What is the pedagogical process as a system. Pedagogical process

Pedagogical process- one of the most important, fundamental categories of pedagogical science. Under pedagogical process is understood as a specially organized, purposeful interaction of teachers and students (pupils), aimed at solving developmental and educational problems. The pedagogical process is designed to ensure the fulfillment of the social order of society for education, the implementation of the provision of the Constitution of the Russian Federation on the right to education, as well as the current legislation on education.

The pedagogical process is a system, and like any system it has a certain structure. Structure - this is the location of elements (components) in the system, as well as the connections between them. Understanding the connections is very important, because, knowing what is connected with what and how in the pedagogical process, it is possible to solve the problem of improving the organization, management and quality of this process. Components pedagogical process are:

goal and tasks;

organization and management;

methods of implementation;

results.

The teaching process is work process, and, as in other labor processes, objects, means and products of labor are singled out in the pedagogical process. An object the work activity of a teacher is a developing personality, a team of pupils. Facilities(or tools) of labor in the pedagogical process are very specific; they include not only teaching aids, demonstration materials, etc., but also the knowledge of the teacher, his experience, his spiritual and spiritual capabilities. On creation product pedagogical work, in fact, the pedagogical process is directed - this is the knowledge, skills and abilities acquired by students, the level of their upbringing, culture, i.e., the level of their development.

Patterns of the pedagogical process- these are objective, essential, recurring connections. In such a complex, large and dynamic system as the pedagogical process, a large number of various connections and dependencies are manifested. Most general patterns of the pedagogical process the following:

¦ the dynamics of the pedagogical process suggests that all subsequent changes depend on changes in the previous stages, therefore the pedagogical process is multi-stage in nature - the higher the intermediate achievements, the more significant the final result;

¦ the pace and level of personality development in the pedagogical process depend on heredity, environment, means and methods of pedagogical influence;

¦ the effectiveness of pedagogical influence depends on the management of the pedagogical process;

~¦ the productivity of the pedagogical process depends on the action of internal incentives (motives) of pedagogical activity, on the intensity and nature of external (social, moral, material) incentives;

¦ the effectiveness of the pedagogical process depends, on the one hand, on the quality of pedagogical activity, on the other hand, on the quality of one’s own learning activities students;

¦ the pedagogical process is determined by the needs of the individual and society, material, technical, economic and other opportunities of society, moral and psychological, sanitary and hygienic, aesthetic and other circumstances under which it is carried out.

The patterns of the pedagogical process find a concrete expression in the main provisions that define it. general organization, content, forms and methods, i.e. in principles.

Principles in modern science- these are the basic, initial provisions of any theory, guiding ideas, basic rules of behavior, actions. Didactics considers principles as recommendations that guide pedagogical activity and the educational process - they cover all its aspects and give it a purposeful, logically consistent beginning. For the first time, the basic principles of didactics were formulated by Ya. A. Comenius in The Great Didactics: consciousness, visibility, gradualness, consistency, strength, feasibility.

In this way, principles of the pedagogical process- these are the basic requirements for the organization of pedagogical activity, indicating its direction and shaping the pedagogical process.

The task of comprehending and regulating such a branched and multifaceted activity as pedagogical activity requires the development of a fairly wide range of norms of different directions. As well as general pedagogical principles(for example, the principles of the connection of education with life and practice, the connection of education and upbringing with work, the humanistic orientation of the pedagogical process, etc.) distinguish other groups of principles:

¦ principles of education- discussed in the section on education;

¦ principles of organization of the pedagogical process- the principles of training and education of the individual in the team, continuity, etc.;

¦ principles of leadership of pedagogical activity- the principles of combining management in the pedagogical process with the development of initiative and independence of students, combining exactingness with students with respect for their personality, using them as a support positive qualities person, the strengths of his personality, etc .;

¦ teaching principles- the principles of scientific character and feasible difficulty of learning, systematic and consistent learning, consciousness and creative activity of students, visibility of learning, strength of learning outcomes, etc.

At the moment, there is no single approach in pedagogy in determining the composition and system of principles of the pedagogical process. For example, Sh. A. Amonashvili formulated the following principles of the pedagogical process:

"one. Knowledge and assimilation of the child in the pedagogical process is truly human. 2. The child's knowledge of himself as a person in the pedagogical process. 3. Coincidence of the interests of the child with the universal interests. 4. Inadmissibility of using means in the pedagogical process that can provoke a child to antisocial manifestations. 5. Providing the child in the pedagogical process with public space for the best manifestation of his individuality. 6. Humanization of circumstances in the pedagogical process. 7. Determining the qualities of the emerging personality of the child, his education and development from the qualities of the pedagogical process itself.

When highlighting system of principles of teaching in higher education should be considered peculiarities educational process this group of educational institutions:

- in higher education, not the basics of sciences are studied, but the sciences themselves in development;

- independent work of students is close to the research work of teachers;

- the unity of scientific and educational processes in the activities of teachers is characteristic;

- Teaching of sciences is characterized by professionalization. Proceeding from this, S. I. Zinoviev, the author of one of the first monographs on the educational process in higher education, principles of didactics of higher education considered:

scientific;

Connection of theory with practice, practical experience with science;

Consistency and consistency in the training of specialists;

Consciousness, activity and independence of students in their studies;

Connection of individual search for knowledge with educational work in a team;

The combination of abstract thinking with visibility in teaching;

Availability of scientific knowledge;

The strength of the assimilation of knowledge.

2. The main systems of organization of the pedagogical process

In didactics, there are three main systems for organizing the pedagogical process:

1) individual training and education;

2) class-lesson system;

3) lecture and seminar system. These systems differ from one another:

The number of students enrolled in these systems;

The ratio of collective and individual forms of organizing the activities of pupils;

The degree of their independence;

The specifics of the management of the educational process by the teacher.

1. System individual training and education developed in primitive society as the transfer of experience from one person to another, from older to younger.

With the development of scientific knowledge in connection with the development of agriculture, animal husbandry, navigation and awareness of the need to expand access to education for a wider range of people, the system of individual education was transformed into individual-group. The content of training and education was strictly individualized, so the group could have students of different ages, different degrees of preparedness. The beginning and end of classes for each student, as well as the terms of training, were also individualized.

2. Classroom system replaced the individual and individual-group. This system approves a strictly regulated mode of educational work:

Permanent place and duration of classes;

A stable composition of students of the same level of preparedness, and later - of the same age;

Stable class schedule.

