being studied and increase its memorability. In addition, the survey of students allows us to say that the dialogical style of communication with the teacher helps to maintain a high level of performance and learning motivation throughout the lesson.

The dialogue style of communication is hallmark formation of personal and semantic readiness of students for professional activity. This type of relationship between a teacher and a student is characterized by a real (and not imaginary) recognition of the entire completeness of subjective properties and a willingness to adjust their goals under the influence of a partner. According to research by a number of authors, only a dialogical teaching strategy can help in self-determination of the individual, help in self-disclosure and self-realization of the personality of not only the student, but also the teacher. The dialogue style of communication maximally contributes to the development of subject-subject relations between teachers and students and the effective implementation of the humanistic process.

Let us now consider the status-role aspect of the problem of pedagogical communication. Many scientists, considering this problem, distinguish three possible statuses of a teacher: a subject of direct interpersonal interaction, when he, along with other participants, freely expresses himself, while maintaining susceptibility to feedback from partners; "Teachers of life"; "Educator" and "teacher of wisdom" (teacher). In the last two cases, he is forced to perceive the process of interaction and his role in it as if from the outside, to correlate the perceived with the goals of learning, to adjust his behavior accordingly and plan further actions.

In high school, the ratio of these plans should differ significantly from the high school model. This should happen by increasing the share of the first component, since it is he who creates the most favorable conditions "... for the development of pedagogical interaction into cooperation of partners, albeit differing in experience, but united by common values ​​and interests and having equal rights and responsibilities."

However, as our research has shown, 50-60% of first-year students are accustomed to a different stereotype of the relationship between teacher and student. This creates certain difficulties in using the humanization of the educational process at the initial stage of training to form the personal and semantic readiness of students and requires additional efforts from the teacher. In this case, it is quite important to establish a psychological distance. Its complete absence leads to the establishment of familiar relations and sharply reduces the effectiveness of the educational process. If the psychological barrier is too great, the establishment of a subject-subject relationship between teacher and student is almost impossible.

Each of the roles under consideration is characterized by a certain combination of communication styles: authoritarian, democratic, and liberal. However, in each status-role position of the teacher, one of the styles dominates.

Recall that the authoritarian style is characterized by rigidity, it is dominated by exactingness towards the student (his real opportunities on the background); democratic involves the student's participation in the discussion of the tasks facing the group, exactingness is combined with conviction; under the liberal, the teacher is limited to persuasion (there is no due exactingness), this is the style of “non-interference”.

Proceeding from this, the democratic style is the closest to the role of the “subject of direct interpersonal interaction”: there is more satisfaction with the process and the results of labor, stronger creativity, higher efficiency. In collectives with a democratic style of management, mutual contacts of students, their friendly communication, responsibility for a common cause, and self-control are closer. The teacher of the democratic style strives to take into account the individual characteristics of the students. The organizing influence on students prevails over the disciplinary one.

The last two roles of “teacher of life” and “teacher of wisdom” (teacher) are characterized by an authoritarian style of communication. In this case, hostile relations are more often observed in student collectives, competitiveness sometimes turns into competition, there is a reluctance to work when control is weakened. An authoritarian teacher works with an “average” student in mind, not considering it necessary to take into account his individual characteristics. The teacher here easily goes to the characteristics of the student group as a whole. Authoritarian actions of the teacher are often observed when a weak student population is combined with the teacher's desire to give them more knowledge.

Practice shows that in a number of cases teachers who are “teachers of wisdom” choose the least “burdensome” for themselves (and least effective for the educational process) style of communication with students - liberal. With a liberal style of leadership in the educational process, the teacher believes that his main task is to “present” a certain portion of subject knowledge to students, and this is “a personal matter of each student,” how he will use this information.

The role of a teacher in a university has a number of specific features dictated by the characteristics of higher education (p. 1.2).

First of all, in conditions of a limited circle of communication with “significant seniors”, junior students are more focused on the communication model of a “teacher of life” or “teacher of wisdom”. Many teachers who have teaching experience note this fact. Indeed, this type of communication provides a greater credit of trust; greater sensitivity of students to the information provided by the teacher; to educational influences. However, in our opinion, this factor cannot be unequivocally considered positive, since, according to the results of the research, it reduces the criticality and independence of students 'thinking, slows down the process of developing independence, reduces volitional qualities, etc. In addition, with such a model of communication, students' requirements for the teacher's professional competence and personal qualities are overstated. In a number of cases, this leads to the fact that students' expectations are not met and the resulting disappointment affects not only the attitude towards the teacher, but also towards the subject being studied.

However, there are a number of factors that give additional features when organizing the educational process in the conditions of universities.

The fast pace of life, constantly changing situations, the need (and the opportunity) to work in several places leads to an overflow of the teacher's mental capabilities. There is a situation in which the teacher is not able to work with each student at the level of informal communication. He is simply forced (in the order of biological, psychological protection) in most cases to make communication (including pedagogical) superficial and formal.

Thus, a rather significant component of learning - the emotional one - is lost or reduced to a minimum. The student's personality, his natural and sincere emotions are oppressed. The above-mentioned contradiction is rather difficult to resolve, since not every teacher, according to V. Einstein, “due to psychological stress and fatigue, will constantly go to informal communication with students; this requires established value orientations, high emotional potential and large reserves of nervous energy ”.

So, we can formulate the third pedagogical condition as follows: the process of forming students' personal semantic readiness for professional activity will be more effective if a democratic style of communication is implemented between teachers and students.

Characterizing the above conditions, we define them as a system due to the fact that, firstly, they are united by a common subject of research; secondly, they are interrelated and complementary.

Based on the understanding of the system as "an integral set of elements that interact and interconnect with each other, performing certain functions, closely related to the environment, which makes it possible to control it."

Let us establish the links between the pedagogical conditions that give integrity to the identified system. Since personality development is based on principles that reflect the content of the humanities, namely the formation of ideological values, the desire for self-development and self-improvement, respect for another person, this allows us to conclude about the integrity of this system of conditions.

The study of the designated conditions in the form of a system allows us to reflect the fact that as a result of the interaction of a number of elements with different properties (in this case, different conditions) leads to the emergence of a new property of an integrative character - the orientation of the individual towards self-development and self-improvement.

The analysis of the conducted research shows that the identified pedagogical conditions are closely interrelated and interdependent and represent a single system aimed at forming a holistic image of the profession, educational and professional competencies of the student, his personal and professional development in the process of educational and professional activities.

conclusions

1. Analysis of the philosophical and psychological-pedagogical literature has shown that in the theory and practice of world pedagogy, considerable experience has been accumulated on the problem of the formation of personal-semantic readiness of university students for professional activity. However, the issues related to the definition of the personal-semantic component in the indicated problem remain insufficiently studied, the role of the humanitarian disciplines for activating the process under consideration has not been fully studied.

2. In the course of the study, the concept of “value-semantic readiness of students for professional activity” was clarified, which we understand as a twofold unity of a specialist's ability, on the one hand, to effectively solve production problems, to self-develop and self-improve within the profession based on the integration of special knowledge, skills and abilities, motivation of activity , and also, which is no less important, personality-determined human qualities that are formed through humanistic education and upbringing expressed in a certain level of personality development.

3. Consideration of the educational process of the university allowed us to single out a system of priority principles for the construction of humanitarian courses: diversification, pragmatization and internationalization of education and highlight the components associated with the components of the structure of the personal-semantic readiness of students for professional activity, respectively: orientation (knowledge and ideas about the characteristics and conditions of activity , its requirements for personality) - ideological component; motivational (positive attitude to the profession, interest in it, responsibility for completing tasks) - a personal component; operational (possession of methods and techniques of activity, necessary knowledge, skills, abilities, etc.) - an evaluative component; strong-willed (self-control, self-mobilization, the ability to manage actions that make up the fulfillment of duties) is a cognitive component.

4. The study of the main approaches to professional activity, the means of its development made it possible to designate a system of pedagogical conditions that contribute to the formation of personal and semantic readiness of students for professional activity:

The work programs of humanitarian courses are focused on professional and personal self-development and self-realization of a university student in a professional environment;

The humanitarian courses are based on a set of tasks, which reflects the principles of the development of the creative, reflective and communication orientation of the student's personality;

A democratic communication style will be implemented between teachers and students.

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It is known that any system can function and develop successfully only if certain conditions are met. Therefore, in order for the learning process to be effective, it is necessary to create the necessary pedagogical conditions.

The effectiveness of the use of innovative educational technologies depends on many subjective and objective conditions. V explanatory dictionary In the Russian language, "condition" is the circumstances in which the action is performed.

The Philosophical Encyclopedic Dictionary interprets this concept as follows: a condition, something on which something else depends, an essential component of a complex of objects, from the presence of which the existence of a given phenomenon necessarily follows. This whole complex as a whole is called sufficient conditions for the phenomenon.

If we select general conditions from all possible sets of sufficient conditions, we obtain the necessary conditions, that is, the conditions that are presented each time the conditioned phenomenon takes place. The complete set of necessary conditions, from which no component cannot be excluded without violating the conditioning, and to which nothing can be added that would not be superfluous from the point of view of conditioning a given phenomenon, are called necessary and sufficient conditions.

