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Scientists have a person-centered approach. Modern problems of science and education

Sections: Extracurricular activities

Target: summarize and update the seminar participants’ knowledge about student-centered learning.

Plan:

1. Basic principles of student-centered learning.

1.1. Definition of learner-centered learning
1.2. Founders of student-centered learning
1.3. Key concepts and links of student-centered learning
1.4. Principles and basic rules for constructing the process of teaching and educating students
1.5. Leading ideas of student-centered learning according to I.S. Yakimanskaya
1.6. Comparison of traditional and learner-centered learning models
1.7. Basic approaches to student-centered education
1.8. Pedagogical technologies based on a student-centered approach

2. Personality-oriented technologies in additional education of children.

3. A differentiated approach to teaching, taking into account the psychophysiological characteristics of students. Psychological workshop.

Equipment: projector, computer, screen, Power Point presentation on the theoretical content of the seminar ( Annex 1 ), tables “Key concepts of student-centered learning” ( Appendix 2 ), a set of cards “Commandments of Pedagogical Communication” ( Appendix 3 ), scenario for conducting a psychological workshop ( Appendix 4 ), handout: “Types of temperament. Organization of the educational process taking into account the type of temperament" ( Appendix 5 ), forms with A. Belov’s “Formula of Temperament” test ( Appendix 6 ), memo “Temperament of a teacher” ( Appendix 7 ), “Types of people by sensory modality” ( Appendix 8 ), "Sexual differentiation" ( Appendix 9 ).

1. Basic principles of student-centered learning

1.1. Definition of learner-centered learning

The dynamic development of Russian society requires the formation of a clearly individual, pragmatic, liberated, independent personality, capable of navigating a rapidly changing society.

In this regard, the most relevant strategic direction for the development of the education system in Russia today is personality-oriented education.

Personally-oriented learning is a type of learning where the child’s personality, its originality, self-worth are put at the forefront; each person’s subjective experience is first revealed and then coordinated with the content of education.

When implementing this approach, the teaching and learning processes are mutually coordinated, taking into account the mechanisms of cognition, mental and behavioral characteristics of students, and the teacher-student relationship is built on the principles of cooperation and freedom of choice.

If in traditional philosophy of education socio-pedagogical models of personality development were described in the form of externally specified samples, standards of cognition (cognitive activity), then person-oriented learning is based on the recognition of the uniqueness of the subjective experience of the student himself, as an important source of individual life activity, manifested, in particular, in knowledge. Thus, it is recognized that in education there is not just internalization by the child of given pedagogical influences, but a “meeting” of given and subjective experience, a kind of “cultivation” of the latter, its enrichment, increment, transformation, which constitutes the “vector” individual development.

1.2. Founders of student-centered learning

A great contribution to the development of the theoretical and methodological foundations of this approach was made by such scientists as Bondarevskaya E.V., Gazman O.S., Gusinsky E.N., Serikov V.V., Turchaninova Yu.I., Yakimanskaya I.S. Based on the ideas of pedagogical and philosophical anthropology (Ushinsky K.D., Pirogov N.I., M. Sheler, etc.) and scientific works domestic and foreign scientists - representatives of the humanistic trend in pedagogy and psychology (A. Maslow, K. Rogers, R. Burns, V.A. Sukhomlinsky, Sh.A. Amonashvili, etc.), they made efforts to become in Russia in the middle 90s of the twentieth century, theory and practice of personality-oriented pedagogical activity.

1.3. Key concepts and links of student-centered learning are: personality-oriented approach, individuality, personality, self-expression, subject, subjectivity, subjective experience, cognitive strategy, trajectory of personality development, cognitive style of students, self-concept, teaching style of the teacher.

Practical task: It is necessary to give a number of operational definitions to the key concepts of student-centered education. You will be offered a number of definitions; you need to select a concept for each definition (work in groups, discussion).

1.4. Principles and basic rules for constructing the process of teaching and educating students

According to Doctor of Pedagogical Sciences, Professor Stepanov E.N. The following principles of the person-centered approach can be distinguished: self-actualization, individuality, subjectivity, choice, creativity and success.

1.5. Leading ideas of student-centered learning according to I.S. Yakimanskaya:

goals of student-centered learning: development of students’ cognitive abilities, maximum disclosure of the child’s individuality;
learning, as a given standard of cognition, is re-emphasized on learning as a process;
learning is understood as a purely individual activity of an individual child, aimed at transforming socially significant patterns of assimilation specified in training;
the student’s subjectivity is considered not as a “derivative” of educational influences, but initially inherent in him;
when designing and implementing the educational process, work must be done to identify the subjective experience of each student and his socialization;
the assimilation of knowledge from a goal turns into a means of student development, taking into account his capabilities and individually significant values.
Let us list a number of positions that seem important for student-centered learning:
personality-oriented learning ensures the development and self-development of the student’s personality, based on the identification of his individual characteristics as a subject of cognition and objective activity;
educational process person-centered learning provides each student, based on his abilities, inclinations, value orientations and subjective experience, with the opportunity to realize himself in cognition, learning activities, and behavior;
training and education are not identical in nature and results. Training through the acquisition of knowledge, skills and abilities ensures social and professional adaptation in society. Education shapes individual perception of the world, the widespread use of subjective experience in the interpretation and assessment of facts and phenomena of the surrounding world on the basis of personally significant values and internal attitudes;
person-centered learning is based on the principle of variability, that is, recognition of the diversity of content and forms of the educational process, the choice of which is made by the teacher taking into account the development goals of each child.

1.6. Comparison of traditional and learner-centered learning models

The system of student-centered learning is several orders of magnitude ahead of the knowledge model of education. Each teacher faces the task of organizing the learning process so that it has a system of functions adequate to the structure of the personality, and at the same time as mastering knowledge and skills, it shapes the personality as a whole.

Signs of traditional teaching technologies:

broadcast of finished educational content.
presentation of new material – teacher’s monologue.
dialogue between students is normatively excluded; low level of communication among students.
The main functions of a teacher are informing, controlling and evaluating.
uniformity in the content and forms of student activity.
orientation towards the formation of a personality with given properties.
supervision instead of management.

Features of person-centered technologies

GOAL – creating conditions for the manifestation of cognitive activity of students.

MEANS for the teacher to achieve this goal:

the use of various forms and methods of organizing educational activities, allowing to reveal the subjective experience of students;
creating an atmosphere of interest for each student in the work of the class;
encouraging students to speak up and use different ways to complete tasks without fear of making mistakes;
usage didactic material, allowing the student to choose the most significant type and form of educational content for him;
assessment of the student’s activity not only by the final result (right or wrong), but also by the process of achieving it;
encouraging the student for finding his own way of completing a task, analyzing the way other students work during the lesson, choosing and evaluating the most rational ones;
creating pedagogical communication situations in the classroom that allow each student to show initiative, independence, and ingenuity in how to complete a task; providing opportunities for natural self-expression of the student.

1.7. Basic approaches to student-centered education

Multi-level approach- orientation to different levels of complexity of program material available to the student. The differences between the main number of students in terms of learning ability comes down, first of all, to the time required for the student to master the educational material. Level differentiation is carried out by dividing the class (study group, team) for separate training at different levels (basic and variable).

Differentiated approach- identification of groups of children based on external (more precisely, mixed) differentiation: by knowledge, abilities, type of educational institution.

Individual approach- distribution of children into homogeneous groups: academic performance, abilities, social (professional) orientation.

Subjectively personal approach - treating each child as unique, different, unique.

1.8. Pedagogical technologies based on a student-centered approach

The technological arsenal of a person-oriented approach, according to Professor E.V. Bondarskaya, consists of methods and techniques that meet such requirements as: dialogical, active and creative in nature, aimed at supporting the individual development of the child; providing the student with the necessary space, freedom to make independent decisions, creativity, choice of content and methods of learning and behavior.

Taking these requirements into account, we can determine a list of pedagogical technologies based on a person-centered approach:

technology of self-development training (Selevko G.K.);
pedagogy of cooperation (“pervasive technology”);
adaptive learning system;
humane-personal technology Amonashvili Sh.A.;
technology for complete assimilation of knowledge;
gaming technologies;
developmental education technologies;
problem-based learning;
multi-level learning technologies;
research learning technology;
technology individual training(individual approach, individualization of training, project method);
collective way of learning;
modular learning technologies.

WARM-UP “Commandments of pedagogical communication”

Warm-up is carried out for the purpose of psychological relief, switching attention, and emotional mood for further work.
Educators are asked to draw from a hat and read aloud a statement consistent with a learner-centered approach to education. Appendix 3

2. Personality-oriented technologies in additional education of children

Additional education is a professionally organized pedagogical interaction between children and adults outside of school hours, the basis of which is the child’s free choice of type of activity, and the goal is to satisfy the cognitive interests of children and their needs for social connections, creative self-realization and self-development in a group of like-minded people of different ages.

Of course, the system of additional education has its own specifics. This specificity is due to the fact that modern additional education for children is represented by two main blocks: educational and cultural and leisure. These blocks were certainly present at a time when the term “extracurricular activities” was used to refer to such activities. However, if at that time the emphasis was on the cultural and leisure block, today the educational block associated with satisfying the cognitive interests and needs of children and adolescents in those areas that cannot always be realized within the framework of school education is becoming increasingly widespread.

Defining the concept additional education children and features pedagogical activity with them in this system, it is necessary to remember the distinctive features and specific features of pedagogical interaction, possible ways and means of solving pedagogical problems. It is not always possible to consider only the educational achievements of his students as a qualitative result of a teacher’s activity. The number of certificates and diplomas received by the children's team led by him at various exhibitions, concerts, and competitions certainly confirms the professional level of the additional education teacher. But we must not forget that additional education for children is a special area that should not only be a place for their education and upbringing, but also a space for self-development, self-realization and self-actualization.

Therefore, the subject of pedagogical technologies in additional education can and should become methods of organizing various types activities that contribute to pedagogical support for the child’s solution of tasks and problems of self-development and self-realization, and not just the content and methods of organizing the educational process.

The system of additional education, in contrast to the school, in which, despite all today’s diversity, there are still strict standards, has every opportunity for truly varied pedagogical activity. The specific features of UDL make it possible to really take into account the individual abilities, needs and interests of children, and make it possible to organize the educational process taking into account the different levels of mental, physical, cultural and social development of children.

The existing variability creates the opportunity for quick and painless correction of the additional education program and the technology for its implementation, depending on the capabilities and abilities of a particular child. Moreover, such a correction is possible not only at the group level, but also at the intragroup level. Thus, the objective conditions of additional education for children make it possible to implement truly personality-oriented technologies of teaching and upbringing, in which the child is considered not only as an individual who has to be socialized, but for this purpose acquire certain qualities, knowledge, development, etc. The child is considered as a value, with his own interests, needs, views, and life experiences.

In additional education of children, the most frequently used technologies are those based on a person-centered approach, such as:

– pedagogy of cooperation;
– technology of complete knowledge assimilation;
– adaptive learning system;
– technology of research training;
– technology of game training;
– modular training technology;
– technology of multi-level training;
– differentiation and individualization of training.

Targets for technologies based on pedagogy of cooperation, consist in the transition from the pedagogy of requirements to the pedagogy of relationships, in a humane-personal approach to the child, as well as in the unity of teaching and upbringing.

For technologies for complete knowledge assimilation What is characteristic is that the level of knowledge is the same, but the time, methods, forms and working conditions for each student are different (sports sections, theater groups, choreographic groups).

Adaptive learning system– training in techniques independent work, self-control, mutual control, research techniques, the ability to independently obtain knowledge (work in shift pairs).

