EntranceThe concept of pedagogical activity and its structure. The structure of pedagogical science - pedagogical activity, the pedagogical process and the general foundations of pedagogy - Sergey Vladimirovich Sidorov
Pedagogical science and pedagogical practice
In the preface to his book “Man as a Subject of Education,” published in 1867, K.D. Ushinsky emphasizes: “... From what has been said it follows by itself that pedagogy is not a collection of scientific principles, but only a collection of rules of educational activity.” And further: “Pedagogy is not a science, but an art: the most extensive, complex, highest and most necessary of all arts. The art of parenting is based on science. As an art complex and vast, it draws upon many vast and complex sciences; as art, it requires, in addition to knowledge, ability and inclination, and, like art, it strives for an ideal, eternally attainable and never completely achievable: the ideal of a perfect man.”
A hundred years later, pedagogy, which had accumulated knowledge, no longer agreed with its place of honor among the arts. Millions of teachers have successfully solved educational problems, increasingly relying not on flights of fancy, but on scientific developments and rationally based technologies. This could not but affect the definition of pedagogy, which received the status of science and art. This definition was consistent with reality and suited both adherents of the priority of pedagogical art and adherents of strict logic, who advocated the creation of a strict pedagogical theory, cleared of uncertainties.
It is unknown how long such a definition could have existed if meticulous researchers had not posed the question point blank in our time - what is the relationship between science and art in pedagogy? If the palm remains with art, then pedagogy is just a collection of tips, rules and recommendations for the implementation of an educational process that defies logic. Pedagogy-science must contain all the components of a strict scientific theory, highlighting systems approach and the logic of knowing your subject objectively scientific methods. Its conclusions must have the nature of strictly recorded dependencies (patterns).
Today no one questions the scientific status of pedagogy. The dispute moved to the plane of the relationship between science and teaching practice. The real achievements of educators turn out to be too ambiguous: in one case they are due to deep knowledge and skillful application of pedagogical theory, in the other, success is brought by the teacher’s high personal skill, the art of pedagogical influence, instinct and intuition. In recent decades, the inconsistency between school practice and pedagogical science has been especially acute. The latter was especially criticized for not providing practice with progressive recommendations, being out of touch with life, and not keeping up with fast-moving processes. The teacher stopped believing in science, and there was an alienation of practice from theory.
The question is very serious. It seems that we have begun to forget that the true skill of a teacher, the high art of education, rests on scientific knowledge. If someone could achieve high results without knowledge of pedagogical theory, this would mean that the latter is unnecessary. But that doesn't happen. Some bridge over a stream or a simple hut can be built without special engineering knowledge, but it is impossible to build modern structures without them. It’s the same in pedagogy. The more complex tasks a teacher has to solve, the higher the level of his pedagogical culture should be.
But development pedagogical science does not automatically ensure the quality of education. It is necessary for the theory to be melted into practical technologies. In the meantime, the rapprochement between science and practice is not going fast enough: according to experts, the gap between theory and practice is 5-10 years.
Pedagogy is rapidly progressing, justifying its definition as the most dialectical, changeable science. In recent decades, tangible progress has been achieved in a number of its areas, primarily in the development of new teaching technologies. Modern computers, equipped with high-quality training programs, successfully cope with the tasks of managing the educational process, allowing both teachers and students to achieve high results with less energy and time. There has also been progress in the creation of more advanced educational methods, technologies of self-education and self-education. New scientific developments are used in school practice. Research and production complexes, original schools, experimental sites - all these are noticeable milestones on the path of positive change.
Reflect on the statements below. Which of them do you find most convincing and why?
1. The teacher is an artist; the school is a workshop where the likeness of a deity emerges from a piece of marble.
K.D. Ushinsky
2. A teacher must be a free creator, and not a slave to someone else’s orders. Education is an art, not a craft - this is the root of teaching.
L.N. Tolstoy
3. Only an idea, and not technique or talent, can be communicated by one person to another, and therefore only in the form of known ideas, i.e. In the form of theoretical science, pedagogy can exist.
P.P. Blonsky
4. Pedagogical theory is an abstraction. Her practical use- always high art.
I A certain branch of knowledge is called science when the following are observed: the necessary conditions:
Its own object is clearly highlighted, isolated and recorded;
To study it, use objective methods research;
Objective connections (laws and regularities) between factors and processes that constitute the subject of study are recorded;
Established laws and patterns make it possible to foresee (predict) the future development of the processes under study and make the necessary calculations.
It is easy to see that all of the listed requirements for pedagogy are met to one degree or another. But it is the degree of compliance with the requirements that characterizes the level of development of science.
Many theorists of pedagogy, following the principles of classification of sciences established by the German philosophers Windelband and Rickert, classify pedagogy as the so-called normative sciences. The reason for this is the peculiarities of the laws learned by pedagogy. Until recently, they were, and in many ways still remain, broad conclusions expressing general trends in the development of pedagogical processes. This makes it difficult to use them for specific forecasting; the course of the process and its future results can only be predicted in the most general outline. The conclusions of pedagogy are characterized by great variability and uncertainty. In many cases, it only establishes a norm (“the teacher must, the school must, the student must”), but does not provide scientific support for achieving this norm.
It is not difficult to understand why the issue of the relationship between science and pedagogical excellence. Norms, even those established on the basis of an analysis of the essences of pedagogical phenomena, are just abstract truths. Only a thinking teacher can fill them with living meaning.
The question about the level of theorization of pedagogy, i.e. about the limit at which it does not yet lose sight of the person, but also does not rise too much in abstractions, turning into a collection of “dead”, “deserted” schemes, is very relevant. Attempts to divide pedagogy into theoretical and normative (practical) go back to the last century. “As far as means are concerned,” we read in one pre-revolutionary monograph, “pedagogy is a theoretical science, since its means lie in knowledge of the laws to which the physical and spiritual nature of man is subject; as far as goals are concerned, pedagogy is a practical science.”
In the process of ongoing discussion about the status of pedagogy, it was proposed different approaches to the analysis and structuring of knowledge accumulated by science, assessing its level and the degree of maturity of the science itself. It is important for us that the majority of researchers around the world consider it justified and legitimate to separate theoretical pedagogy from the vast field of pedagogical knowledge, which contains basic scientific knowledge about the patterns and laws of upbringing, education, and training. The main components of the scientific pedagogy system are also axioms and principles. Through specific recommendations and rules, theory is connected to practice.
VIII. Fill in the gaps in the text by writing in the missing word (or words).
Cover the answers (on the right side of the text) with a strip of paper and, after filling in the next gap (or gaps), move it down. Consistently check the answer you formulated with the correct one. If they match, proceed to study the next fragment of text; if not, correct the answer and try to determine the cause of the error. Do the same in the future when working on self-control blocks of this type.
