State budgetary educational institution
additional professional education
"Chelyabinsk Institute for Retraining and
qualifications of educators"
department primary education
Derevskova Galina Borisovna
Pedagogical conditions organization of student-centered learning in primary school
Attestation work
additional professional program
professional retraining
"Technologies of developing education"
Chelyabinsk, 2015
INTRODUCTION ………………………………………………………………………… 3
CHAPTER 1 ………….....................7
1.1. The concept of student-centered learning…………………..7
1.2. Pedagogy of supporting the child and the process of his development in the system of student-centered education …………................................................ .....16
CHAPTER 2 IMPLEMENTATION OF PERSON-ORIENTED EDUCATION FOR YOUNGER SCHOOLCHILDREN …………………………………..24
2.1. The function of the lesson in the system of student-centered learning ... 24
CONCLUSION …………………………………………………………………...37
LIST OF USED AND CITATED
LITERATURE ……………………………………………………………………40
APPLICATION …………………………………………………………………..42
INTRODUCTION
The Russian pedagogical community is clearly aware of the need for daily painstaking work to cultivate personal qualities in students, without which entry into adulthood is very difficult. And the parents of our students, when asked what, in your opinion, the school should give to the child, answer with confidence that the school should teach the child to be successful in the world around us, lay the ability to live among people, cultivate character and will in him, form the ability to learn and much more that you need real life. Consequently, the social order of the current society to educational organizations is to help the child discover and grow his personal qualities, that is, to become a person.
Student-centered learning is a kind of learning that puts the child's originality, his self-worth, and the subjectivity of the learning process at the forefront. Student-centered learning is not just taking into account the characteristics of the subject of learning, it is a different methodological organization of learning conditions, which involves not “accounting”, but “inclusion” of its own personal functions.
A student-centered approach is commonly understood as a methodological orientation in pedagogical activity, which allows, through reliance on a system of interrelated concepts, ideas and methods of action, to provide and support the processes of self-knowledge, self-realization of the child's personality, and the development of his unique individualization.
The term "personality-oriented learning" implies a view of the individual as the subject of the learning process and the interests of its development - the individual is the goal of pedagogical activity. When implementing this approach, the processes of learning and teaching are mutually coordinated, taking into account the mechanisms of cognition, the peculiarities of the mental and behavioral characteristics of students, and the teacher-student relationship is built on the principles of cooperation and freedom of choice.
Student-centered learning includes the following aspects:
multi-level - orientation to a different level of complexity of the program material that is available to the student;
differentiated - the allocation of groups of children based on external (more precisely, mixed) differentiation: according to knowledge, abilities, type of educational institution;
individual - the distribution of children into homogeneous groups: academic performance, abilities, social (professional) orientation;
subjective-personal - attitude towards each child as uniqueness, dissimilarity, originality.
When implementing this approach, the work should be systematic, covering all levels of education. Need a special educational environment in the form of organizing conditions for the manifestation of individual selectivity of each student, its stability. We need a specially trained teacher who understands and shares the goals and values of student-centered education.
Object of study: personality-oriented education of younger students,
Subject of study: ways to implement student-centered learning in elementary school
Hypothesis - a student-centered approach in the learning process will be effective if:
A pedagogical analysis of the individual and age characteristics of students will be carried out and these characteristics will be taken into account in training;
Communication between the teacher and the student will have a dialogic character, represent an exchange of experience in cognition and creativity in the absence of strict and direct control of the cognitive activity of students;
The content of the lesson will be selected to create conditions for the development of personal functions of students
The purpose of the study: to study the characteristics of personality- oriented approach to education in elementary school.
Tasks:
Analyze the scientific and methodological literature on the research problem.
Consider the concept of "personally-oriented learning" in the psychological and pedagogical literature.
To identify the optimal content of the lesson as a form of implementation of student-centered learning for younger students.
To study the specifics of conducting a student-oriented lesson in elementary school.
The relevance of this topic lies in the fact that in teaching practice the need for a student-centered approach to teaching schoolchildren has increased. The relevance of the student-centered approach is explained by the fact that the dynamic development Russian society requires the formation of a brightly individual, liberated, independent personality, able to navigate in a rapidly changing society.
The importance of this problem and its increasing topicality makes us return to the paramount concepts of student-centered education in order to help teachers orient themselves correctly in them and develop a personal position formed on general principles.
Every teacher needs to know the basics of student-centered developmental education.
Research methods:
Analysis of the psychological and pedagogical and methodical literature on this topic.
Pedagogical supervision.
CHAPTER 1. THEORETICAL ASPECTS OF A PERSON-ORIENTED APPROACH TO LEARNING
The concept of student-centered learning
A student-centered approach is a methodological orientation in pedagogical activity, which, through reliance on a system of interrelated concepts, ideas and methods of action, ensures and maintains the processes of self-knowledge and self-realization of the personality of students, the development of their unique individuality.
The purpose of student-centered learning is:
in the development of the student's personality;
in the formation of mechanisms for self-realization, self-development, ways of adaptation, self-regulation, self-education;
in the formation of the qualities necessary for the formation of a personal image and dialogical interaction with people, nature, culture, civilization.
The main task of student-centered learning, I. S. Yakimanskaya believes, is not only to plan a common, unified and mandatory line of mental development for all, but to help each student, taking into account his experience, improve his individual ability to develop as a person.
The student-centered model of education is based
on the following postulates:
if it is possible to convince, rather than order, the teacher chooses a request and persuasion;
if it is possible not to suppress the child, but to build relationships on equal terms, then the teacher chooses the opportunity to build relationships on equal terms;
if it is possible not to impose anything on children, students, but to provide freedom of choice, then the teacher provides them with freedom of choice;
if it is possible to accept students as they are, then the teacher accepts them with all their advantages and disadvantages;
if there is an opportunity to resolve conflicts peacefully, then this chance should be used.
The key factor in the implementation of the principles of student-centered learning are the conditions that need to be created by the teacher and other participants. educational activities for the development of the student (his activity, independence, initiative, interests), the formation of his subjective position and for the organization of an educational environment conducive to this.
There are several groups of conditions that form the basis of the personality-oriented model:
interpersonal relations of the student with the teacher and other students, the level of group cohesion;
orientation and features of the organization learning activities and, above all, the applied pedagogical technologies.
the degree of professional competence of the teacher;
material conditions for the implementation of the educational process.
The main concepts of the person-centered approach include the following:
individuality- the unique originality of a person or group, a unique combination of individual, special and common features in them, distinguishing them from other individuals and human communities;
personality - a constantly changing systemic quality, manifested as a stable set of individual properties and characterizing social entity person;
self-actualized personality- a person who consciously and actively realizes the desire to become himself, to fully reveal his capabilities and abilities;
self-expression - the process and result of the development and manifestation of the individual's inherent qualities and abilities;
subject - an individual or a group that has conscious and creative activity and freedom in knowing and transforming themselves and the surrounding reality;
subjectivity - the quality of an individual or group, reflecting the ability to be an individual or group subject and expressed by a measure of the possession of activity and freedom in choosing and carrying out activities;
I-concept - a system of ideas about oneself perceived and experienced by a person, on the basis of which he builds his life, interaction with other people, attitudes towards himself and others;
choice - the implementation by a person or a group of the opportunity to choose from a certain set the most preferable option for the manifestation of their activity;
P educational support- the activities of teachers to provide preventive and prompt assistance to students in solving their individual problems related to physical and mental health, communication, successful progress in learning, life and professional self-determination.
The main principles of the person-centered approach are:
P principle of self-actualization. In every student there is a need to update their intellectual, communicative, artistic and physical abilities. It is important to encourage and support the desire of students to manifest and develop their natural and socially acquired capabilities;
P principle of individuality.It is necessary not only to take into account the individual characteristics of a child or an adult, but also to promote their further development in every possible way. Each member of the team must be (become) himself, find (comprehend) his own image;
P subjectivity principle. Individuality is inherent only to the person who really has subjective powers and skillfully uses them in building activities, communication and relationships. It is necessary to help the student to become a true subject of activity, to contribute to the formation and enrichment of his subjective experience. The intersubjective nature of interaction should be dominant in the process of education and training;
choice principle. Without choice, the development of individuality and subjectivity, self-actualization of the abilities of students is impossible.
It is pedagogically expedient for the student to live, study and be brought up in conditions of constant choice, to have subjective powers in choosing the purpose, content, forms and methods of organizing the educational process and life in the group.
principle of creativity and success. Individual and collective creative activity allows you to determine and develop the student's individual characteristics and uniqueness study group. Thanks to creativity, the child reveals his abilities, learns about the “strengths” of his personality. Achieving success in a particular type of activity contributes to the formation of a positive I-concept of the student's personality, stimulates the implementation of further work on self-improvement of one's "I".
P principle of trust and support. Decisive rejection of the ideology and practice of the sociocentric in orientation and authoritarian in nature of the educational process. It is important to enrich the arsenal of pedagogical activity with humanistic student-oriented technologies for teaching and educating students. Faith in the student, trust in him, support for his aspirations for self-realization and self-affirmation should replace excessive demands and excessive control. Not external influences, but internal motivation determines the success of education and upbringing of a child.
The technological arsenal of a person-centered approach, according to Professor E.V. Bondarevskaya, make up methods and techniques that meet such requirements as:
dialogue;
activity-creative character;
focus on supporting the individual development of the student;
providing the student with the necessary space, freedom to make independent decisions, creativity, choice of content and methods of teaching and behavior.
Most teachers-researchers tend to include in this arsenal dialogue, game and reflective methods and techniques, as well as ways of pedagogical support for the child's personality in the process of his self-development and self-realization.
Creating conditions for the formation of the personality of the student is one of the main tasks educational organization. Individual work is the activity of a teacher, carried out taking into account the developmental characteristics of each child. It is expressed in the implementation of the principle of an individual approach to students in training and education.
In individual work with children, teachers are guided by the following principles:
establishment and development of business and interpersonal contacts at the level of teacher - student - class;
respect for the student's self-esteem;
involvement of the student in all activities to identify his abilities and qualities of his character;
constant complication and increasing demands on the student in the course of the chosen activity;
creation of psychological soil and stimulation of self-education and self-education, which is the most effective means of implementing the training and education program.
Individual work with children includes several stages.
Starting this work, the teacher studies the scientific and methodological foundations of a student-centered approach to learning, organizes joint collective activities, and diagnoses the personality of each child (first stage).