Research learning technology– search for new cognitive guidelines (classes in the natural science cycle of disciplines) in laboratory research.

Game-based learning technology– ready-made games with attached educational and didactic material: “elections in Russia”, “Shipwreck”...

Modular learning technology– independent achievement of the goal of educational and cognitive activity in the process of working with the module. A module is a functional unit, a training program, individualized according to the activity performed.

Technology of multi-level training– a certain time is allocated for the student, which corresponds to his personal capabilities for mastering the curriculum.
In more detail it is necessary to look at differentiation and individualization training, because It is these approaches that form the methodological basis of many personality-oriented technologies of training and education.

According to L.N. Builova and N.V. Klenova, differentiation can be carried out for different reasons, but two main forms are most often used:

1. Internal differentiation, based on differences in individual levels of development educational material(tempo, abilities and others); it can be carried out in the traditional form of taking into account individual characteristics or in the form of a system of level differentiation of training based on mandatory results.

2. External differentiation, that is, the creation of relatively stable groups of children based on certain qualities (interests, inclinations, etc.).
As for external differentiation, in institutions of additional education it occurs naturally when the child chooses the direction of activity that he would like to engage in.
Internal differentiation allows the additional education teacher to adjust programs and allocate for children of a certain group as much time as they need to fully and firmly master this part of the program. Moreover, the teacher has the opportunity to both slow down and speed up the process of mastering the program, depending on the category of children with whom he works.

Personalization means maximizing the potential of each child and creating conditions for his personalized development. An objective factor contributing to the individualization of training and education in additional education is the relatively small number of children with whom the teacher works at the same time.
Thus, we can say that in the system of additional education of children there are objective prerequisites for the use of student-oriented technologies; moreover, the very essence pedagogical process in this direction it is initially focused on the individual, as it is based on the principles of humanism, voluntariness, differentiation and individualization of learning. In practice, the implementation of student-oriented technologies in additional education consists of creating a special educational environment, focused not only on the child acquiring certain knowledge and skills, but also providing pedagogical support that allows him to acquire social experience, communication skills, satisfy individual cognitive needs, and The main thing is self-development and self-realization.

PERFORMANCES in the work of the seminar (1 hour).

3. A differentiated approach to teaching, taking into account the psychophysiological characteristics of children. Psychological workshop.

The scenario for conducting a psychological workshop is presented in Appendix 4 , V Appendix 5 , Appendix 6 , Appendix 7 , Appendix 8 , Appendix 9 contains handouts necessary for conducting a psychological workshop.

REFLECTION of the seminar, exercise "Case"

Think and name what knowledge, conclusions, techniques you will take into your case, if you can only put three.

CONCLUSION

Summing up the seminar, it should be noted that today only the general principles of the person-centered approach were considered. Using them, you can independently design your own learning technology.
The current stage of development of education – general and additional – is characterized by the increasing creative activity of the teacher. We are witnessing a kind of “explosion” of pedagogical ideas, discoveries, and solutions to the most complex problems of personal education. The fact that the focus of the teacher’s attention is the student, his inner world, requires a high level from every teacher pedagogical excellence, because “a child’s shortcoming is his dignity, not revealed by the teacher.”

LITERATURE:

Builova L.N., Klenova N.V. How to organize additional education for children at school? Practical guide. – M.: ARKTI, 2005.
Gisburg F. Commandments of pedagogical communication//Education of schoolchildren, 2003 – No. 4.
Deitch B.A. Personally oriented technologies in additional education of children: Materials from the website of the Institute of Youth Policy and social work NSPU, 2011.
Ivanchenko I.D. Classes in the system of additional education for children. – Rostov-on-Don, 2007.
Kapustin N.K. Pedagogical technologies of adaptive school. – M., Academy, 2001.
Stepanov E.N., Luzina L.M. To the teacher about modern approaches and concepts of education. Creative center "Sphere" - M., 2002.
Yakimanskaya I.S. Personality-centered learning in a modern school. – M., 1996.
Effective teacher/author. O.M. Olshevskaya. – Minsk: Krasiko-Print, 2010.

Sections: Primary School

1. Contents of the innovation project:
1.1. The concept of student-centered learning;
1.2. Features of person-oriented technologies;
1.3. Methodological basics organizing a student-oriented lesson;
1.4. Types of tasks for the development of individual personality.
2. Implementation of an innovative project
2.1. Diagnosis of students' personal characteristics;
2.2. Monitoring the impact of a student-centered approach on the effectiveness of the learning process;
2.3. The connection between student-centered learning and the problem of differentiation of children.
2.4. Using technologies for differentiated and group learning for schoolchildren
Conclusion
Bibliography

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

A lot has been said and written about the personal orientation of learning in recent years. It seems that no one needs to be convinced of the need to pay attention to the personal qualities of students during their education. However, to what extent has the teacher’s approach to planning and conducting classes changed under the conditions of the Federal State Educational Standard? academic subjects? What lesson technologies best suit personal orientation?

Russian education today is experiencing a crucial stage in its development. In the new millennium, another attempt at reform has been made general education through updating the structure and content. The key to success in this matter is a deep, conceptual, normative and methodological study of the issues of modernization of general education, the involvement in the work of a wide circle of scientists, methodologists, education management system specialists, teachers, as well as students and their parents.

The loss of universal human values, spirituality, and culture led to the need for a highly developed personality through the development of cognitive interests. And today Federal State Educational Standard of the second generation, aimed at implementing a qualitatively new personality-oriented developmental model of a mass school, it is designed to ensure the fulfillment of the main tasks, among which is the development of the student’s personality, his creative abilities, interest in learning, the formation of the desire and ability to learn.

Personal and individual approaches answer the question of what to develop. A possible answer to this question can be formulated as follows: it is necessary to develop and form not a single set of qualities oriented towards state interests, constituting an abstract “graduate model”, but to identify and develop the student’s individual abilities and inclinations. This is an ideal, but it must be remembered that education must take into account both individual abilities and inclinations, and the social order for the production of specialists and citizens. Therefore, it is more expedient to formulate the task of the school as follows: the development of individuality, taking into account social requirements and requests for the development of its qualities, which presupposes an essentially social-personal, or more precisely, a cultural-personal model of educational orientation.

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

The active approach answers the question of how to develop. Its essence lies in the fact that abilities are manifested and developed in activity. At the same time, according to the person-oriented approach, the greatest contribution to a person’s development is made by those activities that correspond to his abilities and inclinations.

In this regard, it is interesting to get acquainted with the person-centered approach as such.

Object The research of this work is student-centered learning.

Subject The research focuses on ways to implement a student-centered approach in elementary school.

Target research - to identify the features of a person-oriented approach to students during the learning process in primary school.
The following were highlighted tasks:

study theoretical literature on the research problem;
define the concepts: “person-centered approach”, “personality”, “individuality”, “freedom”, “independence”, “development”, “creativity”;
identify the features of modern person-oriented technologies;
reveal the features of a personality-oriented lesson, get acquainted with the technology of its implementation.

1.1. The concept of student-centered learning

Learner-centered learning (LCL)– this is learning that puts the child’s originality, his self-worth, and the subjectivity of the learning process at the forefront.
Personally-oriented learning is not just taking into account the characteristics of the subject of learning, it is a different methodology for organizing learning conditions, which involves not “taking into account”, but “inclusion” of his own personal functions or the demand for his subjective experience (Alekseev: 2006).
The goal of personality-oriented education is “to lay in the child the mechanisms of self-realization, self-development, adaptation, self-regulation, self-defense, self-education and others necessary for the formation of an original personal image.”

Functions student-centered education:

humanitarian, the essence of which is to recognize the self-worth of a person and ensure his physical and moral health, awareness of the meaning of life and an active position in it, personal freedom and the possibility of maximum realization of one’s own potential. The means (mechanisms) for implementing this function are understanding, communication and cooperation;
culture-creating (culture-forming), which is aimed at preserving, transmitting, reproducing and developing culture through education. The mechanisms for implementing this function are cultural identification as the establishment of a spiritual relationship between a person and his people, accepting their values as one’s own and building one’s own life taking them into account;
socialization, which involves ensuring the assimilation and reproduction by the individual of social experience necessary and sufficient for a person to enter the life of society. The mechanism for implementing this function is reflection, preservation of individuality, creativity as a personal position in any activity and a means of self-determination.

The implementation of these functions cannot be carried out in conditions of a command-administrative, authoritarian style of relations between teachers and students. In student-centered education, a different teacher's position:

an optimistic approach to the child and his future as the teacher’s desire to see development prospects personal potential the child and the ability to stimulate his development as much as possible;
attitude towards the child as a subject of his own educational activity, as an individual capable of learning not under coercion, but voluntarily, by at will and choice, and to show one’s own activity;
reliance on personal meaning and interests (cognitive and social) of each child in learning, promoting their acquisition and development.

The content of personality-oriented education is designed to help a person build his own personality, determine his own personal position in life: choose values that are significant for himself, master a certain system of knowledge, identify a range of scientific and life problems of interest, master ways to solve them, open the reflective world of his own “I” "and learn how to manage it.
The criteria for effective organization of student-centered learning are the following parameters: personal development.

Thus, summarizing the above, we can give the following definition of student-centered learning:
“Person-centered learning” is a type of learning in which the organization of interaction between learning subjects is focused to the maximum extent on their personal characteristics and the specifics of personal-subject modeling of the world (See: Selevko 2005)

1.2. Features of person-centered technologies

One of the main characteristics by which everyone differs educational technologies is a measure of her orientation towards the child, her approach to the child. Either technology comes from the power of pedagogy, the environment, and other factors, or it recognizes the child as the main character - it is personality-oriented.

The term "approach" is more precise and clearer: it has a practical meaning. The term “orientation” reflects primarily the ideological aspect.

The focus of personality-oriented technologies is the unique, holistic personality of a growing person, who strives for maximum realization of his capabilities (self-actualization), is open to the perception of new experiences, and is capable of making conscious and responsible choices in a variety of life situations. The key words of student-oriented educational technologies are “development”, “personality”, “individuality”, “freedom”, “independence”, “creativity”.

Personality- the social essence of man, the totality of his social qualities and the properties that he develops throughout his life.

Development– directed, natural change; as a result of development, a new quality arises.

Individuality– the unique originality of any phenomenon, person; the opposite of general, typical.

Creation is the process by which a product can be created. Creativity comes from the person himself, from within and is an expression of our entire existence.
Personality-oriented technologies are trying to find methods and means of teaching and upbringing that correspond to the individual characteristics of each child: they adopt psychodiagnostic techniques, change the relationships and organization of children’s activities, use a variety of teaching tools, and rebuild the essence of education.

A person-centered approach is a methodological orientation in pedagogical activity that allows, by relying on a system of interrelated concepts, ideas and methods of action, to ensure and support the processes of self-knowledge and self-realization of the child’s personality, the development of his unique individuality.

Personality-oriented technologies resist the authoritarian, impersonal and soulless approach to the child in traditional teaching technology, create an atmosphere of love, care, cooperation, conditions for creativity and self-actualization of the individual.

1.3.Methodological basis for organizing a student-centered lesson

A personally oriented lesson, unlike a traditional one, first of all changes the type of teacher-student interaction. The teacher moves from a command style to cooperation, focusing on analyzing not so much the results as the student’s procedural activity.

The student’s positions change - from diligent performance to active creativity, his thinking becomes different: reflective, that is, aimed at results. The nature of the relationships that develop in the classroom also changes. The main thing is that the teacher must not only provide knowledge, but also create optimal conditions for the development of students’ personalities.