You will get acquainted with the characteristics of the advantages and disadvantages of this method of studying the material in the second part of the manual.
| Scientific theory characterized by compliance with a number of general..... | conditions, requirements |
| Must be highlighted......research | item |
| To study it, ...................... research methods are used | objective |
| As a result of the research, ............... and ................... are established. | laws laws |
| Established patterns and laws provide the opportunity....................future development of pedagogical processes | forecasting |
| The laws and regularities of pedagogy have .................................character | general |
| There are two levels of pedagogical theory: .................................and | theoretical normative |
| The structure of pedagogical theory includes the following components:...... | patterns, principles |
| Theory is connected to practice with the help of................................... . | rules |
general basics
didactics
education theory
management of educational processes
Age pedagogy studies the features and patterns of upbringing and education of various age groups:
preschool
school
high school
labor pedagogy
Special(correctional) pedagogy:
pedagogy of the deaf
typhlopedagogy
oligophrenopedagogy
speech therapy
Social pedagogy develops issues of external education, the influence of society on the formation and development of personality
Industry pedagogy– studies the patterns of special training of people for certain types of activities
History of pedagogy and education– studies the development of pedagogical ideas and educational practices in different eras.
The process of differentiation in pedagogical science continues. IN last years appears: philosophy of education, comparative pedagogy, social pedagogy, etc.
Upbringing:
In a broad sense– transfer of experience from the older generation to the younger
In a narrow– a purposeful process of personality formation
Education seen as process and result (process– actions aimed at gaining knowledge and experience; result– system of acquired knowledge).
Volume: primary, secondary, higher.
Character: secondary, vocational, polytechnic.
Education– a purposeful process of education (mastery of knowledge, acquisition of knowledge, development of abilities, acquisition of experience, application of knowledge in everyday life and the formation of students’ motivation to obtain education throughout their lives.
Knowledge– reflection of objective reality in the form of facts and phenomena, laws and patterns.
Skill– ability to apply acquired knowledge in practice.
Skill- a skill honed to perfection.
Development– the process of quantitative and qualitative changes in the human body.
Formation– formation of personality as a social being.
Pedagogical problem– range of pedagogical issues/issue that needs to be addressed.
Pedagogical situation- a phenomenon organized by a teacher or arising spontaneously, requiring pedagogical intervention.
Pedagogical task– comprehension pedagogical situation in order to transform it.
Pedagogical process– specially organized interaction between educator and pupil, teacher and student for the purpose of transferring social experience.
The main stages of the formation of pedagogical science in Russia and abroad.
Pedagogy went through 3 stages in its development:
Empirical(from the birth of classes, the emergence of the state until the 17th century):
the experience of training and education of various peoples is comprehended;
educational institutions and educational systems are created (Athenian, Spartan, knightly, school of Greek culture, systems of Jesuit and Christian-Catholic education);
the east enriches pedagogy, Chinese scientists implement 4 disciplines (morality, language, politics and literature), put forward the concept of an ideal person not by origin, but through training and upbringing.
Formation of pedagogy as a science, formation of pedagogy (XVII – XX centuries):
Founder – Jan Amos Kamensky;
Pedagogy is complemented by the works of Herbart, Disterverg, Jean-Jacques Rousseau and J. Locke, Pestalozzi;
In Russia, the development of pedagogy followed the path of forming a harmonious system educational institutions headed by the Ministry of Public Education (Ushinsky sought to implement national public education in practice)
Rapid development of science(XX century)
Rapid development both in the west and in the east
Focus on serving the economic progress of society
The need to create high-tech education systems and training of specialists in a specific profile.
Ideas about the composition of participants in educational activities in the history of education and pedagogical thought.
The origin of education in primitive society.
Education and training in ancient states.
Education and pedagogical thought in Ancient Greece.
Ancestor – Socrates. Main The method uses a question-and-answer teaching system, the essence of which is teaching logical thinking.
Student of Socrates - Plato- ancestor preschool children's education. Founded a school - academy, the main task schools – students’ knowledge of the world around them and themselves.
Continued – Aristotle. Created his own school - lyceum ( lyceum). Classes are not indoors, but while walking in the park.
Treatises in pedagogy, psychology, rhetoric, philosophy. Entered age periodization.
Upbringing- a means of strengthening the state.
Counted: schools are state-owned, all citizens receive the same education.
Upbringing– unity of physical and moral development ( physical development must precede the intellectual).
Athenian education system.
Spartan education system.
Raising in Ancient Rome. The emergence of the Christian tradition of education.
Education, school and pedagogical thought in the Middle Ages.
Pedagogical ideas of the Renaissance.
Pedagogical ideas of Jan Amos Kamensky:
Enriching the child’s consciousness through acquaintance with objects and phenomena of the sensory world
There can be no leaps in development, everything happens thanks to self-development
The goal is the child’s ability to transfer knowledge to others
“Universal” education => peace and social justice
Universal education, involvement in work, bringing education closer to the needs of society, humanism (moral education)
The educator's conformity to nature - recognition of the equality of people
Empirical-sensualistic concept of education of John Locke:
The child is a “blank slate” on which the teacher can “write” what is needed
The goal of the teacher is “a healthy mind in a healthy body”
Formation of will through hardening, natural development; There is virtually no corporal punishment
For gentlemen and the poor - different types of education
Pedagogical concept of Jean-Jacques Rousseau:
(birth-speech) – physical education
(up to 12 years) – instructions without books
(12-15 years) – useful knowledge based on personal experience (without books)
(15-25 years) – moral education => practical nature; reading historical works
Natural education of society and the individual
The main task is moral education
Public education in schools is impossible
Freedom is a means of new education
3 factors of influence: nature, people, society
The need for physical education
An attempt to identify the main periods in human development:
Enlightenment in Russia at the beginningXVIIIV.
Pedagogical theory of Johann Heinrich Pestalozzi:
Method – stimulation of mental activity
The basis of education is human nature
The task is a harmoniously developed person
The purpose of elementary education is to give the child the basic concepts on the basis of which he understands the world around him.
Visibility of training
Three human abilities: thinking (mind), creating (hands), feeling (heart)
The need for comprehensive, harmonious development
Labor training
Moral education
"Spirit of family life", prohibition of corporal punishment
Pedagogical theory of I. F. Herbart.
Pedagogical ideas of Adolf Disterweg:
Education: against class and national restrictions
The principle of conformity to nature; strict upbringing
Cultural conformity - organization of training taking into account external (morality), internal (spiritual life) and public (social relations) culture
3 steps age development children:
(6-9) – physical, play activities
(9-14) – development of memory, accumulation of ideas
(14-16) – strengthening of activity, reason
Training, task - development of mental abilities
Principles of learning: conformity to nature, independence, culture
Requirements for a teacher: master the subject perfectly, love children and the profession, engage in self-education
Pedagogical activity of L.V. Tolstoy.