The category "conditions" in philosophical literature expresses the attitude of an object to the phenomena around it, without which it cannot exist. Conditions constitute the environment, the environment in which it arises, exists and develops.

The conditions of educational activity (according to Zimnyaya I.A.) are a combination of external circumstances in which educational activity takes place, and the circumstances of the life of its subject. Both are viewed as factors that promote or hinder successful learning activities.

In modern pedagogical literature, there is the term "pedagogical factor", which is very often used as a synonym for the concept of "pedagogical conditions," without specifically specifying it. It seems to us that the main pedagogical meaning of the category "factor" is that it designates the driving force of any pedagogical process.

Pedagogical conditions, in this case, are pedagogical circumstances accompanying a factor that contribute (or counteract) the manifestation of pedagogical patterns caused by the action of factors.

Pedagogical conditions, in the scientific literature, are understood as a set of measures of the pedagogical process aimed at increasing the efficiency of the learning process.

Since individual randomly selected conditions cannot significantly affect the effectiveness of a particular pedagogical phenomenon, a flexible, dynamically developing set of conditions is needed, taking into account the deployment of the main pedagogical processes. Its identification, as a rule, is carried out on the basis of analysis and assessment of the influence of aspects, components, properties of an object on the efficiency of its functioning and development. In a certain sense, pedagogical conditions represent the laws of efficiency, since they reveal its objective connections with various aspects of the phenomenon under study.

Revealing pedagogical conditions is a creative and highly individual process.

However, the most common way to determine them is to perform the following sequence of steps:

a. identification of the main components involved in achieving the goal, their analysis and determination of the degree of involvement;

b. selection of activities that enhance the effectiveness of each component;

c. ordering the obtained conditions (excluding unnecessary ones, combining several into one, etc.);

d. experimental verification of each condition and the entire complex, the unsatisfactory results of which require continuation of the search.

By pedagogical conditions, we mean a set of necessary external requirements, the satisfaction of which will contribute to the achievement of the desired result. In our study, the desired pedagogical result is the effectiveness of the use of innovative technologies.

We have identified as pedagogical conditions for the use of innovative pedagogical technologies:

• · Psychological orientation for success;
• · Block-modular structuring of educational material;
• · Use of the subject experience of students;

Duranov M.E. identifies such groups of conditions as external and internal. We refer to external conditions: the attitude towards success and the use of the subjective experience of students. And to the internal ones: block-modular structuring of educational material, since they were originally incorporated in the very technology of modular training.

The criterion for choosing pedagogical conditions is the activity of children in the lesson, the level of conversational skills, reading technique, reading comprehension and the quality of knowledge.

The first of the conditions we have identified is the psychological mindset for success. The concept of "setting" in the philosophical dictionary is explained as a state of readiness, a predisposition of a subject to a certain activity in a certain situation.

The mental development of a child is judged by the volume, nature and content of knowledge, by the level of formation of cognitive processes (sensation, perception, memory, thinking, imagination, attention), by the ability for independent creative cognition.

The main feature of the mental development of a preschool child is the predominance figurative forms cognition: perception, figurative thinking, imagination. One of the modern foreign concepts of the giftedness of children is J. Guilford's model "The Structure of Intellect", where he also gives a classification of intellectual abilities.

One of the classification is based on the identification of the main types of intellectual processes and operations performed: cognition, memory, convergent thinking, divergent thinking, assessment.

In early childhood, mental education is closely related to physical education. In children, memory, attention, imagination are of an involuntary nature and are, as it were, intertwined with their activities. The most correct way of a child's intellectual development is communication with adults and older children, as a result of which the child's horizons expand and the child's vocabulary is replenished. Games-activities are extremely important for the mental development of a preschooler. Useful are games in which objects of the same shape but different in size and color are used, as well as role-playing games in which the child imitates the actions of adults in everyday life. Thus, mental education is based on:

• · Development of will, memory, intelligence as the foundations of cognitive, upbringing and educational processes;
• · Formation of a culture of educational and work processes;
• · Development of personal qualities - expansion of horizons and vocabulary, imagination, independence and creativity;
• · Stimulating interest in working with the book.

The solution of the problems of mental education is carried out through training and education, various Olympiads and quizzes, conversations with elders about science and its leaders, initiation into creative pursuits, research and experiments.

C. Spearman interpreted intelligence as a general mental ability - "mental energy", which determines the success of any activity. He hypothesized that if there is a general intellectual ability, then all the results of any test posterior will be positively related (correlated).

Experiments have confirmed this assumption. The maximum "weight" in relation to general intelligence had tasks to identify abstract relationships, minimum general intelligence influenced the solution of psychomotor tasks.

Later Ch. Spearman revealed that the structure of general intelligence includes linguistic (verbal), mechanical (spatial-dynamic) and mathematical intelligences as components.

Critics of Charles Spearman's concept (in particular, Thorndike) denied the presence of general mental ability and believed that there are many independent abilities (from 3 to 120 "factors"). However, when G. Eysenck and C. Spearman subjected Thorndike's data to statistical processing, they discovered the erroneousness of his calculations and revealed the general factor of intelligence in the opponent's data.

In practice, the researchers identified 3 main subfactors of general intelligence, which were originally identified by C. Spearman: numerical, spatial, verbal.

For example, in the studies of R.E. Snow and his colleagues highlighted the following structures:

• 1) The common factor, which is tested by such tests as "Progressive matrices" by J. Raven, the test free of culture (R. Cattell), etc., occupies the top of the hierarchy.
• 2) At the second level of generalization, there are three (as with Charles Spearman) main factors, and one of them is more closely related to the general factor.
• 3) The lowest level of the hierarchy is occupied by ten subfactors.

The main question is: what is the genetic and functional relationship between these factors?

The data of psychogenetic studies indicate that differences in verbal intelligence are inherited to a greater extent than differences in non-verbal intelligence.

N. Chomsky in the 60s put forward a hypothesis that a child is born with the mechanism of language acquisition. He came to the conclusion that the child has an innate knowledge of the language, what kind of system is the language. The child is initially susceptible to the universal properties of the grammar of the language.

Later, a number of researchers (J. McNamara, M. Donaldson and others) showed that children learn language because they have the ability to extract meaning from situations related to the direct behavior of people. A number of subtle experiments have demonstrated the validity of this judgment.

Hence, it can be concluded that the "emotional-behavioral code" and the operations associated with it are primary in relation to natural speech and the ability to operate with "natural" language.

M. Donaldson writes in this regard: “In the early stages of development, before the child develops full awareness of the language, language is included in the stream of events in connection with which it is used. Until this happens, the child does not understand single words, he interprets the situation. He is more concerned with the meaning of what people do when they speak and act than the meaning of words ...

At the same time, the child is busy structuring, extracting the meaning of situations, even when no words are spoken; sometimes it seems that when they do sound, the child's understanding of the sounded utterance is strongly influenced by how he himself structures the context. "

Thus, the "primary" is behavioral intelligence (aka semantic intelligence). The basic assumptions are:

• 1) there is a hierarchical implicative relationship between the group factors of intelligence (according to Spearman-Guildford), the factors are non-orthogonal.
• 2) For the development of a factor of the next level, a minimum level of development of the previous factor is required.
• 3) Genetic sequence of the formation of intelligence factors: behavioral, verbal, spatial, formal.

The phenomenon of attitude was discovered by the German psychologist L. Lange in the study of errors of perception. The general psychological theory of attitude was developed by the Soviet psychologist D.N. Uznadze, who experimentally proved the presence of a general psychological readiness of an individual to realize an activated need in a given situation and established the regularities of consolidating such readiness with repeated repetition of situations that make it possible to satisfy this need.

According to Uznadze, the attitude, accumulating past experience, mediates the stimulating effect of external conditions and balances the subject's relationship with the environment.

Studies of the Soviet psychology of social attitude and in foreign psychology - "attachment", that is, the subjective attitudes of the individual to the conditions of activity, revealed a complex structure of the attitude, containing emotional, semantic and behavioral aspects of predisposition to perception and behavior in relation to social objects and situations.

In the dictionary-reference book on pedagogy, "attitude" is interpreted as readiness for a certain activity, depending on the presence of a need and objective situations of its satisfaction. In the light of the theory of reflection, an attitude is a mental phenomenon, which, as a short-term process and state, is a manifestation of attention, and as a property of a person, its orientation.

By the "psychological mindset for success" we mean creating a situation of success. Success or failure in educational activity determines the leading trends in the development of schoolchildren.

Here it is necessary to separate the concepts of "success" and "situation of success". A situation is a combination of conditions that ensure success, and success itself is the result of a similar situation.

The situation is what the teacher is able to organize; the experience of joy and success is something more subjective, hidden to a large extent from outside view. The task of the teacher is to give each of his pupils the opportunity to experience the joy of achievement, to realize their capabilities, to believe in themselves.

Success can be short-term, frequent and long-term, momentary, stable, associated with the entire life and activities of the child. It all depends on how the situation of success is fixed, continues, what lies at its foundation.

It is important to keep in mind that even a one-time experience of success can change the psychological state of a child so much that it dramatically changes the rhythm and style of his activity, relationships with others.

The situation of success can become a kind of trigger mechanism for the further movement of the personality. Especially when it comes to learning - the most important line of the child's expectations, the most important frontier of his aspirations.