At the second stage, observation and study of students in the course of a variety of activities is used: educational and cognitive, labor, gaming, sports, creative. In modern practice, groups of children with special educational needs are distinguished (including handicapped health), children with deviant behavior, etc. Each group of students requires an individual approach, as well as its own system of methods of pedagogical influence. So, for example, gifted children need a certain freedom of action for self-development. The teacher must correlate his methods and techniques of teaching and upbringing with the richer and more complex cognitive activity of such children. Children with deviant behavior require special attention. In the structure of the personality of a “difficult” child, conflicts in the sphere of communication, distrust and even hostility towards adults and peers are observed. Knowing and taking into account the specifics of a student-centered approach to such children, experienced teachers use various methods of work: persuading, switching, etc.
At the third stage of individual work, the development of value orientations, personal properties and qualities of the student is projected. The design of personality development is carried out in the process of compiling differentiated and individual programs for the upbringing and self-education of the child.
At the fourth stage of individual work, there is a further study of the student, the design of his behavior and relationships in various situations. Methods of individual pedagogical influence are widely used: requirements, perspective, public opinion, encouragement and punishment.
The final, fifth, stage of individual work with children is correction. Correction is a method of pedagogical influence on a personality, during which the development of a personality changes, positive qualities are fixed or negative qualities are overcome. The most effective methods and techniques of correction are observation and self-observation, analysis and evaluation, self-assessment and reassessment, control and self-control. All these methods and techniques are used in combination, clarifying and supplementing the data obtained and the results of individual work with students.
Thus, an individual approach is the most important principle of training and education. Its implementation involves a constant variation of methods and forms of education and upbringing, taking into account the general and particular in the personality of each student to ensure its harmonious, holistic development. An individual approach requires from each teacher knowledge of the scientific foundations of training and education, the ability to implement methodological recommendations of a practical nature. The effectiveness of individual work depends on the specification of the tasks of teaching and educating students in a given class, on the flexibility of the methodology, competence, professionalism and pedagogical skill of the teacher.
L.S. Vygotsky concluded that the success of students in their studies and in their mental development largely depends on what their "zone of proximal development" is, and how much it is taken into account by teachers working with these children. Therefore, a student-centered approach to teaching provides each student with the opportunity to learn at his own pace according to his abilities and needs, orients the student not only to the level of cognitive development he has achieved, but also makes regular demands that somewhat exceed his available capabilities, contributes to the fact that learning is constantly is conducted in the individual "zone of its proximal development". This system creates new conditions for learning activities, contributes to the development of the student's personality, taking into account the "zone of his proximal development."
To implement a student-centered approach in the classroom, it is necessary to create specific subject-personal technologies that allow developing and improving individual cognitive strategies of students, providing a noticeable increase in learning efficiency. Student-centered education differs from a simple individual approach in that it implies a mandatory reliance on the internal structure of students' cognitive activity. Here it is important to know how students solve problems, perform creative work, whether they are able to check the correctness of their own work, correct it, what mental operations they must perform for this, etc.
At the heart of the student-centered approach to teaching lies the recognition of the individuality, originality, self-worth of each student, his development not as a "collective subject", but, above all, as an individual endowed with his own unique "subjective experience". To include "subjective experience" in the process of cognition (assimilation) means to organize one's own activity on the basis of personal needs, interests, and aspirations.
Table 2 below provides a comparative description of the traditional and student-centered approach to learning, in order to increase the effectiveness of development, for example, logical thinking students.
Table 1 - Comparative characteristics of the traditional and student-centered approach to learning
Types of training
Traditional Approach to Learning
Student-centered approach in the modern system of education
Focus on the collective and frontal work of students
Focus on independent work, student's own discoveries
Work with groups of different academic performance
Working with each student, identifying and taking into account his inclinations and preferences
Didactic material is used, designed for a certain amount of knowledge of the "average student"
Didactic material is used that corresponds to the progress and abilities of a particular student
The same amount of knowledge is established for all students and the educational material associated with it is selected.
The volume of knowledge is established for each student, taking into account his individual abilities, and the appropriate educational material is selected
Training tasks follow from simple to complex and are divided into certain groups of complexity.
The complexity of the learning material is chosen by the student and varied by the teacher.
Stimulates class activity (as a group)
The activity of each student is stimulated, taking into account his abilities and individual inclinations.
The teacher plans individual or group work of students.
The teacher provides the opportunity to choose group or only their own work.
The teacher asks for the study of common topics for all.
Topics are consistent with the cognitive characteristics of the student.
Communication of new knowledge only by the teacher.
Gaining new knowledge joint activities teachers and students.
Evaluation of the student's answer only by the teacher.
First, the assessment of the answer by the students themselves, then the teacher.
The use of only quantitative methods for assessing knowledge (points, %).
The use of quantitative and qualitative methods of evaluation and results of knowledge.
Determination of the volume, complexity and form of homework by the teacher.
The ability for students to choose the volume, complexity and form of homework.
Teachers are not interested in student learning strategies, but only the final or intermediate learning outcomes are important.
The teacher helps students to understand their cognitive strategies, organizes their discussion and "exchange" of ways of knowing.
The definition by the teacher, who has his own teaching style, of the “route” of knowledge and the adjustment of the student to the style of his work.
Coordination by the teacher of his own teaching style with the cognitive preferences and style of student learning.
1.2. Pedagogy of supporting the child and the process of his development in the system of student-centered learning
One of the most important areas of modernization Russian education is to provide conditions for the development of the individuality of the child. The authoritarian in nature and sociocentric in orientation of pedagogical activity is being replaced by the practice of humanistic personality-oriented education and upbringing of children.
The concept of pedagogical support was developed under the guidance of the famous scientist O.S. Gazman.
Its implementation is possible if the basis of the professional position of the teacher is the following norms pedagogical interaction:
1) love for the child, unconditional acceptance of him as a person, warmth, responsiveness, the ability to see and hear, empathize, mercy, tolerance and patience, the ability to forgive;
2) adherence to interactive forms of communication with children, the ability to speak in a comradely manner (without lisping and without familiarity);
3) respect for dignity and trust, understanding of the interests of the child, his expectations and aspirations;
4) expectation of success in solving the problem, readiness to provide assistance and direct assistance in solving the problem, rejection of subjective assessments and conclusions;
5) recognition of the child's right to freedom of action, choice, self-expression; recognition of the will of the child and his right to his own will (the right to "I want" and "I do not want");
6) encouragement and approval of independence, independence and confidence in his strengths, stimulation of introspection; recognition of the equality of the child in dialogue and solving one's own problem;
7) the ability to be a comrade for the child, the readiness and ability to be on the side of the child (acting as a symbolic defender and lawyer), the readiness not to demand anything in return;
8) own introspection, constant self-control and the ability to change position and self-esteem.
Pedagogy of support - this is how O.S. Gazman called the activity of a teacher, which is fundamentally different from training and education, but it is necessary to complement them. This activity helps the formation of the personal position of the child, his growing up.
Four supportive pedagogy tactics have emerged. The names of tactics - "protection", "help", "assistance", "interaction" - reflect the specific meaning that pedagogical support acquires depending on the task being solved.
One of the most important elements of the system of education of schoolchildren, focused on the development of the individuality of students, is the activity of the teacher to help the child in solving a problem that is significant for him. From the extent to which the teacher has the ability to notice in time, correctly understand and correctly contribute to the decision problem situation in which the student is located, the success of the pedagogical influence on the development of the student's personality, on the formation and manifestation of his individuality, largely depends.
The main conceptual provisions on pedagogical support were developed by the corresponding member Russian Academy education by Oleg Semenovich Gazman and presented by him in October 1995 at the All-Russian scientific and practical conference in the report “Losses and gains in education after ten years of perestroika”.
Under the pedagogical support of O.S. Gazman understood preventive and prompt assistance to children in solving their individual problems related to physical and mental health, social and economic status, successful advancement in education, in the adoption of school rules; with effective business and interpersonal communication; with life, professional, ethical choice (self-determination) .
Continuing the development of the theoretical and technological foundations of pedagogical support, the students and colleagues of this famous scientist made some conceptual adjustments.
First, in recent works, pedagogical support is not opposed to education. For example, N.B. Krylova writes: “... In general, adhering to the position of O.S. Gazman, I still consider support in a broader sociocultural context as an element of any cooperation and interaction, since it is a manifestation of a positive attitude towards human activities and a willingness to contribute to his undertakings and self-realization".
Secondly, it is proposed to consider pedagogical support as the most important principle of a personality-oriented (humanistic) education system.
Thirdly, pedagogical support is often understood as pedagogical technology aimed at facilitating the processes of self-determination and self-expression of the child's personality, the development of his unique individuality.
Revealing the essence of the phenomenon of “pedagogical support”, the developers of the concept emphasize that the semantic and pedagogical meaning of support is as follows: you can support only that, you can help only what is already available, but at an insufficient level, quantity, quality. The main subjects of support for teachers are subjectivity (“selfhood”, independence) and individuality, i.e. a unique combination in a person of common, special and single features that distinguishes him from other individuals.
The teacher can and should support the child in solving his problems of health promotion, the formation of morality, the development of abilities, which in turn are the basis for the formation of the ability to self-determination, self-realization, self-organization.
Students of O.S. Gazman developed and described the mechanism of pedagogical support for the child in solving vital problems. It consists of interrelated actions of the student and the teacher, performed by them at the following five stages:
Stage I (diagnostic) - fixing a fact, a signal of a problem, diagnosing a supposed problem, establishing contact with a child, verbalizing the problem statement (pronouncing it by the student himself), jointly assessing the problem in terms of its significance for the child;
Stage II (exploratory) - organizing, together with the child, the search for the causes of the problem (difficulty), a look at the situation from the outside (reception "through the eyes of the child");
Stage III (negotiable) - designing the actions of a teacher and a child (separation of functions and responsibilities for solving a problem), establishing contractual relations and concluding an agreement in any form;
IV stage (activity) - the child himself acts and the teacher acts (approval of the child's actions, stimulation of his initiative and actions, coordination of the activities of specialists at school and beyond, immediate assistance to the student);
Stage V (reflexive) - a joint discussion with the child of the successes and failures of the previous stages of activity, a statement of the fact of the solvability of the problem or reformulation of the difficulty, comprehension by the child and the teacher of a new experience of life.
The teacher can provide real support to the student in solving a personally significant problem only when a “helping relationship” is established between them (the term was introduced by Carl Rogers, one of the founders of humanistic psychology and pedagogy). Helping relationships are those relationships in which one of the participants seeks to ensure that one or both parties undergo changes towards a more subtle understanding of themselves, towards increased expression and use of all their potential internal resources.