Against borrowing from foreign countries.
Center for educational process – student, his creative development.
Foundation of Education – Russian language, Slavic literacy, counting.
The idea of free education: no coercion, no mandatory schedule, no grades, no fear of creating a desire to learn.
Pays attention didactics And teaching methods .
Class environment (no strangers)
Spiritual development of children – teacher’s personality (interest, knowledge, love).
You can't overwork and vice versa. Material = possibilities. Visual methods. Requirements for books (interestingness, accessibility, etc.)
His views changed depending on the ideas around him: he decided that absolute freedom would lead to house, and pedagogy is not only about empirical content.
Original pedagogical ideas:
Initial school for children
Great attention - creative independence children
The idea of free education(no program, no schedule, no requirements)
Scientific and pedagogical theory about the study of the child in the works of K. D. Ushinsky.
He substantiated the need to organize a coherent system of all educational levels and created those of them, the absence of which had a negative impact on education in Russia:
Public school, pedagogical, vocational and women's education.
The task of education is the spiritual and moral development of L
The need to enrich national pedagogy with foreign experience
Pedagogy should be based on human sciences
The problem of didactics is determining the purpose of the content general education, selection of educational material, its pedagogical processing.
The basis of general education is primary school (the main subjects are native language and natural science).
Education should be focused on the Orthodox ideal of human development.
The teacher is a model of behavior; The teacher and family are the main educators.
Complete didactic system(principles of democratization of education and the idea of human nationality)
Know a person in all respects - to study its physical and mental characteristics
"Man as a subject of education"– analyze the psychological mechanisms of attention, interest, memory, imagination, emotions, will, thinking and justify their consideration in the learning process
Foreign school and pedagogy at the endXIX– beginningXXV.
School and pedagogy in Russia at the endXIX– beginningXXV.
Ideas about the results of education in the history of pedagogical thought and educational practice.
Didactics, its subject and tasks.
Didactics (from Greek - “instructive”) – science of learning (section of pedagogy).
An object– the entire field of knowledge related to learning in the pedagogical process.
Item - learning process.
Goals – anticipation of the learning outcome, the benefits of targeted influence on learning.
Tasks – accumulation and systematization of knowledge about teaching.
Research methods for didactics = traditional pedagogical research methods.
Problems:
Setting learning goals and objectives
Analysis of the learning process
Justification of principles and rules of training, identification of patterns
Determining the content of training (selection of materials, textbooks, exercises to consolidate knowledge)
Identification of methods, methods and ways of quality teaching.
Classroom-lesson teaching system.
Predominant in modern education, a ubiquitous organization of the learning process.
For training sessions Students of the same age are grouped into small groups ( classes), retaining their composition for a set period of time (usually an academic year).
All students are working on mastering the same material.
At the same time, the main form of training is lesson.
The main features of the classroom-based teaching system:
Students are divided into classes- study groups, constant in composition, single-level (in the sense of studying the program);
by the nature of their activities they are distinguished two different groups of people: only some people teach ( teachers), others are just learning ( students);
All members of the study group same time study the same topic, the same question, in the same way;
For all members of the group (class) it is determined the same sequence of study topics and sections academic subject;
the study of a specific academic subject is organized in one "language" for all class members;
are determined common beginning and end of classes for all group members, number, duration and time of rest breaks.
Lesson traditionally the main form of education. It represents a complete, integral element, both temporally and organizationally, in the system of the educational process. It is a universal system of interaction between teachers and students, working towards the assimilation of knowledge, the acquisition of skills and abilities, the development of their abilities, moral, spiritual and physical perfection. A lesson is a didactic structure in which the goal and result, organizational form and content, the subject and object of communication, the personal and professional qualities of the teacher, his skill and creativity, the process and methodological support intended to implement the goals and objectives of teaching are presented in unity and interconnection. , development and education.
Goals and objectives of education.
Purpose of education
Ideal:
focused on human capabilities; comprehensive personality development.
Real:
reflects the historical and socio-economic features of the development of society.
Goals
Are common:
are set for everyone (for example, the formation of universal human qualities).
Individual:
are set for a specific person (for example, personal choice: profession, etc.)
Objectives of comprehensive personal development: The parties are mental, moral, labor, polytechnic, civil and other development.
Mental education– formation of human intellectual culture.
Tasks:
Obtaining a certain amount of scientific knowledge
Formation of a worldview (a person’s system of views on the surrounding reality)
Development of abilities
Development of cognitive interests
Development of the need to constantly expand knowledge
Physical education– formation of human physical culture.
Tasks:
Health promotion
Proper physical development
Increased physical performance
Development and improvement of natural motor abilities
Formation of hygiene skills
Education of moral qualities
For physical education healthy person It is important to maintain a constant routine, long sleep, and a healthy diet.
Labor education.
Covers those aspects of the educational process where labor skills are formed.
Tasks:
Development and preparation of a conscientious, responsible and creative attitude towards various types of work.
Accumulation of professional skills.
To distinguish them, use the following techniques and means:
Organization of joint work
Explaining the significance of a certain type of work
Moral and material encouragement
Circle forms of work
Getting to know labor traditions
Creative competitions
Temporary and permanent assignments
Participation in socially useful work
Accounting and evaluation of labor results
Polytechnic education– familiarization with the main principles of productive D:
Formation of interest in productive D
Development of technical abilities, economic thinking, ingenuity
Entrepreneurship
X characteristics of productive labor:
Material result
Organization
Inclusion in the system of public and labor relations
Financial incentives
Moral education.
Moral– internal morality.
Morality– historically established rules and norms accepted in society.
Ethics– the science of rules and norms of behavior in society.
Ethical tasks of education:
Accumulation of moral experience and knowledge about the rules of social behavior
Development of moral qualities
Morality criteria:
Actions
Beliefs
Principles
Values
Methods of moral education:
Belief
Personal example
Behavior
Wishes or approval
Censure
Aesthetic education– development of a person’s aesthetic attitude to reality.
Tasks:
Acquiring theoretical knowledge
Formation of practical skills
Folklore
Lectures and talks
Theatrical figures, representatives of the arts.
Visiting museums and exhibitions
Artistic and literary works
Cinema and theater
Communication as a means of interaction. Pedagogical communication. Components of pedagogical communication.
Communication acts as an interpersonal interaction.
Pedagogical communication– communication aimed at solving pedagogical problems.