As a second condition, we have put forward - the structuring of educational material. Here we mean the presentation of educational material in the form of separate blocks.

In the case of modular-block structuring of educational material, the focus is on the activity of the student. The module is aimed at achieving specific didactic goals, at the formation of a more independent cognitive activity of students in mastering the material as a unit of the learning process, the module has the following functions: goal setting, source of information, development and management.

Introductory part the lesson is devoted to acquaintance with the structure of the training module, its goals and objectives. Almost every student knows what to do during the lesson. It all starts with an explanation of the educational material presented in the form of modules, tables, diagrams, etc. in the dialogue part, students carry out activities in an active form. First, they reproduce the educational material, then move on to the formation of elementary skills and abilities. Almost every student in every lesson must listen, see, remember, predict, reaching one of three levels of difficulty.

The correctional part is aimed at clarifying the degree of mastering the lesson by all students and identifying difficulties. This part of the lesson is a continuation of the development of new material, technologies can be revealed and formed in the hands of an experienced teacher, which are used to varying degrees in school education.

Therefore, the correction is carried out in the course of development by the students themselves, working in pairs or microgroups. Questions for consolidation and correction should be drawn up in such a way as to understand the degree of assimilation of the teaching material of the lesson by all students and to identify their difficulties.

It is the "difficulties" that will help the teacher to correctly build the further course of the lesson to correct the material learned. In the correctional part, the active participation of the students themselves is required, only then the teacher will be able to help actualize their new knowledge and skills.

The control and assessment part of the lesson should be carried out in this way. So that the teacher can evaluate all students, conducting test work in a varied form, as well as additional teaching and correction work on the topic covered.

The main task of assessment and control is to consolidate the level of achievement of students, i.e. development of an individual learning path for each of them. In the modular-block structuring of the educational material, each student can perform three-level tasks and compare their results with the "standard", i.e. ready-made answers. All given marks (rating points) are stimulating in nature.

The third condition for the use of innovative technologies at school is the material and technical equipment of the educational process.

In the era of social transformations and scientific and technological progress, the role of material means of education increases, since they largely contribute to the effectiveness of the labor activity of teachers and students, being one of the effective tools of the educational process.

To solve the educational tasks of the school, it is necessary to improve and strengthen the material and technical base of the school, with the active introduction of teaching aids in the educational process.

The use of teaching aids defines the conditions conducive to development creativity, independence, and most importantly increases the interest of schoolchildren in learning.

Requirements for the professional training of teachers are increasing. At present, it is impossible to successfully teach schoolchildren, relying only on knowledge in a certain area. The teacher should be armed with modern methodological techniques for working with all types of educational equipment, the ability to use them in the educational process.

The fourth condition we have put forward is the use of the subjective experience of students. Functional collaboration in training sessions is possible. To do this, it is necessary to make students not imaginary, but really equal participants in learning, when they will play the role of not only a relayer, but also a communicator, that is, a bearer of knowledge, when the teacher finds himself in the position of a recipient (from Latin Recipiens - receiving).

In what case is it possible to achieve such a result? Where should students get information? Such a source is the life experience of the child, no matter how small it may be. In the language of science, it is necessary to actualize the subjective experience of students.

Let's figure out the concept. Subjective (life, vitagenic) experience is vitagenic information that has become the property of the individual, deposited in the reserves of long-term memory, in a state of constant readiness for actualization in adequate situations.

This is not about simply connecting school knowledge with the surrounding nature, not about the simple implementation of the principle of visibility in teaching. It is important not only to update the child's life experience, but also to help enrich it.

Subjective experience is information that is not targeted, organized within the educational process. As a rule, these are thoughts, feelings, experiences, actions, fulfilled or unfulfilled expectations, which were spontaneous, unintentional, that is, they were the result of certain influences.

The transition of vitagenic information into vitagenic experience is a kind of filtration that enables a person to weed out information grains from the chaff, spontaneously, subconsciously send to distant storehouses what should be deposited for a certain storage period, but can be actively restored in adequate situations.

Sources of vitagenic information are the media, literature, works of art; social, business, everyday communication, various types of activities, educational process.

Undoubtedly, various factors at different stages of personality development have a different degree of influence on it. Much depends on the prevailing situations, conditions, state of health, psyche, etc.

In modern pedagogical research related to the problems of improving the functioning of pedagogical systems, increasing the efficiency of the educational process, one of the aspects of greatest interest is the identification, substantiation and verification of pedagogical conditions that ensure the quality of the activities carried out. The solution of this problem often causes difficulties for researchers, which may be due to the following reasons: one-sided idea of ​​the researcher about the phenomenon of the key concept of "condition"; selection of pedagogical conditions belonging to different classification groups; unclear understanding of the direction of the identified conditions (what the identified conditions are aimed at in the framework of a specific study); weak validity of the choice of these particular conditions, etc.

In the reference literature, "condition" is understood as: a circumstance on which something depends; rules established in any area of ​​life, activity; the setting in which something is happening. teacher education elective student

In psychology, the concept under study, as a rule, is presented in the context of mental development and is revealed through the fusion of internal and external factors that determine the psychological development of a person, accelerate or slow it down, and influence the development process, its dynamics and final results.

Teachers, along with psychologists, are similar in this position and consider the condition as a set of variable natural, social, external and internal influences that affect the physical, moral, mental development of a person, his behavior, education and training, personality formation.

Thus, the concept of "condition" is general scientific, and its essence in the pedagogical aspect can be characterized by several provisions:

1. a condition is a combination of reasons, circumstances, any objects, etc .;

2. the designated aggregate affects the development, education and training of a person;

3. the influence of conditions can accelerate or slow down the processes of development, training and education, as well as affect their dynamics and final results.

In modern research, the concept of "condition" is used quite widely when characterizing the pedagogical system. At the same time, scientists, relying on different signs, distinguish different groups of conditions. According to the sphere of influence, he distinguishes two groups of conditions for the functioning of the pedagogical system: external and internal.

By the nature of the impact, subjective and objective conditions are distinguished. Objective conditions that ensure the functioning of the pedagogical system, include the regulatory framework of the education sector, the media and act as one of the reasons prompting the participants in education to adequately manifest themselves in it. These conditions are subject to change. Subjective conditions affecting the functioning and development of the pedagogical system reflect the potentials of the subjects teaching activities, the level of consistency of their actions, the degree of personal significance of target priorities and leading goals of education for students, etc.

The problem of conditions takes on a "pedagogical" coloring in the studies of V.I. Andreeva, A. Ya. Nayna, N.M. Yakovleva, N.V. Ippolitova, M.V. Zvereva, and others, finding their reflection in numerous interpretations of the term "pedagogical conditions".

Scientists adhere to several positions, considering this concept:

The first position is taken by scientists for whom pedagogical conditions are a combination of any measures of pedagogical influence and the possibilities of the material-spatial environment (V.I. Andreev, A.Ya. Nain, N.M. Yakovleva):

A set of measures, content, methods (techniques) and organizational forms of training and education (V.I. Andreev);

A set of objective possibilities of content, forms, methods, means and material-spatial environment, aimed at solving the assigned tasks (A.Ya. Nain);

A set of measures (objective possibilities) of the pedagogical process (N.M. Yakovleva).

The second position is taken by researchers who connect pedagogical conditions with the construction of a pedagogical system, in which they are one of the components (N.V. Ippolitova, M.V. Zvereva, etc.):

A component of the pedagogical system, reflecting a set of internal (ensuring the development of the personal aspect of the subjects of the educational process) and external (promoting the implementation of the procedural aspect of the system) elements that ensure its effective functioning and further development;

For scientists occupying the third position, pedagogical conditions are systematic work to clarify the patterns as stable links of the educational process, providing the possibility of verifiability of the results of scientific and pedagogical research. At the same time, the scientists of this group point to the need for a sequence of pedagogical conditions, tested within the framework of the hypothesis of one study.

An analysis of the positions of various researchers regarding the definition of the concept of "pedagogical conditions" makes it possible to single out a number of provisions:

1) conditions act as an integral element of the pedagogical system (including the integral pedagogical process);

2) pedagogical conditions reflect the totality of educational opportunities (purposefully designed measures of influence and interaction of educational subjects: content, methods, techniques and forms of teaching and upbringing, software and methodological equipment of the educational process) and material-spatial (educational and technical equipment, natural-spatial environment educational institution, etc.) of the environment that positively or negatively affects its functioning;

Thus, we consider pedagogical conditions as one of the components of the pedagogical system, reflecting the totality of the possibilities of the educational and material-spatial environment, affecting the personal and procedural aspects of this system and ensuring its effective functioning and development.