The emergence and approval of the class-lesson system is associated with the activities of the Strasbourg school of I. Sturm (1538), which had separate classes and training was carried out on the basis of the approved curriculum with alternating work and rest. In the 20-30s. 16th century the class-lesson system has already been used in public primary schools Czech Republic, Poland, Hungary, Lithuania, Saxony. The theoretical substantiation of this system of education was given by Ya. A. Comenius. In the second half of the XVIII century. the class-lesson system has also become widespread in Russia.

According to Ya. A. Komensky, the main form of organizing education within the framework of the class-lesson system should be a lesson. Lesson - the main unit of the educational process, clearly limited by the time frame, work plan and composition of participants.

Further development of the classical teaching of Comenius about the lesson in national pedagogy carried out in the 19th century. K. D. Ushinsky. He scientifically substantiated all the advantages of the class-lesson system and created a coherent theory of the lesson, in particular, substantiated its organizational structure and developed the following lesson typology:

Blended lessons;

Lessons of oral and practical exercises;

Lessons of written exercises;

Knowledge Assessment Lessons.

In modern didactics, a lot is devoted to the allocation of types of lessons. scientific works, and today there are several lesson classifications, each of which is based on some defining feature proposed by different authors:

- didactic purpose (I. S. Ogorodnikov);

- the goals of organizing classes (M. I. Makhmutov);

- the main stages of the educational process (S. V. Ivanov);

– teaching methods (I. N. Borisov);

- ways of organizing the educational activities of students (F. M. Kiryushkin).

As an example, we give a classification according to didactic purpose:

Learning Lessons educational material;

Lessons in the formation and improvement of skills and abilities;

Lessons of generalization and systematization of knowledge;

Lessons of control and correction of knowledge, skills and abilities;

Combined (mixed) lessons.

3. Lecture and seminar system, originated with the creation of the first universities, has deep historical roots, but it has practically not undergone significant changes since its inception.

Lectures, seminars, practical and laboratory classes, consultations and practice in the chosen specialty still remain the leading forms of education within the lecture-seminar system. Its invariable attributes are colloquia, tests and examinations.

Lecture-seminar system in its pure version is used in practice vocational training, i.e., in conditions where students already have some experience in teaching and cognitive activity when the basic general scientific skills are formed and, above all, the ability to independently acquire knowledge. It allows you to organically combine mass, group and customized molds education, although the dominance of the former is predetermined by the characteristics of the age of students: students, trainees of the advanced training system, etc. last years elements of the lecture-seminar system are widely used in general education schools, combining them with the forms of education of the class-lesson system.

3. Management cycle

In pedagogy, the concept management cycle is revealed through standing in series and interconnected functions of pedagogical management: pedagogical analysis, goal setting, planning, organization, regulation and control.

Function pedagogical analysis in its modern sense, it was introduced and developed in the theory of pedagogical management by Yu. A. Konarzhevsky. Pedagogical analysis occupies a special place in the structure of the managerial cycle: any managerial cycle begins and ends with it. The exclusion of pedagogical analysis from the general chain of managerial activity leads to its disintegration, since the remaining functions do not receive rationale and completion in their development.

Main purpose pedagogical analysis as a management function is to study the state and trends in the development of the pedagogical process, in an objective assessment of its results, followed by the development of recommendations on this basis for improving and optimizing the controlled system. This function is one of the most time-consuming in the structure of the management cycle, since analysis involves the selection of parts in the object under study, the assessment of the role and place of each part, the reduction of parts into a single whole, the establishment of links between facts, etc.

In the theory and practice of management, the main types of pedagogical analysis: parametric, thematic and final.

Parametric analysis is aimed at studying daily information about the course and results of the educational process, to identify the causes that violate it. The subject of parametric analysis is the study of current academic performance, discipline, attendance, adherence to class schedules, etc.

Thematic analysis is aimed at studying more stable, recurring dependencies, trends in the course and results of the pedagogical process. In the content of the thematic analysis, a systematic approach is manifested to a greater extent.

Final analysis covers a larger time, space or content framework. It is held at the end of the semester and academic year and is aimed at studying the main results, prerequisites and conditions for their achievement.

The management process of any pedagogical system involves goal setting or goal setting.

Peculiarities goal setting in the management of pedagogical systems are that when developing a "tree" of goals, it is not enough to know only the objective requirements of society. It is important to correlate the overall goal of managerial activity with the age and individual psychological characteristics of students, when pedagogical goals are the result of the implementation of the requirements imposed on a person by society. When determining the "tree" of management goals, it is necessary to present the general, general goal in the form of a number of specific private goals, i.e., decompose it. Thus, the achievement of a common, general goal is carried out through the achievement of its constituent private goals.

Planning in management, it acts as a decision-making based on the correlation of the data of the pedagogical analysis of the phenomenon under study with the programmed goal. Allocate perspective, annual And current educational institution work plans:

perspective plan develop, as a rule, for five years on the basis of a deep analysis of work in recent years;

annual plan covers the entire academic year including holidays;

current plan make up for a certain part of the academic year - it is a specification of the general annual plan.

The presence of these plans allows you to coordinate the activities of the teaching staff. They are strategic in relation to the work plans of teachers.

Organization function fulfillment decisions taken And regulation function of this process are implemented by specific people: the administration of the educational institution, teachers, students, members of the public.

In the structure of the manager's organizational activity, an important place is occupied by the motivation of the upcoming activity, instruction, the formation of conviction in the need to fulfill this assignment, ensuring the unity of actions of the teaching and student teams, providing direct assistance in the process of performing work, choosing the most appropriate forms of stimulating activities, assessing the progress and results of a specific Affairs.

With sufficient development control function management remains complex and time-consuming. The complexity of control is explained by the lack of a reasonable system of criteria for evaluating the educational process, especially its educational component.

Control is closely connected with all the functions of the management cycle, this connection with the function of pedagogical analysis is especially noticeable, since the information obtained during the control becomes the subject of pedagogical analysis. Control provides rich, systematized information, shows the degree of discrepancy between the goal and the result obtained, while pedagogical analysis is aimed at identifying the causes, conditions for the occurrence of these differences and deviations.

Pedagogical process- this concept includes the method and method of organizing educational relations, which consist in the systematic and purposeful selection and application of external factors for the development of learning subjects. The pedagogical process is understood as the process of teaching and educating a person as a special social function, the implementation of which requires a certain environment. pedagogical system 1 .

The concept of "process" comes from the Latin word processus and means "moving forward", "change". The pedagogical process determines the constant interaction of subjects and objects educational activities: educators and educated. The pedagogical process is aimed at solving this problem and leads to changes that are planned in advance, to the transformation of the properties and qualities of students. In other words, the pedagogical process is a process where experience turns into a personality quality. The main feature of the pedagogical process is the presence of the unity of training, education and development on the basis of maintaining the integrity and generality of the system. The concepts of "pedagogical process" and "educational process" are unambiguous 2 .