Becomes pedagogical subject to the following conditions:
Setting pedagogical objectives
Determining ways and methods to solve them
Communication planning
Analysis and evaluation of communication results
Components pedagogical communication:
School is part of society
Teacher to children - expression of social demands
The teacher does not openly demonstrate a pedagogical position; the actions of the teacher should be perceived by children as a manifestation of the teacher’s own beliefs
Respect for the child's personality
A teacher must have such qualities as observation, pedagogical imagination, empathy (sympathy) and generosity in praise (praise in public, scold in private)
You need to pay attention to the positive in the child
Adviсe: before blaming a child, try to explain and understand the motives for the action; through care and joint activities, invest a part of yourself in your children
Pedagogical communication styles:
Conniving
The teacher alone resolves all issues; concerns the life of the class and each student; subjectively evaluates the results of D; students do not participate in discussing problems, the teacher does not allow them to show initiative and independence
Academic achievement and discipline indicators are high, but the socio-psychological atmosphere is unfavorable
A cult of strength and power is formed; With long-term guidance, children are unable to make decisions independently
Conniving(liberal) :
The teacher min is included in D, thereby relieving himself of responsibility for the results; the teacher formally performs his functional duties; adheres to non-intervention tactics; indifferent to the problems of the class and the student
Achievement and discipline in such classes are low
distant relationship between teacher and student
demonstratively emphasizing one's position
lack of trust
Democratic:
Active, positive attitude of the teacher towards students; adequate assessment of their capabilities; The teacher is characterized by a deep understanding of the student, motivation of the student’s behavior, and the ability to predict his development
In terms of external indicators, the results are slightly lower than with an authoritarian leadership principle
Interpersonal relationships are characterized by trust and high demands
With such guidance, a creative personality is formed
Around Tallinn:
Socrates model: teacher with a reputation as a lover of controversy and discussion, deliberately provoking it in class
Group discussion leader: The main thing– achieving agreement and establishing cooperation between students (achieving democratic agreement is more important than discussion)
Model Master: teacher- role model, professional in his field
Model General: teacher avoids any ambiguity, is emphatically demanding, strictly seeks obedience, because thinks he's always right
Model Manager: arises in the process of creative D, where initiative and independence are encouraged
Model Trainer: students– a close-knit team, where each individual is not important as an individual; teacher- inspirer for the final result - victory
Model Guide– y teachers the image of a “walking encyclopedia”, he is laconic, precise, restrained, the answers to all questions are known to him in advance.
According to Kan-Kalik:
Communication based on high professional standards
Based on friendship
Distance
Intimidation
Flirting (deal)
Verbal and nonverbal means of communication in the practical activities of a teacher.
Pedagogical conflicts and ways to prevent and resolve them.
Professional and pedagogical culture of the teacher.
Professional competence of a teacher.
Socialization of personality. Factors of socialization.
Methodology and methods of pedagogical research.
The methodology includes:
A system of principles and methods of organizing and constructing theoretical and practical activities
Doctrine (science) about the method of cognition
A set of methods used in any science
Levels of methodological knowledge:
Philosophical
General scientific
Specific scientific
Technological
The pedagogical process is characterized uniqueness And ambiguity.
Experiment in its “pure” form in pedagogy impossible. Conclusions in generalized and averaged form. Number of experiments and participants.
Pattern– regularly recurring relationships between phenomena, but the relationship itself has not been fully studied.
Law- a strictly fixed pattern.
Laws and patterns condense knowledge as much as possible and reduce the amount of information.
Practical (empirical) research methods:
Methodology (descriptive, prospective, etc.)
According to the textbook
Questionnaire
Testing
Experiment
Observation
Pedagogical testing (from English - “task, test”) is a purposeful examination, the same for everyone, that allows you to measure the characteristics being studied.
Tests(learning level):
Final(after studying a large section of the program; a large number of questions)
Test tasks(used for current monitoring; 5-10 questions)
Types of tests:
Specific answers (Where? When? Who?)
Fill the gaps
Select answer options
Questionnaire – a means of mass collection of material.
Questionnaire– written survey.
Questioning:
Anonymous
Open (self-responses)
Buried (from suggested answers)
Theoretical methods:
Analysis and synthesis
Induction and deduction
Comparison
Generalization
Abstraction
Specification
Modeling
Analysis– a meaningful decomposition of the whole under study into its components, highlighting certain features and qualities of the phenomenon.
Synthesis– mental connection of signs, properties, phenomena into a semantic whole.
Induction, deduction - logical research methods.
Induction– movement of thought from the particular to the general.
Deduction- From general to specific.
Comparison– establishing similarities and differences between the phenomena under consideration.
Generalization– highlighting common features in processes and phenomena.
Abstraction(abstraction) – mental abstraction of any features of an object from other features and properties.
Specification– mental reconstruction, recreation of an object based on previously identified abstractions.
Modeling (model- a copy of the object or phenomenon under study) - the study of processes or phenomena using real or ideal models.
Traditional pedagogical research method:
Pedagogy is a complex system that consists of independent (of course, relatively) disciplines interconnected with each other. Any of these disciplines considers education from its own individual position and studies individual areas of pedagogical reality.
But in the entire system of general pedagogy, what stands out, first of all, is the theory of learning, called didactics, and the theory of upbringing, which explore the laws of a pedagogical nature in certain areas of education.
Didactics deals with the study of learning in theoretical level, which is the most general, and does not focus on teaching any specific subject. She is mainly interested in the driving forces and functions educational process, as well as its structure and . Didactics also deals with the formulation of the principles of teaching, the creation of different ways of constructing its structure, forms of presenting educational material and its assimilation, as well as forms of interaction between students and teachers. It is didactics that will be discussed further.
Instead of introducing
Society constantly makes every effort to ensure that the knowledge, skills, abilities and experience that it has accumulated at a certain point in time and at a certain point in development is mastered by the new generation through the most effective and fruitful ways. This goal is pursued by both training and educational systems, representing strategically built processes of supplying people with information that reflects the accumulated and generalized experience of humanity.
The task of didactics at any stage of its development in history was to determine the content of the education of new generations, to find the most effective ways equipping them with current knowledge, skills and abilities, as well as determining the patterns of this process. However, if we take into account the fact that the educational process is directly related to the process of education, mainly moral and mental, we can say that didactics is a theory not only of training and education, but also of upbringing. And first of all, this includes the formation of the worldview of people receiving education.
On this moment time, the subject of didactics consists in the process of learning and education in general, in other words, in the content of education, which is implemented by curricula and programs, means and methods, textbooks, organizational forms, educational elements and conditions that favorably affect active and creative work and mental development of students.
Along with pedagogy, didactics has gone the way historical development, during which she fulfilled the tasks that arose before educational institutions at each individual stage of social development. Development of various scientific directions, changes in trade, production, technology, etc. had a direct impact on the development of the educational sphere, reflecting a special form of human activity in the era of Antiquity and the Middle Ages. Over time, this led to the emergence of learning theory itself. This happened in the 17th century, when the most serious work “” was written, the author of which was Jan Comenius - it was he who first set before humanity the task of “teaching everyone everything”, and also set out the principles and rules for teaching children.
