Regulation and correction educational process. Technology of pedagogical regulation, correction and control of the educational process

Regulation and correction of the educational process. Technology of pedagogical regulation, correction and control of the educational process

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Control of the educational process. TechnolOgeepedagogical regulation and correction of educationalOprocess

The implementation of control and diagnostics ensures the identification and elimination of shortcomings in the work of the school, prompt response to negative trends in the pedagogical process, consolidation and development of success, support for useful initiatives of teachers and students.

Control And diagnostics involve the collection and preliminary processing (systematization) of information about the state of the controlled system, about the changes taking place in it, about the course of the controlled process (Yu. A. Konarzhevsky, T. I. Shamova, P. I. Tretyakov, etc.).

Learning control as part didactic process and the didactic procedure raises problems about the functions of verification and its content, types, methods and forms of control, about measurements, and, therefore, about the criteria for the quality of knowledge, measuring scales and means of measurement, about the success of learning and the failure of students.

Types of control.

Preliminary (introductory) control is aimed at identifying the state of the object of study before the start of a certain segment of the pedagogical process. For example, preliminary control can be carried out to identify the level of formation of certain educational skills before the implementation of a certain technology.

Current control is a systematic test of the assimilation of knowledge, skills and abilities in each lesson. It is operational, flexible, diverse in methods, forms, means.

Thematic control is carried out after major sections, programs, current training. It also takes into account the data current control.

The final control is carried out on the eve of transfer to the next class or stage of education. Its task is to fix the minimum of preparation, which provides further training.

All types of control are interconnected, only the use of all types of control allows you to obtain reliable information about the educational process and the development of the child's personality.

Regulation And correction The pedagogical process is closely related to control and diagnostics. The need for regulation and correction is due to the fact that a holistic pedagogical process is based on contradictions: on the one hand, it strives for organization (organization is given to it by the purposeful activity of teachers and students), and on the other hand, to disorganization due to the influence of various external and internal factors, which should be taken into account. is not possible in advance. The reasons for the disorganization of the pedagogical process can be, for example, the introduction of new forms, methods and content into its structure, a shift in the spatio-temporal framework of a particular activity, changes in the contingent of teachers and students.

Efficiency (timeliness and optimality) of regulationAnia educational process is based on analysis. In turn, the analysis of the situation is based on the data obtained as a result of monitoring and diagnostics. Thus, the regulation of the pedagogical process should be carried out as the final link in the chain "control and diagnostics > analysis of the results of control and diagnostics > regulation and correction".

In particular, T. I. Shamova, as one of the effective forms of regulation and correction in school management, proposes days DRC(diagnostics, regulation and correction), including the following main stages:

1) conducting a micro-study;

2) analysis of the results of the micro-survey and identification of trends;

3) development by a pedagogical council (a group of the most competent in this issue teachers) programs of regulation and correction;

4) making a management decision on the implementation of the developed program.

Among the requirements for regulation educational process and correction of assimilation educational material stand out:

accounting and correction by the teacher of his own errors made in the previous management cycle (for example, in preparing and conducting a lesson, a system of lessons on a topic, section, during academic quarter, half year, year);

regulation of relations within the student team in the learning process;

pedagogical support, psychological and therapeutic impact on children experiencing difficulties in performing certain tasks;

work on the mistakes made by students in solving cognitive and practical problems;

differentiation of educational tasks, taking into account the individual pace of learning, gaps in the system of knowledge and experience of a particular student, etc.

Regulation and correction are usually considered not as independent technologies, but as elements of other technologies, stages of the educational process. For example, in a lesson there may be a stage of correcting the assimilation of new material, and in the course of group problem work, it is necessary to regulate the interaction of pupils. In both examples, regulation and correction are subsidiary to other activities.

However, there are several aspects of the pedagogical process in which regulation and correction are the main activities: correctional educational control school

regulation and correction as functions of school management;

regulation and correction of the student's relationship to the school, an individual teacher, relationships in the student team;

prevention and elimination of didactic causes of academic failure (P.I. Pidkasisty);

correction of negative influences on the student of the family, teachers, other students;

self-correction of activity and behavior as a function of self-management;

stimulation of self-education of schoolchildren (PN Osipov) as a way of developing their experience of self-regulation and self-correction.

Some of these areas correspond to the pedagogical technologies described below.

Communication training technology. Training is widely used in psychology and pedagogy mainly as a form of corrective work. S. D. Polyakov believes that communication training can be used as a technology of education, noting that the development of communication training as an educational technology is largely due to the need for correction that often occurs in the educational process. negative impact environment for the child (for the correction of relationships).