The pedagogical process is a system. The system consists of various processes, including formation, development, education and training, inextricably linked with all conditions, forms and methods.

As a system, the pedagogical process consists of elements (components), in turn, the arrangement of elements in the system is a structure.

The structure of the pedagogical process includes:

1. The goal is to identify the final result.

2. Principles are the main directions in achieving the goal.

4. Methods - this is the necessary work of the teacher and the student in order to transfer, process and perceive the content of education.

5. Means - ways to "work" with the content.

6. Forms - this is a consistent receipt of the result of the pedagogical process.

The purpose of the pedagogical process is to effectively predict the outcome and result of the work. The pedagogical process consists of various goals: the goals of direct teaching and the goals of learning in each lesson, each discipline, etc.

Russia's regulatory documents present the following understanding of goals.

1. The system of goals in the standard provisions on educational institutions (the formation common culture personality, adaptation to life in society, creating the basis for a conscious choice and development of a professional educational program, education of responsibility and love for the Motherland).

2. The system of diagnostic goals in certain programs, where all goals are divided into stages and levels of training and represent a display of the content of certain training courses. In the education system, such a diagnostic goal can be teaching professional skills, thereby preparing the student for future professional education. The definition of such professional goals of education in Russia is the result of important processes in the education system, where attention is paid, first of all, to the interests of the younger generation in the pedagogical process.

Method(from the Greek. sheShoskzh) of the pedagogical process - these are the ways of the relationship between the teacher and the student, these are the practical actions of the teacher and students that contribute to the assimilation of knowledge and the use of the content of education as an experience. A method is a certain designated way to achieve a given goal, a way of solving problems that result in solving the problem 3 .

Different types of classification of methods of the pedagogical process can be defined as follows:

according to the source of knowledge:

verbal (story, conversation, briefing), practical (exercises, training, self-management), visual (showing, illustrating, presenting material),

based on the structure of the personality: methods for the formation of consciousness (story, conversation, instruction, demonstration, illustration), methods for the formation of behavior (exercises, training, games, assignments, requirements, rituals, etc.), methods for the formation of feelings (stimulation) (approval , praise, censure, control, self-control, etc.).

The components of the system are educators, students, and learning environments. Being a system, the pedagogical process consists of certain components: goals, objectives, content, methods, forms and results of the relationship between the teacher and the student. Thus, the system of elements is a target, content, activity, and resultant component 4 .

Target Component process is the unity of all the various goals and objectives of educational activities.

Activity Component- this is the relationship between the teacher and the student, their interaction, cooperation, organization, planning, control, without which it is impossible to come to the final result.

Effective Component process shows how effective the process was, determines the successes and achievements depending on the goals and objectives set.

Pedagogical process- this is a necessarily labor process, which is associated with the achievement and solution of socially significant goals and objectives. The peculiarity of the pedagogical process is that the work of the teacher and the student are combined together, making up an unusual relationship between the objects of the labor process, which is pedagogical interaction.

The pedagogical process is not so much a mechanical combination of the processes of education, training, development, but a completely new qualitative system that can subordinate objects and participants to its own laws.

All constituent components are subject to a single goal - maintaining the integrity, commonality, unity of all components.

The peculiarity of pedagogical processes is manifested in determining the influential functions of pedagogical action. The dominant function of the learning process is education, education - education, development - development. Also, training, upbringing and development perform other interpenetrating tasks in a holistic process: for example, upbringing is manifested not only in upbringing, but also in developing and educational functions, and training is inextricably linked with upbringing and development.

Objective, necessary, essential connections that characterize the pedagogical process are reflected in its patterns. The patterns of the pedagogical process are as follows.

1. Dynamics of the pedagogical process. The pedagogical process implies a progressive nature of development - the student's overall achievements grow along with his intermediate results, which indicates precisely the developing nature of the relationship between the teacher and children.

2. Personal development in the pedagogical process. The level of personality development and the pace of achieving the goals of the pedagogical process are determined by the following factors:

1) genetic factor - heredity;

2) pedagogical factor - the level of educational and educational sphere; participation in educational work; means and methods of pedagogical influence.

3. Management of the educational process. In the management of the educational process, the level of effectiveness of pedagogical influence on the student is of great importance. This category depends on:

1) the presence of systematic and valuable feedback between the teacher and the student;

2) the presence of a certain level of influence and corrective actions on the student.

4. Stimulation. The effectiveness of the pedagogical process in most cases is determined by the following elements:

1) the degree of stimulation and motivation of the pedagogical process by students;

2) the appropriate level of external stimulation from the teacher, which is expressed in intensity and timeliness.

5. The unity of sensory, logical and practice in the pedagogical process. The effectiveness of the pedagogical process depends on:

1) the quality of the student's personal perception;

2) the logic of assimilation perceived by the student;

3) the degree of practical use of educational material.

6. The unity of external (pedagogical) and internal (cognitive) activities. The logical unity of the two interacting principles - this is the degree of pedagogical influence and the educational work of students - determines the effectiveness of the pedagogical process.

7. Conditionality of the pedagogical process. The development and summing up of the pedagogical process depends on:

1) the development of the most versatile desires of a person and the realities of society;

2) available material, cultural, economic and other opportunities for a person to realize their needs in society;

3) the level of conditions for the expression of the pedagogical process.

So, important features of the pedagogical process are expressed in the basic principles of the pedagogical process, which make up its general organization, content, forms and methods.

Let's define the main principles of the pedagogical process.

1. The humanistic principle, which means that the humanistic principle should be manifested in the direction of the pedagogical process, which means the desire to unite the development goals and life attitudes of a certain individual and society.

2. The principle of the relationship between the theoretical orientation of the pedagogical process and practical activities. In this case, this principle means the relationship and mutual influence between the content, forms and methods of education and educational work on the one hand, and the changes and phenomena occurring throughout public life countries - economy, politics, culture, on the other hand.

3. The principle of combining the theoretical beginning of the processes of education and upbringing with practical actions. Determining the significance of the implementation of the idea of practical activity in the life of the younger generation implies subsequently the systematic acquisition of experience in social behavior and makes it possible to form valuable personal and business qualities.

4. The principle of scientific character, which means the need to bring the content of education in line with a certain level scientific and technological achievements society, as well as in accordance with the already accumulated experience of civilization.

5. The principle of orientation of the pedagogical process to the formation in the unity of knowledge and skills, consciousness and behavior. The essence of this principle is the requirement to organize activities in which children would have the opportunity to verify the veracity of the theoretical presentation, confirmed by practical actions.

6. The principle of collectivism in the processes of education and upbringing. This principle is based on the connection and interpenetration of various collective, group and individual methods and means of organizing the learning process.