Of particular interest is the point of view of this scientist about the possibilities and conditions for the formation of helping relationships. He names five basic conditions. Thus, in order to provide effective assistance to a child in a problem situation, the teacher needs to take care of creating and observing five conditions:
the child's perception of himself as a person who knows how and wants to solve his own problems;
congruence of the personality and behavior of the teacher in interaction with his pupils;
unconditionally positive attitude of the teacher to the child;
empathic understanding of the child by the educator;
pupils' feeling of congruence, acceptance and empathy of the teacher.
Providing pedagogical support for the student, according to T.V. Anokhina, is possible when the teacher chooses the following as the principles of pedagogical interaction:
consent of the child to help and support; reliance on the available forces and potentialities of the student's personality;
faith in these possibilities;
focus on the child's ability to independently overcome obstacles;
jointness, cooperation, assistance;
confidentiality;
benevolence and non-judgmental;
safety, protection of health, rights, human dignity;
implementation of the principle "do no harm";
reflexive-analytical approach to the process and result.
The presence of theoretical ideas about the conditions and principles of pedagogical support allows the teacher to more reasonably, accurately and correctly carry out practical actions to help the child in a problem situation.
Techniques and methods for organizing pedagogical support activities:
pedagogical observation;
"You-statement" and "I-statement";
active listening (non-verbal emotional support, "Paraphrase", "Edition").
The implementation of the developmental function of education is provided by the teacher with the help of integrated use the following methods: reflection, system analysis, problem learning(heuristic, research, projects) carried out primarily in the classroom.
In this case, the activity of the teacher is aimed at working with the subjective experience of the student, it requires an analysis of its cognitive interests, intentions, needs, personal aspirations, disclosure of ways of thinking that have developed in the process of learning each student.The teacher can help students in identifying the originality of processing the information received by the student. Some students show the ability to analyze and compare various facts, events, objects ("logic, analytics"). Others show a tendency to assimilate information in general, relying on intuition ("synthetics"). This approach stimulates the student to cognitive activity, gives him the opportunity to determine for himself the most productive ways to test his abilities in various activities.
It becomes obvious that such work of a teacher requires a fundamentally different approach to the educational program, which ideally should be developed for each student personally, preparing personal didactic materials for each lesson.
The lesson should also contain different forms of communication between the teacher and students - monologue, dialogue, polylogue; between students - individually, in pairs, in a group. The teacher is as much an informer as a coordinator, organizer of a dialogue, polylogue, assistant, consultant of students, creates conditions for the personal realization of each student.
The teacher supports the search for the most effective ways of mastering knowledge, encourages the most interesting discoveries, analyzes failed attempts, and encourages children to realize their defeats and victories. He can talk about his own ways of obtaining a result, but does not impose them on children as the only possible ones.
Conclusions on the first chapter
A student-centered approach to learning makes it possible to provide and support the processes of self-knowledge, self-realization of the child's personality, the development of his unique individualization. The goal of education is the formation of a free, creative personality, which impliesmotivating students to self-analysis, effective communication and interaction with people around them, orientation of children to self-knowledge, self-esteem and personal growth during various activities.
Personally-oriented technology of pedagogical support for students involves the development of the content, means, methods of the educational process aimed at identifying and using the subjective experience of the student, revealing the ways of his thinking, building individual trajectory development through implementation educational program taking into account the personal needs of the student. At educational material acts as a means and tool, which create T conditions for the full manifestation and development of personal qualities of the subjects of the educational process.
The main goals of educational activities in this case are as follows:
development of the technology of the educational process, which is based on the creation of a system of subject-subject relations between its participants;
creation of conditions for the implementation of the development of schoolchildren, including a practical test of strength in various activities, as an indispensable condition for the acquisition of social experience.
The set goals are realized in the process of a student-oriented lesson and extracurricular activities.
CHAPTER 2
2.1. The function of the lesson in the system of student-centered learning
Let's consider the principles on which the content of modern education is built: personality-oriented, culturally-oriented and activity-oriented principles of education.
Person-centered principles:
development principle. The main task of the school is the development of the student - the unified development of his personality and the readiness of the personality for further formation. Developing education is aimed at creating conditions for any student in which he would realize himself as much as possible, and not only his intellect, thinking, activity and abilities, but his personality.
The principle of adaptability. The developmental paradigm of education presupposes a very specific type of school. This is a school that “strives, on the one hand, to adapt as much as possible to students with their individual characteristics, on the other hand, to respond as flexibly as possible to sociocultural changes Wednesday." That is, the school is for the child, not the child for the school.
The principle of psychological comfort. This is the removal of all stress-forming factors of the educational process. It is supposed to create a relaxed, stimulating creative activity of the schoolchildren atmosphere in the educational process. The principle of comfort requires reliance on internal motives and, first of all, on the motivation for success, constant progress.
Culturally oriented principles:
The principle of the integrity of the content of education. main feature The content of education lies in the fact that it is initially united. At the heart of the structure of the content of education is the concept of " educational field", and not the concept of the subject.
The principle of systematicity. Education should be unified and systematic, meet the laws of the intellectual and personal development of the child and adolescent, and be included in common system continuous education.
The principle of the orienting function of knowledge. In the learning process, knowledge must reflect the language and structure of scientific knowledge. Task general education- to help the student form an orientation base, which he can and should use in various types of cognitive and productive activities.
The principle of semantic attitude to the world. The image of the world for a child is not abstract, soulless knowledge about it. This is not knowledge for me: this is my knowledge. This is not the world around me: this is the world of which I am a part and which I experience and comprehend for myself. The image of the world is the image of our experience of the world and attitude towards it. The main feature of inseparable developing knowledge is its focus not only on the student's consciousness, but also on his personality, the development in the process of learning not only knowledge, but also attitudes towards this knowledge.
The principle of mastering culture. Culture is the ability of a person to navigate the world and act in accordance with the results of such orientation and with the interests and expectations of other people, social groups society and humanity as a whole. Undoubtedly, the mastery of culture (in the indicated sense) cannot but enter into the content of general education.
Activity-Oriented Principles:
The principle of activity learning. It is necessary to teach the child activities - not just to act, but also to set goals, to be able to control and evaluate their own and other people's actions. Schoolchildren must learn subject-practical activities, such as reading, counting, writing and elementary labor processes. They must develop methods and techniques for learning and cognitive activities, they must develop the skills of control and self-control, assessment and self-assessment.
The principle of a controlled transition from activity in a learning situation to activity in a life situation. It is necessary to ensure such a transition because the fundamental goal of general education is to make the student ready for independent orientation and active activity in the real world.
The principle of a controlled transition from joint educational and cognitive activity to independent activity of the student. Learning activity, involves at a certain stage the general educational and cognitive activity of a team or group under the guidance of a teacher. The zone of proximal development is that which lies between the material that can be assimilated by the child only in the process of collective activity, and that which he is already able to perform individually.
The principle of creativity. At school, it is necessary to teach creativity, that is, to "grow" the ability and need to independently find solutions to previously unseen educational and extracurricular tasks. Only he can live safely and fully operate in a changing world, change this world and bring something new into it, who is able to independently go beyond the typical set of knowledge, skills and abilities, make an independent choice and make an independent decision.
An integral part of student-centered learning is developmental learning. The most significant and general condition for the success of developmental education is the preservation of the search and research nature of students' educational activities. Under the conditions of developmental education, the traditional formula “I know, but I still don’t know how” is modified into the formula “I don’t know how, so I don’t know.”
A number of scientists have formulated principles, following which, training can be made developing. The most important ones are:
the educational process should activate the student's personal interest in mastering the material and this type of activity;
when developing the content of classes, it is necessary to design the educational process so that the student solves tasks and problems based on the zone of his actual development, and the performance of the work would transfer him to the zone of proximal development;
for the effective development of students, it is important to provide for each of them a “success situation”: to offer tasks that the child will surely cope with;
The rating is for the process, not the end result. The student must be compared with himself, but yesterday, and not with other students.
A group of scientists has identified a number of approaches to organizing developmental learning:
Research approach in teaching. Implementation of the idea - learning through discovery - is its hallmark. Within the framework of this approach, the student must himself discover a phenomenon, a law, a way to solve a problem that was not previously known to him. It can be based on the cycle of knowledge.
Communicative or discussion approach. The student becomes the author of a point of view on a particular scientific problem. In the implementation of this approach, the ability to express one's opinion and understand someone else's, criticize, and look for positions that would unite both points of view are formed.
simulation approach. The class is divided into groups, each of which independently works on a common task. The results of the activity are discussed, evaluated, the best and most interesting are determined. An example of such an approach in the classroom can be a project defense lesson.
Unlike the traditional one, the student-oriented lesson changes the type of interaction "teacher - student". From the command style, the teacher moves to cooperation, focuses on the analysis of the procedural activity of the student, and not only on the analysis of the results. The position of the student is modified - to functional creativity from diligent execution. His thinking is changing: it becomes reflective - focused on results. The nature of the relationships that develop in the lesson also changes.
Consider the differences between a student-centered lesson and a traditional one.
1. Goal setting. The goal is the development of the student, the creation of such conditions under which educational activities were formed at each lesson, which would turn him into a subject interested in learning, self-development.
2. The activities of the teacher. He is the organizer of educational activities, in which the student is based on common developments and conducts an independent search. The student is the central figure. The teacher consciously creates a situation of success, empathizes, encourages.
3. Student activities. Activity comes not from the teacher, but from the child himself. Methods of problem-search and project-based learning of a developing nature are used.
4. The teacher-student relationship. The teacher actually organizes the work of everyone, working with the whole class, creating conditions for the development of the student's personal capabilities, including the development of his reflective thinking and his own opinion.
The student-centered approach forces the teacher to rethink the forms of organization of lesson activities. Teachers combine frontal classroom work with individual student work and work in pairs and small groups. The attitude towards marks and evaluation as incentives for rewards and punishments is changing.
The functions of the teacher are also changing:
the inclusion of the personality in the activity stems from its internal predisposition to the upcoming learning activities which does not occur spontaneously. It must be purposefully formed by both the teacher and the student. The function of ensuring individual goal-setting, which determines the attitude to future activities, the desire and willingness to implement it, is one of the key parts of the teacher's activity.
any positive manifestation of the student's creativity should be supported and accompanied by the teacher. The function of a teacher can be defined as organizational - accompanying.
the inclusion of a student in cognitive activity, its organization in different situations entails difficulties. Ways out of these difficulties should be known to both the teacher and the students. The function of providing reflective actions of students to detect their own changes becomes very significant. Student reflection of individual mental activity or a sensually experienced process should be the focus of the teacher's attention.