The main correctional and educational tasks of communication training: psychological barriers in communication, the destruction of individual and group negative attitudes, prejudices, the creation of positive images of "I" and "We".

In the most general form, communication training includes the following technological steps:

introductory part,

warm-up,

basic exercise,

final reflection.

Introduction training is the word of the leader-trainer about the essence and rules of the training. The objectives of the introductory part: to acquaint students with the rules of communication training, to motivate them to be active and open during the training. Basic rules of training:

participation rule (everyone must participate in the exercises);

the “here and now” rule (at the training, you need to talk only about what is happening in the lesson);

rule feedback(each participant of the training has the right to find out the opinion of others about himself, to receive an assessment of his actions, provided that he makes such a request; without the permission of the participant, his actions and words cannot be discussed and evaluated);

the circle rule (equality of rights for all participants, the integrity of their group during the training; this is usually emphasized by placing the training participants in a circle);

magic word rule (for example, the participant can refuse to say something or perform an action in turn by saying the "magic" word "I skip").

Warm up is a few simple psychophysical exercises (usually 2-3). The main task of the warm-up is to take the first steps towards an atmosphere of trust, towards the consciousness of “We” through psychophysical exercises. In psychophysical exercises, movements, changes in postures, facial expressions, etc. are combined with observation of one's mental state, its comprehension, description, and discussion. During the warm-up, external actions and internal (mental) processes and states are usually discussed at the end of the stage. For discussion, the facilitator invites the training participants to use unfinished sentences such as “During the warm-up, I felt ...”, “Doing the exercise (which one), I noticed that ...” or similar questions.

Basic exercise is performed in several steps and takes up most of the training time. The lead-coach can also participate in the performance of the main exercise (for some exercises, the participation of the coach in the exercise is a mandatory or desirable condition).

Final reflection- the final stage of communication training. At the beginning of this stage, the facilitator asks to remember and name everything that was in the lesson, not forgetting a single stage or exercise. Then he invites the pupils to express their opinion about the lesson in the form of I-statements: “I realized that ...”, “I think that ...”, “I felt that ...”.

Dialogue "teacher - pupil" as a technology of pedagogical correction. Substantiating this pedagogical technology, S. D. Polyakov points out that the stages of the “teacher-pupil” dialogue are identified and described by L. B. Filonov as the stages of establishing a trusting contact with a teenager and correcting his attitude towards the teacher. This attitude needs to be corrected if the pupil demonstrates distrust, to some extent expressed readiness for aggression directed at the teacher.

In the technology of the dialogue "teacher - pupil" there are six stages.

The purpose of the stage is to increase the number of consents: affirmative positive reactions of the pupil, both verbal and non-verbal. To do this, the teacher uses the following methods:

neutral statements that do not touch the problems of the student (preferably without interrogative intonation);

asking for obviously needed help;

polite and respectful treatment of the pupil;

harmless humor aimed at neutral things and phenomena, etc.

A sign of the possibility of moving to the next stage: agreement with the teacher does not cause internal resistance in the pupil.

2. Stage of search for interests. Purpose: creation of a positive emotional background for communication "teacher - pupil". The main way is to appeal to the real interests of the teenager. Some tricks:

emphasizing the peculiarities, originality of the teenager's statements (“You thought it up great (noted, said, did)”);

request for details (“Remind me, please”);

fixation of emotional coincidences (“I liked it too”);

providing an opportunity for the pupil to demonstrate his competence (addressing a question, the answer to which the teenager probably knows);

non-verbal methods of "joining" the state of the pupil (gestures, facial expressions, speaking rhythm, posture, etc.).

A sign of the possibility of moving to the next stage: the pupil's designation of his interests in front of the teacher.

3. The stage of acceptance of special qualities. Purpose: reaching the level of relative personal openness of the contact. It is important to remember: special qualities do not mean only "bad". Basic Rules:

demonstrate acceptance of both the pupil in general and the qualities declared by him in particular;

it is impossible to object, argue, otherwise evaluate the qualities declared by the pupil;

no doubt can be shown in the presence of these qualities.

A sign of the possibility of a transition to the next stage: the appearance in the teenager's statements of critical remarks about himself or signs of self-criticism (self-irony, slight doubt about the correctness of his act, etc.).

4. The stage of finding out "dangerous" qualities(qualities unfavorable for interaction). The content of the teacher's activity at this stage consists of careful inquiries about the details of situations in which a teenager presents himself in an unfavorable light, as well as a discussion of the past and possible consequences of the pupil's actions.