Jan Amos Comenius (1592-1671) was a humanist teacher of Czech origin, a public figure and writer, a bishop of the Czech Brethren Church, a man who systematized and popularized the classroom-lesson system of education, and the creator of scientific pedagogy. During his life he was engaged in teaching in many European countries(Hungary, Czech Republic, Poland and others), and also compiled textbooks for Sweden, from which they subsequently studied in many different countries, thanks to which he gained fame during his lifetime.
Comenius's view of pedagogy
Main feature pedagogical views Jan Komensky was that it was education that seemed to him one of the main prerequisites for establishing constructive, friendly and fair relations between individuals and entire nations. Along with this, Comenius’ teaching is imbued with a humanistic approach to man and learning. Comenius's religious education and way of life were reflected in the entire educational system he created.
The entire teaching of Comenius is based on the principles of conformity to nature, didactics and family pedagogy. For example, the principle of conformity with nature states that what is subject to development is what is already “embedded”, and it must be developed from the inside, waiting until “the forces ripen”, avoiding pushing nature in the wrong direction - to where it itself does not want to go. Supporting the idea that the seeds of intelligence, piety and morality, as well as the desire of nature to develop them, are characteristic of all people, Jan Comenius designated the role of education in “the easiest impulse and some reasonable guidance” as a naturally occurring process of self-development of the student.
The principle of conformity to nature is rightfully considered the most important, and on the basis of it Comenius created a truly unique and large-scale project for the education of a person, lasting from birth to 24 years. The scientist considered this project to be universal and scientifically grounded due to the correspondence of the pedagogical process to the nature of man and him on the planet. This project was aimed at “teaching everything to everyone”, in other words, at the rational creation of a “mass school”. The most important element of this project was and remains to this day the stages of human maturation.
Stages of human maturation
Presenting the stages of human maturation, Comenius still relied on the principle of conformity to nature. Thus, they were allocated four stages, each consisting of six years, and each had its own tasks.
So, based on human nature, the following stages are distinguished:
- Childhood (lasts from birth to 6 years)
- Adolescence (lasts from 7 to 12 years)
- Youth (lasts from 13 to 18 years old)
- Adulthood (lasts from 19 to 24 years of age)
The basis of this division is age characteristics:
- Childhood is characterized by: increased physical growth and development of sensory organs
- Adolescence is characterized by: imagination, as well as their executive organs - the tongue and hands
- Youth is characterized by: development of more high level thinking (in addition to all of the above)
- Maturity is characterized by: and the ability for a harmonious existence
Each of the presented periods, based on their characteristic features, presupposes an individual level of education. Children under 6 years of age, according to Comenius, must be “educated” in a mother’s school, where the mother gives preschool education. During adolescence, the child is sent to a six-year school native language, which should be available in any community, village, etc. Young men are educated in gymnasiums or Latin schools, available in all cities. Mature young people are trained in academies, also available in all major populated areas any state.
In order to substantiate the idea of a native language school, Comenius always spoke about the natural conformity of human development. Disciplines such as, for example, civics and homeland studies are argued by the natural aspirations of the child and the conditions of the reality surrounding him. In the Latin school there should be a "class of ethics" where man with his own actions - man who is the ruler of things - will be studied. The “core subject of history” should also be studied, knowledge of which can “illuminate the whole life.” Also subject to study: General history(mainly the history of the fatherland), the history of religious rites of different peoples of the world, the history of morality, inventions, and natural science. Comenius considered the traditional academic subjects of the Middle Ages school to be the “seven liberal arts,” supplemented by the foundations of the sciences that were new at the time.
"Seven Liberal Arts"
The "Seven Liberal Arts" included grammar, dialectic (logic), rhetoric, arithmetic, geometry, music and astronomy. Comenius, as we have already said, supplemented them with the foundations of modern sciences at that time. The entire content of general education was addressed to a person in order to make his worldview holistic, and the aspirations to speak, act, be able and know were in harmony.
If we turn to the procedural side of learning, then in Comenius it is expressed by the search for a nature-conforming method, focused on the diverse work of his intellect, his holistic personality and “natural knowledge”, contrary to “book learning”, taken by the student with the help of memory and intense will.
The spiritual world of John Comenius was a very complex and unique set of views of the eras of Antiquity and the Renaissance, Protestantism and Catholic theology, natural science and contemporary humanitarian knowledge. Jan Comenius was able to substantiate the humanistic and democratic idea of universal education, which for several centuries remained fundamental among people for whom universal education was the right of all people.
Pedagogical system of Comenius
Comenius' pedagogical system is a “strict” pedagogy, implying an attitude towards the student as a responsible, active and conscious being in both thoughts and actions. The activity of a teacher in this system is considered as the most complex art of human development in a person. Comenius’ system shines with optimism and faith in human potential, the potential of education, “the unification of generous, courageous, sublime people.” The tasks of education were associated by Comenius with a direct appeal to the inner world of a person and the cultivation of the spiritual in him, and the attitude to knowledge as a value is another integral feature of his system.
Each subsequent age level is an occasion for the introduction of new theological and ethical rules and norms of behavior, designed to spiritualize the inner life of the student with an attitude of value not only to knowledge, but also to oneself and to the people around him. A humane person, according to the scientist, must have a number of “cardinal virtues” that can be traced in medieval Christian ethics and rooted in the philosophy of Plato: justice, courage, moderation and wisdom.
In an effort to develop and elevate spirituality in people, Comenius tried to form morality and piety as a constant active spiritual life and practical work person. Based on this, the pedagogical system appears as a humanistic model of the educational process aimed at the targeted, value-based and holistic development of the natural forces and potential of the developing individual.
This goal is realized by organizing the life of students in a healthy environment from a moral point of view, rich spiritually, and constantly stimulating comprehensive development, where a person is surrounded by a variety of activities that contribute to the natural development of abilities and everything human; in an environment where humane relations between students and students, between students and teachers prevail, due to which the tasks and goals of the educational process become the students’ own tasks and goals, and the process of education is transformed into the process of self-education.
The result of the entire pedagogical process will be the achievement by the student of a high level, including self-determination, self-awareness, and the need for continued self-development, self-education and self-education. The freedom that characterizes the development of a student’s personality is ensured by equal opportunities for self-development and pedagogical influence, excluding “violence” in any form. This pattern can be traced back to the most effective pedagogical systems of the past. In addition, it integrates quite harmoniously into modern systems education, for which reason Kamensky’s discoveries can safely be called universal.
But we will look at modern educational systems a little later, but for now let’s say a few words about Comenius’ didactic principles.