The table shows the main differences between a traditional and learner-centered lesson.

Traditional lesson	Personally oriented lesson
1. Teaches all children a set amount of knowledge, skills and abilities	1. Promotes the effective accumulation of each child’s own personal experience
2. Determines educational tasks, the form of children’s work and shows them an example of the correct completion of tasks	2. Offers children a choice of various educational tasks and forms of work, encourages children to independently search for ways to solve these tasks
3. Tries to interest children in the educational material that he himself offers	3. Strives to identify the real interests of children and coordinate with them the selection and organization of educational material
4. Conducts individual sessions with lagging or most prepared children	4. Conducts individual work with each child
5. Plans and directs children's activities	5. Helps children plan their own activities
6. Evaluates the results of children’s work, noting and correcting mistakes.	6. Encourages children to independently evaluate the results of their work and correct mistakes.
7. Determines the rules of behavior in the classroom and monitors their compliance with children	7. Teaches children to independently develop rules of behavior and monitor their compliance
8. Resolves conflicts between children: encourages those who are right and punishes those who are guilty	8. Encourages children to discuss issues between them conflict situations and independently look for ways to resolve them

Memo
Teacher’s activities in the lesson with a student-oriented orientation

Creating a positive emotional mood for the work of all students during the lesson.
The message at the beginning of the lesson not only the topic, but also the organization of learning activities during the lesson.
Application of knowledge that allows the student to choose the type, type and form of the material (verbal, graphic, conditionally symbolic).
Using problematic creative tasks.
Encouraging students to choose and independently use different ways to complete tasks.
Evaluation (encouragement) when questioning in class not only the correct answer of the student, but also an analysis of how the student reasoned, what method he used, why he made a mistake and in what way.
Discussion with children at the end of the lesson not only about what “we learned” (what we mastered), but also about what we liked (didn’t like) and why, what we would like to do again, and what to do differently.
The mark given to the student at the end of the lesson must be justified according to a number of parameters: correctness, independence, originality.
When assigning homework, not only the topic and scope of the assignment are named, but it is also explained in detail how to rationally organize your academic work when doing homework.

Purpose of didactic material used in such a lesson is to work out the curriculum, teach students the necessary knowledge, skills, and abilities.

Types of didactic material: educational texts, task cards, didactic tests. Assignments are developed by topic, by level of complexity, by purpose of use, by the number of operations based on a multi-level differentiated and individual approach, taking into account the leading type of educational activity of the student (cognitive, communicative, creative).

This approach is based on the possibility of assessment based on the level of achievement in mastering knowledge, skills and abilities. The teacher distributes cards among students, knowing their cognitive characteristics and capabilities, and not only determines the level of knowledge acquisition, but also takes into account the personal characteristics of each student, creating optimal conditions for his development by providing a choice of forms and methods of activity.

Technology student-centered learning involves the special design of an educational text, didactic and methodological material for its use, types of educational dialogue, forms of control over the student’s personal development.

Pedagogy, focused on the student’s personality, should identify his subjective experience and provide him with the opportunity to choose the methods and forms of educational work and the nature of his answers.

At the same time, not only the result is assessed, but also the process of their achievements. In student-centered learning, the student’s position changes significantly. He does not mindlessly accept a ready-made model or teacher’s instructions, but actively participates in every step of learning - accepts a learning task, analyzes ways to solve it, puts forward hypotheses, determines the causes of errors, etc. A sense of freedom of choice makes learning conscious, productive and more effective. In this case, the nature of perception changes, it becomes a good “helper” for thinking and imagination.

1.4. Types of tasks for individual personality development

The task of creating opportunities for self-knowledge(the teacher’s position in addressing schoolchildren in this case can be expressed by the phrase “Get to know yourself!”):

meaningful self-assessment, analysis and self-assessment by schoolchildren of the content of the tested work (for example, according to the plan, scheme, algorithm specified by the teacher, check the work done, draw a conclusion about what worked and what did not work, where are the errors);
analysis and self-assessment of the used method of working on the content (rationality of the method of solving and formatting problems, imagery, personality of the essay plan, sequence of actions in laboratory work, etc.);
the student’s assessment of himself as a subject of educational activity according to the given characteristics of the activity (“Am I able to set educational goals, plan my work, organize and adjust my educational activities, organize and evaluate the results”);
analysis and assessment of the nature of one’s participation in educational work (degree of activity, role, position in interaction with other participants in the work, initiative, educational ingenuity, etc.);
inclusion in the lesson or homework diagnostic tools for self-study cognitive processes and features: attention, thinking, memory, etc. (One of the moves in solving this methodological problem may be to motivate children to diagnose their cognitive characteristics as a means of choosing a method and plan for completing a further educational task);
“Mirror tasks” - the discovery of one’s personal or educational characteristics in a character defined by educational content (the richest place for this, of course, is literature), or diagnostic models introduced into the lesson (for example, descriptive portraits of various types of students with a suggestion to pretend to be oneself).

Assignment to create opportunities for self-determination(address to the student - “Choose yourself!”):

reasoned choice of various educational content (sources, electives, special courses, etc.);
selection of tasks of different qualitative orientations (creativity, theoretical-practicality, analytical synthesis orientation, etc.);
tasks that involve choosing the level of academic work, in particular, focusing on a particular academic score;
assignments with a reasoned choice of the method of educational work, in particular, the nature of educational interaction with classmates and the teacher (how and with whom to do educational tasks);
choice of forms of reporting educational work (written - oral report, early, on schedule, late);
choice of mode of educational work (intensive, in a short time, mastering the topic, distributed mode - “work in batches”, etc.);
a self-determination task, when the student is required to choose a moral, scientific, aesthetic, and perhaps ideological position within the framework of the presented educational material;
a task for the student to determine his zone of proximal development.

The task of “switching on” self-realization(“Check yourself!”):

requiring creativity in the content of the work (inventing problems, topics, assignments, questions: literary, historical, physical and other essays, non-standard tasks, exercises that require you to reach a productive level in solving, performing, etc.);
requiring creativity in the method of educational work (processing content into diagrams, supporting notes: independent, non-standard experiments, laboratory tasks, independent planning of educational topics, etc.);
selection of different “genres” of tasks (“Scientific” report, literary text, illustrations, dramatization, etc.);
tasks that create the opportunity to express oneself in certain roles: educational, quasi-scientific, quasi-cultural, reflecting the place and function of a person in cognitive activity (opponent, polymath, author, critic, generator of ideas, systematizer);
tasks that involve realizing oneself in characters literary works, in a “mask”, in a game role (a specialist, historical or modern figure as an element of the process being studied, etc.);
projects during which educational knowledge, educational content (analysis of projects) is implemented in the extracurricular sphere, extracurricular activities, in particular, in socially useful ones.

Besides. Self-realization can be motivated by (creative, role) assessment. This can be a mark, and a meaningful assessment such as a review, opinions, analysis, it is important that this is a different assessment, not for knowledge, abilities, skills, but for the fact, involvement, manifestation of one’s creative inclinations.

Assignments focused on the joint development of schoolchildren(“Create together!”):

joint creativity using special technologies and group forms creative work: “brainstorming”, theatrical performances, intellectual team games, group projects, etc.;
“ordinary” creative joint tasks without any distribution by the teacher (!) of roles in the group and without special technology or form (joint, in pairs, writing essays; joint, in teams, laboratory work; joint compilation of comparative chronology - in history, etc. .d.):
creative joint tasks with a special distribution of educational and organizational roles, functions, positions in the group: head “laboratory assistant”, “designer”, export controller, etc. - (this distribution of roles works for joint development only if each of the roles is perceived by the children as contribution to the overall result and provides opportunities for creative expression);
creative gaming joint tasks with the distribution of gaming roles in the form of business games, theatrical performances (important in this case, as in the previous one, are interdependence, connectedness of assigned roles, opportunities for creative manifestations and perception of gaming and creative results: general and individual);
tasks that require mutual understanding between the participants in joint work (for example, joint experiments to measure the properties of their nervous system - in biology or joint tasks such as interviews in foreign language with mutual fixation of the level of mastery of this skill);
joint analysis of the result and process of work (in this case, the emphasis is not on mutual understanding of personal and individual characteristics, but on active, educational, including the quality of teamwork, for example, joint meaningful assessment of the degree of mastery of educational material by each participant in group work and group assessment of the quality of group work , coherence, independence, etc.);
assignments that involve mutual assistance in developing individual learning goals and individual plans educational work (for example, joint development of a plan for the implementation of individual laboratory work followed by independent, individual implementation or joint development of the level of response to the test and individual preparation plans for such a test);
stimulation and motivation of joint creative work is assessed by teachers who emphasize joint results, individual results, and the quality of the teamwork process: emphasizing when assessing the ideas of mutual development, joint development.

2. IMPLEMENTATION OF AN INNOVATION PROJECT

Work on the individuality of the student refers to personality-oriented technologies that create scientific basis for internal and external differentiation.
I have gained some experience on the issue of person-oriented technologies.

The means to achieve this goal are:

the use of various forms and methods of organizing educational activities, allowing to reveal the subjective experience of students;
creating an atmosphere of interest for each student in the work of the class;
encouraging students to make statements, use different ways to complete tasks without fear of making mistakes or getting the wrong answer;
use of didactic material during the lesson, digital educational resources;
encouraging the student’s aspirations not only for the final result, but also for the process of achieving it;
creation of pedagogical situations of communication in the lesson, allowing each student to show initiative, independence, and selectivity in work methods.

And now specific examples from my work experience.

In 2010 I gained 1st grade. The different levels of development of first-graders influenced the children’s low ability to assimilate knowledge. In this regard, my goal was to develop cognitive abilities in younger schoolchildren as the main mental new formations in the structure of personality. This became the basis for work on introducing a person-centered approach in the process of teaching primary schoolchildren.

My position as a teacher was as follows:

The basis A person-centered approach (LOA) was adopted for the training and education of primary schoolchildren, which involved not just taking into account the individual characteristics of students, but a fundamentally different strategy for organizing the educational process. The essence which is to create conditions for the “launch” of intrapersonal mechanisms of personality development: reflection (development, voluntariness), stereotyping (role position, value orientations) and personalization (motivation, “Self-concept”).

This approach to the student required me to reconsider my pedagogical positions.

To implement the key ideas, I set myself the following tasks:

conduct a theoretical analysis of psychological and pedagogical literature on the subject current state Problems;
organize an ascertaining experiment to diagnose the personal characteristics of students;
to test an experimental model of the influence of a student-centered approach on the effectiveness of the learning process.

The educational process was built on the basis of the “Harmony” program.

At first school year Together with the school psychologist, an initial rapid diagnosis of students’ readiness for school was carried out. ( Annex 1 )

Its results showed:

ready for training 6 people (23%)
13 people (50%) are ready at an average level
ready at a low level 7 people (27%)

Based on the survey results, the following groups were identified:

Group 1 – high age norm: 6 people (23%)

These are children with high psychophysical maturity. These students had well-developed skills of self-control and planning, self-organization in voluntary activities. The children had a flexible grasp of images and ideas about the world around them; for them it was an accessible level of work, both according to the model and according to verbal instructions. The students had a fairly high rate of mental activity, they were interested in the content side of learning and were aimed at achieving success in their educational activities. At the same time, the level of readiness for school is high.

Group 2 – stable middle: 13 people (50%)

They were characterized by developing control and self-control skills and stable performance. These children cooperated well with adults and peers. The voluntary organization of activity was manifested when they performed tasks that interested them or inspired confidence in their successful completion. They often made mistakes caused by their shortcomings. voluntary attention and distractibility.