Babunova E. S.,

3.1. The complex of organizational and pedagogical conditions for the implementation of the theoretical and pedagogical strategy of ethnocultural education of children of 5-7 years old in the polylogical space of a preschool educational institution

Before proceeding with the theoretical substantiation of the organizational and pedagogical conditions, let us clarify what we mean by them. This is necessary, since the concept of "conditions" is defined in science in different ways. In philosophy, the category "condition" is interpreted as an expression of the relationship of an object to the phenomena of reality, without them it cannot exist. A condition is an essential component of a complex of objects, things, their states, interactions, from the presence of which the existence of a given phenomenon necessarily follows. In the psychological and pedagogical literature, the concept of "conditions" is often considered as specific in relation to the generic concepts of "environment", "circumstances", "situation" (VI Andreev, RA Nizamov). This concept somewhat expands the set of objects necessary for the emergence of existence or change of the conditioned pedagogical phenomenon, since it includes all of its environment. This point of view is shared by N.Yu. Postalyuk, N.M. Yakovlev, who believe that the "environment", which includes the entire environment, can contain random objects, relationships that do not exert any influence on the defined pedagogical object. AND I. Nine defines pedagogical conditions as a set of objective possibilities of content, forms, methods, techniques, means and material-spatial environment aimed at solving the assigned tasks. We adhere to the point of view given in the works of L.I. Savva, according to which the pedagogical conditions are considered as a set of external objects and internal circumstances that determine the existence, functioning and development, an effective solution to the problem posed.

In our research, we analyze the organizational and pedagogical conditions of the pedagogical strategy of ethnocultural education of children (5-7 years old). In the dictionary of S.I. Ozhegov, the term "organization" means "ordering." Therefore, the concretization of the concept under consideration means that we are talking about external and internal circumstances that are deliberately created and used in the educational environment of a preschool educational institution and provide the most efficient use this strategy. We believe that the introduction of internal conditions is due to the fact that the success of the implementation of the selected conditions is determined and depends on the subject position of the participants educational environment.

With regard to the topic of our problem, by organizational and pedagogical conditions, we mean a complex of external and internal circumstances, including educational and educational activities that ensure the achievement of a specific goal and streamline the construction and implementation of a pedagogical strategy of ethnocultural education of older preschool children. In the dictionary of S.I. Ozhegova "a complex is an aggregate, a combination of something." In philosophical encyclopedic dictionary a complex (from Lat. complexion - binding, connection) is presented from the point of view of psychology as an undivided whole, in contrast to "gestalt", which is a divided whole, for example, a complex of representations. The qualities of a complex are those properties that are inherent in a certain complex as such or the complex itself. The latter often arises due to the holistic perception of the parts united in it. In the works of A.N. Averyanova emphasizes that "complexity is a specific form of concretization of systemicity." In our opinion, the essence of the implementation of a set of conditions lies in the unity of goals and objectives, principles, content, forms and methods of work. The creation of a set of conditions, in essence, is the practical implementation of the system-activity approach, and therefore, "introduces certain nuances in understanding the system, ... speaks of the nature - a statistical or dynamic combination of components in the system."

Emphasizing the importance of a comprehensive consideration of pedagogical conditions, at the same time, it is necessary to be guided by the theoretical recommendations of N.M. Yakovleva, who believes that the success of the selected conditions depends on: the clarity of the definition of the ultimate goal or the result to be achieved; from the understanding that the functioning and improvement of the pedagogical process is achieved not due to one condition, but their interconnected complex; at certain stages, pedagogical conditions can act as a result achieved in the process of their implementation.

So, theoretically substantiating the importance of developing organizational and pedagogical conditions, we proceeded from the fact that the process of ethnocultural education of a person can be productive only if a set of conditions is involved, since random, disparate conditions cannot effectively solve the designated goal. In the course of identifying organizational and pedagogical conditions and their inclusion in the complex, we took into account the influence of the following factors: the social order of society to the system preschool education in the aspect of the problem under study; the specifics and possibilities of the ethnocultural development of the individual in the context of the relationship between external and internal subsystems; the need to implement organizational and pedagogical requirements and the relationship of regional futurological and culturally appropriate approaches.

Based on the above, in the complex of organizational and pedagogical conditions of the pedagogical strategy of ethnocultural education of children, we included:

Scientific and methodological support for the development of ethnocultural education (competence) of the individual;

Polylogical ethnocultural educational space of a preschool educational institution;

Ethnocultural technology based on the integration and variability of content, means, forms, methods of education;

Complex psychological and pedagogical diagnostics of ethnocultural education (competence) of subjects of the educational environment.

Let's consider each of the conditions we have indicated in more detail.

1. When choosing the first organizational and pedagogical conditions, we proceeded from the fact that the effectiveness of the pedagogical strategy depends, first of all, on its scientific and methodological support, which is the basic basis of other conditions. The importance and timeliness of the fulfillment of this condition is also explained by the content and concretization of the solution of the tasks of ethnocultural education. We believe that the increase and development of the ethnocultural competence of practical preschool workers should take place within the framework of organized, educational activities that have the character of ethnocultural training. Determination of the role, content, forms and methods of increasing ethnocultural competence in the framework of the implementation of the first condition, we associate:

With the need to study information and cognitive materials of ethnocultural content;

With the implementation of the national-regional component of the part of the Program, formed by the participants in the educational process, in accordance with the Federal state requirements for the structure of the main general educational program preschool education;

With the development of the personal potential of the main subjects of the educational environment in the development of ethnocultural experience;

With the need for the implementation of the experimental-activity orientation of the development of ethnocultural experience by a person.

The development of the ethnocultural personality of the subjects of the educational environment as a result of the fulfillment of the first condition presupposed the formation and development of the ethnocultural upbringing of the child's personality and the ethnocultural competence of the teacher's personality. Explanatory dictionary of S.I. Ozhegova regards becoming as the emergence, the formation of something in the process of development. In the Big Explanatory Dictionary of the Russian Language, formation is defined as the allocation of certain features and forms in the process of development, formation, education. In the pedagogical encyclopedia, the formation of a personality is considered as a process during which a person realizes himself in society as a person. This happens in the process of education and self-education, when he independently determines goals for himself and achieves them, when, having created a sense of his own dignity, he is confident in his position in society. The formation of a personality is its entry into the life of society. As you can see from these definitions, the concept of "becoming" is associated with the concepts of "development", "formation" and "education". Development is a fundamental concept of dialectics, which today is becoming the object of not only psychology, but also pedagogy. In the psychological and pedagogical literature, development is understood as a process and a result, presented in the form of a set of regular changes that lead to the emergence of a new quality. According to L.V. Trubaichuk, the management of the development of a preschooler from the outside is the social development of the child's personality, and from the inside, development under the influence of oneself is personal. To substantiate the pedagogical strategy of ethnocultural education of preschool children, we emphasize the need for a harmonious combination of two components - impact from the outside (the external subsystem of ethnocultural education) and from the inside (the internal subsystem of ethnocultural education). Internal sources of development, according to modern psychologists and educators, determine the self-development of a person. For personal development, this is the most significant component, since self-development acts as an active conscious change and an equally conscious desire to keep my "I" - self (GA Tsukerman) unchanged. In the course of personal development, potential is revealed, cultural values ​​are assigned, the person enters the culture and life of society. At the present stage of the development of society, the individual's own activity, the acquisition of socio-cultural (in our case, ethnocultural) experience in the course of active self-construction of the individual, the development of its cultural and creative principles are brought to the fore.

In the Modern Dictionary of Foreign Words, formation (from Latin formare) is understood as a process aimed at giving something (someone) some form, appearance, completeness, generating something that reflects its essence. It should be noted that this process of formation, ensuring the emergence and formation of the ethnocultural education of the individual, occurs under the influence of external factors (sociocultural educational environment, the personality of the teacher) and internal (personal characteristics of the teachers themselves) (O.S. Or-
fishing).

In the works of E.V. Bondarevskaya's education is viewed as "a humanitarian, human-forming process, the essence of which is manifested in pedagogical support, spirituality and morality of a growing person." The mission of the educator, according to the researcher, “is that he discovers the spiritual potential that is originally in the soul of every child ..., stimulates and fills the spiritual work to understand the world around him and himself in it”.

It should be noted that in the field of preschool education, the process of upbringing and education is considered as a single process, within which the preschooler discovers personal meanings. Depending on what values ​​education and training offers, the purpose and meaning of education, including ethnocultural education, is determined. Recently, the concept of "upbringing" in the humanistic pedagogy of the individual is gaining more and more importance as the creation of conditions conducive to pedagogical assistance in supporting and helping children during the period of acquiring socio-cultural, including ethnocultural, experience of life creation. We share the point of view of E.V. Bondarevskaya that the models and norms of a cultural, dignified life are embodied in the values ​​of upbringing. The basic values ​​are people, culture, society. Accordingly, life-creation develops as the creation of himself by man, the creation of the world by man, as cultural creativity, as an improvement, cultural transformation of society.

The ethnocultural education of children is understood by us as a personality trait, expressed in the presence of a set of objective ideas and knowledge about a particular culture, realized through a value attitude towards them, skills, skills and socially acceptable models of behavior that contribute to effective interethnic understanding and interaction.

The competence of teachers is considered by us as a qualitative integrative characteristic of a person, which determines the degree of her mastery of a set of professional and socially significant qualities acquired in the process of education and serving as an effective mechanism for the realization of individual value needs. In this regard, the ethnocultural competence of teachers can be considered as a special type of subject-specific knowledge and skills that allow making pedagogically expedient decisions in a multicultural polyethnic environment, as knowledge formed both in the process of educational activity and practice (experience). Ethnocultural competence is characterized by such important components as optimal adaptation to the relevant activity in a multicultural environment and the ability to transform it qualitatively.