A sign of the possibility of moving to the next stage: the pupil's stories about the past events of his life, about the people around him.

Another name: the stage of revealing the personal identification of the pupil. Personal identification is the identification of oneself with other people, both attractive and antipathetic. In other words, at this stage, the teenager will have to “see his qualities in other people”, “look at himself from the outside”. The content of the teacher’s activity is to support speaking, the teenager’s discussion of the topic of the importance of people and their role in the events of his life, help in analyzing actions and relationships . Possible actions of the teacher:

analysis by the teacher in communication with a teenager of his motives and intentions when committing certain actions;

joint analysis of the reasons for the failure of a teenager to do certain actions;

please compare yourself to the average person and discuss this comparison together.

The completion of this stage is the conclusion that self-control and self-management of one's actions and behavior is necessary and the teacher offers the teenager assistance in mastering the methods of control and self-control.

A sign of the possibility of moving to the next stage: the pupil's acceptance of the assistance offered by the teacher in developing rules and methods of control and self-control.

6. Stage of action selection. Joint development of rules and methods of action with the pupil in a given situation and in life in general. The logic of actions: from specific problematic situations for a teenager - to general program self-education.

The main sign of the achievement of the result of the technology is the desire of the student to communicate with the teacher who has applied this technology, to discuss their affairs and problems with him.

Possible (intended, but not guaranteed) effects: joint activities of a teacher and a student based on common interests, educational assistance from a teacher, a change in a teenager's social circle or a teenager's position in the previous social circle, etc.

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Control of the educational process. Technologies

pedagogical regulation and correction of the educational process

Control of learning as part of the didactic process and the didactic procedure raises problems about the functions of verification and its content, types, methods and forms of control, about measurements, and, therefore, about the criteria for the quality of knowledge, measuring scales and means of measurement, about the success of learning and the failure of students.

Types of control.

Current control is a systematic test of the assimilation of knowledge, skills and abilities in each lesson. It is operational, flexible, diverse in methods, forms, means.

Thematic control is carried out after major sections, programs, current training. It also takes into account the data of the current control.

The final control is carried out on the eve of transfer to the next class or stage of education. Its task is to fix the minimum of preparation, which provides further training.

All types of control are interconnected, only the use of all types of control allows you to obtain reliable information about the educational process and the development of the child's personality.

Regulation And correction The pedagogical process is closely related to control and diagnostics. The need for regulation and correction is due to the fact that a holistic pedagogical process is based on contradictions: on the one hand, it strives for organization (organization is given to it by the purposeful activities of teachers and students), and on the other hand, to disorganization due to the influence of various external and internal factors, which should be taken into account. is not possible in advance. The reasons for the disorganization of the pedagogical process can be, for example, the introduction of new forms, methods and content into its structure, a shift in the spatio-temporal framework of a particular activity, changes in the contingent of teachers and students.

Efficiency (timeliness and optimality) of regulation educational process is based on analysis. In turn, the analysis of the situation is based on the data obtained as a result of monitoring and diagnostics. Thus, the regulation of the pedagogical process should be carried out as the final link in the chain “control and diagnostics → analysis of the results of control and diagnostics → regulation and correction”.

1) conducting a micro-study;

2) analysis of the results of the micro-survey and identification of trends;

3) development by a pedagogical council (a group of the most competent teachers in this matter) of a program of regulation and correction;

4) making a management decision on the implementation of the developed program.

Among the requirements for the regulation of the educational process and the correction of the assimilation of educational material, the following stand out:

regulation of relations within the student team in the learning process;

pedagogical support, psychological and therapeutic impact on children experiencing difficulties in performing certain tasks;

work on the mistakes made by students in solving cognitive and practical problems;

differentiation of educational tasks, taking into account the individual pace of learning, gaps in the system of knowledge and experience of a particular student, etc.

Regulation and correction are usually considered not as independent technologies, but as elements of other technologies, stages of the educational process 1 . For example, in a lesson there may be a stage of correcting the assimilation of new material, and in the course of group problem work, it is necessary to regulate the interaction of pupils. In both examples, regulation and correction are subsidiary to other activities.

However, there are several aspects of the pedagogical process in which regulation and correction are the main activities:

regulation and correction as functions of school management;

regulation and correction of the student's relationship to the school, an individual teacher, relationships in the student team;

prevention and elimination of didactic causes of academic failure (P.I. Pidkasisty);

correction of negative influences on the student of the family, teachers, other students;

self-correction of activity and behavior as a function of self-management;

stimulation of self-education of schoolchildren (PN Osipov) as a way of developing their experience of self-regulation and self-correction.