Principles of Comenius didactics
Jan Komensky is a man who, for the first time in the history of didactics, told people about the importance of using principles in teaching and outlined them:
The principle of consciousness and activity- according to him, training should be such that students acquire knowledge not through mechanical tasks or memorization, i.e. passively, but actively, with maximum involvement and . If there is no consciousness, then teaching will only be dogmatic, and formalities will dominate knowledge;
The principle of visualization of learning- here it is assumed that students must acquire knowledge through direct observations of objects and phenomena, through their perception by their senses. Comenius called this rule “golden”;
The principle of gradual and systematic knowledge- means that the study of any knowledge and sciences should only be systematic. However, for this, students must receive information in a specific methodological and logical sequence.
In order for this principle to be properly observed, Kamensky gives some rules:
- Information should be distributed so that specific learning objectives are assigned for each class hour, day, month and year. They must also be carefully thought out by the teacher and understood by the student;
- The solution to all educational problems must be distributed taking into account age characteristics, and therefore must correspond to the tasks of each individual class;
- Each subject should be taught until the student has mastered it entirely;
- Lessons should be designed so that the basis of any current material is the previous one, and the subsequent one reinforces it;
- Learning must be built from the general to the specific, from simple to complex, from close to distant, from known to unknown.
Such a sequence, according to Comenius, must be observed everywhere, and the understanding of things with the mind must move from the historical to the rational, and only after that to the application of everything learned.
The principle of exercise and lasting mastery of skills- says that the only indicator of how complete knowledge and skills are are systematically performed exercises and their repetitions.
There are also a number of requirements developed by Comenius for the last principle:
- Any rules in mandatory should serve to maintain and consolidate practice;
- Students should do not what brings them pleasure, but what the laws say and what teachers point out;
- For mental exercises, special lessons should be created, based on Kamensky’s system;
- Any problem should initially be illustrated and explained, then you need to make sure whether the students understood it and how they understood it. It is recommended to arrange repetitions after a week.
All these provisions tell us that Comenius compares the assimilation of knowledge with the task of complete and conscious study of the material. Perhaps this is why the pedagogical principles of this outstanding person, even in our time, remain significant both in theory and in practice.
Transformation of Comenius' teachings
Comenius made an invaluable contribution to the history of pedagogy, which consisted in revealing two sides of learning - objective, including the laws of pedagogy, and subjective, including the practical application of these laws. This was the beginning of didactics and the art of teaching.
The impact of the ideas of Comenius’ didactics had a huge impact on education in European countries, but in practice in the Middle Ages, society was still dominated by established traditions, according to which diligence and obedience were especially valued, and the student’s own initiative, firstly, was not encouraged, but, -secondly, it served as a reflection of his “sinfulness.” For this reason, didactics itself was not fully accepted.
With the development of society, some social phenomena were replaced by new ones, and Comenius’ ideas either became part of some others or were supplemented by them. Due to the emergence of more and more new problems in the field of education, new theories have emerged, based on completely different factors and concepts. However, only by knowing the basics of Comenius’ teachings can one understand and trace the changes that have occurred in this area.
Modern theories of education
Below we invite you to familiarize yourself in general terms with modern theories of education, some of which can serve as an alternative to didactics, and some of which are fundamentally different from it.
Progressivism
Progressivism is an educational theory that arose as a reaction to traditional education, which emphasized formal methods of influencing the student and memorization of material.
The main ideas of progressivism were the idea of self-expression and personal development, the idea of free activity of children, the idea of learning through experience, the idea of mastering skills and abilities to achieve, the idea of maximizing the potential of the present and the idea of understanding and applying the dynamics of an ever-changing world.
Humanism
Humanism arose from the foundations of progressivism, from which it took most of its ideas. For humanists, the child should be at the center of the educational process, the teacher is not an absolute authority, the student is always active and involved in the process of acquiring knowledge. In addition, humanism includes ideas about cooperation and the principles of democracy.
One of the foundations of humanism was also the creation of a special educational environment in which there is no competition between students, and. The goal of the humanists was to get rid of the relationship of hostility between students and teachers and to form a relationship in which trust and a sense of security prevail.
Perennialism
Perennialism can be called a response to progressivism, according to the views of perennialists, which is destroying the entire education system. In their opinion, education should not help the student adapt to the world, but should adapt him to the truth. Content curriculum should not depend on the interests of students, but should be based only on what is currently relevant for society.
Professional pedagogy here is not a function of education, the school should educate mainly the intellect, and the educational system should guide a person to the knowledge of eternal truth. Hence the main focus on fine arts, philosophy, natural Sciences, mathematics, history and languages.
Essentialism
Essentialism was a second reaction to progressivism. The similarity between essentialism and perennialism is that progressivism is also too soft a system for it. Essentialists argued that school should provide basic knowledge, the basis of which was the basic arts and subjects that could instill mastery and prepare for life in society.
Primary School must adhere to school curriculum cultivating the development of literacy skills and. The emphasis was on mathematics, writing and reading. IN high school history, mathematics, natural sciences, native and literature should be taught. In general, the essentialist program is based on teaching the younger generation only fundamental knowledge.
Reconstructionism
Reconstructionism was the absolute opposite of the traditional education system. Education in it was not just a transmitter of culture, but the dominant organ of social reform. If education is built correctly, it will be able to reconstruct the social order.
According to reconstructionists, traditional schools can only transmit social, political and economic vices that are a problem for society. A person is facing the threat of self-destruction, and to avoid this, it is necessary to radically change the education system. Educational methods should be based on the principles of democracy, where the natural intelligence of the majority is at the forefront, which is aimed at finding solutions to the problems of mankind and their practical application.
Futurism
Futurism arose much later than the theories that we examined - if they all arose in the period from the 30s to the 50s of the 20th century, then futurism arose already in the 70s. According to its supporters, the modern (at that time) education system, even in the best educational institutions, is erroneous and ineffective, because the theories and methods that it uses are no longer relevant, because society has managed to move from the industrial era to the super-industrial one.
The result of this is teaching the new generation what was important, necessary and in demand in the past, despite the fact that it lives in a constantly changing and developing world. To get out of this situation, it is necessary to create a super-industrial educational system, oriented towards the future, which can prepare people for life who are able to navigate new conditions, quickly respond to them, etc.
Behaviorism
Behaviorism turned out to be not only, but also the strongest system of educational views. He was able to expand the scope of psychological interests to pedagogical interests.
From the perspective of behaviorism, education is a process of behavioral technology. According to its supporters, the environment in which people live programs them to behave in a certain way. People are rewarded for some actions, but punished for others. Actions that led to the receipt of a reward will be repeated, and the opposite ones will be extinguished. This forms the behavioral patterns of the individual.
Based on the above, it follows that people’s behavior can be manipulated. And the task of education is precisely to create such environmental conditions that will promote optimal human behavior. Thus, educational institutions should be considered as institutions for the formation of the culture of society.