In our opinion, the concept of "ethnocultural competence" is consistent with the concept of "ethnocultural education" of a teacher. Education -
it is “some property acquired by a person in the process of education, which expresses a certain degree of mastery (assimilation, assimilation) by him of some (specially organized) part of social experience (achievements of world culture), as well as the ability to use it (learned experience) in his life activity ". The main components of education, according to G.N. Serikov are: awareness - “characterizes those aspects of a person's education that can be manifested by him through the reproduction of a part of social experience acquired (assimilated and assimilated) in the process of education; conscientiousness - “a measure of the impact of the social experience mastered by a person on his ability to express his own attitude towards himself and the environment”; effectiveness - “a measure of the impact of awareness and consciousness of the emerging personality not only on her attitude towards herself and the environment, but also on her involvement in the practical implementation of aspects of her life”; skill - "a measure of the ability (of a person) to express their actual needs through justified (in particular, learned knowledge) actions." The designated components, by right, can be considered in the form of criteria for the assimilation of ethnocultural experience by the subjects of the educational process. Ethnocultural competence (education) of a teacher is considered by us as the result of organized and personal ethnocultural experience. Ethnocultural education of a person is understood by us as a personality trait acquired by it, both in the process of ethnocultural education, and in the process of ethnocultural socialization-individualization, that is, an independent creative, active application of ethnocultural experience.

In the study of T.V. Poshtareva refers to four types of ethnocultural competence of a teacher: cultural (knowledge and understanding of values, attitudes, features characteristic of determining ethnic culture and its representatives); communicative (mechanisms and techniques necessary to ensure the effectiveness of interethnic understanding and interaction); social (knowledge and ideas about the consequences of intercultural contacts, peculiarities of intercultural adaptation, international legal documents in the field of interethnic relations, as well as the ability to engage in joint activities with a different ethnic environment); linguistic (knowledge of native, state and international (foreign) languages).

As part of the development of a pedagogical strategy for the ethnocultural education of children in the polylogical ethnocultural educational space of a preschool institution, it is necessary to create a scientific and methodological support for this pedagogical strategy. Determining the general approaches to the creation of scientific and methodological support, we were guided by the recommendations of the data in the works of G.N. Serikova, L.M. Kustov, V.P. Bespalko, V.A. Belikova and others. Researchers emphasize the importance of a technological approach to the development of information and cognitive programs, which is provided by: conceptuality - reliance on psychological, didactic and socio-cultural justification for achieving the goals set for the educational lesson; consistency - the logic of the process, the interconnection of all its parts, the integrity of the educational process; controllability - diagnostic goal-setting, planning, designing a set of training sessions, varying means and methods in order to correct the results; efficiency - optimality in terms of time expenditures and guaranteed achievement of goals; reproducibility - the possibility of using software and methodological support in other educational institutions, by other entities.

When developing the content of scientific and methodological support, we took into account the provisions of the Concept of the state ethno-national educational policy in the Russian Federation (2004), which emphasized the importance of taking into account the multicultural approach in the development of the national-regional component of education, a deeper scientific analysis of the problem, taking into account the achievements of pedagogy and psychology of childhood. We also took into account the conceptual provisions of the "Main directions for the implementation of state national policy in the Chelyabinsk region for 2004-2010 ", the object of development of which was the social reality of the region. The scientific and methodological support developed by us also took into account the Concept of local history education in educational institutions of the Chelyabinsk region. The analysis of conceptual provisions showed that preschool ethnocultural education can be considered in terms of the implementation of strategic and tactical tasks, while highlighting the backbone factor of these tasks. In our opinion, the system-forming factor is the goal - to preserve, support and deepen the harmonization of national and interethnic relations in our multi-ethnic region. The strategic goal at the preschool level will be the awakening of national identity in children. Tactical goals are determined based on the content of the main components of national identity: the formation of interest in the national culture and history of the people; the formation of motives, attitudes, desires, interest in self-development with the culture and history of their people; the formation of psychological readiness in children to realize themselves as a subject, a representative of a certain nation. Following the developers of the Concept of Local History Education, we also believe that the harmonization of interethnic relations means strengthening the cohesion of both each people (ethnic group) and the entire population of the region on the basis of common interests, respect for values ​​and historical traditions, but without the manifestation of ethnocentrism, national egoism. and chauvinism, without opposing oneself to other peoples (S.G. Molchanov, G.P. Suslova). The conceptual foundations were based on systemic principles:

1) dialectical inclusion of national culture in Russian and world culture;

2) the principle of involvement (participation), complementary and mutually conditioning each other;

3) the principle of multicultural tolerance.

V regulatory documents The Ministry of Education and Science of the Russian Federation considers the importance of regionalization of education, which gives the regions the right and responsibility to choose their own educational strategy, to create their own education development program. According to V.I. Mareeva, “regionalization involves taking into account the ethno-cultural-historical, socio-political characteristics of the region in the process of improving educational systems ...”.

The content of scientific and methodological support was based on taking into account the specifics of the South Urals as a region and included: national and cultural; demographic; natural and climatic; socio-economic; historical; geographical representations and concepts. The content also involved the study of the culture of the South Urals, the relationship of its elements with economic, natural and geographical features, historical past.

Summarizing the provisions of the Concept, we came to the conclusion that it is necessary to take into account the principles of regionalization and humanitarian study of local lore, which assumed consideration through the prism of value orientations of a person's attitude to the surrounding social and natural worlds, history, culture. We understood local history as a comprehensive study of a certain part of the country, city or other settlements by the local population, for which this territory is considered their native land. The use of local lore material helps to solve the teaching, upbringing, developing functions of preschool ethnocultural education. According to this concept, since 2004, the regional basic curriculum (OBUP) includes the subject "Local history" in grades 6-9. This academic subject was introduced as an integrative one, taking into account the inclusion of the study of the content of national and regional characteristics in various academic subjects.

We believe that the scientific and methodological material of preschool ethnocultural education should be based on the recognition of the importance of the principle of regionalism in education. In modern pedagogical literature (T.Yu. Kupach, R.M. Chumicheva, T.S.Komarova, S.N. Fedorova, A.N. Frolov, O.V. Frolenko, etc.) including preschool, is designed to help a specific person adapt to life in specific conditions. Ethnocultural education and upbringing is designed to form in a person (child) an awareness of himself as a representative of a specific territorial socio-cultural community, as a subject that has its own characteristics and capabilities.

The targeted orientation of scientific and methodological support assumed the designation of a socially significant vector in the formation of an ethnocultural personality, both children and teachers. In this regard, we believe that the upbringing of a citizen of Russia, a patriot of a small homeland, who knows and loves his land, city, village, its traditions, historical and cultural monuments is a system-forming factor. This goal is concretized through the range of educational and educational tasks. In a preschool educational institution, it is necessary to adapt these tasks in accordance with the age of children, taking into account the concreteness of thinking, emotional saturation and interest in the practical transformation and use of information. This is due to the peculiarities of the ethnocultural education of preschoolers, which is of a propaedeutic nature, i.e. informing children of preliminary knowledge that helps to introduce them to the subject of "Local History".

Creating the author's regional educational program "Our Home - South Ural" (as an integral component of scientific and methodological support), we took into account the psychological and pedagogical foundations of the development of the ethnocultural heritage of the region by children. In this regard, we put forward the following requirements for the selection of ethnocultural material:

Cognitive and informational material should be understandable to the preschooler;

At the senior preschool age, work should be systemic, aimed at generalizing ideas and concepts, developing an interested attitude towards the ethnocultural heritage of the region;

The family and kindergarten, which use children's books, radio, TV programs, video materials, should become sources of information and fostering an interested attitude to the ethnocultural experience of the region;

Propedeutic work should be carried out more successfully in a playful way, in the active involvement of children in observations, excursions, performing creative work (models, expositions of corners of the social and natural environment). No less important is the cartographic method, which allows you to study the available maps of the area. Organized educational activities are of great importance, including local history studies, which belong to the cognitive-emotional cycle and introduce children to the unknown, open up an amazing number.

In our opinion, these requirements take into account the author's position that ethnocultural education of preschoolers is general (generic) in relation to local history, as a particular (specific) one. Feature content author's program"Our home is the South Ural" is an account of the leading ideas of folk pedagogy, which are the spiritual and moral component of ethnic culture. Consequently, the ethnocultural education of preschoolers presupposes taking into account the "universal" and "national" in preschool childhood, since we all live in a world of interdependence.

The first organizational and pedagogical condition, we believe, is associated with the solution of the following tasks:

1) substantiation of the role and functions of the teacher in the implementation of scientific and methodological support, contributing to the formation and development of ethnocultural education of preschoolers;

2) determining the specifics of the ethnocultural training of practical preschool workers;

3) disclosing the technology of training teachers for the implementation of ethnocultural education.

Let's consider what is the role and functions of the teacher in the implementation of scientific and methodological support. Scientists and practitioners are faced with the question of the need for ethnocultural training of teachers. After all, the purpose of the teacher, as V.A. Slastenin, being the bearer of the universal values ​​accumulated by the culture, to comprehensively know the national, cultural, historical traditions, folklore and language of the people of the region in which he works. A teacher is a mediator, "connecting times", whose main task is to understand the future world and create the present (BZ Wulfov). In this understanding, mediation becomes the most important component of the teacher's professional activity and its culture-creating function is manifested as much as possible. Understanding the way another person sees the world, transferring a position, i.e. own way of seeing, initiating the search for a different way of seeing - complex cultural actions of the teacher, which must be mastered by him in the process of professional training.