7. Systematic, continuity and consistency. This principle implies the consolidation of knowledge, skills and abilities, personal qualities which have been adopted in learning process, as well as their systematic and consistent development.

8. The principle of visibility. This is one of the important principles not only of the learning process, but of the entire pedagogical process. In this case, the basis for the visibility of learning in the pedagogical process can be considered those laws and principles of research outside world which lead to the development of thinking from the figurative-concrete to the abstract.

9. The principle of aestheticization of the processes of education and upbringing in relation to children. Revealing and developing in the younger generation a sense of beauty, an aesthetic attitude to the environment makes it possible to form their artistic taste and see the uniqueness and value of social principles.

10. The principle of the relationship between pedagogical management and independence of schoolchildren. It is very important from childhood to accustom a person to perform certain types of work, to encourage initiative. This is facilitated by the principle of combining effective pedagogical management.

11. The principle of consciousness of children. This principle is intended to show the importance of the active position of students in the pedagogical process.

12. The principle of a reasonable attitude towards the child, which combines exactingness and encouragement in a reasonable ratio.

13. The principle of combination and unity of respect for one's own personality, on the one hand, and a certain level of exactingness towards oneself, on the other hand. This becomes possible when there is a fundamental reliance on the strengths of the individual.

14. Accessibility and feasibility. This principle in the pedagogical process implies a correspondence between the construction of students' work and their real capabilities.

15. The principle of influence of individual characteristics of students. This principle means that the content, forms, methods and means of organizing the pedagogical process change in accordance with the age of the students.

16. The principle of the effectiveness of the results of the learning process. The manifestation of this principle is based on the work of mental activity. As a rule, knowledge that is acquired independently becomes strong.

Thus, defining in stages the unity of education and training in the pedagogical process, the goal as a backbone component of the educational system, general characteristics of the education system in Russia, as well as the features, structure, patterns, principles of the pedagogical process, we were able to reveal the main idea of the lecture and find out how the process of education, being a fundamental, systemic, purposeful and unifying process of education and training, influences the development of the individual, and, therefore, the development of society and the state.

PEDAGOGICAL PROCESS- this is a system in which the processes of upbringing, development, formation and training of the younger generation, along with all the conditions, forms and methods of their flow, are merged together on the basis of integrity and commonality; purposeful, consciously organized, developing interaction between educators and students, during which the socially necessary tasks of education and upbringing are solved; movement from the goals of education to its results by ensuring the unity of education and upbringing.

PEDAGOGICAL PROCESS- in the most general form, two interrelated, in close unity, ongoing processes: the activities of educators as a process of targeted influences of educational influences on pupils; the activities of the pupils themselves as a process of assimilation of information, physical and spiritual development, formation of attitudes towards the world, inclusion in the system of social relations; an internally connected set of many processes, the essence of which is that social experience turns into the qualities of a formed person.

The structure of the pedagogical process includes two groups of components - constants and variables. The permanent components include: teachers, pupils, the content of education (subjects of the pedagogical process). Variable components of the pedagogical process, depending on the subjects of the pedagogical process and their interaction - the goal, methods, means of form and results of the pedagogical process

There are other approaches to determining the structure of the pedagogical process (V.I. Smirnov and others).

Target - includes goals and objectives that are implemented in certain conditions. Meaningful - determines the totality of the knowledge, relations formed by the subjects of the pedagogical process, value orientations, work experience and communication.

Activity - characterizes the forms, methods, means of organizing and implementing pedagogical interaction aimed at solving the goals and objectives of the pedagogical process and mastering its content.

Productive - the results achieved and the degree of effectiveness of the pedagogical process; provides quality management of pedagogical activity.

Resource - reflects the socio-economic, psychological, sanitary and hygienic and other conditions for the course of the pedagogical process, its regulatory, legal, personnel, information, methodological, logistical, financial support.

The structure of the pedagogical process is universal: it is inherent both in the pedagogical process as a whole, carried out within the framework of the pedagogical system, and in a single (local) process of pedagogical interaction.

The pedagogical process is a specially organized interaction between teachers and pupils, aimed at solving developmental and educational problems. The pedagogical process performs the following interrelated functions:

1) teaching - the formation of motivation and experience in educational, cognitive and practical activities, mastering the foundations of scientific knowledge and the experience of value relations contained in them;

2) educational - the formation of the relationship of the individual to the world around him and himself and the corresponding qualities, personality traits;

3) developing - the development of mental processes, properties and qualities of a person.

The driving forces of the pedagogical process are its inherent contradictions: between the requirements for the individual put forward by society, the microenvironment and the achieved level of its development; between the variety of life interactions of the child and the impossibility of the school to embrace them with its pedagogical influence; between the integrity of the student's personality and specially organized influences on him in the process of life; between group forms of education and upbringing and the individual nature of mastering knowledge and spiritual values; between the regulation of the pedagogical process and the student's own activity, and others.

Patterns and principles of the pedagogical process

Pedagogical science discovers, establishes regularities and, on their basis, formulates principles. Patterns provide knowledge about how processes proceed; principles give knowledge about how to build a process, direct pedagogical activity. The regularities of the pedagogical process are objectively existing, repetitive, stable, essential connections between phenomena, individual aspects of the pedagogical process. There are connections with phenomena external to the process ( social environment, for example) and internal communications(between method and result). Below are the most common patterns of the pedagogical process.

1. Relationship parenting i social system. The nature of education in specific historical conditions determined by the needs of society, the economy, national and cultural characteristics.

2. The relationship between education and upbringing, it denotes the interdependence of these processes, their versatile mutual influence, unity.

3. Communication of education and activity. One of the basic laws of pedagogy says that to educate means to include the child in various activities.

4. Relationship between upbringing and personality activity. Education is successful if its object (child) is at the same time a subject, that is, it reveals active behavior, shows its own will, independence, need for activity.

5. Communication of education and communication. Education always takes place in the interaction of people: teachers, students, etc. The child is formed depending on the richness of interpersonal relationships,

The principles of the pedagogical process follow from these and other regularities.

Principles of a holistic pedagogical process(pedagogical principles) - the initial provisions that determine the content, forms, methods, means and nature of interaction in a holistic ped. process; guiding ideas, regulatory requirements for its organization and conduct; manifestation of what is due. They are in the nature of the most general instructions, rules, norms governing the entire process.

Unity of knowledge and behavior- the essence of the principle is determined by the law of the unity of consciousness and activity, according to which consciousness arises, forms and manifests itself in activity. During implementation, it is necessary to constantly organize the activities of children and children's groups so that its participants are constantly convinced of the truth and vitality of the knowledge and ideas received, and exercised in social behavior.