The modern education system should be aimed at shaping the needs and abilities of younger students to independently master new knowledge, new forms of activity, their analysis and correlation with cultural values, the ability and readiness for creative work. This dictates the need to change the content and technologies of primary education, focus on student-centered pedagogy. The main element of educational activity was and remains a lesson. In the system of student-centered learning, its function and form of organization are changing. The personal approach forces teachers to rethink the forms of lesson organization, and also involves changing the very structure of the lesson.
The specifics of conducting a student-oriented lesson is as follows:
assessment and necessary correction of the psychological states of the child throughout the lesson: emotional - joy, annoyance, gaiety; psychophysical - cheerfulness, fatigue, agitation; intellectual - doubt, concentration;
organizing a dialogue that allows you to identify the personal meaning of studying the topic of the lesson; maintaining a high level of motivation throughout the lesson using the technique of shifting the motive to the goal;
presentation of new material, taking into account the psychological and pedagogical characteristics of the class; identifying the subjective experience of students on the proposed topic;
when explaining new material, the use of various sensory channels;
construction of the educational activity of each student, taking into account the data of psychological and pedagogical examinations and the recommendations of the psychologist;
application didactic material, which will allow the student to use subjective preschool and / or extracurricular experiences in completing assignments;
rejection of frontal work as the main form of conducting a lesson for the development of communicative skills of students and the widespread use various options individual, pair or group work;
the use of a variety of didactic material when working on fixing the topic, which will allow the student to be selective in the type, type and form of the educational task, the nature of its implementation;
identification, "cultivation" and consolidation of various ways of processing the material proposed by students;
to organize a dialogue with students, the use of critical situations in the lesson;
mandatory assessment and correction of the process and the result of the educational activity of each student during the lesson; widespread use of self-assessment and mutual assessment;
creating conditions for the formation of self-confidence in each student, high self-esteem, volitional regulation educational activities;
the use of individual creative homework assignments with their further evaluation according to the following parameters: originality, independence of performance, use of alternative sources of information; the desire of the student to find non-standard solutions,
conducting reflection activities with children in the lesson.
Algorithm for designing a student-centered lesson in elementary school:
analysis of the psychological and pedagogical characteristics of the class, which includes data about each student;
analysis of written work completed by students in the previous lesson and home creative assignments;
formulation of the purpose of the lesson;
specification of the purpose of the lesson, taking into account the results of the previous analysis;
breaking down the lesson into stages that are subject to a single goal, and concretizing the goal at each stage;
choosing ways to achieve and maintain a high level of motivation at each stage of the lesson;
the choice of forms of work and the nature of the interaction of participants in the educational process at each stage of the lesson;
choosing a way to present new material;
selection of didactic material that meets the objectives of the lesson;
designing a learning dialogue or other methods that allow you to identify the subjective experience of students;
the choice of methods and means of diagnosing the educational process and its results at each stage of the lesson;
designing probabilistic changes during the lesson and their correction;
preparation of individual creative homework, which should be focused on the maximum use of the subjective experience of the student;
designing forms of reflection of the lesson.
A lesson in a student-centered educational system is probabilistic in nature. Its specificity depends on the characteristics of the participants in the educational process, and this makes it difficult to create a "universal" textbook. When preparing and conducting such a lesson, the role of didactic material increases, which can vary significantly in content in different schools depending on regional, national conditions, school characteristics, but must necessarily include:
– a set of techniques that allow you to conduct a starting psychological and pedagogical diagnosis of the development of the student's personality and draw up a class description;
– material that will reveal the subjective experience of the student, which is related to the topic being studied in the lesson; personal meaning of the studied; the mental state of the child in the classroom with subsequent correction; methods of educational work preferred by the student;
– material to support during the lesson high level motivation; conduct the submission of new material as a joint discovery in the course of research activities, taking into account the development of the sensory channels of each student; provide individual work to consolidate the studied material with the possibility of choosing the type and form of work and the level of its complexity;
– material that will allow the use of game forms of activity in the lesson; to instill in children the skills of working together in groups, in pairs; stimulate self-development, self-education, self-expression; organize homework as individual or joint with parents creative activity;
– material that will allow the student to actively participate in the work in the lesson, regardless of the level of his preparation; to get skills independent work with new educational material and self-organization; learn to identify and evaluate the ways of educational work of classmates and their own; learn to assess and correct their emotional state;
– material that will allow the teacher to encourage students to use various methods of completing assignments; illustrate with vivid examples the possibility of multivariate task completion; timely assess the learning activity of the student and correct it.
Having mastered the principles of organizing educational and cognitive activity, the teacher teaches children independence in thinking and cognition, forms the ability of students to purposefully work on their own and help their comrades. They learn to think, solve problems, ask questions.
When conducting lessons, we recommend using work in pairs. This type of work is good in the lessons of the humanitarian cycle, when children, after listening to a friend, can support him in a conversation, or ask him questions. Also relevant is the use of group work. The division of children into groups takes into account the individual characteristics of children and existing interpersonal relationships.
"Project defense" - the student prepares the material, then acts as a teacher, using visualization, a board;
"Inquisitive" - a child is selected who must ask the speaker as many precise questions as possible.
Our position as an educator:
development of the child's personality;
initiating the personal experience of each student;
stimulation of "internal forces" of students' self-development;
recognition of the originality, uniqueness of each student in the team.
We must ensure the rights of each student to individual development, which does not contradict his psychological status, interests, inclinations and abilities.
Conclusions on the second chapter
The personality-oriented approach is aimed at the formation of universal human qualities, the development of the student's personality. From the point of view of this approach, the content of education should, first of all, ensure the formation of the appropriate qualities of a person on the basis of an appropriate system of knowledge and skills.
In addition, if the traditional (knowledge-based) and culturological approaches are focused on the selection of a certain content of education, then the activity, competence-based and personality-oriented approaches do not impose any requirements on the content itself, focusing on the process of organizing the educational process.
Student-centered learning allows you to build the educational process, taking into account the personal characteristics of each student, as well as focus on the development of their cognitive abilities and the activation of creative, cognitive activity. Student-centered learning will increase students' motivation for learning and their cognitive activity, create conditions for students to independently manage the learning process, as well as individualize and differentiate the educational process, help track the dynamics of students' development, and make timely corrective actions of the teacher.
In order to make the learning process student-centered, it is necessary to recognize the right of each child to individuality and self-worth, to form the desire to independently acquire knowledge and apply them in a variety of activities that are interesting for him.
Basic requirements for the organization of a personality-oriented lesson in elementary school:
rejection of the template, the use of various, non-standard forms and methods of organizing educational activities, which make it possible to activate the subjective experience of students;
creating an atmosphere of interest for each student in the work of the class; stimulating students to make statements, use various ways of completing tasks without fear of making a mistake, getting the wrong answer, etc .;
the use of didactic material that allows the student to choose the most significant type and form of educational content for him;
"hidden" (pedagogically expedient) differentiation of students according to learning opportunities, interests, abilities and inclinations; evaluating the student's activity not only by the end result, but also by the process of achieving it;
encouraging the student's desire to find his own way of working (solving a learning problem, analyzing the ways other students work, choosing and mastering the most rational ones);
creation of pedagogical situations of communication that allow each student to show initiative, independence, selectivity in ways of working; creating an environment for natural self-expression of the student.
The personality-oriented approach, based on the fact that a personality is a unity of mental properties that make up its individuality, implements with its technology an important psychological and pedagogical principle of an individual approach, according to which, in the process of learning with students, the individual characteristics of each student in the lesson are taken into account. All this creates, in our opinion, optimal conditions that contribute to the development of the student's personality through age-related leading educational activities.
CONCLUSION
modern education should be aimed at the formation of a person's personality, the disclosure of his talents, opportunities, the formation of self-awareness, self-realization. Student-centered learning is designed to ensure that the center of learning is the student himself - his goals, motives, his unique psychological make-up, in a word, the student as a person.
The development of the student as a person, his socialization proceeds not only by mastering educational activities, but also through constant enrichment, transformation of subjective experience, as important source own development.
In the process of such learning, there is an active participation in self-valuable educational activities, the content and forms of which should provide the student with the opportunity for self-education, self-development in the course of mastering knowledge.
It is personality-oriented learning that ensures the development and self-development of the individual. elementary school student, relying on his individual characteristics, abilities, inclinations, interests, value orientations and subjective experience, enables the student to realize himself in cognitive learning activities.
The results of a theoretical analysis of psychological and pedagogical literature, practical allowed us to formulate the following conclusions:
the educational process within the framework of a personality-oriented approach should be, first of all, aimed at the formation, expansion, development of the aspirations of children;
a student-oriented lesson is not just the creation of a benevolent creative atmosphere by the teacher, but a constant appeal to the subjective experience of schoolchildren as the experience of their own life activity. The main idea of a student-oriented lesson is to reveal the content of the subjective experience of students on the topic under consideration, to harmonize it with the assigned task, to translate it into the appropriate scientific content and thereby achieve the assimilation of the material. The essence of personality-oriented learning, in our opinion, is to assist in determining the direction and methods of self-realization for each child;
in personal oriented learning significantly changing the approach to the organization traditional forms work in the lesson (individual, group, collective). Features of student-centered learning in primary school are associated not only with the unusual content, methods, techniques and forms of its presentation, but also with the employment of students in the preparation and conduct of classes, an optimistic, "major" tone of communication, the subject is the subjective relationship between the participants in the training ( teacher and students).
Primary school age is the basis for the development of a person's personality, since during this period the highest sensitivity, increased reactivity, and readiness for action are observed. Therefore, at this age, it is necessary to create conditions conducive to the enrichment of individual experience, the disclosure of abilities and the opening of ways for self-disclosure and self-realization of the younger student;
in the conditions of personality-oriented learning, the position of the student fundamentally changes, the roles of the researcher, creator, and organizer of their educational activities begin to occupy a significant place. The student does not thoughtlessly accept ready-made knowledge, but actively participates in every step of his learning: he accepts a learning task, analyzes ways to solve it, puts forward hypotheses, determines the causes of errors, etc.;
the position of the teacher is based on a respectful attitude towards the child as an equal partner, recognition of the uniqueness and originality of his personality, taking into account the individual characteristics of the student, organizing active joint and independent activities of students.
The process of implementing student-centered learning will be most effective if the following conditions are met: conducting a mandatory and regular psychological and pedagogical study of the individual and age characteristics of students, taking into account these characteristics in training; selection of lesson material that allows realizing the main goal of student-centered learning - creating conditions for the development of students' personal functions.
Thus, the hypothesis put forward by us was confirmed, the goal of the work was achieved.