Some of these areas correspond to the pedagogical technologies described below.

Communication training technology. Training is widely used in psychology and pedagogy mainly as a form of correctional work. S. D. Polyakov believes that communication training can be used as a technology of education, noting that the development of communication training as an educational technology is largely due to the need to correct the negative impact of the environment on the child (to correct relationships) that often arises in the educational process.

The main correctional and educational tasks of communication training: the removal of psychological barriers in communication, the destruction of individual and group negative attitudes, prejudices, the creation of positive images of "I" and "We".

In the most general form, communication training includes the following technological steps:

introductory part,

warm-up,

basic exercise,

final reflection.

participation rule (everyone must participate in the exercises);

the “here and now” rule (at the training, you need to talk only about what is happening in the lesson);

feedback rule (each participant of the training has the right to find out the opinion of others about himself, to receive an assessment of his actions, provided that he makes such a request; without the permission of the participant, his actions and words cannot be discussed and evaluated);

the circle rule (equality of rights for all participants, the integrity of their group during the training; this is usually emphasized by placing the training participants in a circle);

magic word rule (for example, the participant can refuse to say something or perform an action in turn by saying the "magic" word "I skip").

In the technology of the dialogue "teacher - student" there are six stages.

1. Stage of accumulation of consents. The purpose of the stage is to increase the number of consents: affirmative positive reactions of the pupil, both verbal and non-verbal. To do this, the teacher uses the following methods:

neutral statements that do not touch the problems of the student (preferably without interrogative intonation);

asking for obviously needed help;

polite and respectful treatment of the pupil;

harmless humor aimed at neutral things and phenomena, etc.

A sign of the possibility of moving to the next stage: agreement with the teacher does not cause internal resistance in the pupil.

emphasizing the peculiarities, originality of the teenager's statements (“You thought it up great (noted, said, did)”);

request for details (“Remind me, please”);

fixation of emotional coincidences (“I liked it too”);

providing an opportunity for the pupil to demonstrate his competence (addressing a question, the answer to which the teenager probably knows);

non-verbal methods of "joining" the state of the pupil (gestures, facial expressions, speaking rhythm, posture, etc.).

A sign of the possibility of moving to the next stage: the pupil's designation of his interests in front of the teacher.

demonstrate acceptance of both the pupil in general and the qualities declared by him in particular;

it is impossible to object, argue, otherwise evaluate the qualities declared by the pupil;

no doubt can be shown in the presence of these qualities.

A sign of the possibility of moving to the next stage: the pupil's stories about the past events of his life, about the people around him.

5. Stage of joint analysis. Another name: the stage of revealing the personal identification of the pupil. Personal identification is the identification of oneself with other people, both attractive and antipathetic. In other words, at this stage, the teenager will have to “see his qualities in other people”, “look at himself from the outside”. The content of the teacher’s activity is to support speaking, the teenager’s discussion of the topic of the importance of people and their role in the events of his life, help in analyzing actions and relationships . Possible actions of the teacher:

analysis by the teacher in communication with a teenager of his motives and intentions when committing certain actions;

joint analysis of the reasons for the failure of a teenager to do certain actions;

please compare yourself to the average person and discuss this comparison together.

A sign of the possibility of moving to the next stage: the pupil's acceptance of the assistance offered by the teacher in developing rules and methods of control and self-control.

Control functions

Management must ensure the stable functioning of the preschool educational institution and at the same time its development, i.e. changes, restructuring in accordance with new pedagogical ideas and the doctrine of the country's education.

K.Yu.Belaya understands “management” as “the purposeful activity of the leader to create the necessary conditions for the optimal functioning and development of a preschool educational institution”, which is not at odds with the definitions given above.

Management activity in a preschool educational institution has a cyclical nature, i.e. is a set of interconnected stages that make up a complete circle of development.

Yu.A. Konarzhevsky argues that the management cycle is considered as an integral set of goals-oriented, performed simultaneously or in a certain sequence, interacting with each other. managerial functions, making a complete circle of development and limited by a certain, subject-spatial and temporal framework.

V.G. Afanasiev identifies these interacting and interconnected functions - operations arising from the management cycle:

development and adoption of a managerial decision (here he also includes planning, as one of the forms of a managerial decision);

organization;

regulation, correction;

accounting and control.

L.M. Denyakina refers to the management functions: forecasting, programming, planning, organization, regulation, control, analysis, correction, stimulation, etc.

According to N.S. Suntsov, “the specificity of intra-school management is most accurately expressed in four functions - planning, organization, control and coordination” .