Democratization‒ providing participants with ped. process of certain freedoms for self-development, self-regulation, self-determination.

Accessibility in education and upbringing(principle of gradual increase in difficulties) - the principle following which in educational and educational work it is necessary to proceed from achieved level development of students, take into account their age, individual and gender characteristics and capabilities, the level of education and upbringing. Teach from near to far, from easy to difficult, from known to unknown. But this principle cannot be understood as a requirement for ease in training and education. Training and education according to the degree of difficulty and complexity must be oriented towards the "zone of proximal development" of the student.

Humanization- the principle of social protection of a growing person; the essence lies in the humanization of the relations of students among themselves and with teachers, the priority of universal human values.

Individual approach in education- ped. the process is organized taking into account the individual characteristics of students (temperament, character, abilities, inclinations, motives, interests, etc.). essence individual approach is the flexible use by the teacher of various forms and methods of educational influence and interaction in order to achieve optimal results of the educational process in relation to each child.

The collective nature of upbringing and education in combination with the development of the individual characteristics of the personality of each child- the implementation of this principle is the organization of both individual and frontal work, as well as group work, which requires the participants to be able to cooperate, coordinate joint actions, and be in constant interaction. Socialization in the process of educational interaction unites the interests of the individual with the public.

visibility- the principle according to which training and education is based on the "golden rule of didactics" (J. A. Komensky): "Everything that can be presented for perception by the senses." Visibility involves not only direct visual perception, but also perception through motor and tactile sensations. Visibility in the educational process, provided through a variety of illustrations, demonstrations, laboratory and practical work, TSO, including multimedia equipment, enriches the range of students' ideas, develops observation and thinking, and helps to better assimilate the perceived information.

Science in education and upbringing- the principle according to which students are offered for assimilation only the provisions established in science and teaching methods are used that are close in nature to the methods of science, the foundations of which are being studied. Students need to be familiar with history. major discoveries And modern ideas and hypotheses; actively use problematic research teaching methods, active learning technology. Remember that no matter how elementary the transmitted knowledge is, it should not contradict science.

Positive emotional background of the pedagogical process- such an organization of ped. a process where all participants find it interesting and exciting to engage in joint activities, whether educational, extracurricular or extracurricular.

The principle of cultural conformity- maximum use in upbringing and education of the culture of the environment in which a particular educational institution: cultures of the nation, society, region, country; formation of the child's personality within the national culture.

The principle of natural conformity- the starting position, requiring that the leading link in any educational interaction and ped. process acted as a child (teenager) with its specific characteristics and level of development. The nature of the pupil, his state of health, physical, physiological, mental and social development are the main and determining factors of education; plays the role of ecological protection of a person from the possible destructive influence of ped. process, its violent pressure.

The principle of strength, awareness and effectiveness of the results of education and training- the mastery of knowledge, skills, abilities and worldview ideas is achieved only when they are thoroughly comprehended and well assimilated, and stored in memory for a long time. This principle is implemented through constant, thoughtful and systematic repetition, exercise, consolidation, testing and evaluation of knowledge, skills, habits and norms and rules of conduct. In this case, one should be guided by the following rules: “Nothing should be forced to learn by heart, except for what is well understood by the mind” (Ya. A. Comenius); “An educator who understands the nature of memory will incessantly resort to repetition, not in order to repair a collapsed one, but in order to strengthen the building and bring it to a new floor” (K. D. Ushinsky).

The principle of cooperation- orientation in the process of education to the priority of the individual; creation of favorable conditions for its self-determination, self-realization and self-promotion in development; organization of joint life activity of adults and children on the basis of intersubjective connections, dialogical interaction, the predominance of empathy in interpersonal relationships.

Relationship between theory and practice- a principle that requires a harmonious connection of scientific knowledge with the practice of everyday life. Theory gives knowledge of the world, practice teaches how to effectively influence it. It is implemented by creating conditions for the transition in the process of training and education from concrete-practical thinking to abstract-theoretical and vice versa, applying the acquired knowledge in practice, forming an understanding that practice acts as a source abstract thinking and as a criterion for the truth of the knowledge obtained.

Systematic and consistent- observance of logical connections in the learning process, which ensures the assimilation of educational material in a larger volume and more firmly. Systematism and consistency allow you to achieve great results in less time. Implemented in various forms of planning and in a certain way organized learning. Everything should be conducted in an inseparable sequence so that everything “today strengthens yesterday and paves the way for tomorrow.” (Ya. A. Comenius).

Consciousness, activity, self-activity‒ the principle, the essence of which boils down to the fact that the learner's own cognitive activity is an important factor in learning and upbringing and has a decisive influence on the pace, depth and strength of mastering the transferred amount of knowledge and norms and the speed of developing skills, habits and habits. Conscious participation in the educational process enhances its developmental influence. Contribute to the implementation of this principle methods and techniques of activation of cognitive activity and technology of active learning.

subjectivity- the development of the child's ability to realize his "I" in relationships with people, the world, evaluate his actions and foresee their consequences, defend his moral and civic position, counteract negative external influences, create conditions for self-development of his own individuality and disclosure of his spiritual potentialities.

Respect for the personality of the child, combined with reasonable demands on him- a principle that requires the teacher to respect the pupil as a person. The problem of personality, A. S. Makarenko believed, can be resolved if every person (even the smallest) is seen as a personality. A peculiar form of respect for the personality of the child is reasonable exactingness, the educational potential of which increases significantly if it is objectively expedient, dictated by the needs of the educational process, the tasks of the full development of the personality. The exactingness of students must be combined with the exactingness of the teacher to himself, taking into account the opinion of his pupils about himself. Respect for the individual implies reliance on the positive in a person.

Aestheticization of children's life- a positive result of education can only be achieved in a beautifully organized space of education: aesthetically designed classrooms and recreational facilities, the presence of flowers, greenery, aquariums, works of art, living corners, flower beds in the school area, etc.

Questions for self-control

1. Expand the essence of the pedagogical process.

2. Describe the various approaches to the structure of the pedagogical process.

3. Formulate the general patterns of the pedagogical process.

4. What are the principles of the pedagogical process?

5. What is the relationship between the functions of the pedagogical process?

6. What are driving forces pedagogical process?

7. Expand the essence of the following principles of the pedagogical process:

Accessibility in education and upbringing;

Systematic and consistent;

Connection of theory with practice;

The principle of natural conformity;

visibility;

Pedagogical process- specially organized interaction between the teacher and pupils, aimed at solving developmental and educational problems.

Approaches to determining the structure of the pedagogical process:

1. Target - includes goals and objectives that are implemented in certain conditions.

3. Activity - characterizes the forms, methods, means of organizing and implementing pedagogical interaction aimed at solving the goals and objectives of the pedagogical process and mastering its content.