LIST OF USED AND CITED LITERATURE
Anyukhina, N.A. Personality-oriented learning at school / N.A. Anyukhina. - Rostov n / D: Phoenix, 2006.-332 p.
Bondarevskaya, E.V. Theory and practice of personality-oriented education / E.V. Bondarevskaya. - Rostov-on-Don: Publishing House of the Rostov Pedagogical University, 2000. -352p.
Vygotsky, L.S. Characteristic features of a student-oriented lesson / L.S. Vygotsky // Head teacher - 2000. - No. 6.
Gazman, O.S. Directory class teacher. Elementary School. Grades 1-4 / O.S. Gazman. - M .: "VAKO", 2003. - 240 p.
Zhuk, N. Personality-oriented lesson: technology of conducting and evaluation / N. Zhuk // Principal of the school. - 2006. - No. 2. - P. 53-57.
Kuznetsov, M.E. Pedagogical foundations of a personality-oriented educational process at school / M.E. Kuznetsov. - Novokuznetsk, 2000. - 342p.
Kuznetsov. M.E. Personally oriented education of schoolchildren / M.E. Kuznetsov - Bryansk: Publishing House of the Bryansk State Pedagogical University. NMC "Technology" 1999. - 94p.
Lezhneva, N.V. lesson in person-oriented education / N.V. Lezhneva // Head teacher of elementary school. - 2002. - No. 1. - P. 14-18.
Mitina, L.M. The teacher as a person and professional psychological problems)/ L.M. Mitina - M .: "Case", 1994. - 216 p.
Selevko, G.K. Modern educational technologies: Textbook / G.K. Selevko - M.: public education, 1998. - 256s.
Serikov, V.V. Person-oriented education: concepts and technologies / VV Serikov. - Volgograd, 1996. - 152s.
Stepanov, E.N. Personality-oriented approach in the work of a teacher: development and use / E.N. Stepanov - M .: TC Sphere, 2003. - 128s.
Shogan, V.V. Technology of a personality-oriented lesson / V.V. Shogan. - Rostov n / D .: Teacher, 2003.
Yakimanskaya. I.S. Student-centered learning in modern school/ I.S. Yakimanskaya. -M.: September, 1996. - 96s.
Yakimanskaya, I.S. Technology of personality-oriented learning in modern school / I.S. Yakimanskaya. M. - 2000. - 176s.
Gataulina, O.I. Design modern lesson in elementary school from the position of a system-activity approach.-Chelyabinsk, CHIPKRO 2013.
APPLICATION
Annex 1
LESSON PLAN
Numeric and alphabetic expressions
The purpose of the lesson: show the rules for compiling numerical and literal expressions and to form the ability to solve problems on the movement.
9. Tasks:
- educational (formation of cognitive UUD) :
create conditions for the formation of skills to read and write numerical and alphabetic expressions, perform numerical substitutions in alphabetic expressions and find numerical values, compose alphabetic expressions according to specified conditions and for life situations; ability to find information.
- educational (formation of communicative and personal UUD) :
To teach to listen and enter into a dialogue, to participate in a collective discussion of problems, to integrate into a peer group and build productive interaction; to form the ability to negotiate and come to an agreement common decision in joint activities, the ability to evaluate the work of group members in a tactful manner, reflect the results in oral and written speech, observing the rules of speech etiquette, be able to use sign-symbolic means, cultivate responsibility and accuracy.
- developing ( formation of regulatory UUD )
to teach to define and formulate the goal in the lesson with the help of a teacher, to pronounce the sequence of actions in the lesson;to form the ability to fix their own difficulties in the lesson; to conduct a reflection of their own activities and the activities of the group; to exercise control over the correctness of actions;choose ways to solve problems depending on specific conditions.
Lesson type: combined lesson
Forms of student work: frontal work, individual, work in pairs.
Required technical equipment: computer, multimedia projector, interactive whiteboard, screen, textbook
Table 1.1 - Lesson outline
Lesson stage
Name of used ESM
Teacher activity
(indicating actions with ESM, for example, demonstration)
Student activities
Time
(in minutes)
Formed UUD
cognitive
Regulatory
Communication, personal
Greeting, checking readiness for the lesson, organizing the attention of children.
Included in the business rhythm of the lesson.
Construction of speech statements
Organization and forecasting of their educational activities
Planning learning collaboration with teacher and peers.
Motivation for learning activities
Setting the goal of the lesson.
Sets a thematic framework.Creates conditions for the inclusion of students in educational activities.
Together with the students determines the purpose of the lesson. Demonstration of slides.
Perform tasks. They answer questions. Formulate the purpose of the lesson.
Ability to jointly agree on the rules of behavior and communication, follow them; express your thoughts orally. Focus on academic success.
Knowledge update.
Submission under the concept.
Electronic presentation
(presentation No. 30)
Organizes the fixation of individual difficulty, identifying the place and cause of difficulty in external speech, generalization of updated knowledge. Slideshow.
Participate in a conversation with the teacher, answer questions, complete assignments. Plan to achieve the goal.
The ability to navigate in one's knowledge system (distinguish the new from the already known with the help of a teacher, transform information from one form to another).
The ability to pronounce the sequence of actions in the lesson, to express their assumptions. Goal-setting as a setting of an educational task based on the correlation of what is already known and unknown.
Ability to listen and engage in dialogue, formulate thoughts orally and writing.
Learning new material.
Rules for compiling numerical and alphabetic expressions.
Organizes clarification of the next step of educational activity, drawing up a joint action plan. Demonstrates EOR.
Make up and pronounce a plan of action with the help of a teacher. In parallel with the EOR use the textbook
Search and selection of necessary information. Structuring knowledge. Analysis of objects. The ability to convert information from one form to another).
The ability to formulate a learning task based on the correlation of what is already known; determine the sequence of intermediate goals, taking into account the final result.
Ability to listen and engage in dialogue
Primary consolidation of what was learned in lesson 1
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1 General and Professional Education 1/2012 pp ISSN ANALYSIS OF THE NOTION PEDAGOGICAL CONDITIONS: ESSENCE AND CLASSIFICATION Natalia Ippolitova Shadrinsky State Pedagogical Institute, Kurgan Region, Shadrinsk, st. K. Liebknekhta, 3 Natalya Sterkhova Shadrinsk State Pedagogical Institute, Kurgan region, Shadrinsk, st. K. Liebknecht, 3 Abstract: The analysis of the notion pedagogical conditions is represented in the article. On the basis of the comparative multi aspect analysis of the notion conditions, the notion pedagogical conditions are defined and the main characteristic features are revealed. Pedagogical conditions are analyzed in the paper as a component of a pedagogical system; they reflect the environmental opportunities affecting personality- and process-based aspects of the system, enhancing its successful functioning. Different groups of conditions guaranteeing the effective functioning of the pedagogical system are considered. The peculiar properties of three groups of pedagogical conditions (organizational-pedagogical, psychological-pedagogical, didactic) are disclosed. Keywords: conditions, pedagogical conditions, organizational-pedagogical conditions, psychologicalpedagogical conditions, didactic conditions. Introduction In modern pedagogical research related to the problems of improving the functioning pedagogical systems, improving the efficiency of the educational process, one of the aspects of greatest interest is the identification, justification and verification of pedagogical conditions that ensure the success of the activities carried out. The solution of this problem often causes difficulties for researchers, which may be due to the following reasons: 1) one-sided view of the researcher about the phenomenon of the key concept of "conditions"; 2) selection of pedagogical conditions belonging to different classification groups; 3) a fuzzy understanding of the direction of the identified conditions (what the identified conditions are aimed at within a particular study); 4) weak validity of the choice of these particular conditions, etc. Preventing the occurrence of such difficulties becomes possible when implementing research in several areas: analysis and concretization of the content of the concepts of "conditions" and "pedagogical conditions", clarification of the classification groups of pedagogical conditions in accordance with their focus on the nature and nature of the problems that are designed to solve these conditions. 8 General and Professional Education 1/2012
2 ANALYSIS OF THE CONCEPT "PEDAGOGICAL CONDITIONS": ESSENCE Essence and content of the concept "condition", types of conditions Let's analyze the main features and signs of the concept "condition" of the phenomenon in various aspects. IN reference literature"condition" is understood as: 1) a circumstance on which something depends; 2) the rules established in some area of life, activity; 3) the environment in which something happens. Philosophical interpretation this concept is associated with the relation of an object to the phenomena surrounding it, without which it cannot exist: “that on which something else (conditioned) depends; 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. Those. the totality of the specific conditions of a given phenomenon forms the environment for its occurrence, emergence, existence and development. In psychology, the concept under study, as a rule, is presented in the context of mental development and is revealed through a set of internal and external causes that determine the psychological development of a person, speeding up or slowing it down, influencing the development process, its dynamics and final results. Teachers take a position similar to psychologists, considering 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, upbringing and education, personality formation (V.M. Polonsky). Thus, the results of a comprehensive analysis allow us to conclude that the concept of "condition" is a general scientific one, and its essence in the pedagogical aspect can be characterized by several provisions: 1. a condition is a combination of causes, circumstances, any objects, etc.; 2. the indicated totality affects the development, upbringing and training of a person; 3. the influence of conditions can accelerate or slow down the processes of development, education and training, as well as affect their dynamics and final results. In modern studies, the concept of "condition" is used quite widely when characterizing the pedagogical system. At the same time, scientists, relying on different signs, distinguish various groups of conditions. So, Yu.K. Babansky, in terms of the sphere of influence, distinguishes two groups of conditions for the functioning of the pedagogical system: external (natural-geographical, social, industrial, cultural, microdistrict environments) and internal (educational-material, school-hygienic, moral-psychological, aesthetic). According to the nature of the impact, objective and subjective conditions are distinguished. The objective conditions that ensure the functioning of the pedagogical system include the legal framework of the education sector, the media, etc., and act as one of the reasons that encourage participants in education to adequately manifest themselves in it. These conditions are subject to change. The subjective conditions that affect the functioning and development of the pedagogical system reflect the potentials of the subjects of pedagogical activity, the level of coordination of their actions, the degree of personal significance of the target priorities and the leading ideas of education for students, etc. According to the specifics of the object of influence, general and specific conditions are distinguished that contribute to the functioning and development of the pedagogical system. General conditions include social, economic, cultural, national, geographical and other conditions; to specific ones - features of the socio-demographic composition of trainees; location of the educational institution; material capabilities of the educational institution, equipment for the educational process; educational opportunities environment etc. An important role in ensuring the functioning and development of the pedagogical system is also played by such specific conditions as: the nature of the moral and psychological 9 General and Professional Education 1/2012
3 atmospheres in pedagogical and student teams, the level of pedagogical culture of teachers, etc. An important role in determining the directions of development of the pedagogical system is played by taking into account the spatial conditions in which the pedagogical system exists, because its functioning is determined by the peculiarities of regional, local conditions, the specifics educational institution, a specific pedagogical environment, the level of qualification of the necessary teaching staff, the degree of equipment of the educational process (rooms, teaching aids, equipment, etc.). The need to take into account the spatial conditions that make up the environment for the functioning of the pedagogical system is due to the implementation of the principle of unity of the general, individual and special in scientific research . The identification of various groups of conditions that ensure the functioning and development of the pedagogical system is quite reasonable, but it should be noted that when carrying out a scientific analysis of any pedagogical system or a specific aspect of an integral pedagogical process, the researcher must use adjacent groups of conditions that are distinguished by any specific feature . The essence and content of the concept of "pedagogical conditions" The conditions that will be discussed further are aimed at solving problems that arise in the implementation of a holistic pedagogical process, and therefore, we turn to the analysis of the concept of "pedagogical conditions". The problem of conditions acquires a “pedagogical” coloring in the studies of V.I. Andreeva, A.Ya. Naina, N.M. Yakovleva, N.V. Ippolitova, M.V. Zvereva, B.V. Kupriyanova, S.A. Dynina and others, reflected in numerous interpretations of the term "pedagogical conditions". Considering this concept, scientists adhere to several positions. The first position is held by scientists for whom pedagogical conditions are a combination of any measures of pedagogical influence and the possibilities of the material and 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 and spatial environment aimed at solving the tasks set (A.Ya. Nain); - a set of measures (objective possibilities) of the pedagogical process (N.M. Yakovleva). The second position is occupied by researchers who associate pedagogical conditions with the design of the pedagogical system, in which they act as one of the components (N.V. Ippolitova, M.V. Zvereva, etc.): subjects of the educational process) and external (contributing to the implementation of the procedural aspect of the system) elements that ensure its effective functioning and further development; - a meaningful characteristic of one of the components of the pedagogical system, which is the content, organizational forms, teaching aids and the nature of the relationship between the teacher and students (Zvereva M.V.). 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 (B. V. Kupriyanov, S.A. Dynina and others). At the same time, the scientists of this group point to the need for a row 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" allows us to identify a number of provisions that are important for our understanding of this phenomenon: 1) conditions act as an integral element of the pedagogical system (including