Pedagogical anarchism
Pedagogical anarchism originates from the publication of “Deschooling Society” by Ivan Illich, which became a reaction to hundreds of unsuccessful attempts. The approach of its adherents to the structure of society was based on the rejection of any educational institutions due to the fact that they managed to monopolize all opportunities and services of education, establishing prohibitively expensive ways to obtain it.
School was considered the enemy of a decent life, because... forced students to look at the existing educational system as a standard, to perceive not the content, but the form, to confuse the concepts of “learning” and “teaching”, the transition from class to class with real education, a diploma with professional suitability, etc.
Anarchists called for the disorganization of schools, the abolition of compulsory education, and the introduction of a system of teacher subsidies, through which educational funds would be sent directly to the people interested. Also, a proper educational system should allow those who want to have access to any sources, allow those who are able to teach to find those willing to learn, and allow everyone to provide their ideas and works to society.
The theories of education that we have discussed have greatly influenced the form of education in general. Today it has reached the level where a real war for education is being waged. All theories of education have become the basis of many pedagogical experiments and literature worthy of attention and study. But, be that as it may, it is Jan Komensky who, even now, is the only teacher-philosopher who was able to see in education and teaching the basis of human progress. For this reason, in the next lesson we will talk in more detail about the basic principles of didactics and reveal all their features.
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The main elements and structure of the pedagogical system of the subject " Physical Culture»
To understand the systematic nature of phenomena and processes occurring within the framework of the didactic foundations that provide educational work in the subject “Physical Education”, the role of knowledge about the composition and structure of the didactic system is great, i.e. O quantitative composition elements and the form of their arrangement in the system. And here comes to the fore element of the didactic system subject "Physical Education". IN general theory a system element is considered as its minimum component or the maximum limit of its division. The intrinsic structure of the elements is usually not taken into account. Moreover, an element cannot be described outside of its functional characteristics. Hence, it is important for the system first of all to establish not what the substrate of the element is, but what it does.
System element– the minimum unit that is capable of performing a relatively independent function in the structure of the system. For this reason, any element must be required to implement its specific function.
Isolating the elements of structure is most difficult for a social system. To determine the place of an element in the social system, the possibility of its inclusion in its structure, it is necessary to find answers to questions such as who acts? What is the action (activity) aimed at? How is the activity we are interested in carried out? What are the means, forms of organization and mechanisms for implementing this activity?
An element occupies a strictly defined place in the structure. System structure– the form of arrangement of elements and the nature of the interaction of their sides1.
In the pedagogical system of the subject “Physical Education”, the term “structure” contains information about the number of elements that are combined into an integrity, about their nature (essence), methods of interconnection and features of the impact on the control object, information processes of interaction between teachers and students, etc.
The concept of “structure” denotes a transition to a more complex level of explanation of why the quality of the holistic pedagogical system of an educational subject differs from the simple sum of the properties of the elements. Elements that, before the formation of the system, served as the scientific and methodological basis of the subject “Physical Culture” (like any other academic discipline): teacher (teacher), students, textbooks, programs, lessons, methods of teaching and education - act outside the system as participants in one common activity. Moreover, they may be little or insufficiently interconnected, without any patterns in the relationship.
In the structure of the pedagogical system, each element has its own place, its own function, determined precisely by this place, its connections with other elements, which are also determined by the position of the element relative to other elements. Thus, the concept of “structure” has a deeper meaning than the concepts of “composition of elements” or “sum of properties of elements”. The elements of the system under discussion interact with each other only with their specific aspects and properties, and not as a whole. Hence, the quality of the system under consideration depends on the shape of the arrangement of its elements.
In the pedagogical system, structures of two levels are distinguished: vertical and horizontal. Vertical structure– the structure of the pedagogical system, reflecting the connections of its elements with the source of information. In this case, this is a social order of the state in the field of education and physical culture. The system-forming element of the pedagogical system of an academic subject receives information energy from the functions of this discipline. This is the vertical information support pedagogical system of school physical education, which has its own internal vertical structure.
Horizontal structure– the structure of the pedagogical system, which reflects the internal interconnection of the elements of the system itself.
The mentioned structures in interrelation and interaction form the integrity that is called the pedagogical system of the subject “Physical Education”. Outside of this structure, systematicity is not formed; only within the structure the elements acquire properties and qualities that can ensure the functioning of the system as an integral mechanism.
The concept of “structure” is one of the categories of systems theory. However, its definition has not yet been established. The key words used are “connection” or “set of connections.”
Scientists also differ on questions of expressing the ultimate goal of connections between elements or objects. Some authors do not indicate the orientation of the noted connections to anything. Others emphasize the purpose of element connections to preserve the basic properties of a particular object during various external and internal changes and ensure its integrity. Still others point to ensuring reproducibility under changing conditions.
The concept of “structure” in relation to the pedagogical system of the subject “Physical Education” can be defined as a set of stable connections that ensure the preservation of the basic properties, integrity and stability of the system itself when the external and internal conditions of its functioning change.
Thus, the structure of the system under study reflects:
The number and nature of its components;
Ways of their interrelation in the process of functioning;
Features of the influence of subjects on the objects of their interaction;
The main properties of the elements and functions performed, the uniqueness of information processes and connections.
To understand the systematic pedagogical foundations In the subject “Physical Culture” the concept of “element” is important. In philosophy, the dominant characteristic feature of anything that can be considered as an element of a system is its invariance, the need for direct participation in the formation of the system to such an extent that without it it cannot exist. Hence, an element of the system is defined as an indecomposable component of the system for a given method of considering it.
In the general theory of systems, noting the possibility of dividing the whole into parts in various ways, they are not limited to such a statement when characterizing an element. It is believed that the word “element” can only be used in relation to a clearly fixed method of division. A different division of a particular system may lead to the isolation of another formation as the initial element.
The elemental composition of pedagogical systems is one of the complex scientific problems.
In literary sources there is no unity regarding the number of elements of the pedagogical (didactic, educational, educational) system and their specific names. In some textbooks and manuals on pedagogy and scientific and methodological materials, the number of elements of the educational subject system ranges from 6 to 13 or more (teachers, students, school administration, goals, objectives of teaching, upbringing, development; systems for organizing pedagogical processes; means and methods of implementation ; performance results, conditions, etc.). In others, there is no specific information on this issue.
Based on the provisions of the general theory of systems and the theory of social systems of the subject “Physical Education”, the structure of the pedagogical system highlights:
Subjects of activity (in accordance with the question of who acts: teacher-educator and students);
The subject at which it is aimed human activity(the purpose and content of education in this academic discipline);
The mechanism of activity of subjects aimed at the subject of activity;
Ensuring the cumulative effect of the functioning of the system (didactic processes).
The latter contains such very important components as forms of organizing the activities of subjects, methods and means of its implementation, etc.