4. Effective - the results achieved and the degree of effectiveness of the pedagogical process ensures the quality management of pedagogical activity.

5. Resource - reflects the socio-economic, psychological, sanitary and hygienic and other conditions for the course of the pedagogical process, its regulatory, legal, personnel, information and methodological, material and technical, financial support.

The structure of the pedagogical process is universal: it is inherent both in the pedagogical process as a whole, carried out within the framework of the pedagogical system, and in a single (local) process of pedagogical interaction.

Pedagogical processes have cyclical. The same stages can be found in the development of all pedagogical processes.

The main steps can be:

Preparatory (proper conditions are created for the process to proceed in given direction and at a given speed).

Main (implementation of the pedagogical process);

Final (necessary in order not to repeat the mistakes that inevitably arise in any, even very well-organized process in the future).

Patterns of the pedagogical process(training and education) can be defined as a set of objective, general, essential, necessary, consistently recurring links between pedagogical phenomena, components of the pedagogical process that characterize their development and functioning.

There are two groups of regularities:

1. Group - operates at the macro and micro-social levels:

The dependence of the pedagogical process on the level of socio-economic, political and cultural development of society, etc.

Dependence of the pedagogical process on regional conditions, etc.

2. Group - operates at the interpersonal and personal levels:

Unity and interconnection of the pedagogical process and personality development.

Objective, essential, steadily recurring connections between the constituent parts of the pedagogical process.

Objective, essential, steadily repeating connections between the nature of the activity of a developing personality, the features of its interaction with the outside world and the results of its development.

Regular connections between the level of age, individual development of the personality and the proposed content, methods, forms of the pedagogical process.

Principles of the pedagogical process - general provisions that define the requirements for the content, organization and implementation of the pedagogical process.

Principles of the pedagogical process:

3. The principle of training and education in a group (collective).

4. The principle of connection of the pedagogical process with the life and practical activities of students.

5. The principle of combining pedagogical management with the development of initiative and independence of students.

6. The principle of respect for the personality of the child, combined with reasonable demands on him.

7. The principle of relying on the positive in a person, on the strengths of his personality.

8. The principle of scientificity.

9. The principle of citizenship.

10. The principle of visibility.

11. The principle of continuity, systematicity and consistency in training and education.

12. The principle of accessibility of education in combination with high level difficulties.

13. The principle of productivity of the pedagogical process and the strength of its results.

The problem of goal-setting in pedagogy. Social conditionality and historical nature of the goals of education and upbringing. Interpretation of the goal of education and upbringing in policy documents (“Law on Education in the Republic of Belarus”, etc.)

Goal setting and goal setting- an integral part of professional activity teacher, his analytical, prognostic, design abilities and skills.

The goals of education are formed on a national scale, then they are concretized within the framework of individual pedagogical systems and in each specific cycle of pedagogical interaction.

Socially valuable goals of education are changeable and dynamic are of a historical nature. They are determined by the needs and level of development of society, depend on the mode of production, the level of economic development, the pace of social and scientific and technological progress. The goals of education also depend on the nature of the political and legal structure of a particular country, on the history and traditions of a given people, the level of development of the humanities, pedagogical theory and practice, pedagogical culture society as a whole and other factors.

in different historical eras there were, for example, such social ideals(standards), as a "Spartan warrior", "virtuous Christian", "public collectivist", "energetic entrepreneur", etc. At present, the ideal of society is a citizen, a patriot of his country, a professional hard worker, a responsible family man. Society demands such personal qualities as intellectual culture, professional competence, efficiency.

The global, strategic goals of education in our country are set out in the Law of the Republic of Belarus “On Education” (as amended in 2002), in the Concept of Continuous Education of Children and Students in the Republic of Belarus (2006) and other policy documents in the field of education. For example, in accordance with the law "On Education of the Republic of Belarus", the purpose of general secondary education is to ensure the spiritual and physical development of the individual, prepare the younger generation for a full life in society, educate a citizen of the Republic of Belarus, master the basics of science, state languages of the Republic of Belarus, skills of mental and physical labor , the formation of his moral convictions, culture of behavior, aesthetic taste and a healthy lifestyle.

The target is currently- the ideal of education is interpreted by teachers as the formation of a versatile and harmoniously developed personality. Versatile development involves the upbringing and development of bodily health, mental processes and personality traits, its social and spiritual development. This idea was reflected in the "Concept of continuous education of children and students in the Republic of Belarus" (2006), according to which the goal of education is the formation of a diversified, morally mature, creative personality of the student.

This goal set by the society involves the solution of the following tasks:

Formation of citizenship, patriotism and national identity on the basis of state ideology.

Preparing for independent living and labor.

Formation of moral, aesthetic and ecological culture.

Mastering the values and skills of a healthy lifestyle.

Formation of a culture of family relations.

Creation of conditions for socialization, self-development and self-realization of the personality.

The structure of the content of education:

1. The system of knowledge about nature, society, thinking, technology, methods of activity.

2. Experience in the implementation of methods of activity known to society (a system of skills and abilities).

3. The experience of the emotional-value relations of the individual to himself and the world around him.

4. Experience creative activity.

General education is the process and result of mastering the basics of sciences by an individual, obtaining professional education.

Polytechnic education - is integral part general education, the process and result of mastering the scientific foundations of production by the student.

Vocational education is the process and result of an individual's mastering the knowledge, skills and abilities that enable him to engage in a particular professional activity.

How in the history of pedagogy was the question of what material to include in the content of education, what principles should be followed in the selection of this material? Theories of formal, material, utilitarian education were put forward.

Proponents of "formal education"(J. Locke, I.G. Pestalozzi, I. Kant, I.F. Herbart and others) believed that students need to develop thinking, memory, other cognitive processes, the ability to analyze, synthesize, logical thinking, since the source of knowledge is the mind. "Formal education" is the development of a person's abilities, which makes him fit for any kind of work. According to the proponents of formal education, knowledge in itself, apart from the development of the mind, is of very little value.

Proponents of "material education"(J.A. Kamensky, G. Spencer and others) proceeded from the fact that the criterion for selecting educational material should be the degree of its suitability, usefulness for the life of students, for their direct practical activities. In particular, they believed that it was necessary to teach mainly natural science disciplines. Supporters of this point of view considered the main message to students of heterogeneous and systematic knowledge and the formation of skills. In their opinion, the development of thinking abilities, cognitive interests of students occurs without special efforts in the course of studying "useful knowledge".

K.D. Ushinsky and other teachers argued the one-sidedness of each of these theories of the content of education. In their opinion, both material and formal education are inextricably linked with each other.