Group 3 – “risk group”: 7 people (27%)

These children showed partial slippage from the proposed instructions. There was no skill of voluntary control over one's own activities. What the child did, he did poorly. They found it difficult to analyze the sample. Uneven development of mental functions was characteristic. There was no motivation to study.

Based on the results of these diagnostics, recommendations were given in which the main focus was on the development of students’ independent cognitive activity (this included knowledge and skills of goal setting, planning, analysis, reflection, self-assessment of educational and cognitive activity).

All these points, in general, constitute the formation of educational and cognitive competence. And since it’s not a small place in curriculum 1st grade consists of literacy lessons, then I decided to carry out the formation of educational and cognitive competence in Russian language lessons, through the technology of student-centered learning. The purpose of this training is to create conditions for the formation of cognitive activity of students.

Not only the content, but also the forms of teaching have changed: instead of the predominant monologue of the teacher in the lesson, dialogue and polylogue are widely practiced, and with the active participation of students, regardless of their performance.

Having processed a large amount of literature with tasks for the formation of educational
cognitive interests, I have made a selection of exercises for first grade that can be used in literacy lessons.
I will give examples of some of them.

1. Exercises of a verbal and logical nature

Based on these exercises. Children's logic, working memory, coherent evidentiary speech, and concentration of attention develop. They are a specially composed text corresponding to the topic studied. This text serves as the basis for the lesson. Based on its content, all subsequent structural stages of the lesson can be carried out: a minute of penmanship, vocabulary work, repetition, consolidation of the studied material. Students perceive the text by ear. Initially, these texts are small in volume.

No.: The wolf and the hare made holes under the roots of pine and spruce. The hare's hole is not under the spruce tree.
Determine in what place each animal made its home?
You will find the letter that we will work with during the penmanship minute in one of the words of the logical exercise. This word is the name of an animal. It has one syllable. The letter that we will write in this word means a deaf paired hard acc. sound.

2. Exercises to develop thinking, the ability to draw conclusions by analogy

Birch-tree, violet-...; bream-fish, bee-... etc.

3. Creative exercises

By reference words or use pictures to create a story.
In the given word, replace any letter with a letter w so that you get a new word: roof-rat, par-ball, raspberry-machine, revenge-six.

4. Didactic game

Didactic games have a great influence on the development of students’ cognitive activity. As a result of its systematic use, children develop mobility and flexibility of mind, and develop such qualities of thinking as comparison, analysis, inference, etc. games built on material of varying degrees of difficulty make it possible to implement a differentiated approach to teaching children with different levels of knowledge. (“The letter got lost”, “Living words”, “Tim-Tom”, etc.)

This is just a small example of what can be used in Russian language lessons in first grade. Since I started working on this topic this academic year, in the future I plan to continue studying theoretical material on this topic, compile a collection of tasks and exercises to develop the cognitive competence of students and actively use this in my teaching practice.

At the end of 2nd grade, a group study was conducted by a psychologist.“Research verbally - logical thinking» E.F. Zambatsevichene based on the test of the structure of intelligence. The results of this technique illustrated not only the level of development of verbal and logical thinking, but also the degree of development of the student’s educational activity itself. During the implementation process, students demonstrated varying degrees of interest in the tasks, which indicates the development of cognitive activity and the presence of interest in intellectual activity. ( Appendix 2 )

2.1. Methodology E.F. Zambitsevichen "Indicators of mental development of children"(Appendix 3 )

At the beginning of the 2012-2013 school year, with the help of a school psychologist, a diagnosis was carried out in the classroom using the method of E.F. Zambitsevichen “Indicators of mental development of children” according to the following criteria: the cognitive sphere of the child (perception, memory, attention, thinking).

As a result of a survey conducted with children ( Appendix 4 ) it was found that the majority of children (61%) have a good level of school motivation. The priority motives in educational activities are the motives of self-improvement and well-being.

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

I identified the level of development of students’ cognitive activity.

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

In the second (productive)– the average level included students who prepared systematically and with sufficient quality for classes. Children sought to understand the meaning of the phenomenon being studied, to penetrate its essence, to establish connections between phenomena and objects, and to apply knowledge in new situations. At this level of activity, students showed an occasional desire to independently search for an answer to a question that interested them. They showed relative stability of volitional efforts in the desire to complete the work they started; goal-setting and reflection, together with the teacher, prevailed.

In the third (creative) – Students who always prepared well for classes were considered to be at a high level. This level is characterized by a stable interest in the theoretical understanding of the phenomena being studied, in the independent search for solutions to problems arising as a result of educational activities. This creative level activity, characterized by the child’s deep penetration into the essence of phenomena and their relationships, and the desire to transfer knowledge to new situations. This level of activity is characterized by the manifestation of the student’s volitional qualities, sustainable cognitive interest, the ability to independently set goals and reflect on one’s activities.

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

Systematic tracking of diagnostic results from year to year allows you to see the dynamics of changes in a student’s personal characteristics, analyze the correspondence of achievements to planned results, and leads to an understanding of patterns age development, helps to evaluate the success of ongoing corrective measures.

2.2. Monitoring the impact of a student-centered approach on the effectiveness of the learning process

Systematic diagnosis and correction of the personal development process of each student is carried out from the moment the child enters school. All teachers and class teachers under the guidance of a school psychologist take part in diagnosing and correcting the process of personal development of students. The assessment of the results of diagnostics of the mental and personal development of students is carried out mainly from the point of view of the dynamics of the individual development of each student.

Classroom, group lessons.

Training sessions in the system of student-centered education involve the widespread use of various technical teaching aids, including personal computers, and the accompaniment of some classes with quiet music….

Aesthetic cycle training sessions

Training in all subjects of this cycle (drawing, singing, music, modeling, painting, etc.) is widely presented at various exhibitions systematically held at school, at amateur competitions, and in student performances outside of school.

Extracurricular school activities

Works at school big number various clubs, choral ensembles, sports sections, and other student associations of interest, so that each student can choose an activity for himself outside of class time.

Labor training and work activities of students

The main principle on which this component is based is that students develop work skills and habits in the process of useful work activity, carried out by modern scientific and technical methods. ( Appendix 5 )

In the 3rd grade, a teacher-psychologist conducted a diagnosis “Determination of sociometric status” (17 people participated in the diagnosis). As a result of the data obtained, four status categories were identified:

Leaders (12 people – 71%)
Preferred (5 people – 29%)
Accepted (0 people)
Isolated (0 people)

This LBL (level of relationship well-being) is high.

2.3. The connection between student-centered learning and the problem of differentiation of children

Since the definition of student-centered learning emphasizes the need to take into account the characteristics of its subjects, then for the teacher it becomes actual problem differentiation of children. To solve the problem of differentiation of children in Russian language lessons, I developed task cards on the topic “Spelling literacy is the key to the accuracy of expressing thoughts of mutual understanding.” ( Appendix 6 )

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

different starting opportunities for children;
different abilities, and from a certain age and inclination;
to provide individual trajectory development.

Traditionally, differentiation was based on the “more-less” approach, in which the volume of material offered to the student only increased - the “strong” ones received more tasks, and the “weak” ones received less. This solution to the problem of differentiation did not solve the problem itself and led to the fact that capable children were delayed in their development, and those lagging behind could not overcome the difficulties that arose in solving educational problems.
The technology of level differentiation, which I used in my lessons, helped create favorable pedagogical conditions for the development of the student’s personality, self-determination and self-realization.

Let's summarize the methods of differentiation:

1. Differentiation of the content of educational tasks:

by level of creativity;
by level of difficulty;
by volume.

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

according to the degree of independence of students;
by the degree and nature of assistance to students;
by the nature of educational activities.

Differentiated work was organized in different ways. Most often, students with low level successful and with a low level of training (according to the school sample) completed tasks of the first level. Children practiced individual operations that were part of the skill and task based on the example examined during the lesson. Students with an average and high level of success and learning – creative (complicated) tasks.

In student-centered learning, the teacher and student are equal partners in educational communication. A junior schoolchild is not afraid to make a mistake in reasoning, to correct it under the influence of arguments expressed by peers, and this is personally significant cognitive activity. Younger schoolchildren develop critical thinking, self-control and self-esteem, which reflects a fairly high level of their general abilities.

Many teachers are of the opinion that during lessons children should work strictly according to instructions. However, such a technique only allows you to do the work without errors and deviations, but does not form cognitive processes and does not develop the student, does not cultivate such qualities as independence and initiative. Creative abilities are developed in students through practical activities, but in such an organization where knowledge must be acquired by oneself. The task set by the teacher should encourage children to find solutions. Search involves choice, and the correctness of the choice is confirmed in practice.

2.4. Using technologies for differentiated and group learning for schoolchildren

In my teaching practice I systematically use differentiated learning technologies. The degree to which the student is active in educational process is a dynamic, changing indicator. It is within the power of the teacher to help the child move from the zero level to the relatively active level and then to the executive-active level. And in many ways it depends on the teacher whether the student will reach a creative level. The structure of the lesson, taking into account the levels of cognitive activity, provides for at least four main models. The lesson can be linear (with each group in turn), mosaic (involving one or another group in the activity depending on the learning task), active-role-playing (involving students with a high level of activity to teach the rest) or complex (combining all the proposed options) .

The main criterion of the lesson should be the inclusion in educational activities of all students without exception at the level of their potential; educational work from an everyday forced duty should turn into part of a general acquaintance with the outside world.

I usually use group technologies or collaborative pedagogy (work in pairs and small groups) in revision and generalization lessons, as well as in seminar lessons, when preparing oral journals and creative assignments. I’m thinking about the composition of the groups, their number. Depending on the topic and goals of the lesson, quantitative and high-quality composition groups may be different.

You can form groups according to the nature of the task being performed: one may be numerically larger than the other, may include students with varying degrees of development of skills and abilities, and may consist of “strong” if the task is complex, or “weak” if the task does not require creative approach.

Groups receive written assignments (original observation programs or algorithms of actions), spelled out in detail, and the time for their completion is specified. Students complete tasks while working with the text. The forms of organizing relationships in groups can also be different: everyone can perform the same task, but according to various parts text, episodes, can complete individual elements of tasks written on the card, can prepare independent answers to various questions...

Each group is assigned a leader. Its function is to organize the work of students, collect information, discuss the assessment of each group member and assign a score for the part of the work assigned to him. After the time has passed, the group reports on the work done orally and in writing: gives an answer to the question posed and submits sketches of its observations (from each student or from the group as a whole). Monologue statements are graded directly in class; after viewing the written answers, a grade is given to each group member taking into account the score that the group gave him. If you are given the task of taking notes as the groups report, students’ notebooks are collected for checking - each work is assessed from the standpoint of the quality of the task.

CONCLUSION

The modern education system should be aimed at developing in schoolchildren the needs and skills of independently mastering 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 technology of education, and focus on student-centered pedagogy. Such an education system cannot be built from scratch. It originates in the depths of the traditional education system, the works of philosophers, psychologists, and teachers.

Having studied the features of student-oriented technologies and compared a traditional lesson with a student-oriented one, it seems to us that at the turn of the century, the model of a student-oriented school is one of the most promising due to the following reasons:

at the center of the educational process is the child as a subject of cognition, which corresponds to the global trend of humanization of education;
person-centered learning is a health-saving technology;
Recently, there has been a tendency for parents to choose not just any additional items, services, but are looking, first of all, for a favorable, comfortable educational environment for their child, where he would not get lost in the crowd, where his individuality would be visible;
The need for a transition to this school model is recognized by society.