The composition of the elements that form the structure of the pedagogical system of the subject “Physical Education” is determined taking into account their relevance and invariance. The need to avoid overcomplicating the structure of the system with many, i.e., is taken into account. attracting large number elements. The invariant elements of the system under consideration are:
Purpose of the subject;
Content of education and didactic processes;
Subsequent determination of the order of their location and justification of the connections between them (Fig. 1).
(according to Yu.D. Zheleznyak, V.M. Minbulatov, 2004)
This scheme does not coincide in its structure, in the number of elements, in names, method of arrangement, nature of relationships, content and form with the schemes of pedagogical systems proposed by other authors, since it represents a different perspective on the study of pedagogical systems.
Between the elements of the structure of the system under consideration, there are types of connections, interactions, generation, transformation, structure, functioning, development, management. From the variety of connections characteristic of the structure of the system, in this case we highlight the connections of the structure, or structural connections, connections of interaction and functioning of the system. It is necessary to identify the forces or connections that give impetus to the emergence (formation) of the system.
The element “didactic processes”, being complex education, representing a unique subsystem, transmits information to the elements that determined its occurrence through feedbacks about the nature of the processes; causes the emergence of internal horizontal connections, reflecting the connections between the teacher and students through the use of means, forms and methods of interaction.
Thus, in the structure of the didactic system, horizontal and vertical connections have emerged and are functioning, reflecting its structure - structure, interaction and functioning. The last type of connections arises in the process of specific, in this case didactic, interaction of system elements. This interaction is mediated by the goals that are realized by each of the parties to the interaction (teacher and students); it adequately reflects the specifics of the didactic approach to learning.
The connections between the elements of the structure of the pedagogical system reflect the main types of connections that exist in systemic research: universal, natural, cause-and-effect and functional, as well as characteristic of pedagogical systems.
The mature structure of the system under study gives it integrity and the ability to implement the social order of the state and society adequately to the goals and functions of the subject “Physical Education” in the content of general secondary education.
The pedagogical system of the subject “Physical Education” is the fundamental basis for the development of many derivatives - didactic, educational, developmental, combined (combining all three types) systems in accordance with the technology cycles of the educational process in this discipline in any type of general secondary education institution , taking into account the real conditions of their functioning, the uniqueness of the environment (city, village, terrain, climate, characteristics of the student population, the specific focus of physical education interests, the ethnic heritage of the population, etc.).
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Pedagogical activity- this is a system of relationships and interactions between the teacher and students, as well as structuring by the teacher educational process based on the development of his professionally important personal qualities.
N.V. Kuzmina identifies 5 components in the structure pedagogical activity:
Gnostic– includes skills that ensure the study of:
b) age and individual typological characteristics of these people;
c) features of the process and results of one’s own activities, its advantages and disadvantages.
Design- formation of a system of goals and objectives, planning the activities of students and their own activities for the long term.
Constructive- formulation of tactical tasks (selection and composition of information content, design of students’ activities to assimilate it, design of their own activities).
Organizational- skills in the field of operational problem solving (organization various types students’ activities, organization of their own activities and behavior).
Communicative- establishing pedagogically appropriate relationships.
1. Motivational part (pedagogical goals, objectives);
2. Performing (means of interaction with students);
3. Control and evaluation.
E.F. Zeer points to similar structural components:
1. Activities directed global goals and motives;
2. Pedagogical interaction guided by tactical and operational goals;
3. Analysis and assessment of the effectiveness of pedagogical interaction depending on the conditions of its implementation.
Yu.N. Kulyutkin proposes the following structure of pedagogical activity:
1. Goal setting;
2. Features of the teacher’s management and organization of students’ educational activities;
3. Inclusion of the student in active and independent activities;
4. Formation of learning motivation;
5. Development of students' cognitive interests; teaching students methods of educational work.
6. Analysis of the result and effectiveness of the teacher.
Psychological structure teacher activities, proposed by G.S. Sukhobskaya.
1. Pedagogical situation and pedagogical task.
2. The “teacher-student” relationship.
3. Practical thinking of the teacher.
4. Mastering pedagogical functions in practical activities.
5. Individual experience and social experience.
6. Teacher's creativity.
As for the functions of pedagogical activity, A.I. Shcherbakov presented the most complete structure of functions in his works. Its structure is called the functional structure of the teacher’s activity. Each element of the structure also performs a corresponding function. All major functions of pedagogical activity he divided into 2 groups.
1. General labor. This includes the following features:
a) constructive - designing a system of one’s own actions;
b) communicative - establishing and developing contacts with colleagues;
c) organizational - organizing one’s own activities,
d) research - replenishment of one’s own knowledge.
2. Pedagogical:
a) informational - deep knowledge and skillful possession educational material, application in practice of a variety of methodological tools that ensure optimal transfer of knowledge to students and strong, meaningful assimilation by schoolchildren;
b) mobilization - activation cognitive activity students, organizing their independent, proactive work, maintaining and developing students’ interest in learning;
c) developmental - taking into account individual psychological characteristics and age characteristics students and the development of their abilities, the formation of the student’s personality;
d) orientational - the formation in students of socially approved motives of behavior and an active life position.
Together they constitute a system of organically interconnected pedagogical actions and operations aimed at solving specific problems of training, development and education of students.
V.A. Slastenin considers the decision process pedagogical tasks from the point of view of management theory. In this case the solution pedagogical task goes through a number of stages in its development:
1. Analysis of the pedagogical situation (diagnosis), design of results (forecast) and planning of pedagogical influences.
2. Design and organization of the educational process.
3. Regulation and adjustment of the pedagogical process based on the current collection of information.
4. Final accounting, evaluation of the results obtained and identification of new pedagogical tasks.
Teacher personality types
In psychoanalysis there are following types teacher's personality:
1. Coercive teacher. Fixation of personality at the anal stage leads to the formation of such personality traits as punctuality, stinginess, excessive cleanliness and stubbornness. Such teachers love order in everything, do not allow the slightest deviation from established rules and norms, and are not inclined to change in their work. Violations of order and discipline cause irritation in such a teacher; disobedience is perceived by them as an attack on the personality. Out of fear of losing control over himself and his students, a coercive teacher seeks to overcome the resistance of obstinate students at any cost. With unsuppressed aggressiveness, the teacher displays authoritarian-dominant behavior, partly with sadistic inclinations.
2. "Phallic" type. Such teachers are energetic, active, but easily disappointed if their efforts do not bring immediate results. Their main need is to be significant in the eyes of others.
3. Depressive type. Teachers of this type are dependent on the love of their students. The slightest manifestation of hostility on the part of students makes them feel incompetent and guilty.
4. "Narcissistic" (egocentric) type. Not capable of genuine interpersonal interaction, since he puts himself at the center of everything that happens. In most cases, teachers of this type have neurotic tendencies and are not capable of teaching.