Trends in improving the content of education:

1. Humanization and humanization of the content of education, the essence of which lies in the appeal to world and national culture, history, spiritual values, art, artistic creativity.

2. Development and implementation of the activity content of education, which contributes to the assimilation by students of not only ready-made knowledge, but also ways of thinking and activity.

3. Openness and variability of the content of education (choice by students of various options for training courses and activities), differentiation of the educational process, ensuring the development of students in accordance with their capabilities, inclinations, interests.

4. A gradual decrease in compulsory subjects and activities and an increase in subjects, activities, activities of choice.

5. Inclusion in the content of education of integrated courses that contribute to the creation of a holistic picture of the world among schoolchildren.

6. Standardization of the content of education, which is ensured by the development of a system of educational standards in accordance with the Law "On Education in the Republic of Belarus" (as amended on March 19, 2002). A system of educational standards is established in the Republic of Belarus. The state educational standards of the Republic of Belarus contain general requirements for the levels of education and terms of study, types of educational institutions, classification of specialties, qualifications and professions, education documents.

Educational standards, their structure and functions. Documents defining the content of education at different levels: curriculum, learning programs, textbooks and study guides.

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

The state standard defines:

1. Minimum content of the main educational programs.

2. The maximum volume of the teaching load of students.

3. Requirements for the level of training of graduates.

Curricula are developed on the basis of state standards educational institutions all types:

Curriculum - a document that determines the composition of academic subjects, the sequence of their study and the total amount of time allocated for this (basic, model, is advisory in nature, the curriculum of a secondary school).

Training program - normative document, which is compiled on the basis of the curriculum and determines the content of education for each academic subject and the amount of time allocated both for studying the subject as a whole and for each of its sections or topics (typical, working, personal-individual).

Textbooks and study guides act as the most important learning tool, the main sources of knowledge and organization independent work students in the subject; they define an information model of learning, a kind of scenario of the learning process.

Didactics as a theory of teaching and education. History of development
didactics. Subject, main categories and tasks of didactics.

Since the formation of a formed personality occurs in the process of learning, then didactics is often defined as the theory of learning and education, thus emphasizing that it should explore how theoretical basis education, and its educational and formative influence on the mental, ideological and moral and aesthetic development of the individual.

Didactics- a branch of pedagogy that develops the theory of education and training.

For the first time, this word appeared in the writings of the German teacher Wolfgang Rathke (1571-1635) to refer to the art of learning. Similarly, as "the universal art of teaching everything to everyone", didactics was also interpreted by J.A. Kamensky. At the beginning of the XIX century. the German educator I. Herbart gave didactics the status of an integral and consistent theory of nurturing education. A great contribution to the development of didactics was made by: I. Herbart, G. Pestalozzi, K.D. Ushinsky, V.P. Ostrogorsky, P.F. Kapterev. A lot has been done in this area: P.N. Gruzdev, M.A. Danilov, B.P. Esipov, M.N. Skatkin, N.A. Menchinskaya, Yu.K. Babansky and others.

The subject of didactics- regularities and principles of training, its goals, scientific foundations content of education, methods, forms, teaching aids.

Tasks of didactics:

1. Describe and explain the learning process and the conditions for its implementation.

2. Develop a better organization of learning, new learning systems, technologies, etc.

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Introduction

3. Features of the pedagogical process in a personality-oriented pedagogical process

Conclusion

Bibliographic list

Introduction

An appeal to the origins of the emergence of the teaching profession shows that the differentiation and integration that spontaneously proceeded within its framework led first to a distinction, and then to a clear opposition of teaching and upbringing: the teacher teaches, and the educator educates. But by the middle of the 19th century, well-grounded arguments in favor of the objective unity of education and upbringing began to appear in the works of progressive teachers. This point of view was most clearly expressed in the pedagogical views of I.F. Herbart, who noted that education without moral education is a means without an end, and moral education without education is an end without a means.

The idea of the integrity of the pedagogical process was expressed more deeply by K. D. Ushinsky. He understood it as a unity of the administrative, scientific and educational elements of school activities. The progressive ideas of Ushinsky were reflected in the works of his followers - N. F. Bunakov, P. F. Lesgaft, V. P. Vakhterov and others.

A great contribution to the development of ideas about the integrity of the pedagogical process in the new socio-economic and political conditions was made by N. K. Krupskaya, S. T. Shatsky, P. P. Blonsky, M. M. Rubinshtein, A. S. Makarenko. However, since the 1930s the main efforts of teachers were aimed at in-depth study and education as relatively independent processes.

Scientific interest in the problem of the integrity of the pedagogical process, caused by the needs of school practice, resumed in the mid-70s. There are also different approaches to understanding the integral pedagogical process. At the same time, the authors modern concepts are unanimous in the opinion that it is possible to reveal the essence of the pedagogical process and identify the conditions for acquiring the properties of integrity by it only on the basis of the methodology of a systematic approach.

1. Pedagogical process as a system

The pedagogical process is the interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educators. This is a process in which social experience is transformed into the qualities of a formed person. This process is not a mechanical connection of the processes of education, training and development, but a new high-quality education. Integrity, commonality and unity are the main characteristics of the pedagogical process.

1.1 The pedagogical process as a holistic phenomenon

In pedagogical science, there is still no unambiguous interpretation of this concept. In a general philosophical understanding, integrity is interpreted as the internal unity of an object, its independence from environment; on the other hand, integrity is understood as the unity of all components included in the pedagogical process. Integrity is an objective, but not their permanent property, which may arise at one stage of the pedagogical process and disappear at another. The integrity of pedagogical objects, the most significant and complex is the educational process, is built purposefully.

The integrity of the pedagogical process is ensured by:

Organizationally

Reflection in the purpose and content of education of the experience accumulated by mankind, i.e. the relationship of the following elements:

Knowledge, including how to perform actions;

· Skills and abilities;

Experience of creative activity;

Experience of emotional-valuable and volitional attitude to the world around

The unity of these component processes:

Mastering and designing the content of education and material base;

· Business interaction between teachers and students in the implementation of the content of education;

· Interactions between teachers and students at the level of personal relationships;

Mastering the content of education by students independently

1.2 The essence of the pedagogical process

The pedagogical process is a specially organized, purposeful interaction of teachers and pupils, aimed at solving developmental and educational problems.

Teachers and pupils as actors, subjects are the main components of the pedagogical process. The interaction of the subjects of the pedagogical process (exchange of activities) has as its ultimate goal the appropriation by pupils of the experience accumulated by mankind in all its diversity. And the successful mastering of experience, as is known, is carried out in specially organized conditions with a good material base, including a variety of pedagogical means. The interaction of teachers and pupils on a content basis using a variety of means is an essential characteristic of the pedagogical process that takes place in any pedagogical system.