I believe that the most significant principles of a student-oriented lesson formed by I. S. Yakimanskaya are:

using the child’s subjective experience;
providing him with freedom of choice when performing tasks; stimulation for independent choice and use of the most significant ways for him to study educational material, taking into account the diversity of its types, types and forms;
the accumulation of ZUNs not as an end in itself (the end result), but as an important means of realizing children's creativity;
ensuring personally significant emotional contact between teacher and student in the classroom based on cooperation, motivation to achieve success through analysis of not only the result, but also the process of achieving it.

A personality-oriented type of education can be considered, on the one hand, as a further movement of ideas and experiences of developmental education, and on the other hand, as the formation of a qualitatively new educational system.

The set of theoretical and methodological provisions that define modern student-centered education is presented in the works of E.V. Bondarevskaya, S. V. Kulnevich, T.I. Kulpina, V.V. Serikova, A.V. Petrovsky, V.T. Fomenko, I.S. Yakimanskaya and other researchers. These researchers are united by a humanistic approach to children, “a value-based attitude towards the child and childhood as a unique period of a person’s life.”

The research reveals the system of personal values as the meaning of human activity. The task of personality-oriented education is to saturate the pedagogical process as a medium for personal development with personal meanings.

An educational environment that is diverse in content and forms provides an opportunity to reveal oneself and self-realization. The specificity of personality development education is expressed in considering the child’s subjective experience as a personally significant value sphere, enriching it in the direction of universality and originality, the development of meaningful mental actions as a necessary condition for creative self-realization, self-valuable forms of activity, cognitive, volitional, emotional and moral aspirations. The teacher, focusing on a socially significant model of the individual, creates conditions for the free creative self-development of the individual, relies on the intrinsic value of children's and youth's ideas and motives, takes into account the dynamics of changes in the student's motivational and need sphere.

By mastering the theory and methodological-technological basis of a person-oriented pedagogical approach and interaction, a teacher who has a high level of pedagogical culture and reaches the top in teaching activities in the future will be able and should use his potential for his own personal and professional growth.

BIBLIOGRAPHY

Alekseev N.A. Personality-oriented learning at school - Rostov n/d: Phoenix, 2006.-332 p.
Asmolov A.G. Personality as a subject psychological research. M.: Moscow State University Publishing House, 2006. 107 p.
Bespalko V.P. Components of pedagogical technology. – M.: Pedagogy 1999. 192 p.
Bug. N. Personality-oriented lesson: technology of implementation and evaluation // School Director. No. 2. 2006. – p. 53-57.
The concept of modernization of Russian education for the period until 2010 // Bulletin of Education. No. 6. 2002.
Kurachenko Z.V. Personality-oriented approach in the system of teaching mathematics // Primary school. No. 4. 2004. – p. 60-64.
Kolechenko. A.K. Encyclopedia of educational technologies: A manual for teachers. St. Petersburg: KARO, 2002. -368 p.
Lezhneva N.V. Lesson in personality-oriented education // Head teacher of primary school. No. 1. 2002. – p. 14-18.
Lukyanova M.I. Theoretical and methodological foundations of organizing a personality-oriented lesson // Head teacher. No. 2. 2006. – p. 5-21.
Razina N.A. Technological characteristics of a personality-oriented lesson // Head teacher. No. 3. 2004. – 125-127.
Selevko G.K. Traditional pedagogical technology and its humanistic modernization. M.: Research Institute school technology, 2005. – 144 p.

The modern school makes a decisive turn to the child’s personality and builds its work with him on the basis of:

– respect for the personal dignity of each student, his individual life goals, needs and interests;
– creating favorable conditions for his self-development;
– focuses not only on preparing the student for future life, but also to ensure the full enjoyment of each age stage in accordance with its psychophysiological characteristics.

The subject of humanistic pedagogy is the education of Man, a humane free individual capable of living and creating in a democratic society.

In the theory of humanistic pedagogy, where the child’s personality is presented as a social value, the concepts of “personal-oriented education” and “personal approach” are legitimate.

Personality-oriented education – This is the development and self-development of personal qualities based on universal human values. “Humanistic personality-oriented education is a pedagogically controlled process of cultural identification, social adaptation and creative self-realization of the individual, during which the child enters culture, into the life of society, and develops all his creative abilities and capabilities” (E. V. Bondarevskaya).

A person-centered approach to education allows a student to help them understand themselves as individuals, to identify and reveal their capabilities, to develop self-awareness, self-realization and self-affirmation.

Person-centered approach – “the consistent attitude of the teacher towards the pupil as an individual, as a self-conscious, responsible subject of his own development and as a subject of educational interaction.”

Personal approach – this is the most important principle of psychological and pedagogical science, which provides for the creation of an active educational environment and taking into account the uniqueness of individuality in development and self-development. It is this principle that determines the child’s position in the educational process, means recognition of him as an active subject of activity, and, consequently, the formation of subject-subject relations. The famous psychologist S. L. Rubinstein was recognized as a theorist of the personal approach. Another famous psychologist K.K. Platonov believed that the personal approach is an individual approach to a person as an individual with an understanding of it as a system that determines all other mental phenomena.

N. G. Savina, a researcher on the problem of a personal approach to a teenager, came to the conclusion that a personal approach, unlike an individual one, requires knowledge of the structure of the personality, its elements, their relationship both with each other and with the whole personality. She considers the individual approach as the organization of pedagogical influence taking into account the individual characteristics of the child’s personality.

A similar idea was expressed at a meeting of experimental teachers back in 1986. Developing and defending the pedagogy of cooperation, among many important issues they highlighted the idea of a personal approach, the essence of which is that not just students come to school, but students as individuals with their own world feelings and experiences. This is what the teacher should first take into account in his work. He must know and use such methods and techniques (they were developed by the pedagogy of cooperation) in which each student feels like an individual, feels the teacher’s attention to him personally, the respect and goodwill of others. All students are protected in their classroom and in their school.

At the same time, not only theory, but also modern school practice proves that a personal approach is realized only in the presence of a humanistic education system. It requires the teacher to know integrative personal qualities, personality orientation and the student’s receptivity to education. An analysis of modern educational systems shows that only in the context of a system of humanistic type of education the student’s personality is considered as a universal human value. Only in such a system is the development of the child’s personal qualities at the level of humanistic relationships ensured. Only a team of humanistic teachers is able to connect together a child’s personality, personal qualities, personal development and self-development. It is the personality of the student and the personality of the teacher that are the main measure of the presence and development of a humane educational system.

A person-oriented approach is the basic value orientation of a teacher, which determines his position in interaction with each child and team. This approach requires treating the student as a unique phenomenon, regardless of his individual characteristics. This approach also requires that the student perceive himself as such a person and see it in each of the people around him. The personal approach assumes that both teachers and students treat each person as an independent value for them, and not as a means to achieve their goals. This is due to their willingness to perceive each person as obviously interesting, to recognize his right to be different from others.

Pedagogical encyclopedic Dictionary. M., 2003. P. 134.

Report: «

2012 academic year

Introduction

Conclusion

1. Personality-centered approach to learning

1.1 The essence of a student-centered approach to learning

A student-centered approach to learning refers to humanistic direction in pedagogy, the main principle of which is an emphasis on learning rather than on teaching. At the center of learning is the learner himself, his personal growth, the meaning of learning and life. Consequently, the child’s personality here acts not as a means, but as an end.

Personally-oriented learning is learning the center of which is the child’s personality, its identity, and self-worth. This is the recognition of the student as the main figure of the entire educational process.

A person-oriented approach is a methodological orientation in pedagogical activity, which allows, through a system of interconnected concepts, ideas and methods of action, to ensure and support the processes of self-knowledge, self-construction and self-realization of the child’s personality, the development of his unique individuality.

Thus, person-centered learning is learning that puts the child’s originality, his self-worth, and the subjectivity of the learning process at the forefront.

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

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

Task person-centered learning is to teach a child to learn, to adapt him to school.

Functions student-centered education:

- humanitarian, the essence of which is to recognize the self-worth of a person and ensure his physical and moral health, awareness of the meaning of life and an active position in it, personal freedom and the possibility of maximum realization of one’s own potential. The means (mechanisms) for implementing this function are understanding, communication and cooperation;

- culture-creating (culture-forming), which is aimed at preserving, transmitting, reproducing and developing culture through education.

The mechanisms for implementing this function are cultural identification as the establishment of a spiritual relationship between a person and his people, accepting their values as one’s own and building one’s own life taking them into account;

- socialization, which involves ensuring the assimilation and reproduction by the individual of social experience, necessary and sufficient for a person’s entry into the life of society. The mechanism for implementing this function is reflection, preservation of individuality, creativity as a personal position in any activity And a means of self-determination.

An optimistic approach to the child and his future as the teacher’s desire to see the prospects for the development of the child’s personal potential and the ability to maximize his development;

Treating the child as a subject of his own educational activity, as an individual capable of learning not under duress, but voluntarily, of his own free will and choice, and showing his own activity;

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

Thus, student-centered learning- this is education based on deep respect for the child’s personality, taking into account the characteristics of his individual development, treating him as a conscious, full-fledged and responsible participant in the educational process.

1.2 Features of student-centered technologies in training

One of the main features by which all pedagogical technologies differ is the degree of its orientation towards the child, its approach to the child. Either technology comes from the power of pedagogy, the environment, and other factors, or it recognizes the child as the main character - it is personality-oriented.

The term "approach" is more precise and clearer: it has a practical meaning. The term “orientation” reflects primarily the ideological aspect.

Personality- the social essence of a person, the totality of his social qualities and properties that he develops throughout his life.

Development- directed, natural change; as a result of development, a new quality arises.

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

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

Liberty- absence of dependence.

Personality-oriented technologies are trying to find methods and means of teaching and upbringing that correspond to the individual characteristics of each child: they adopt psychodiagnostic techniques, change the relationships and organization of children’s activities, use a variety of teaching tools, and rebuild the essence of education.

Personality-oriented technologies resist the authoritarian, impersonal and soulless approach to the child in traditional teaching technologies, create an atmosphere of love, care, cooperation, conditions for creativity and self-actualization of the individual.

In teaching, taking into account individuality means revealing
opportunities for maximum development of each student, creation
sociocultural situation of development based on the recognition
uniqueness and inimitability of the student’s psychological characteristics.

But in order to work individually with each student, taking into account
its psychological characteristics, it is necessary to build the entire educational process differently.

Technologization The personality-oriented educational process involves the special design of educational text, didactic material, methodological recommendations for its use, types of educational dialogue, forms of control over the student’s personal development in the course of mastering knowledge. Only if there is didactic support that implements the principle of subjectivity in education, can we talk about building a student-oriented process.