The methodological basis of ethnocultural education of teachers was developed in scientific research (V.K.Shapovalov, E.N.Shiyanov, V.A.Nikolaev, S.N. Fedorova, A.N. Frolova, K.K. .).

In the study of V.K. Shapovalov defines the general methodological principle of the ethnocultural orientation of education, which determines to what extent its goals, objectives, content, education and training technologies are focused on the development and socialization of the individual as a subject of an ethnic group and as a citizen of a multinational state capable of self-determination in the conditions of modern civilization. The author notes that education in our country has ceased to fully fulfill a culturally creative function, and the educational system does not create the necessary conditions for the formation of a general culture and personality itself, its readiness to interact with other people and the world as a whole.

Following V.K. Shapovalov, we believe that the strategy of democratization and humanization of education, the return of its culture-forming status cannot be implemented without resolving the contradiction between the actualized ethnocultural needs and educational interests of peoples as subjects of the educational process and the possibilities of their satisfaction by the federal education system. The contradictions that have emerged can be removed by constructing the content of education, the ethnocultural orientation of which will take into account the interests of not only a multinational state, but also ethnic groups. The main distinguishing feature of the educational institutions of this system should be the content of education in which the national culture, the way of life of the people, their traditions, social norms of behavior, and the spiritual values ​​of the ethnos would be fully represented. At the same time, I would like to emphasize that the most important condition for the development and formation of ethnocultural education is the satisfaction of its needs for personnel capable of realizing the ethnocultural orientation of education. Consequently, a clearer content orientation of preschool educational institutions is needed to meet the need for ethnocultural training of specialists.

In domestic literature, the concept of "readiness" is considered as an integral, professionally significant quality of the personality of a teacher and a child, which is a system of interconnected structural components, including personal (professional motives and interests) and procedural (professional knowledge and skills) aspects (L.I.Sava, V.G. Ryndak, V.A. .). Most authors consider readiness as a psychological formation, closely related to the socio-psychological attitude (G.M. Andreeva, A.G. Asmolov, D.N. Uznadze), with the orientation of the personality (M.D. Levitov, A.V. Petrovsky ).

According to researchers, the content of readiness as a psychological education includes:

a) a positive attitude towards the profession, fairly stable motives of activity;

b) adequate requirements of professional activity for character traits, abilities, manifestations of temperament;

c) the necessary knowledge, skills, abilities;

d) stable professionally important features of perception, memory, attention, thinking, emotional, volitional processes, etc.

A number of authors consider the readiness for professional activity as a mental state (T.V. Ivanova, I.F. Isaev, K.K. Platonov, D.N. Uznadze, V.A. Indicators of readiness as a mental state of the personality of a future teacher are the internal attitude to certain behavior when solving socio-cultural problems, the attitude towards active and meaningful, expedient actions. The readiness state is characterized as "attitude", which includes the following components:

a) cognitive (understanding professional tasks, assessing their significance, knowledge of solutions, ideas about possible changes in the working environment);

b) emotional (a sense of professional honor and responsibility, confidence in success, inspiration;

c) motivational (the need to successfully complete the first labor tasks, interest in the process of solving them, the desire to achieve success and show oneself from the best side);

d) strong-willed (mobilization of forces, overcoming doubts).

We believe that both points of view on the readiness of specialists for professional activity are based on the recognition of the importance of its psychological mechanisms.

Summarizing the theoretical approaches to considering the readiness of specialists for the implementation of pedagogical activities, we consider readiness as an integrative quality of a person, characterized by a socio-cultural orientation and including motivation for the implementation of ethnocultural education, an orientation and information system, including theoretical, methodological and technological knowledge, skills, and the system of emotional and evaluative attitude to socio-cultural (in particular, ethnocultural) education. In our study, we correlated the structure of pedagogical activity with the structure of readiness and, accordingly, identified the following components of readiness for the implementation of ethnocultural education:

a) information and cognitive readiness;

b) emotional-value readiness;

c) experience and activity readiness.

Thus, the specificity of the content of the ethnocultural readiness of teachers reflects the philosophical, cultural, psychological, ethnopedagogical and other aspects of the problem of their training, in the center of which are the issues of ethnic culture and the inner world of a person.

At the same time, we would like to emphasize a number of features in relation to the above content components:

Ethnocultural training contributes to the transfer of ethnocultural experience, information to other generations; the development of individuality, which characterizes the three sides of a person - individual (natural properties), subjective and personal (personal experience, feelings, status in society);

Determination of organizational and pedagogical conditions ensures the inclusion of teachers in various types of developmental activities (as a system of education and training);

The upbringing aspect of ethnocultural training allows the use of all socio-cultural and pedagogical factors that educate the potential of the microenvironment, the capabilities of the personality itself. Ethnocultural education is considered as a process of self-development of a person in the system of interactions and relationships, in this regard, a preschool educational institution is considered by us as open social system, educational space (environment) of ethnoculture, in which the teacher is introduced to universal, cultural and ethnocultural values. In our opinion, the model of ethnocultural training should cover three major areas: educational, social and educational and practical;

The emotional-value component performs a stimulating function, is a trigger mechanism for the formation of a teacher's readiness for the implementation of ethnocultural education. Its structure includes personal, social, educational, cognitive, practical motives, interests, needs and value orientations, reflecting the attitude of the teacher's personality to self-improvement, increasing its ethnocultural competence.

These components were taken into account by us when modeling a pedagogical strategy, author's educational programs of course training, and generalizing the system of training specialists aimed at the formation and development of their ethnocultural competence. Ethnocultural training includes the development and implementation of scientific and methodological support, its creative implementation. For this, the teacher must have general pedagogical and special knowledge, skills, and abilities. In this regard, for our research, it is advisable to consider various areas of ethnocultural training of future teachers. So, T.V. Anisenkova, N.G. Arzamastsev as the main directions of ethnopedagogical training of specialists is determined by:

1) fostering convictions in the vitality of the traditions of folk pedagogy; importance, improvement of knowledge in this area; mastering the techniques of ethnopedagogical understanding of the present;

2) the formation of an attitude towards the assimilation of ethno-pedagogical knowledge, skills, skills, understanding of the goal, tasks, the essence of familiarization with the pedagogical values ​​of the people;

3) mastering theoretical knowledge in the field of ethnopedagogy;

4) the formation of skills to apply this knowledge in the pedagogical process.

N.G. Arzamastseva considers ethnopedagogical training in the following areas:

1) assimilation of knowledge about the progressive traditions of folk pedagogy;

2) consolidation and deepening of knowledge through educational and didactic forms;

3) improvement of pedagogical skills in professional and pedagogical activities;

4) study of advanced teaching experience; analysis and assessment of the results of their pedagogical activities to revive the folk traditions of education;

5) carrying out research work on the use of the ideas of folk pedagogy.

L. D. Vavilova raises the question of improving the quality of ethnopedagogical training based on the implementation of three stages:

1) motivation for the need to master ethnopedagogical culture;

2) partial introduction of certain elements of tradition into the curriculum of pedagogical courses;

3) development and testing thematic courses.

MM. Thugo connects ethnopedagogical training with the content of educational and methodological disciplines:

1) introduction to the curriculum of disciplines where the branches of the economy, applied, artistic, musical art of the people are studied;

2) the formation of national self-awareness of specialists through the introduction into the content of educational activities of the progressive traditions of the people, their philosophy, culture, education in the national style, taking into account the best folk pedagogical ideas.

In our opinion, ethnopedagogical training should be considered as an integral part of ethnocultural training and as the process of becoming an ethnoculturally competent specialist with a system of ethnocultural knowledge, skills, skills and personal qualities: knowledge of the basics of folk pedagogy, functions, factors, means and methods of ethno-national education of children; the skills of competent use of the educational experience of the people in working with children of different ages and different nationalities, the skills of integrating folk traditions into the modern educational environment; qualities of an active subject of an ethno-oriented educational process, distinguished by ethnopatriotism and a conviction in the need to educate children in the spirit of respect for peoples. That is, we expand the concept of "ethnopedagogical training" to "ethnocultural training", which includes, in addition to ethnopedagogical, ethnopsychological and polycultural training.

Within the framework of our research, it is necessary to dwell on the consideration of the structure of the ethnocultural competence of teachers. In this regard, ethnocultural competence acts as a way of transferring cultural experience from one generation to another and is aimed at transferring ethnocultural experience and information to other generations; the development of individuality, which characterizes the three sides of the personality - individual (natural properties), subjective and personal (personal experience, feelings, status in society); education and training of a person based on the ethnocultural traditions of a particular region; development of national identity, integrity. Having defined the role and functions of the teacher, we can assert that the content of the ethnocultural training of teachers includes: the formation of personal knowledge as a result of studying the cultural, psychological, pedagogical, social aspects of education in a particular region; development of skills and abilities in the field of ethnoculture, allowing to function freely in a social environment; acquisition and improvement of professionally important personality traits; determination of readiness for pedagogical activity and choice of the further path of cultural and ethnocultural self-improvement.