Yu.A. Konarzhevsky, A.N. Troyan, V.S. Lazarev, M.M. Potashnik and other authors, in addition to these four, consider pedagogical analysis as one of the functions of managing an educational institution. For example, Yu.A. Konarzhevsky defines pedagogical analysis as a function of school management, aimed "... at studying the state, trends, development, at an objective assessment of the results of the pedagogical process and, on this basis, developing recommendations for streamlining the system or bringing it to a higher quality state" .

K.Yu. Belaya, revealing the management structure of a preschool educational institution, notes that the head, managing a kindergarten, performs certain functions: information-analytical, motivational-targeted, planning-prognostic, organizational-executive, regulatory-corrective and control-diagnostic.

A.F. Pelenev presents the structure of the main functions of the management system of an educational institution in the following sequence:

Study of the current state of the object (managed system).

Designing a perspective state of an object.

Setting priority goals and objectives for the transfer of the object from the current state to the designed one.

Planning activities to achieve the goals and objectives.

Organization of planned activities.

Activity motivation.

Conflict management.

Control and correction of activities.

Analysis and evaluation of results.

V.S. Lazarev distinguishes four types of managerial actions: planning, organization, leadership and control, based on the fact that together these actions form a complete management cycle from setting goals to achieving them and therefore are necessary and sufficient. At the same time, he considers these actions as complex, having their own structure and including other actions as components in it.

Of interest for building management in a preschool educational institution are the classifications of Yu.A. Konarzhevsky, P.I. Tretyakov and G.K. Chekmareva.

Yu.A. Konarzhevsky substantiated the system of interrelated activities of the head of the school. He highlights such functions as pedagogical analysis, planning, organization, intra-school control, regulation.

Pedagogical analysis acts as a backbone function. IN recent works the author highlights the collection and processing of information and the adoption of management decisions on their basis as core functions in the management cycle.

P.I. Tretyakov and G.K. Chekmarev as independent, but interrelated management functions are distinguished:

motivational target;

planning and prognostic;

organizational and executive;

control and evaluation;

control and diagnostic;

regulatory and corrective.

The double name emphasizes the purpose of these functions.

The study and analysis of the literature shows that at present the choice of cycle links in the management of an educational institution has not been firmly established, and there is no uniformity in the names.

V.S. Lazarev considers control functions as a relationship between the control system and the controlled object, requiring the control system to perform a certain action to ensure the purposefulness and organization of the controlled processes)

For a long time, the concept of "impact" was wrongly identified with manipulation. This term was declared a symbol of authoritarian technocratic pedagogy, denoting violence against a child, neglect of his "self" - self-awareness, self-expression, self-affirmation, self-development, etc. In connection with this stereotype, this term seems especially unattractive in the context of humanitarian pedagogy. Meanwhile, “impact” is one of the sides of interaction. Researchers (V. Yu. Pityukov,
N. E. Shchurkova and others) specifically emphasize that the main purpose of pedagogical influence is to transfer the child to the position of the subject. To do this, the teacher, in addition to general pedagogical knowledge and skills, needs to have technical and technological tools that allow him to build and exercise influence when interacting with the child and providing assistance in his self-development. The very moment of influence is not a sign of authoritarianism and technocracy, if the pedagogical influence is in the field of moral norms, spiritual values and moral meanings of a person.

Importance of impact as initial stage interaction is conditioned socially, psychologically and pedagogically. IN modern society the psychological tension of a person is so great that the touch of the educator must be very subtle, skillful. In other words, the ability to organize the impact in such a way that its end result is interpersonal interaction is required.

As a tool of pedagogical influence and influence
N. E. Shchurkova chooses a “gentle touch to the child’s soul”, excluding direct interference in his inner world and focusing on helping the child in his spiritual development. To do this, it is proposed to identify and use the educational potential of such factors as nature, music, dance, literature, appeal to the mind and emotions of the child, various forms of speech influence, equipping the child with the necessary life experience, forms educational work in which value relations are lived.

The main forms of direct pedagogical influence: regulation and correction, which reflect the dynamics of the system management of the educational process. The basis for the regulation and correction of the educational process is control. Regulation is the process of maintaining the functioning (maintaining constancy, making changes) of the system in a given mode. Correction is the process of making changes, corrections to various components and stages of system development, ensuring the achievement of the required results. These processes are carried out in three ways:

1) response to expected changes in the situation;

2) response to changes in the situation;

3) response to errors.