In order for a personality-oriented approach to be in demand by teachers and enter into mass practice in schools, a technological description of this process is necessary. Yakimanskaya I. S. defines the technology of student-centered learning as the principles of developing the educational process itself and identifies several requirements for texts, didactics technical materials, methodological recommendations, types of educational dialogue, forms of monitoring the student’s personal development, i.e., to the development of all didactic support for student-centered learning. These requirements are:

The educational material must reveal the content of the student’s subjective experience, including the experience of his previous learning; the presentation of knowledge in a textbook (by the teacher) should be aimed not only at expanding its volume, structuring, integrating, generalizing the subject content, but also at constantly transforming the student’s existing subjective experience;

During training, it is necessary to constantly coordinate the subjective experience of students with the scientific content of the given knowledge;

Actively encouraging the student to gain self-esteem educational activities, the content and forms of which should provide the student with the opportunity for self-education, self-development, self-expression in the course of mastering knowledge;

Design and organization of educational material, providing the student with the opportunity to choose its content, type and form when completing assignments and solving problems;

Identification and assessment of the methods of educational work that the student uses independently, sustainably, and productively. The ability to choose a method should be included in the task itself. It is necessary, using the textbook (teacher), to encourage students to choose and use the most meaningful ways for them to study the educational material;

When introducing meta-knowledge, i.e. knowledge about methods of performing educational actions, it is necessary to distinguish general logical and specific (subject-specific) methods of educational work, taking into account their functions in personal development;

It is necessary to ensure control and evaluation not only of the result, but mainly of the learning process, i.e., those transformations that the student performs while mastering the educational material;

The educational process must ensure the construction, implementation, reflection, assessment of learning, as subject activity. To do this, it is necessary to identify teaching units, describe them, and use them for the purpose of organizing teaching by the teacher in the classroom and in individual work ( various shapes corrections, tutoring).

feature orientation personality approach training

2. Personality-oriented approach to education

The education that has developed in our school tends toward authoritarianism, that is, the power of the teacher dominates in it, and the student remains in a position of subordination and dependence. Sometimes such education is also called directive (guiding), because the teacher makes decisions and directs the entire process, and the student is only obliged to fulfill the requirements. This is how he grows up - a passive performer, indifferent to what he does and how he does it. The pedagogy of instructions considers educational influence according to the “demand-perception-action” scheme.

To educate a free personality, capable of making independent decisions and being responsible for their consequences, a different approach is required. It is necessary to cultivate the ability to think before acting, to always act correctly, without external coercion, to respect the choice and decision of an individual, to take into account his position, views, assessments and decisions taken. Meets these requirements humanistic personality-oriented education. It creates new mechanisms for the moral self-regulation of students, gradually displacing the existing stereotypes of compulsory pedagogy.

The most significant approaches include the following provisions.

1. At the center of each concept is a person, as a unique socio-biological being, possessing a unique system of individual psychological characteristics, moral and moral values and landmarks. This is explained by the fact that in modern Russian society, ideas about the individual are changing, which, in addition to social qualities, is endowed with various subjective properties that characterize its autonomy, independence, ability to choose, reflection, self-regulation, etc.

2. Researchers of pedagogical problems of personality-oriented education see one of the main conditions for its implementation as a change in the structure of education - its transfer from the sphere of subject-object relations to the sphere of subject-subject. As a result, education is considered not as a “pedagogical influence” on the personality of the person being educated, but as a kind of “pedagogical interaction” with it.

4. Self-education is recognized as the leading type of personality-oriented education. It is believed that it is the most effective in the new educational environment being formed. In this case, education fulfills society’s need for specialists who can independently acquire the necessary knowledge and adapt to the changing economic, social and social conditions of the state.

Generalization of the presented methodological positions allows us to imagine person-centered education How activities to form an educational system (educational environment) that allows for the full realization of the personal potential of the student being educated in order to achieve value (life) guidelines in the interests of his educational preparation and professional activity . This approach gives education a certain originality - it presupposes a subject-subject relationship between educators and students, and also recognizes the priority of the personal values of the latter in the educational activities of the teacher.

It should be noted that the personal approach is the basic value orientation of a modern teacher. It involves helping the student in realizing himself as an individual, in identifying, revealing his capabilities, developing self-awareness, in implementing personally significant and socially acceptable self-determination, self-realization and self-affirmation. In collective education, it means recognition of the priority of the individual over the team, the creation of humanistic relationships in it, thanks to which students realize themselves as individuals and learn to see individuals in other people. The team must act as a guarantor of the realization of the capabilities of each person. The uniqueness of the individual enriches the team and its other members if the content and forms of organization of life activities are diverse and correspond to their age characteristics and interests. And this largely depends on the teacher’s precise definition of his place and pedagogical functions.

In the theory of humanistic pedagogy, where the child’s personality is presented as a universal human value, the concepts of “person-centered education,” “person-centered education,” and “personal approach” are legitimate.

Personality-oriented pedagogy creates an educational environment where the individual interests and needs of real children are realized, and children’s personal experience is effectively accumulated.

The educational environment is focused on conformity with nature. Personal approach is the most important principle psychological science, which provides for taking into account the uniqueness of the individual’s individuality in raising a child. It is this approach that determines the child’s position in the educational process, means recognizing him as an active subject of this process, and therefore means the formation of subject-subject relationships.

Individual work– this is the activity of a teacher, carried out taking into account the developmental characteristics of each child.

Differentiated approach in education involves the implementation by the teacher educational tasks in relation to the age, gender, level of education of students. Differentiation is aimed at studying the qualities of a person, his interests, and inclinations. With a differentiated approach, students are grouped based on similarities in intelligence, behavior, relationships, and the level of development of leading qualities. The effectiveness of this work depends on pedagogical professionalism and the skill of the teacher-educator, his ability to study personality and remember at the same time that it is always individual, with a unique combination of physical and psychological characteristics that are inherent only to a particular person and distinguish him from other people. Taking them into account, the teacher determines the methods and forms of educational influence on the personality of each student. All this requires from the teacher not only pedagogical knowledge, but also knowledge of psychology, physiology, and humanistic technology of education on a diagnostic basis.

In individual work with children, educators should be guided by the following principles:

Establishment and development of business and interpersonal contacts at the “teacher-student-class” level.

Respect for the student's self-esteem.

Involving the student in all types of activities to identify his abilities and character traits.

Constant complication and increased demands on the student in the course of the chosen activity.

Creating psychological soil and stimulating self-education, which is the most effective means of implementing an education program.

Individual work with children includes several stages:

Stage 1. When starting individual work, the class teacher studies the scientific and methodological foundations of personality-oriented education, establishes friendly contacts with children, organizes joint collective activities, and diagnoses the personality of each child.

At stage 2, the teacher continues to observe and study students in the course of various activities: educational and cognitive, labor, play, sports, creative. Experience shows that when studying children, teachers use both traditional and alternative methods. For example, methods of psychological and pedagogical diagnostics help to study both relatively stable personality traits (abilities, temperament, character) and short-term ones (actions and actions, psychological states of the child), as well as the effectiveness of the educational process.

At stage 3 individual work based on the established level of education of the student, the class teacher designs the development of value orientations, personal properties and qualities of a schoolchild. Designing personality development is based on comparing the student’s current level of education with his ideal and is carried out in the process of drawing up differentiated programs for raising a child.

At stage 4, further study of the student takes place, designing his behavior and relationships in various situations, which makes it possible to determine a system of educational influences taking into account the level of development of a particular student, his capabilities, abilities, character traits, the content of personal relationships and needs. This stage is characterized by the use common methods education, although the use of methods for each student must be individualized. The final, 5th stage of individual work with children is adjustment. Correction is a method of pedagogical influence on a person that helps correct or make adjustments to the development of a person, consolidating positive qualities and overcoming negative qualities. Correction, as it were, completes the individualization of the educational process and is based on its effectiveness.

It can be considered that The goal of personality-oriented education is to lay in the child the mechanisms of self-realization, self-development, adaptation, self-regulation, self-defense, self-education for the formation of an original personality, for productive interaction with the outside world.

From here you can determine the main human-forming functions personality-oriented education:

Humanitarian;

culture-creating;

socialization function.

The implementation of these functions cannot be carried out in conditions of a command-administrative authoritarian style of relations between teacher and students.

In personality-oriented education, a different role and position of the teacher is assumed:

An optimistic approach, advances with trust (the Pygmalion effect), the ability to maximize the development of a child and see the prospects for this development.

Treating the child as a subject of his own student activity, and as an individual capable of learning not under coercion, but voluntarily, of his own free will and choice, and showing his own activity;

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

Axiological - aims to introduce students to the world of values and assist them in making personal choices meaningful system value orientations;

Cognitive - provides students with a system scientific knowledge about man, culture, history, nature, the noosphere as the basis of spiritual development.;

Activity-creative - has the goal of developing in students a variety of creative abilities;

Personal (as a system-forming one) - ensures self-knowledge, development of reflexive abilities, mastery of methods of self-regulation and self-determination, formation of a life position.

At the same time, the main condition of the new approach is the student’s involvement in critical analysis, selection and construction of personally significant content and the process of education. IN new system education, the roles and relationships between student and teacher change. Traditionally, the student is thought of as an object of education; in personality-oriented education, the student is presented as a partner of the teacher, with his own interests and learning capabilities, i.e. a student is a subject in the educational process (self-control, mutual control, mutual learning, analysis), a subject of his own behavior in an educational situation, in various types of activities. But this role of his is possible and arises only under certain conditions that the teacher must create for the development of the student. These special conditions are the object of pedagogical activity in personality-oriented education. What conditions are we talking about?

Researchers identify several groups of these conditions:

Psychological atmosphere in educational institution in educational activities;

Interpersonal relationships the student with partners in the educational process, with the people with whom he communicates in the educational institution (the level of authority of teachers, the degree of mutual understanding and support in the class and groups of children, the level of cohesion);

The orientation and characteristics of the educational organization;

The degree of professional competence of educators, professional qualities, creativity, desire for professional growth;

Material and technical conditions for organizing the educational environment;

Scientific and methodological conditions.

Personality-oriented developmental basic school model and is designed to ensure the implementation of the following basic goals:

development the student’s personality, his creative abilities, interest in learning, the formation of the desire and ability to learn;

upbringing moral and aesthetic feelings, emotional and valuable positive attitude towards oneself and the world around them;

development systems of knowledge, skills and abilities that ensure the development of a student as a subject of various types of activities;

security and strengthening the physical and mental health of children;

preservation and supporting the child's individuality.

In order to properly organize personality-oriented education of students, it is necessary to establish those conditions and factors that will determine the process of formation of a person’s personality. These conditions and factors are:

Natural inclinations of a person that determine the possibilities for the development of his personal abilities and character traits. They can be pronounced and very insignificant. In the process of life, education and self-education, these inclinations can be developed into abilities and talents, or they can be destroyed by unreasonable upbringing. With reasonable upbringing, good inclinations are strengthened and developed, and bad inclinations are smoothed out. The main thing is that education should be aimed at developing in each student the willpower to overcome temptations and weaknesses hidden in human nature and in environment;

Features of the family and its attitude towards the child. Now family education is experiencing a severe crisis: the spread of crime, drunkenness, smoking, drug addiction, a huge number of divorces, lead to the fact that a significant number of children do not receive a reasonable family education. Therefore, the school must reimburse the costs of family education. This is one of the most important tasks of the school in modern conditions;

The social environment in which a person lives and develops. This is the environment of a person’s immediate environment (micro-society) and the wider environment, which influences him indirectly, through the creation public opinion, scales of values, dominant views;

An educational institution in which a person receives an education. The characteristics and character of the student’s personality being formed decisively depend on what kind of institution it is, what goals it realizes, what the social environment is created in it, what its influence is on the students and those being educated.

At school, the leading factors in education are the child’s adaptation to the school society, the development of reflection on one’s own behavior, communication with peers and adults, and education as a citizen.

Personality-oriented education involves:

1. Formation of intellectual culture:

Development of cognitive motives, thinking skills, individual creative abilities of each person;
- formation of a constant desire to enrich ourselves with modern scientific knowledge, to arm ourselves with the values of world civilization.

2. Moral and legal education:

Forming in schoolchildren an awareness of moral and legal duty and responsibilities towards man, the Fatherland, and the Universe;
- developing in students a desire to master legal knowledge, a sense of civic responsibility for their behavior and the actions of others.