We find theoretical confirmation of this in the works of N.G. Arzamastseva, M.B. Kozhanova, T.V. Poshtareva, A.V. Khutorsky, A.N. Nekrasova, V.V. Serikov, S.B. Seryakov and others. We are in solidarity with the authors that the ethnocultural education (competence) of teachers includes cognitive, developing, educating aspects.

Scientific and methodological materials that ensure the formation and development of ethnocultural competence were developed by us author's work programs for teachers of preschool institutions: "Ethnopedagogy", "Culture of the Urals", "People's Pedagogy of the Urals", "Educational activities in a multicultural polyethnic environment", "Formation of interest children of senior preschool age have an interest in folk traditional culture "," Family pedagogy ".

To improve the ethnocultural competence of practical preschool workers, the following advanced training programs have also been developed as part of additional course training and retraining: "Organizational and pedagogical conditions for the implementation of the national-regional component of the content of preschool education"; "Conceptual and technological foundations for building the educational program" Our Home - South Ural "; "Socialization of preschoolers in the process of ethnocultural education"; "Features of migrant pedagogy", "Implementation of the principle of regionalism in ethnocultural education."

The theoretical substantiation of the first organizational-pedagogical condition convinced us of the correct choice of this condition as necessary. The following conditions are sufficient for the construction and implementation of a pedagogical strategy for the formation of ethnocultural education of the subjects of the educational environment.

Let us turn to the consideration of the second organizational and pedagogical condition of the pedagogical strategy.

2. Creation and enrichment of the polylogical ethno-cultural educational space of a preschool educational institution, including didactic conditions and educational relationship initiated by the teacher in the development of various ethnic cultures by children.

From the perspective of our research, it is necessary to determine the construction of a polylogical ethnocultural educational space of a preschool institution. In the works of modern psychologists and teachers, the educational space (environment) is understood as a system that includes a number of structural elements: a set of educational technologies used; extracurricular work; management of the educational process; interaction with external educational and social institutions (V.I.Slobodchikov, S.A.Azarenko). As you can see, most authors consider these concepts to be synonyms. In the works of S.A. Azarenka points out such an important characteristic of the educational space as a special kind of community. “By combining power centers, this“ co-locality ”makes it possible to develop the power field of sociality. Culture as a way of spatial organization is not limited to "place", but is a force for generating existence "in-place". The concept of "in-place" or "co-in-locality" includes both "location" and the circle of people organizing it. " We understand the educational environment as a part of the socio-cultural space, the zone of interaction of educational systems, their elements, educational material and subjects of educational processes. The educational space has several levels - from federal, regional to the first element - the educational environment of a particular preschool educational institution, age group... The substantive characteristic of the concept of "educational environment" reflects the interconnection of conditions that ensure the education and upbringing of a person (V.I. Slobodchikov, 513). The scheme of the relationship "teacher - children" presupposes subjective-subjective relationships, fastened by mutual understanding, penetration into the spiritual and moral world of each other, joint developmental activities of adults and children. The analysis of the studies showed that this space is heterogeneous in its structure and includes microenvironments, including:

Subject-spatial environment. Its components ensure the full value of the child's social development, “satisfy the needs of the child's actual, immediate and long-term development” (LS Vygotsky). The parameters of constructing a subject-spatial environment take into account the activity-age approach, the multifunctionality of the objective world reflects the features of a particular educational program (NN Poddyakov, SL Novoselova, LM Klarina, etc.);

Ethnopedagogical environment, which is a naturally organized process of integration of traditional (folk, national, ethnic) cultures with modern educational systems, ideas, technologies that create an educational environment (ethnopedagogical space) (GN Volkov). The term "ethnopedagogization", introduced by G.N. Volkov, shows that the educational process (practice) is an integral process of systemic research, study, development and application of the richest ethno-pedagogical heritage of peoples and countries. By ethnopedagogization, we mean the introduction of ethnopedagogy (ethnopedagogical concept) into the sphere of education and everyday life. Ethnopedagogization is a part of ethnopedagogy (in content) and one of the means of its implementation (in form). G.N. Volkov distinguishes between three levels of ethnopedagogization of the environment: global (systemic); complex-combined; aspect-thematic (private). The aspect-thematic level of ethnopedagogization of the educational process is noted in the form of attracting elements of the people's material culture to it, organizing circles for mastering national handicrafts and crafts, sections, and competitions. Competitions in folk games, holding folk holidays. The complex-combined level is manifested in the organization of the educational process according to some additional (partial) program using a set of means, methods and forms of folk pedagogy. The systemic level presupposes the integration of the traditions of public education and the integral educational process of a preschool institution. In our opinion, ethnopedagogization of the educational environment is a system-forming factor of the regional component of the content of preschool education;

Cultural and historical environment, which includes the presence of many environments of a sociocultural order: artistic, sociocultural, educational, cultural, natural, historical. Educational environment researcher T.Yu. Kupach considers it a part of the sociocultural space, which is created by the individual, since each child develops in accordance with his individual characteristics and creates his own space for the entry of values ​​and priorities of cognition. According to the author, the cultural environment of a particular educational institution is the space for the cultural development of children in the children's community, which incorporates the same basic parameters of the environment - attitudes, values, symbols, things, objects. Natural environment- includes the entire biosphere in the macro - and microsociety: landscape, plants and animals. The historical environment is a set of historical cultural objects: houses, landscapes, crafts, etc., among which a child lives and is brought up. In the process of acquiring and assimilating sociocultural experience, the nature of the interaction of children with the environment changes: the child learns not only the environment, but also himself, his capabilities, achievements, personality traits... In the process of socialization, the child "enters" the world of culture, appropriating national and spiritual values, scientific traditions and customs;

Developing cultural and educational environment that synthesizes a system of values. In a study by R.M. Chumiche values ​​act as norms of behavior and activity, perform a stimulating function; assimilation of values ​​occurs in the process of involving the child in various types of activity; the formation of sustainable cultural value orientations is an indicator of personal development. The mechanism of assimilation of these values, according to R.M. Chumicheva, consists in the transformation of the child of the values ​​of the world of culture into his own inner world of values ​​that are manifested in activity. According to the researcher, the expansion of the content of the educational environment at the expense of cultural and historical values ​​gives the educational process integrity, consistency, lays the foundations for the child's socio-cultural competence, forms a retrospective and prognostic view of the world. Cultural and historical traditions of the environment reveal the role of a person in the cultural process of his attitude to cultural heritage, contributes to the formation of the foundations of historical self-awareness. Among the sources of the formation of the beginnings of historical self-awareness, it is important to highlight the ethnic culture, the geographical definiteness of the people, its historical past. An important component of the cultural and educational space is the subjective meaning of the informativeness of knowledge, which is determined by the nature of the social experience of children. In addition to historical values, the content component of the cultural and educational environment includes the values ​​of human existence, reflecting relations between people; the importance of joint life, involving mutual respect and understanding of each other;

Educational environment, including a set of relations between participants in the educational process and didactic conditions necessary for its adequate course (L.M. Klarina). The blocks of the educational process involve the involvement of their structural parts and a change in the nature of the teacher's interaction with children. In the works of N. Ya. Mikhailenko, N.A. The following components are called Korotkova: value-oriented, associated with goal setting, with the definition of the essence of the block; design-procedural, in which the development of the educational environment of the individual is predicted and projected (here the content is realized); subjective, determining the position of an adult and a child (children) and revealing the main lines of interaction between the subjects of the educational system; diagnostic, which determines the effectiveness of the functioning of this system and allows you to create conditions for its development; managerial, involving the main types of management at various levels, associated with the implementation of the main management functions (organization, planning, incentives, control). These components are most vividly reflected in joint and independent activities, which are closely related to each other, interact, interpenetrate and complement each other. Organized educational activities (classes) often have the role of a "trigger" mechanism. The joint activity of adults and children involves the use of a complex-thematic approach in planning, taking into account the principle of eventfulness in the life of children. Independent activity children assumes the use of the subject-environmental approach and contributes to the education of independence, activity, individuality of the child through the subject-developmental environment;

The environment of subject-subject interaction, which is enriched by meaningful interaction of various subjects as participants in the educational process (Yu.S. Manuilov, V.A.Petrovsky, L.I. Novikova, V.D.Semenov). The subject's belonging to the world of children or to the world of adults makes it possible to identify the main environments of his life, conditioned by the laws of interaction of subcultures. This is a socio-cultural, natural, pedagogical, children's, nurturing environment. We agree with the point of view of Yu.S. Manuilov that the environment “mediates” the subject in the realization of his goal, “mediates” (refracts) his consciousness and behavior, “averages” his qualities. In studies and publications, several options for a child's assimilation of the environment are determined. First, through familiarizing children with the environment, which involves the acquisition of information by children. Secondly, through the involvement of children in the development of the environment, which includes active transformation and creative use of information (N.F. Vinogradova, S.A. Kozlova). Thirdly, through the pedagogization of the environment through the organization of pedagogical support of useful initiatives of society in the upbringing of children, ensuring the interaction of parents with kindergarten (T.N. Doronova, N.F. Vinogradova, R.M. Chumicheva, T.A. Kulikova) ... Fourthly, through the personalization of the environment, the essence of which is that each person can find opportunities in the surrounding socio-cultural environment to realize their interests, requests, desires, and abilities. In this regard, it is important to create conditions for socialization - individualization of children, which involves the creative transformation of different types of environments (V.T.Kudryavtsev, D.I. Feldstein).