The impact is effective only when its implementation is carried out technologically. In accordance with the age characteristics of students, L. M. Mitina presented the impact of the teacher at the level of techniques and “ideal” behaviors.

In junior school age in the first place is the regulation of the behavior of schoolchildren. The impact of the teacher is carried out by including him in the sphere of life of the student. The inclusion factor at this stage is the monologue authority of the teacher. Teacher speaking to student lower grades as a model in a new position for him as a schoolboy. At this stage, the teacher communicates dialogically in content in the form of direct (instruction, command, prohibition) and indirect (advice) subjective requirements, as well as a system of objective requirements (norms and rules).

The mechanism for their implementation is suggestion with elements of clarification, persuasion, and requests. At the same time, the teacher differentiates students according to the degree of suggestibility. It is worth remembering that children with more high level cognitive activity less suggestible. Primary school students are active participants in the "teacher-student" interaction, they identify themselves with the teacher and imitate him. Among the broad social motives in the system of teaching motivation, the first place in primary school occupy a duty to the teacher, the desire to fulfill his requirements. But this system is broken if the teacher behaves illiterately.

Adolescence characterized by the emergence of a new level of self-awareness, conditionally called by psychologists "a sense of adulthood." It is expressed in the desire to be and be considered an adult. Compared to primary school age, this is a completely new position in relation to oneself and the world around. If earlier the child's ideas about himself were adjusted to the adults' idea of him, and the relationship was built on the basis of the "morality of submission", now the former type of relationship becomes unacceptable. It does not correspond to the teenager's new idea of the level of his own adulthood. Therefore, in adolescence, such methods of influence teachers, how informing and stimulating. A peer begins to occupy a special place in the system of adolescent relationships as a more or less equal partner in communication. A teenager does not think of himself outside of communication, which is possible for him mainly in the circle of his peers.

In connection with the development of self-regulation in adolescents, the effectiveness of direct regulation decreases. The inclusion factor becomes the authority of the teacher's personality, if he acts as a "significant Other" for the teenager and enters into his system of referential dependence. Dialogic in content, communication with a student becomes dialogic in form on the basis of the application by the teacher beliefs as the main method of influence. The motive for acquiring knowledge, the duty to the teacher fade into the background, as main feature a teenager becomes his orientation towards asserting his position among those around him - adults and comrades. Protest and disobedience are the means by which a teenager wants to achieve an equal position with an adult. If in relation to a teenager the teacher continues to apply mainly regulating methods of influence, this leads to the emergence of a semantic barrier, psychological protection in teenagers. Frequent use of persuasion during early childhood can lead to empty moralizing.

At senior school age the contradictions that are characteristic of adolescence are somewhat softened. In most cases, equal relations are established with others, mutual understanding with teachers and parents. Of paramount importance is the actual awareness of one's actual life position, one's capabilities and, at the same time, unfulfilled thoughts and aspirations. This age is characterized by intolerance to edification and moralizing, therefore, in working with high school students, the teacher must combine informing with instruction, which no longer acts as a direct requirement, but as authorization. High school students internally accept the system of pedagogical sanctions, if they do not offend and offend their human dignity, as in the case described below.

Internal exactingness, self-hypnosis of a high school student are based on the processes of self-education of the individual. For the teacher and the student, communication acts as dialogical both in form and content. Accounting for value-semantic positions in the pedagogical process ensures compliance with the requirement of imperceptible educational influence. Much depends on the creative efforts of the teacher, his ability to manage his emotional state. Ultimately, all this allows the teacher to achieve the desired results, to solve their own pedagogical tasks, while adhering to a humanitarian strategy. It is useful for the teacher to always be ready for a solution. difficult tasks, especially if they arise unexpectedly and can "unsettle a person."

Knowledge of the age, individual characteristics of schoolchildren and the mechanisms of interaction with them allows the teacher to regulate and correct the pedagogical process without frustration (experience associated with failure).

The influence of the teacher within the framework of the game has a number of features associated with a competitive nature. Correction and regulation of activities, behavior and communication of students must comply with one of the key features educational process - the constant employment of a person's attention and the alternation of emotions.

So, when organizing a game, the teacher must observe the following rules:

- the strongest game groups, the composition of which differs from all other participants, are given a minimum resource, i.e. they start in obviously worse conditions;

- Strictly established regulations and time tracking, so that it is enough for a complete analysis of the problem under consideration and for a conclusion;

- the stronger the participant or play group the higher the level of responsibility;

– strict observance of three principles – publicity, comparability of results and creation of equal conditions for participants.