4 ANALYSIS OF THE CONCEPT "PEDAGOGICAL CONDITIONS": THE ESSENCE of the integral pedagogical process); 2) pedagogical conditions reflect the totality of educational opportunities (purposefully designed measures of influence and interaction of subjects of education: content, methods, techniques and forms of training and education, software and methodological equipment of the educational process) and material and spatial (educational and technical equipment, natural and spatial environment of an educational institution etc.) environments that positively or negatively affect its functioning; 3) in the structure of pedagogical conditions there are both internal (providing an impact on the development of the personal sphere of the subjects of the educational process), and external (contributing to the formation of the procedural component of the system) elements; 4) the implementation of correctly chosen pedagogical conditions ensures the development and efficiency of the functioning of the pedagogical system. 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 that affect the personal and procedural aspects of this system and ensure its effective functioning and development. Classification groups of pedagogical conditions Summarizing the results of numerous scientific and pedagogical studies shows that in the theory and practice of pedagogy one can meet such varieties of pedagogical conditions as organizational and pedagogical (V.A. Belikov, E.I. Kozyreva, S.N. Pavlov, A. V. Sverchkov and others), psychological and pedagogical (N.V. Zhuravskaya, A.V. Krugliy, A.V. Lysenko, A.O. Malykhin and others), didactic conditions (M.V. Rutkovskaya and others) etc. Let us turn to a more detailed description of each group of conditions. The first group of identified conditions are organizational and pedagogical conditions. This type of pedagogical conditions is considered by scientists, firstly, as a set of any possibilities that ensure the successful solution of educational problems: - a set of objective possibilities that ensure the successful solution of the tasks set (E.I. Kozyreva); - a set of possibilities of content, forms, methods of a holistic pedagogical process aimed at achieving the goals of pedagogical activity (V.A. Belikov). Another group of scientists, developing and concretizing ideas about the organizational and pedagogical conditions for the development and functioning of the educational process, presents them not only as a set of any possibilities that contribute to the effectiveness of solving educational problems, but also indicates their orientation and direct relation to the development and functioning of the procedural aspect of the pedagogical process from the position of management: - a set of objective opportunities for teaching and educating the population, organizational forms and material capabilities, as well as such circumstances of interaction between the subjects of pedagogical interaction, which are the result of a targeted, planned selection, design and application of content elements, methods (techniques) for achieving the goal of pedagogical activity (S. N. Pavlov); - fundamental grounds for linking the processes of activity to manage the process of forming a professional and pedagogical culture of the individual (A.V. Sverchkov). So, the study of the presented definitions of the concept of "organizational and pedagogical conditions" allows us to identify a number of features characteristic of this concept: 1/2012
5 impact) contributing to the successful solution of the problems of the pedagogical process; 2) a set of measures of influence, reflecting the conditions under consideration, underlies the management of the pedagogical system (educational process or its components) in a given situation; 3) these measures are characterized by interconnectedness and interdependence, ensuring in their unity the effectiveness of solving the educational tasks set; 4) the main function of organizational and pedagogical conditions is the organization of such measures of influence that provide targeted, planned management of the development of an integral pedagogical process, that is, management of the procedural aspect of the pedagogical system; 5) a set of organizational and pedagogical conditions is selected taking into account the structure of the process being implemented. The second type of pedagogical conditions are psychological and pedagogical conditions (N.V. Zhuravskaya, A.V. Krugliy, A.V. Lysenko, A.O. Malykhin, etc.). Summarizing the materials of a number of studies, we found that psychological and pedagogical conditions are considered by scientists as such conditions that are designed to provide certain pedagogical measures of influence on the development of the personality of subjects or objects of the pedagogical process (teachers or pupils), which in turn entails an increase in the efficiency of the educational process. An analysis of studies affecting the solution of issues of the implementation of psychological and pedagogical conditions showed that this type of pedagogical conditions has the following characteristic features: 1) psychological and pedagogical conditions are also considered by scientists as a set of possibilities of the educational and material-spatial environment, the use of which helps to increase the efficiency of a holistic pedagogical process; 2) a set of measures of the impact, characterized as psychological and pedagogical conditions, is aimed primarily at the development of the personality of the subjects of the pedagogical system (teachers or pupils), which ensures the successful solution of the problems of a holistic pedagogical process; 3) the main function of psychological and pedagogical conditions is the organization of such measures of pedagogical interaction that ensure the transformation of specific characteristics of the development, upbringing and education of the individual, that is, they affect the personal aspect of the pedagogical system; 4) a set of psychological and pedagogical conditions is selected taking into account the structure of the transformed personal characteristics of the subject of the pedagogical process. In studies on the problems of modern pedagogy, didactic conditions are especially considered, which are defined as “the presence of such circumstances, prerequisites, in which, firstly, the existing learning conditions are taken into account, secondly, ways are provided for transforming these conditions in the direction of learning goals, thirdly elements of content, methods (techniques) and organizational forms of training are selected in a certain way, built and used, taking into account the principles of optimization”, i.e. didactic conditions act as a result of purposeful selection, design and application of content elements, methods (techniques), as well as organizational forms of learning to achieve didactic goals. The main function of didactic conditions is the choice and implementation of the possibilities of content, forms, methods, means of pedagogical interaction in the learning process, providing an effective solution of educational problems. Conclusion To sum up, let us dwell on the provisions that are important for our study: - generalization of the results of a comprehensive analysis allows us to consider that the concept of "condition" is general scientific and represents a set of causes, circumstances, any objects that affect the functioning and development 12 General and Professional Education 1/2012
6 ANALYSIS OF THE CONCEPT "PEDAGOGICAL CONDITIONS": THE ESSENCE of any object (including the pedagogical system, an integral pedagogical process); - pedagogical conditions, acting as one of the components of the pedagogical system, reflect the totality of the possibilities of the educational and material-spatial environment that affect the personal and procedural aspects of this system, and ensure its effective functioning and development; - based on the analysis of numerous scientific and pedagogical studies, we found that researchers identify various types of pedagogical conditions that ensure the functioning and effective development of the pedagogical system, among which the most common are organizational-pedagogical, psychological-pedagogical, didactic conditions; - organizational and pedagogical conditions are a set of purposefully constructed possibilities of content, forms, methods of a holistic pedagogical process (measures of influence) that underlie the management of the functioning and development of the procedural aspect of the pedagogical system (holistic pedagogical process); - psychological and pedagogical conditions - a set of purposefully designed interrelated and interdependent possibilities of the educational and material-spatial environment (measures of influence) are aimed at developing the personal aspect of the pedagogical system (transformation of specific personality characteristics); - didactic conditions act as a result of purposeful selection, design and application of content elements, methods (techniques), as well as organizational forms of learning to achieve didactic goals. Identification of the conditions that ensure the functioning and development of the pedagogical system, a holistic pedagogical process is one of the important tasks of pedagogical research, the successful solution of which, as a rule, constitutes the scientific novelty of the study and determines its practical value. References 1. Andreev, V.I. Dialectics of education and self-education of a creative personality / V.I. Andreev. - Kazan: Publishing house of KSU, p. 2. Belikov, V.A. Philosophy of personality education: activity aspect: monograph / V.A. Belikov.- M.: Vlados, p. 3. Zhuravskaya, N.V. Professional training of fire safety specialists in the universities of the oil and gas industry using an individually differentiated approach: Ph.D. dis.... cand. ped. Sciences / N.V. Zhuravskaya. SPb. , With. 4. Zvereva, M.V. On the concept of "didactic conditions" / M.V. Zvereva // New research in pedagogical sciences Oh. - M.: Pedagogy S. Ippolitova, N.V. Theory and practice of preparing future teachers for patriotic education students: dis. Dr. ped. Sciences / N.V. Ippolitova. Chelyabinsk, with. 6. Kozyreva, E.I. School teacher-researcher as a condition for the development of pedagogical culture / E.I. Kozyreva // Kozyreva, E.I. Methodology and methods of natural sciences. - Issue Sat. scientific tr. Omsk: OmGPU Publishing House, p. 7. Kupriyanov, B.V. Modern approaches to the definition of the essence of the category "pedagogical conditions" / B.V. Kupriyanov, S.A. Dynina // Bulletin of the Kostroma state. un-ta im. ON THE. Nekrasova S Lysenko, A.V. Psychological and pedagogical conditions for the formation of professional value orientations of the future music teacher: dissertation .... cand. ped. Sciences / A.V. Lysenko. - Maykop, c. 9. Malykhin, A.O. Education of the moral consciousness of students in grades 5-7 at the lessons of labor training: author. dis... cand. ped. Sciences / A.O. Malikhin / Nat. ped. un-t im. M.P. Drahomanov. - Kyiv., p. 13 General and Professional Education 1/2012
7 10. Nine, A.Ya. On the methodological apparatus of dissertation research /A.Ya. Nine // Pedagogy S. Nemov, R.S. Psychology: a dictionary-reference book: at 2 o'clock - M .: VLADOS-PRESS Publishing House, Ch. 12. Ozhegov, S.I. Dictionary of the Russian language: ok words / S.I. Ozhegov; under total edited by prof. L.I. Skvortsova. 24th ed., rev. M .: LLC Publishing House Onyx: LLC Publishing House World and Education, p. 13. Pavlov, S.N. Organizational and pedagogical conditions of formation public opinion authorities local government: autoref. dis. cand. ped. Sciences / S.N. Pavlov. Magnitogorsk, with. 14. Pedagogy / ed. Yu.K. Babansky. Moscow: Pedagogy, p. 15. Polonsky, V.M. Dictionary of education and pedagogy / V.M. Polonsky. M.: Higher. shk s. 16. Rutkovskaya M.V. Formation of motives for choosing a teaching profession among high school students: abstract of the thesis. dis...cand. ped. Sciences. L., s. 17. Sverchkov, A.V. Organizational and pedagogical conditions for the formation of professional pedagogical culture of future sports teachers / Sverchkov A.V. // Young scientist C Philosophical encyclopedic dictionary / ch. edition: L.F. Ilyichev, P.N. Fedoseev, S.M. Kovalev, V.G. Panov. - M.: Sov. encyclopedia, p. 19. Yakovleva, N.M. Theory and practice of preparing the future teacher for the creative solution of educational problems: dissertation of Dr. ped. Sciences. Chelyabinsk, with. 14 General and Professional Education 1/2012
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what are the pedagogical conditions? and got the best answer
Answer from And you don't know... how?)[guru]
Seven options for the formulation of pedagogical conditions, which were conditionally named:
"characteristics of the child" (student, schoolchild, pupil, etc.),
"characteristics of the subject of pedagogical activity" (teacher, teaching staff, head of an educational institution, etc.),
"activities of children (child)",
"attitude of children (child) to activity",
"internal environment of a children's association (educational institution)",
"the external environment in relation to this educational institution and interaction with it" (other educational institution, family, public organizations etc.).