The above allows us to assert that the most important organizational and pedagogical condition can be the socio-cultural space (environment), which contains a powerful educational potential. In the study of V.A. Petrovsky, L.M. Klarina, E. D. Visangirieva emphasizes that the socio-cultural developmental environment should be complex, heterogeneous (diverse), allowing the child to freely move from one “field” of meanings to another. The environment should be incomplete, being a stimulus for the manifestation of the child's subjective position. The sociocultural environment creates opportunities for both spiritual and emotional and cognitively effective manifestations;

Educational family environment as a socio-cultural environment that has its own potential, features. This type of environment makes it possible for the child to "immerse" in the world of family, work, communicative, informational cultures. The spiritual enrichment of this environment, according to most researchers, depends on the cultural awareness of parents, who are the primary carriers of ethnocultural information. The upbringing of children in a family based on the traditions and customs of their people, the development of family culture by children is the basis for the cognition of ethnic and human culture (E.S.Babunova, T.A.Kulikova, S.D. Kirienko, etc.).

Differentiation of different types of environments, analysis of their structure and content, educational and developmental potential made it possible to identify the general pattern of their construction and creation - the ethnocultural component, including the child's active development of the values ​​of ethnoculture. Our definition of the concept of "polylogical ethno-cultural educational environment" is based on the recognition of the importance of the socio-pedagogical capabilities of the ethnoculture of the region, the understanding of the need for its active development by the subjects of the educational environment, its improvement and development. By polylogical ethnocultural educational environment, we mean an environment that implements the socio-pedagogical capabilities of the ethnoculture of the region and represents the plurality and logical conjugation of ethnocultures as a condition for complementarity and mutual enrichment of the external (subject) and internal (spiritual and moral) environments and the subject-subject relations of the child and the teacher, realizing social and pedagogical resources of ethnoculture, integrated into the process of ethnocultural education of a preschooler. Consideration of the polylogical ethnocultural educational space as a multidimensional socio-cultural phenomenon, including various environments, orients the teacher towards interaction with different ethnic cultures and establishes the relationship between educational relations and didactic conditions initiated by the teacher, who realizes the goal, objectives, principles, content, forms and methods of mastering various ethnocultures. The possibilities of the polylogical educational space lie in the development of ethnocultural experience of life and life creation of a child of preschool age;

3. Within the framework of the designated second condition, the significance of the third condition appears - the enrichment of ethnocultural technology based on the integration and variability of the content, means, forms, methods of education and revealing the ethnocultural potential of the subjects of the educational space.

V modern science various means, forms, methods and techniques of teaching and upbringing are used. Various classifications of teaching and upbringing methods take into account both general and specific components of the educational process. So, in the selection of teaching methods, the focus is on the problem of learning how to obtain knowledge from various sources, and not only their perception and reproduction. In this regard, active and interactive teaching methods are being developed in the works of foreign and domestic teachers (A.A. Verbitsky, L.M. Klarina, Yu.N. Kuljutkin, S.A. Kozlova, A.I.Savenkov, N. N. Poddyakov, A.N. Poddyakov and others). Thus, a number of authors have described heuristic methods that put a person in the position of a discoverer, a researcher of hypotheses, problems, mental and practical tasks. Methods of modeling, experimentation, prototyping are being actively developed. For example, in the works of N.N. Poddyakova, L.A. Wenger, D.B. Elkonin, these methods are considered as visual-practical, the essence of which is the development of mental abilities, with the help of special models, schemes, experiments, which in a visual form reproduce the hidden properties and connections of an object or phenomenon. These methods act as special forms of search activity, in which the processes of formation of the goal of the emergence and development of new personality motives are most pronounced. All this creates conditions for self-movement, self-development of subjects of the educational environment.

Research methods are actively used, including teaching hypotheses, problems, posing questions, developing argumentation, syllogisms (evidence), judgments, and inferences. So, in the studies of A.I. Savenkova, A.N. Poddyakov, these methods are associated with the development of research behavior as a universal characteristic of the human psyche. The focus of researchers is on problem methods aimed at enhancing the intellectual potential of the individual, the development of the external and internal activity of the student's personality (M.I. Makhmutov, N.Ya. .) (L.V. Trubaichuk). In the opinion of the named authors, the object of reflection, the object of self-observation and analysis should be the experience of a person's knowledge about his capabilities and possible transformations in the objective world and himself. Experience of focusing on certain working conditions, efforts and level of success, experience of cooperation, collective interaction. Involvement as a mechanism of personal development acts necessary condition for the formation of the child's subjective position. Considering the need for subjects of the educational environment to master the methods of cognition, description, acquisition of knowledge, as well as organizational and pedagogical requirements of the methodological strategy of our research, we consider it expedient to actively use the following methods that correspond to the modern understanding of the learning and cognition process: material; methods related to the acquisition (acquisition) of knowledge and their creative comprehension; methods associated with the active use of informational ethnocultural material. Since cognition and awareness of informational ethnocultural material occurs during the actualization of subject-subject educational relations, we took into account the modern didactic principles of the development of the cognitive sphere that exist in modern didactics: variability of the teaching model; synthesis of intelligence, affect and action; using associative links; prioritizing start in cognitive development; staging and taking into account the level of ethnocultural education; continuity and continuity of ethnocultural education in various societies; personality-oriented interaction aimed at improving self-development and self-movement; integration of content, means, forms, methods and techniques of teaching; stimulating and increasing the stability of interest-attitudes towards the development of ethnocultural experience.

It should be emphasized that the implementation of these principles did not exclude the general didactic traditional principles developed by Ya.A. Komensky. We consider it necessary to highlight these principles as basic, aimed at the implementation of the pedagogical strategy of the formation of the ethnocultural education of the individual.

The analysis of scientific and pedagogical literature has shown that teaching methods contribute to the formation of not only the educational ethnocultural potential of the individual, but also the educational one. For our study, it is important to identify such methods of education that create conditions for the realization of the triad nature of the psychological mechanism of ethnocultural education (the formation of ideas, feelings, behavior). In other words, all methods of upbringing an ethnocultural personality should contribute to the disclosure of the spiritual world of the individual, when ethnocultural values ​​become the benchmarks of its activity. In modern scientific literature, the position is put forward that the most important method of educating a personality is the method of organized activity included in the socio-cultural space (environment), in which researchers distinguish many specific environments (V.A. . Saigushev, L. I. Savva, V. I. Slobodchikov and others). The practical implementation of this provision is carried out in educational, cognitive, professional pedagogical, play, productive activities. Communication of subjects in a polylogic ethno-cultural educational space is based on the principles of equal, joint activity, which is based on a polylogue and a dialogue of cultures. It is appropriate to emphasize that the subjective basis of interaction between participants in the educational space realizes the creative potential of everyone and contributes to the formation of socially significant qualities necessary for the successful development of ethnic culture. In this regard, the method of organized activity includes a variety of pedagogical techniques: fixing and stimulating success, support and assistance, creating situations of success, assessment situations, training situations, problem situations.

It seems to us that the methods and techniques of upbringing acquire significance in the ethnocultural development of a person only in the conditions of creating an interested person's attitude to the success and advancement of another person, mutual enrichment and focus on cooperation and dialogue. In the work of A.B. Orlova examines the principles of relations between the world of adults and the world of children: the principle of equality, as a harmonious complement to each other; the principle of dialogism, in which learning is the movement of the content of the world of adulthood into the world of childhood, and
nie - movement of the content of the world of childhood into the world of adulthood; the principle of coexistence, which recognizes the ideas of the pedagogy of non-violence; the principle of freedom, which takes into account subjectivity as the value of a person; the principle of unity, creating a child-adult community, a community based on acceptance and understanding of each other.

In the works of G.N. Serikova, G.G. Granatov, the question is raised about the importance of functional manifestations of the subjective self of each participant in education. So, G.N. Serikov emphasizes that the manifestation of the subjective self of people is predetermined by both the intellectual properties of the individual and spiritual values ​​and emotional attitude towards oneself and the environment. At the same time, in the scientist's opinion, “respect for oneself and for other people, love for the native land and for the Universe” acquire special significance.
noah. " In the research of G.G. Granatova, on the basis of a reflexive-additional approach, the need to include three components in the concept of "pedagogical thinking" is considered: ideological-conceptual, subjective-emotional and reflective. Highlighting the provisions of these researchers directs us to the importance of the formation of such pedagogical thinking, which will manifest itself in various levels of readiness for the implementation of ethnocultural education.

Thus, the designated three organizational and pedagogical conditions are interrelated and complement each other as follows. The creation and implementation of scientific and methodological support is a necessary basis for the meaningful construction and enrichment of a polylogical ethnocultural educational space, including didactic conditions and educational relations, initiated by the teacher and aimed at developing the ethnocultural upbringing of the child's personality. The variability and integration of content, means, forms, methods and techniques creates a condition for pedagogical assistance to active and active development of ethnocultural experience. In turn, the effectiveness of the development of the ethno-cultural upbringing of children and the ethnocultural competence of the teacher as a result of the pedagogical strategy is ensured by the creation of a criterion-diagnostic apparatus for its assessment. We consider the characteristic of this condition in 3.3.

We bring to your attention the journals published by the "Academy of Natural Sciences"