3.Environmental education and upbringing. Formation of a system of scientific knowledge, views and beliefs that ensure the formation of a responsible attitude of students towards the environment in all types of their activities.

4. Physical education, formation of a healthy lifestyle:

Formation of students’ sanitary and hygienic skills in organizing work and reasonable rest;

Promoting health and hardening, promoting proper physical development students;

Forming a desire for healthy image life.

5. Aesthetic education:

Nurturing children's abilities for aesthetic perception of domestic and world culture, the art of literature;

Careful attitude towards monuments of culture and art, folk art;

Forming in schoolchildren a desire to develop artistic abilities and creative activity in various types of art and work;

Enrichment and development of aesthetic skills.

All these qualities begin to form in the child’s mind in the preschool period, but the youngest is the most productive school age. Therefore, it is so important at this time to lay the foundations for the development of certain qualities.

Thus, a person-centered approach to education
involves: creation unified system educational and educational space that meets the interests of the child, family and society as a whole;
ensuring an individual approach in the development process of each student; integration of basic general and additional education.

Conclusion

Time has changed, and the requirements for a person and his education also change. Life has put forward a public demand for the education of a creative person capable of thinking independently, proposing original ideas, and making bold, non-standard decisions. Therefore, the guideline for the content of education is the development of personality.

In today's conditions, school remains the only social institution, who can take upon himself the protection of the rights of each child, which would ensure her full personal development in the maximum possible range of growth of her individual resources.

Today at pedagogical science A personality-oriented approach clearly manifests itself, ensuring the creation of new educational mechanisms and is based on the principles of deep respect for the individual, individual independence, and consideration of individuality.

A teacher at school, first of all, deals with the holistic personality of the child. Everyone is interesting in their uniqueness, and personality-oriented education allows you to preserve this uniqueness, grow a self-valued personality, develop inclinations and talents, expand the capabilities of each “I” and, simply put, raise a little person better than he is.

When a child comes to school, the classroom community becomes the real world, and the relationships in it are not only “educational” in nature. The “background” of positive education in the classroom has a strong influence on the learning process.

The upbringing and formation of a child’s personality is carried out every day in everyday life. Therefore it is very important that everyday life and the student’s activities became varied, meaningful and built on the basis of the highest moral relations. The process of acquiring new knowledge, learning about the world with difficulties, successes and failures should become joyful for a student. Incomparable joy is brought by communication with comrades, making friends, collective activities, games, shared experiences, involvement in work and socially useful activities.

Personality-oriented education is the education of each student as a developed, independent personality. At the same time, the education of the individual is a super task, in relation to which training in knowledge, skills and abilities, necessary for education, acts as a means of education.

Modern humanistic education in our country determines the priority of the tasks of personality development over other tasks of secondary education. secondary school. A person-oriented approach to education and upbringing, focusing on the student’s capabilities, his interests, creating conditions for the development and maximum realization of the child’s inclinations and abilities is the main trend of the modern school.

So, modern education should be aimed at developing a person’s personality, revealing his capabilities, talents, developing self-awareness, and self-realization.

MAOU Piniginskaya Secondary School

Report: « The relevance of using a personality-oriented approach in developing the intellectual potential of students"

Teacher: Muzaleva Marina Aleksandrovna

2012 academic year

UDK 37.032 BBK 74.20

Gulyants Sofia Mikhailovna

graduate student, Moscow Gulyants Sofya Mikhaylovna

Post - graduate Moscow

Essence of a Person-Oriented Approach in Training From the Point of View of Modern Educational Concepts

A change in educational guidelines in connection with the activation of the humanistic tradition in education means the emergence of new pedagogical concepts aimed at developing a technology for becoming a creatively active, spiritually developed and independent individual. The article presents a comparative analysis of the most popular concepts for implementing a student-centered approach to learning.

Change of educational reference points in connection with activization of a humanistic tradition in education means occurrence of the new pedagogical concepts aimed at working out technology of formation a creatively active, spiritually developed and independent person. The article presents a comparative analysis of the most popular concepts of implementation of a person-oriented approach in training.

Key words: personality, individuality, subject, personal

oriented approach, person-oriented situation, concept, training.

Key words: person, individuality, subject, person-oriented approach, person-oriented situation, concept, training.

Pedagogy considers the personal approach as an ethical and humanistic phenomenon that affirms the ideas of respect for the child’s personality, partnership, cooperation, dialogue, and individualization of education. The scientific idea of student-centered education has a different conceptual structure (V.V. Serikov, S.V. Belova, V.I. Danilchuk, E.A. Kryuko-

va, V.V. Zaitsev, B.B. Yarmakhov, E.V. Bondarevskaya, N.A. Alekseev, A.V. Zelentsova, I.S. Yakimanskaya, S.A. Komissarova, A.A. Pligin, A.V.Vilvovskaya, M.M. Balashov, M.I. Lukyanova and others).

V.V. Serikov identifies three main directions in the variety of interpretations of the person-centered approach:

1. A person-centered approach is a general humanistic phenomenon based on respect for the rights and merits of a child when choosing an educational route, curriculum, educational institution, etc.

2. Personality-oriented approach - a goal, a program of pedagogical activity, based on the desire to educate the individual.

3. A personality-oriented approach is a special type of education, which is based on the creation of a specific educational system that would “launch” the mechanisms of functioning and development of the individual.

The model of student-centered education developed by V.V. is the basis. Serikov, based on the idea of S.L. Rubinstein, according to which the essence of a personality is manifested in its ability to take a certain position. According to the scientist, “personally-oriented education is not the formation of a personality with given properties, but the creation of conditions for the full manifestation and, accordingly, development of the personal functions of students.”

Respectively, main goal education becomes the personality, and not what can be obtained from it.

The personality-oriented approach in the concept of V.V. Serikov is understood as a set of fundamental principles:

1) the ethical and humanistic principle of communication between teacher and student, which can be called “pedagogy of cooperation”;

2) the principle of individual freedom in the educational process, its choice of priorities, the formation of personal experience;

3) the principle of individuality in education as an alternative to collective learning;

4) construction of a pedagogical process (with specific goals, content, technologies) focused on the development and self-development of an individual’s personal qualities.

The scientist considers the main condition for the implementation of a personality-oriented approach, and, accordingly, the condition for the manifestation of a child’s personal abilities in the educational process, the creation of a “personally affirming” or personality-oriented situation - educational, cognitive, life: “There is only one way to implement a personal approach in learning -make learning a sphere of personal self-affirmation. A personally affirming situation is one that actualizes the forces of its self-development.”

Personality-oriented pedagogical situation- the central concept in the concept of V.V. Serikov - is understood as “a special pedagogical mechanism that puts the student in new conditions that transform the usual course of his life, requiring from him a new model of behavior, which is preceded by reflection, comprehension, rethinking of the current situation.” A personally affirming situation may contain at its core the following components: moral choice; self-set goals; implementation of the role of the author of the educational process; obstacles that require the exercise of will; feeling of self-worth; self-analysis and self-esteem; rejection of previous views and adoption of new values; awareness of one’s responsibility. According to V.V. Serikov, it is in such a situation that the student’s subjective experience is formed. In addition, without creating various types of such situations, a person-centered approach cannot be implemented.

Speaking about creating a student-centered situation, we must not forget that one of the main tools that facilitates the implementation of a student-centered approach to learning is the student’s personal experience, i.e. the subject’s meaningful experience of behavior in a life situation, requiring the application of the individual’s personal potential, his manifestation as an individual.

“To be an individual,” believes V.V. Serikov, “means to be independent of the situation, to strive to transform it.” Appeal to the student’s personal experience has a dramatic effect on motivation, since the depth and strength of the knowledge he acquires depends on the motive and personal position of the student.

An analysis of such works by V.V. Serikov as “Education and Personality”, “Person-Centered Education”, “Person-Centered Approach in Education: Concepts and Technologies” proved that the creation of a person-centered situation in the lesson, requiring reference to the student’s personal experience, and is the basis for the implementation of a person-centered approach to learning.

The concept of student-centered education and the implementation of the student-centered approach by E.V. Bondarevskaya is somewhat different from the concept of V.V. Serikov. It is based on the principle of cultural conformity, which involves defining the relationship between culture and education as an environment that grows and nourishes the personality, as well as between the upbringing and development of the child as a person of culture. The essence of this concept is to consider education as a part of culture, and the main goal of education, according to E.V. Bondarevskaya, is the education of a person of culture. This means that the main method of designing such education should be a cultural approach. The components of the culturological approach in personality-oriented education are: attitude towards the child as a subject of life, capable of cultural self-development; attitude towards the teacher as a mediator between the child and culture; attitude towards education as a cultural process; attitude towards school as an integral cultural and educational space.

Under the conditions of implementing this approach, the personal qualities that need to be formed in the learning process change somewhat. E.V. Bonda-revskaya replaces the concept of “personality” with the concept of “person of culture,” characterizing it based on humanistic and spiritual-moral positions:

1. A person of culture is a free person capable of self-determination in the world of culture.

2. A person of culture is a humane person. Humanity, according to E.V. Bondarevskaya, “is the pinnacle of morality, since it combines love for people, all living things, with mercy, kindness, the ability to empathize, altruism, readiness to help those close and distant, understanding the value and uniqueness of each person, immunity human life, the desire for peace, harmony, good neighborliness, the ability to show tolerance and goodwill towards all people, regardless of their race, nationality, religion, position in society, personal characteristics.”

3. A person of culture is a spiritual person, i.e. a person in whom the need for spiritual knowledge and self-knowledge, reflection, beauty, etc. has been brought up: “Personal education is the basis of spirituality.”

4. A person of culture is a creative person, variably thinking, constantly doubting, striving to create.

The formation of a person of culture is possible, according to E.V. Bondarevskaya, only through the implementation of a culturological individual-personal approach, based on the fact that “each personality is unique, and the main task pedagogical work is the formation of her individuality, the creation of conditions for the development of her creative potential". As a result of the synthesis of educational and educational goals, cultural personality-oriented education becomes an alternative to traditional knowledge-oriented education.

Research by E.V. Bondarevskaya (“Humanistic paradigm of personality-centered education”, “Concepts of personality-centered education and holistic pedagogical theory”, etc.) reflects the essence of the concept this author, which consists of positions that also explain the value of student-centered education and the implementation of a student-centered approach to learning:

1. A person of culture is considered as a subject of education.

2. Culture is considered as an environment that grows and nourishes the personality.

3. Creativity is understood as a way of human development in culture.

In our opinion, the problems of student-centered education and training are most fully and convincingly developed by I. S. Yakimanskaya, whose ideas formed the basis for most existing concepts of student-centered education. According to I. S. Yakimanskaya, the goal of student-centered education and training is to create necessary conditions for the disclosure and subsequent purposeful development of the student’s personal traits: “Personally-oriented education is one that places as its main value the revelation of the individuality of each child through learning as an independent and significant activity for him during the school period of his age development.”

I.S. Yakimanskaya formulated principles that fully reflect the philosophy of student-centered education and training:

1. Each child is unique and inimitable in the combination of his individual manifestations.

2. The student does not become a person under the influence of learning, but initially is one.

3. The school should not equip with knowledge, skills and abilities, but through them develop the student as an individual, create favorable conditions for the development of his abilities.

4. The school must study, manifest, develop the personality of each student.

At the same time, I. S. Yakimanskaya emphasizes that, despite the huge role of the developmental function in training, the concept of “personally-centered training” is not identical to the concept of “developmental training.” Indeed, any training is essentially developmental, but not all training is personality-oriented. Of course, student-centered learning is developmental learning, but the means of personal development are different. A personal-oriented approach to learning is implemented, according to I.S. Yakimanskaya, only through

subjective experience of the student, which is not so important in developmental education. Working with subjective experience is central component in the scientist's concept.