Initially, it was assumed that the identified six constructs are adjacent. However, a careful examination of the hypotheses convinced that it is possible to distinguish some kind of levels:
The first level of conditions is the characteristics of the child (children) that determine the success of the educational process. The condition for the success of the educational process may be that the child has a certain experience of activity, relationships. For example: “the success of the realization of the leadership potential of older adolescents is determined by ... the participation of socially active adolescents with experience social activities in children's associations, in the shift program ... "2
The third level of conditions - the immediate circumstances of education - actually classical pedagogical conditions - characteristics:
- content and organization of activities of children (child),
- interpersonal relations, communication in a group, life of a children's association,
- the relationship of teachers with children (teacher with a child),
- entry of the child into the association,
- interaction of a children's association (educational institution) with the environment.
Let us designate the place of the second and fourth levels of pedagogical conditions. The second level is a kind of projection of the circumstances of the educational process on the subjective world of the pupil. In other words, the child's subjective perception of activities, relationships, interactions, and other circumstances of the educational process can be considered as pedagogical conditions. Since without specifying the object of the relationship, these same relationships are quite difficult to reveal, we skipped the third level ahead of the second.
The fourth level of conditions is " pedagogical activity as the management of the life of the children's association ". Analysis of hypotheses in Ph.D. dissertations in pedagogy allows us to identify the following options for the formulation of pedagogical conditions:
- pedagogical activity for the selection and selection of pupils;
- pedagogical activity in managing the activities of pupils (selection of content, forms, organization, etc.);
- pedagogical activity involving management interpersonal relationships, the subject-aesthetic environment, the life of the child-adult educational community;
- pedagogical activity - managing the interaction of an educational organization (children's team) with the external environment;
- pedagogical activity, which is a direct interaction between the educator and the pupil;
- pedagogical activity creating a holistic image of the teacher;
- pedagogical activity, which contributes to an increase in the subjective significance for the pupil of activity, relationships, communication.
The fifth level of pedagogical conditions can be designated as - resource provision of education - these are the characteristics:
- staffing (properties of the subject of pedagogical activity),
- material support children's activities (equipment, etc.),
- spatial and temporal parameters of the educational process,
- deliberately changed properties of the environment surrounding the educational institution,
- regulatory and legal support of the educational process,
- software and methodological support of education,
- PR - ensuring the educational process.
Recently, several publications devoted to pedagogical conditions have appeared on the pages of the Pedagogy Today magazine. One of them states that “an analysis of modern psychological and pedagogical literature indicates that the nature
pedagogical conditions of unified scientific provisions accepted by all scientists have not been developed. In philosophy, the term "condition" is interpreted as a category expressing the relation of an object to the phenomena surrounding it, without which it cannot exist; conditions constitute the environment, the environment in which the phenomenon arises, exists and develops. In the "Dictionary of the Russian language" S.I. Ozhegov, a condition is understood as "a circumstance on which something depends."
L.A. Miroshnichenko defines the concept of “condition” as a circumstance. But the conditions do not deny the possibility of their construction. However, an objective circumstance can not only be predicted, it can be taken into account. And then the question arises: is the consideration of the factor a pedagogical condition? According to our ideas, it is, moreover, a decisive condition, because without it all other conditions lose their meaning. So, if we do not take into account the factor of the current state of society and its requirements for the student, how can we develop the theoretical and practical aspects of his education and upbringing? Or specific subject? This is also an objective factor, but without taking this factor into account, it is impossible to develop training courses, programs, etc. Any phenomenon is conditioned by external and internal factors or given factors and constructed factors. We do not construct external or given factors, but we take them into account. And their consideration is a general pedagogical condition. Taking into account external factors ensures setting the goal and determining the content of the discipline, determining the requirements for the level of mastering the program - what Yu.G. Tatur refers to the conditions of pedagogical design.
A detailed analysis of the essence of the category "pedagogical conditions" is presented in the works of Doctor of Pedagogical Sciences B.V. Kupriyanov. The author considers pedagogical conditions as specially created circumstances, components of the pedagogical process, which are external in relation to the process of changes in the student's (pupil's) personality. We will adhere to this definition in our study. At the same time, it is essential that the category of “pedagogical conditions” is closely related to the category of “patterns of the pedagogical process”, which is interpreted as a connection between intentionally created or objectively existing conditions and the results achieved, where the results are learning, upbringing, development of the individual in its specific parameters. .
Taking this into account, the author considers it possible to consider pedagogical conditions as one of the sides of the regularity of the educational process. As a result, it was possible to find seven options for the formulation of pedagogical conditions, which were conditionally named:
- - "Characteristics of the child" (schoolchild, pupil, etc.);
- - "Characteristics of the subject of pedagogical activity" (teacher, teaching staff, head of an educational institution, etc.);
- - "Activities of children (child)";
- - "Attitude of children (child) to activity";
- - "The internal environment of an educational institution";
- - “The external environment in relation to this educational institution and interaction with it” (another educational institution, family, public organizations, etc.);
- - "Pedagogical activity - management of activities, relationships, environment, regulation of the state of the child."
The author considers these blocks as components of the educational process, B.V. Kupriyanov points out that when determining pedagogical conditions when studying the effectiveness of a pedagogical tool, pedagogical conditions are the characteristics of the tool itself. In other words, the pedagogical conditions of effectiveness are the properties of pedagogical support. In this case, the most obvious are three aspects of such a component as pedagogical activity:
- - pedagogical activity aimed at the activities of pupils (selection of content, forms, organization, etc.);
- - pedagogical activity, contributing to an increase in the subjective significance of educational activities for the pupil;
- - pedagogical activity, which provides for the management of the life of an educational organization (interpersonal relations, subject-aesthetic environment, symbols of the child-adult educational community).
Thus, pedagogical conditions are a purposefully created environment (environment) in which, in close interaction, sets of psychological and pedagogical factors (relationships, means, etc.) are presented that allow the teacher to effectively carry out educational or academic work.
For the analysis of pedagogical conditions, it is important to single out I.P. Podlasym of four general factors that determine the complex formation of the products of the didactic process. He refers to them:
- - educational material;
- - organizational and pedagogical influence;
- - learnability of students;
- - time .
Obviously, student learning and time are factors that we cannot influence due to the fact that they are predetermined. The time allotted for the study of a particular discipline is set by the standard, and learning ability is the reality with which we are dealing. However, we must take into account these factors. It should also be taken into account that learning is a factor that changes and is dialectical, since, while changing the educational process in a certain way, it also changes in the course of this process. Thus, of the listed four general factors, two can be directly constructed: educational material and organizational and pedagogical influence. The organizational and pedagogical influence includes teaching and learning methods, organizational forms, the practical use of acquired knowledge and skills, teaching aids, educational process equipment, etc.
If the conditions associated with external factors make it possible to see a certain problem in the pedagogical space and dictate the need to solve it, then the constructed conditions make possible solution this problem. In our case, these will be the pedagogical conditions for the aesthetic education of schoolchildren. Under the pedagogical conditions of the aesthetic education of schoolchildren, we mean the opportunities of the educational process purposefully used by the teacher and specially organized circumstances that contribute to the formation of a decent level of the student's aesthetic culture.
The effectiveness of the process of forming aesthetic education in technology lessons is determined by the following pedagogical conditions that we have identified: didactic, organizational, psychological and pedagogical.
Didactic conditions are circumstances of the pedagogical process specially created by the teacher, under which the procedural components of the learning system are optimally combined.
These include:
- - the choice of certain forms, means and methods of training, as well as methods and forms of control over the assimilation of knowledge (simulators, tests, interactive training computer programs etc.);
- - development and application of special tasks that contribute to the mastery of aesthetic ideas and skills in the course of studying the academic discipline;
- - development and application of a system for assessing the knowledge, skills and abilities of schoolchildren.