Filling the activities of schoolchildren with appropriate content, not with the help of dry didactic techniques, but by creating an emotionally colored atmosphere of general interest and activity, ensures the effectiveness of pedagogical influences in the educational process.

Management in pedagogy is management (planning, regulation, control), leadership, pedagogical production, its organization. As is already known, educational processes take place in dynamic systems. Recall that a system is a set of elements between which certain relationships are manifested. The structure of the system consists of elements (components) that can be distinguished according to various criteria, most often - by place and function. The pedagogical system is an ordered set of interrelated and interdependent structural and functional components, each of which, in turn, is a very complex entity and can be considered as an independent system.

setting goals, objectives;

process planning;

analysis of results.

The essence of the scientific organization of labor (NOT) in pedagogy is the creation of optimal conditions for achieving high results educational work. Optimal conditions are called conditions conducive to obtaining a pedagogical product High Quality with rational expenditure of time, effort and resources of teachers and students. NOT is considered as an organization of activities that provides a higher pedagogical effect through the introduction of new scientific achievements into practice.

Each major component of the pedagogical system becomes an independent object of management. The highest meaning of pedagogical management is to connect all components with logical dependencies and direct their common influence to achieve the maximum effect. main tasks of pedagogical management:

setting goals, objectives;

process planning;

resource support of the process;

ensuring high motivation of participants;

process control and correction;

analysis of results.

The essence of the scientific organization of labor (NOT) in pedagogy is the creation of optimal conditions for achieving high results in educational work. Optimal conditions are called conditions conducive to obtaining a high-quality pedagogical product with rational expenditure of time, effort and money of teachers and students. NOT is considered as an organization of activities that provides a higher pedagogical effect by introducing new scientific achievements into practice. Soviet period. The collegiality of management assumed a combination of the efforts of the leader with the strength public opinion. At all levels, from the ministry to the school, bodies were created under the leadership; collegiums and councils, whose members participated in the discussion of decisions on the main areas of joint activity.

Relationships between leaders and collegiate bodies (they are advisory) were strictly regulated. One-man management was observed: the head was personally responsible for the state of all the work of the institution entrusted to him.

Management functions - the meaningful role of OS managers. Control functions educational systems: analysis, goal setting, planning, organization of activities, control, regulation (correction). Models of intra-school management of educational institutions: the highest body - the teachers' council, director, deputies for VR, UR of primary, secondary school, heads of methodological associations. The concept of "management culture" includes a combination of a democratic management style and the creation of corporate interests and traditions in the educational institution. The success of the team, job satisfaction, and a favorable microclimate depend on the personal qualities of a manager. These are his legal knowledge, managerial and psychological knowledge of personnel management, the ability to foresee the prospects for the development of the entire team and each person personally, knowledge of current trends in educational policy, the ability and ability to provide a material and technical base, to enjoy authority. The study and satisfaction of the needs and interests of the participants in the pedagogical process is the key to solving many pedagogical problems, the basis of pedagogical management. This is where incentives come into play. The incentive is closely related to the satisfaction of needs and interests. Control is the process of ensuring the achievement of the goals of an educational institution by evaluating and analyzing the results of activities, prompt intervention in the educational process and taking corrective measures. Control is also defined as a mechanism for verifying the fulfillment of normatively established tasks, plans and decisions. Control is the final stage of management activity, which allows comparing the achieved results with the planned ones.

The main tasks of control:

determination of the actual state of the process (system) in this moment time;

forecasting the state and behavior of the system (process) for the future period of time;

changing the state or behavior of the process to ensure the optimal value of the characteristics;

collection, transfer, processing of information about the state of the process;

ensuring a stable state of the system when the critical values of the process characteristics are reached.

PEDAGOGICAL PROCESS

Questions studied at the seminar

1. The concept of technologies for monitoring and diagnosing the pedagogical process.

2. Technologies of pedagogical diagnostics in the educational process.

3. Diagnostics of upbringing.

4. The concept of regulation and correction of the educational process. Self-regulation and self-correction.

5. Communication training.

6. Dialogue "teacher - pupil" as a technology of pedagogical correction.

Key Concepts: pedagogical diagnostics; control; pedagogical regulation, correction.

Theoretical background

Control and diagnostics involve the collection and preliminary processing (systematization) of information about the state of the controlled system, about the changes taking place in it, about the course of the controlled process (Yu. A. Konarzhevsky, T. I. Shamova, P. I. Tretyakov, etc.).

Types of control.

1. Preliminary (introductory) control is aimed at identifying the state of the object of study before the start of a certain segment of the pedagogical process. For example, preliminary control can be carried out to identify the level of formation of certain educational skills before the implementation of some technology.