The system-forming factor of the pedagogical process is its goal, understood as a multi-level phenomenon. The pedagogical system is organized with a focus on the goals of education and for their implementation, it is entirely subordinate to the goals of education.

1.3 Structure and components of the pedagogical process

pedagogical process oriented learning

Pedagogical process (PP):

Purposeful pedagogical activity adults and its carrier - the teacher are the system-forming components of PP;

The child is the main main component pedagogical process;

Organizational and administrative complex - forms, methods of training and education;

Pedagogical diagnostics - objective fixation with the help of special methods of the success of certain areas of PP;

Criteria for the effectiveness of PP - assessment (characteristics): of the knowledge, skills and abilities acquired by children; instilled beliefs; everyday behavior (main criterion);

Organization of interaction with social and natural environment- the external spectrum of interaction, which is both purposeful and spontaneous in nature;

2. Methodological approaches to the construction of a modern pedagogical process: systemic, student-oriented, complex

The systematic approach allows developing a coherent system of the theory of upbringing and learning theory, characterizing all its main elements (goal, content, means, methods). Essence: relatively independent components are considered as a set of interrelated components:

1) goals of education;

2) subjects of the pedagogical process; subjects - all participants in the pedagogical process (students and teachers);

Personal approach - recognizes the personality as a product of socio-historical development and a carrier of culture, does not allow the reduction of personality to nature (vital or physiological needs). Personality acts as a goal, as a result and the main criterion for the effectiveness of the pedagogical process. The uniqueness of the individual, moral and intellectual freedom are valued. The task of the educator from the point of view of this approach is to create conditions for the self-development of the personality and the realization of its creative potential.

An integrated approach - orients the researcher to consider a group of phenomena in the aggregate (for example, when studying the topic “system social education at school”, the researcher takes into account the objective and subjective conditions and factors that affect the effectiveness of the social education of children at school, the relationship of civil, moral, labor, economic, physical and other types of education, the unity and coordination of the influences of the school, family, society on the upbringing of children) .

3. Features of the pedagogical process in a student-oriented pedagogical process

Student-centered learning is learning in which the goals and content of learning formulated in the state educational standard, training programs, acquire personal meaning for the student, develop motivation for learning. On the other hand, such training allows the student, in accordance with his individual abilities and communication needs, the possibilities to modify the goals and learning outcomes. The student-centered approach is based on taking into account the individual characteristics of the trainees, who are considered as individuals with their own character traits, inclinations and interests.

The person-centered approach has been around for a long time. Such outstanding psychologists as A.N. Leontiev, I. S. Yakimanskaya, K. Rogers wrote about the influence of the school on the formation of the personality of students. For the first time, the term "personal-oriented approach" began to be used by K. Rogers. At the same time, he spoke of such a teaching method as a fundamentally new one, allowing the student not only to study, but to study with pleasure and receive information-rich material that develops the imagination. Rogers also emphasized that, according to the established tradition, the emphasis in education was only on intellectual development, and not on personal development. He singled out two main directions in education: authoritarian and human-centered, free education, in which students from the first days of schooling find themselves in a friendly atmosphere, with an open, caring teacher who helps to learn what they want and like.

Rogers has two words that characterize the educational process: learning and teaching. By learning, Rogers understands the process of the teacher's influence on students, and by teaching, the process of developing intellectual and personality traits students as a result of their own activities. He identifies the following attitudes of the teacher when using the student-centered method: the openness of the teacher interpersonal communication with students, the inner confidence of the teacher in each student, in his abilities and abilities, the ability to see the world through the eyes of the student.

According to K. Rogers, training should lead to personal growth and development. And a teacher who adheres to such attitudes can positively influence the development of the personality of students. Also necessary condition is the use of common methodological techniques. These techniques include: the use of reading resources and the creation of special conditions that facilitate the use of these resources by students, the creation of various feedbacks between the teacher and students, the conclusion of individual and group contracts with students, i.e. fixing a clear correlation between the volume of educational work, its quality and assessments based on joint discussion, organization of the learning process in student groups of different ages, distribution of students into two groups: prone to traditional learning and to humanistic education, the organization of groups of free communication in order to increase the level of psychological culture of interpersonal communication.

Conclusion

The personality is at the center of learning, education. Accordingly, all education is centered on the student, on his personality, becomes anthropocentric in purpose, content and forms of organization.

Modern education is a unity of education and upbringing, which implement the basic principles of changing its paradigm from informational, informing to developing independent cognitive activity of the student. Directions of learning in the educational process reflect the search by psychological and pedagogical science of how to optimize this process, which is designed to provide a personal-active approach. Psychological service is an organic component modern system education, ensuring timely identification and the fullest possible use in the education and upbringing of children, their intellectual and personal potential, the child's inclinations, abilities, interests and inclinations. The pedagogical service is also called upon to ensure the timely identification of reserves pedagogical development children, their implementation in training and education. If we are talking about children who are lagging behind in their development from most other children, then the task of a practical teacher is to identify and eliminate possible causes of developmental delays in time. If it concerns gifted children, then a similar task, connected with the acceleration of the pedagogical development of the child, is transformed into a problem: ensuring the early detection of inclinations and their transformation into highly developed abilities. Another difficult task in the psychological service in the education system is to constantly, throughout childhood, control the processes of teaching and raising children in order to improve the quality of education and upbringing. This refers to the need to build these pedagogical processes in strict accordance with the natural and social laws of the mental development of children, with the main provisions of the psychological theory of training and education. Practical purpose The work of the teacher here comes down to evaluating the content and methods of teaching and educating children from the standpoint of this science, used in various children's institutions, to give recommendations for their improvement, taking into account scientific data on the development of children of different ages. Thus, education as a combination of training and upbringing is a means of personal development and the formation of its basic culture at various age levels.

Bibliographic list

1. Zimnyaya I.A. Pedagogical psychology. - M.: Logos, 2002. - 264 p.

2. Slastyonin V.A., Isaev I.F., Mishchenko A.I. Pedagogy. - M .: School-Press, 1997. - 512 p.

3. Talyzina N.F. Pedagogical psychology. - M.: Enlightenment, 1998. -139 p.

4. Talyzina N.F. Theoretical problems programmed learning. - M.: Enlightenment, 1969. - 265 p.

5. Yakimanskaya I.S. Student-centered learning in modern school. - M.: Logos, 1996. - 321 p.

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What is the pedagogical process as a system. Pedagogical process

Didactics as a theory of teaching and education. History of development didactics. Subject, main categories and tasks of didactics.

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