Organizational conditions are the circumstances of the learning process necessary for the formation of the aesthetic education of schoolchildren, each of which is realized through a certain type of activity.
We have defined the following organizational conditions:
- - orientation to creative activity aimed at creating and transforming new information presented in the form of new tasks and involving self-organization (creation creative projects independent activities outside of school)
- -resource support for the process of formation of aesthetic skills of students;
- - purposeful management of the cognitive activity of schoolchildren by means of a special teaching methodology, by monitoring its effectiveness.
Psychological and pedagogical conditions are the circumstances of the learning process, suggesting emotional comfort and favorable psychological climate in a team, characterized by mutually respectful communication and coexistence between the teacher and students. This is a pedagogical tact, and the creation of a “success situation”, and team cohesion, as well as the implementation of diagnostics for the development of schoolchildren, a system for stimulating learning motivation, a reflexive-evaluative stage of each lesson.
It is known that any system can successfully function and develop only under certain conditions. 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. IN explanatory dictionary Russian language "condition" - these are 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 the general ones from all possible sets of sufficient conditions, we get the necessary conditions, that is, the conditions that are presented every time the conditioned phenomenon occurs. A complete set of necessary conditions, from which no component can be excluded without violating the conditionality, and to which nothing can be added that would not be redundant from the point of view of the condition of a given phenomenon, are called necessary and sufficient conditions.
The category "conditions" in philosophical literature expresses the relation of an object to the phenomena surrounding it, without which it cannot exist. The conditions make up the environment, the environment in which it arises, exists and develops.
The conditions of educational activity (according to Zimnyaya I.A.) are a set of external circumstances in which educational activity takes place, and the circumstances of the life of its subject. Both are considered as factors contributing to or hindering 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 stipulating it. It seems to us that the main pedagogical meaning of the category "factor" is that it denotes the driving force of any pedagogical process.
Pedagogical conditions, in this case, are the pedagogical circumstances accompanying the factor, which contribute (or counteract) the manifestation of pedagogical patterns due to the action of factors.
Under the pedagogical conditions, in the scientific literature is understood as a set of measures of the pedagogical process, aimed at improving 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 that takes into account the deployment of the main pedagogical processes. Its identification, as a rule, is carried out on the basis of an analysis and assessment of the influence of aspects, components, properties of an object on the effectiveness of its functioning and development. In a certain sense, pedagogical conditions are patterns of efficiency, since they reveal its objective connections with various aspects of the phenomenon being studied.
The identification of pedagogical conditions is a creative and purely individual process.
However, the most common way to determine them is to perform the following sequence of actions:
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 (eliminating unnecessary ones, combining several into one, etc.);
d. experimental verification each condition and the whole complex, the unsatisfactory results of which require the continuation of the search.
By pedagogical conditions we understand the totality 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 efficiency of using innovative technologies.
As pedagogical conditions for the use of innovative pedagogical technologies, we have identified:
- · psychological setting for success;
- block-modular structuring of educational material;
- use of the subjective experience of students;
Duranov M.E. distinguishes such groups of conditions as external and internal. We refer to external conditions: setting for success and using the subjective experience of students. And to the internal ones: block-modular structuring of educational material, since they were originally laid down in the very technology of modular education.
The criterion for choosing pedagogical conditions is the activity of children in the lesson, the level of speaking, reading technique, reading comprehension and the quality of knowledge.
The first of the conditions we have identified is the psychological attitude to success. The concept of "installation" in the philosophical dictionary is explained as a state of readiness, a predisposition of the 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 cognitive processes(sensation, perception, memory, thinking, imagination, attention), according to the ability for independent creative knowledge.
Main feature mental development child preschool age- the predominance of figurative forms of cognition: perception, figurative thinking, imagination. One of the modern foreign concepts of giftedness in children is J. Gilford's model "The Structure of Intellect", where he also gives a classification of intellectual abilities.
One of the classifications is based on the allocation of the main types of intellectual processes and operations performed: cognition, memory, convergent thinking, divergent thinking, grade.
In early childhood, mental education is closely connected with physical education. In children, memory, attention, and imagination are involuntary and, as it were, are woven into their activities. The most correct way for a child's intellectual development is communication with adults and older children, as a result of which the horizons expand and the child's vocabulary is replenished. For the mental development of a preschooler, games are extremely important. Useful games that use the same shape, but different in size and color, objects, 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, ingenuity as the foundations of cognitive, educational and educational processes;
- · formation of culture of educational and labor processes;
- development of personal qualities - broadening the horizons and vocabulary, imagination, independence and creativity;
- Stimulating interest in working with the book.
Solving the problems of mental education is carried out through training and education, various olympiads and quizzes, conversations with elders about science and its figures, involvement in creative activities, research and experiments.
C. Spearman interpreted intelligence as a general mental ability - "mental energy", which determines the success of any activity. He suggested that if there is a general intellectual ability, then all the results of performing any test back will be positively related (correlated).
This assumption was confirmed in experiments. Tasks for identifying abstract relationships had the maximum "weight" in relation to general intelligence, and minimally 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 Ch. Spearman's concept (in particular, Thorndike) denied the existence of a general mental ability and believed that there were 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 a general intelligence factor in the opponent's data.
Practically see, the researchers identified 3 main subfactors of general intelligence, which were originally identified by Ch. Spearman: numerical, spatial, verbal.
For example, in the studies of R.E. Snow and his colleagues identified the following structures:
- 1) The common factor, which is tested by such tests as "Progressive matrices" by J. Raven, a culture-free test (R. Cattell), etc., occupies the top of the hierarchy.
- 2) At the second level of generalization, there are three (as in Ch. Spearman) main factors, and one of them is more closely related to the general factor.
- 3) lowest level The hierarchy is occupied by ten subfactors.
The main question is: what is the genetic and functional relationship between these factors?
Evidence from psychogenetic studies suggests that differences in verbal intelligence are more heritable than differences in nonverbal 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 initially has a susceptibility 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 associated with the direct behavior of people. A number of subtle experiments have demonstrated the validity of this judgment.
From this we can conclude that the "emotional-behavioral code" and the operations associated with it are prior to natural speech and the ability to operate with "natural" language.
M. Donaldson writes about this: “In the early stages of development, before the child has formed a complete awareness of the language, the language is included in the flow of events in connection with which it is used. Until this happens, the child does not understand individual words, he interprets the situation, he is more concerned with the meaning of what people do when they speak and act than with the meaning of the 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 statement is strongly influenced by how he himself structures the context.
Thus, the "primary" is behavioral intelligence (it is also semantic). The main assumptions are:
- 1) between the group factors of intelligence (according to Spearman-Gilford) there is a hierarchical implicative dependence, 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) The genetic sequence of the formation of intelligence factors: behavioral, verbal, spatial, formal.
The phenomenon of set was discovered by the German psychologist L. Lange in the study of perceptual errors. The general psychological theory of attitude was developed by the Soviet psychologist D.N. Uznadze, who experimentally proved the existence of a general psychological readiness of an individual to realize an activated need in a given situation and established the patterns of fixing 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 relationship of the subject with the environment.
Studies of the Soviet psychology of the social attitude and in foreign psychology - "attitude", that is, the subjective relationship 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 a readiness for a certain activity, depending on the presence of a need and objective situations for 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 "psychological setting for success" we mean the creation of a situation of success. Success or failure in educational activities determines the leading trends in the development of schoolchildren.
Here it is necessary to separate the concepts of "success" and "success situation". A situation is a combination of conditions that ensure success, and success itself is the result of such a situation.
The situation is what the teacher is able to organize; the experience of joy, success is something more subjective, hidden to a large extent from outside view. The task of the teacher is to give each of his students 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, sustainable, associated with the whole life and activities of the child. It all depends on how the situation of success is fixed, continues, what underlies it.
It is important to keep in mind that even a one-time experience of success can change psychological condition child, which 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 studies - the most important line of a child's expectations, the most important frontier of his aspirations.
As the second condition, we put forward the structuring of the educational material. Here we mean the presentation of educational material in the form of separate blocks.
With the 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 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.
The introductory part of the lesson is devoted to acquaintance with the structure 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 interactive part, students carry out activities in an active form. First, they reproduce the educational material, then proceed to the formation of elementary skills and abilities. Almost every student in every lesson must listen, see, memorize, predict, reaching one of three levels of difficulty.
The correctional part is aimed at understanding 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 clarify the degree of assimilation of the educational material of the lesson by all students and 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 covered. In the correctional part, the active participation of the students themselves is required, only then the teacher will be able to help update their new knowledge and skills.
The control-evaluating part of the lesson should be carried out in this way. So that the teacher can evaluate all students by conducting tests in a variety of forms, as well as additional training and correctional 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 trajectory for each of them. In the modular-block structuring of educational material, each student can perform three-level tasks and compare their results with the "standard", i.e. ready answers. All given marks (rating points) are of a stimulating nature.
The third condition for the use of innovative technologies in the 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 is increasing, as they greatly contribute to the effectiveness of the work 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 into the educational process.
The use of learning tools determines the conditions conducive to development creativity, independence, and most importantly increases the interest of students in learning.
Increasing requirements for vocational training teachers. Currently, it is impossible to successfully teach schoolchildren, relying only on knowledge in a certain area. The teacher should be armed with modern methodological methods of working with all types of educational equipment, the ability to use them in the educational process.
We put forward the fourth condition - the use of the subjective experience of students. Functional cooperation on training sessions Maybe. To do this, it is necessary to make students not imaginary, but truly equal participants in learning, when they will play the role of not only a repeater, but also a communicator, that is, a carrier of knowledge, when the teacher is in the position of a recipient (from lat. Recipiens - receiving).
In what case is it possible to achieve such a result? Where should students get information? Such a source life experience child, no matter how small. In the language of science, it is necessary to update the subjective experience of students.
Let's deal with the concept. Subjective (life, vitagenic) experience - vitagenic information that has become the property of the individual, deposited in the reserves of long-term memory, which is in a state of constant readiness for actualization in adequate situations.
This is not about simply connecting school knowledge with surrounding nature, not about a simple implementation of the principle of visibility in teaching. It is important not only to actualize the life experience of the child, but also to help enrich it.
Subjective experience is information that is not purposeful, organized within the framework of the educational process. As a rule, these are thoughts, feelings, experiences, actions, fulfilled or unfulfilled expectations, which were of a spontaneous, unintentional nature, that is, 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 informational grains from the chaff, spontaneously, subconsciously send to distant storehouses what should be stored for a certain period of storage, but can be actively restored in adequate situations.
The sources of vital information are the means mass media, literature, works of art; social, business, everyday communication, various 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, mentality, etc.