Consequently, the so-called subject-personal approach becomes the main method for designing person-centered learning. At the same time, I. S. Yakimanskaya clearly distinguishes the concepts of “subjective”, “subjective”, “subjectivity”, speaking of subjective experience as an experience belonging to a specific person. Subjective can be a view of events, phenomena, facts, which, in fact, form the subjective experience of an individual. Subjectivity is manifested in the student’s selectivity to understand the world. The subjective-personal approach to teaching presupposes treating each child as unique, different, unique and is implemented subject to the following requirements for the work of a teacher:

1. When communicating knowledge, refer to the individual knowledge of children.

2. Diversify the educational material according to the form of its message.

3. Create conditions for identifying the student’s individuality.

4.Take into account the natural prerequisites of children (speech, neuropsychic organization, etc.).

5. The work must be systematic.

6. It is necessary to create a special educational environment in the form of a curriculum, organizing conditions for the manifestation of the individuality of each student.

7. The teacher must understand the goals and values of person-centered education, clearly distinguishing between these concepts.

The goal of student-centered learning in the concept of I.S. Yakimanskaya is to create the conditions necessary for the disclosure and purposeful development of the student’s personal traits. The value lies in the cultivation of the child’s personality as an individual in its originality and uniqueness.

Speaking about the implementation of the subjective-personal approach in teaching, I. S. Yakimanskaya puts forward the concept of “method of educational work (MSW)”, which means

Measuring under this concept the path of development of students’ cognitive abilities. The method of educational work, the researcher believes, is “a sustainable individual education, which includes the motivational and operational side of cognitive activity, characterizing the individual selectivity of the student to study educational material of different scientific content, type and form.” It is the SUR, according to I.S. Yakimanskaya, is the main unit of teaching in which cognitive needs are formed, and, consequently, the cognitive experience accumulated by the student, the subjective experience, is manifested. However, you should not confuse such concepts as “technique” and “method” of educational work. The method of educational work, argues I. S. Yakimanskaya, should mean a rule, pattern, algorithm of a particular activity. The technique is included in the content of knowledge, described in the textbook, explained by the teacher, and reinforced in the lesson. In contrast to the technique, the method of educational work is developed by the student independently in the process of his interaction with the outside world.

Thus, the main factor contributing to the implementation of a student-oriented approach in the classroom, according to I. S. Yakimanskaya, is the reliance on the student’s subjective experience in order to independently develop the method of educational work necessary for the implementation of the learning experience and further development.

An analysis of such research works by I. S. Yakimanskaya as “Building a model of a student-centered school”, “Development of technology for student-centered learning”, etc., showed that the philosophical position and ideas of building a model of a student-centered school of this author formed the basis of the pedagogical concepts of A.A. Pligin.

Following the concept of A.A. Pligin, student-centered learning should be understood as “this type of educational process in which the personality of the student and the personality of the teacher act as its subjects; the purpose of education is to develop the child’s personality, his individuality and uniqueness; during the learning process, the child’s value orientations are taken into account and

the structure of his beliefs, on the basis of which his “internal model of the world” is formed, while the processes of teaching and learning are mutually coordinated, taking into account the mechanisms of cognition, the characteristics of students’ mental and behavioral strategies, and the teacher-student relationship is built on the principles of cooperation and freedom of choice.”

The concept of A.A. Pligin, based on the research of I.S. Yakimanskaya and V.V. Serikov, is aimed at creating a model of a student-oriented school, significantly different from other existing models and pedagogical systems. The main difference between the personality-oriented school of A.A. Pligin is that it provides the child with greater freedom of choice in the learning process. Within its framework, it is not the student who adapts to the established teaching style of the teacher, but the teacher, having a variety of technological tools, coordinates his techniques and methods of work with the cognitive learning style of the child.

Based on the specifics of constructing a model of a person-oriented school, A.A. Pligin gives his formulation of the concept of a “person-centered approach”, investing in its content: the subjective experience of students (that part of the child’s personal experience that relates to his own new formations and individual meanings); ways of working with the subjective experience of students; personality development trajectory; cognitive abilities and strategies (internal mechanisms of cognitive processes that are associated with a certain type of activity); cognitive style (cognitive preferences of students at the sensory, value, semantic levels, as well as preferences for logical thinking operations, cognitive strategies, content, types and forms of cognitive activity); personality-oriented educational technology; teacher's teaching style (an integrative characteristic of a teacher's professional activity, manifested in the projection of his own cognitive and personal preferences in the implementation of the educational process (learning activity)).

The concept of N.A. Alekseev is consonant with the concepts of V.V. Serikov, E.V. Bondarevskaya and other teachers dealing with the problem of personality-oriented education and training. According to the researcher, in personality-oriented pedagogy the emphasis is on the development of a personal attitude to the world, to activity, to oneself, which implies “not just activity and independence, but mandatory subjective activity and independence. If in subjective pedagogy the student acts as a conductor of the teacher’s ideas, then in personal pedagogy he is the creator and creator of himself and his own activities.”

N.A. Alekseev bases his concept on the principle of eventfulness, putting forward the concept of “learning event” in the meaning of “event” as identical to the concept of “personally-oriented learning process”. By “teaching event” we mean the joint existence of a teacher and a student in a cognitive situation.

A critical analysis of the works of N.A. Alekseev (“Personally-oriented learning at school”, “Personally-oriented learning: issues of theory and practice”), as well as the studies of V.V. Serikov, E.V. Bondarevskaya, A.A. Pligina, V.P. Bespalko, I.A. Volkova, V.M. Monakhova, S.V. Zaitseva, A.V. Zelentsova, M.M. Balashova, M.I. Lukyanova, S.V. Belova and others made it possible to identify key provisions that are the basis of the concepts of personal

oriented learning:

1. Personally-oriented learning is learning that is headed by the child’s identity, his self-worth, the subjectivity of the learning process, which is the opposite of traditional learning, focused on obtaining a person in learning, considered as a set of certain functions, an implementer of certain behavior patterns recorded in social order of the school (Alekseev N.A.).

2. Personally-oriented learning is a different methodology for organizing learning conditions, which does not involve “taking into account” the characteristics of the subject of learning, but the “inclusion” of his own personal functions in educational

process. Under personal functions Alekseev N.A. implies “those manifestations that, in fact, implement the social order “to be a person.” To such manifestations Alekseev N.A. refers to the personal functions proposed by V.V. Serikov. in his work Education and Personality.

3. Personally-oriented training is training in which the standard of education is not a goal, but a means that determines the direction and boundaries of the material used as the basis for personal development at different levels of education (Serikov V.V., Yakimanskaya I.S., etc. .).

4. Personally-oriented training is training, the criteria for effective organization of which are the parameters of personal development. (Bondarevskaya E.V., Yakimanskaya I.S., etc.).

5. Personally-oriented training - creating conditions for activating personal functions based on the personal experience of the subject of the training. (Yakimanskaya I. S., Alekseev N. A, etc.).

6. Personally-oriented learning is such learning, the unit of understanding and design of which is a learning situation that allows solving the problems of the learning process, in which the student is organically included as a subject of activity (Alekseev N.A., Serikov V.V., etc.) .

Thus, based on our critical analysis, we can conclude that at the moment in educational theory there are 3 main approaches to the development of student-centered education and training:

1. Personality-oriented approach in the concept of V.V. Serikova. The concept is based on the situational principle. Central concepts of the concept: subject, personal experience, personality-oriented or personality-affirming pedagogical situation.

2. Personal-cultural approach in the concept of E.V. Bondarevskaya. The concept is based on the principle of cultural conformity. The central concepts of the concept: a person of culture, a culturological individual-personal approach.

3. Subjective-personal approach in the concept of I. S. Yakimanskaya. At the core

The concept lays down the principle of revealing the individuality of each child through independent and meaningful activities for him. Central concepts of the concept: subjective experience, method of educational work (SUR).

To the approaches that arose on the basis of the concepts of V.V. Serikova, E.V. Bondarevskaya and I.S. Yakimanskaya, the following can be attributed:

1. Personality-oriented approach in the concept of A.A. Pligin. The concept is based on the principle of cooperation and freedom of choice. The central concepts of the concept: freedom of choice, subjective experience.

2. Personality-oriented approach in the concept of N.A. Alekseev. The concept is based on the principle of eventfulness. The central concepts of the concept: subjective activity, subjective independence, learning event.

The above concepts are promising, and the approaches are effective, but the most relevant, in our opinion, are the subject-personal approach in the concept of I.S. Yakimanskaya and the person-oriented approach in the concept of V.V. Serikov, which do not contradict each other, but rather , can be mutually complementary. The implementation of these approaches in the educational process is aimed primarily at values, and not at final goals; means the determination of individual educational trajectories that contribute to the emergence and strengthening of cognitive interests and abilities, personally significant values and life attitudes; assumes an orientation towards the development of the personality, and not its individual properties; implies treating each child as unique, different and unrepeatable.

Bibliography

1. Alekseev N.A. Personality-centered learning: issues of theory and practice: Monograph. Tyumen: Tyumen Publishing House State University, 1996. - 216 p.

2. Bondarevskaya E.V. Concepts of personality-oriented education and holistic pedagogical theory // School of Spirituality, 1999, No. 5, p. 41-66.

3. From the experience of building a model of student-centered education at school No. 507 // Edited by Pligin A.A. M: YuOU DO Moscow, 2004, issue No. 43.

4. Personality-oriented educational process: essence, content, technology, Rostov-on-Don: Publishing House of the Russian State Pedagogical University, 1995. - 288 p.

5. Personality-oriented education: phenomenon, concept, technology: Monograph. - Volgograd: Peremena, 2000. - 148 p.

6. Construction of a model of student-centered learning. Under scientific editorship. Yakimanskaya I.S. - M.:KSP+, 2001. - 128 p.

7. Serikov V.V. Education and personality. Theory and practice of ped design. systems - M.: Logos Publishing Corporation, 1999. - 272s.

8. Serikov V.V. Personality-oriented approach in education: concepts and technologies: Monograph. - Volgograd: Peremena, 1994. - 152 p.

9. Yakimanskaya I.S. Personality-centered learning in a modern school. - M.: September, 2000. - 112s.

1. Alexeev N.A. Person-Oriented Approach: Theory and Practice Questions: Monograph. Tyumen: Publishing House of the Tyumen State University, 1996. -216 p.

2. Bondarevskaya E.V. Concepts of the Person-Oriented Education and Complete Pedagogical Theory // School of Spirituality, 1999, No. 5, P. 41-66.

3. From the Experience of Person-Oriented Education Model Construction at School No. 507 // Under Edition of Pligin A.A. M: Moscow, 2004, Release No. 43.

4. The Person-Oriented Educational Process: Essence, the Maintenance, Technologies, Rostov-on-Don: RGPU Publishing House, 1995. - 288 p.

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6. Person-Oriented Training Model Construction. Under Edition of Yakiman-skaya I.S. - M.^ra +, 2001. - 128 p.

7. Serikov V.V. Education and a Person. Theory and Designing Practice. - M: "Logos" Publishing Corporation, 1999. - 272 p.

8. Serikov V.V Person-Oriented Approach in Education: Concepts and Technologies: Monograph. - Volgograd: Change, 1994. - 152 p.

9. Yakimanskaya I.S. Person-Oriented Training at Modern School. - M: September, 2000. - 112 p.

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