2. Current control is a systematic test of the assimilation of knowledge, skills and abilities in each lesson. It is operational, flexible, diverse in methods, forms, means.

3. Thematic control is carried out after major sections, programs, current training. It also takes into account the data of the current control. 24

4. The final control is carried out on the eve of transfer to the next class or stage of education. Its task is to fix the minimum of preparation, which provides further training.

All types of control are interconnected, only the use of all types of control allows obtaining reliable information about the educational process and the development of the child's personality.

Control performs an educational, educational and developmental function, but the main function is diagnostic.

Pedagogical diagnostics is an area of activity of a teacher, educator, the content of which includes a purposeful study of the characteristics and capabilities of a student's personality in order to optimally solve pedagogical problems.

The essence of pedagogical diagnostics is in the study of the current state (quality, character) of various elements and parameters of the pedagogical system in order to optimally solve pedagogical problems.

The object of pedagogical diagnostics is the educational process and its subjects (individual, group).

Stages of diagnostic activity:

1) statement of the diagnostic problem;

2) carrying out a diagnostic procedure;

3) making a pedagogical diagnosis;

4) forecasting;

5) communication of diagnostic results to persons who need this information to improve the efficiency of the pedagogical process (the subjects themselves, their teachers, parents); the volume of reported information must be dosed, and the form of reporting the results must be tactful, inoffensive, so as not to harm the child being examined;

6) control of the impact on the student (group) of diagnostic information.

The central technological element of pedagogical diagnostics is the procedure diagnostic study of personality with the subsequent formulation of a pedagogical diagnosis.

Diagnostic study - the process of research aimed at obtaining reliable knowledge about the state (nature, quality) of any element of the pedagogical system. If as a result scientific research receive objectively new knowledge about the object under study, then the diagnostic study is based on a system of normative descriptions of the object under study obtained in advance by other sciences and reveals its individual characteristics within the normal range and fixes a deviation from the norm.

Methods of pedagogical diagnostics: general scientific (observation), socio-psychological (survey, conversation, interview, questioning), psychodiagnostic (personality questionnaires, tests, methodology design), pedagogical (study school documentation, products of labor).

The diagnostics of the educational process has existed since the advent of specially organized pedagogical relations and is traditionally described in terms of "check", "control", "test", "exam", "lesson analysis" and has a pronounced didactic orientation. The subject of this section of pedagogical diagnostics is the results of learning, academic performance and its gradation, the initial knowledge of students, the didactic procedures themselves.

When implementing monitoring learning and diagnosing learning opportunities N. A. Sorokina recommends that students focus on the following requirements:

Individual character of control and diagnostic activity;

Systematism, regularity of its implementation;

Variety of forms of control and diagnostics;

Coverage by control of all aspects of the content of education;

Objectivity of control and evaluation;

Differentiation, taking into account the specifics of educational material and individual features students;

Unity of requirements for students.

Diagnostics of learning(didactic diagnosis) is carried out with the aim of timely identification, evaluation and analysis of the course of the educational process in connection with its productivity.

It includes control, verification, evaluation, accumulation of statistical data, their analysis, identification of dynamics, trends, forecasting the further development of events.

Learning control as part of the didactic process and the didactic procedure raises problems about the functions of verification and its content, types, methods and forms of control, about measurements, and, therefore, about the criteria for the quality of knowledge, measuring scales and means of measurement, about the success of learning and the failure of students.

Control has an educational, educational and developmental function, but the main function is diagnostic.

The most important principles of diagnosis are objectivity, consistency, publicity.

It is necessary to diagnose, control, check, evaluate the knowledge and skills of students in the logical sequence in which they are studied.

1. Preliminary identification of the level of knowledge of trainees.

2. Current check in the process of assimilation of each topic being studied.

3. Recheck. (In parallel with the study of new material, students repeat what they have learned earlier. Repeated testing helps to strengthen knowledge).

4. Periodic testing of knowledge, skills of students in a whole section or topic of the course.

5. Final verification and accounting of knowledge and skills acquired at all stages of the didactic process.

Diagnosis of learning is aimed at identifying the learning capabilities of students.

The most important learning components are:

1) the potential of the student;

2) fund of effective knowledge;

3) generalization of thinking;

4) the rate of knowledge acquisition.

Technologies of pedagogical regulation and correction of the educational process. Management of educational systems and pedagogical process. Regulation and correction of the educational process. Technology of pedagogical regulation, correction and co

Regulation and correction of the educational process. Technology of pedagogical regulation, correction and control of the educational process

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