INSTRUCTIONS AND PROPHECIES OF THE Blessed MOTHER ALIPIA GOLOSEEVSKY, Kyiv...
3.3.2. Technology Component pedagogical culture
The activity (technological) component reveals its technological aspect, ways and means of interaction between participants educational process in the culture of communication, including speech, the active use of pedagogical technology, information and educational technologies, etc. This component of the teacher's culture is characterized by the degree of awareness of the need to develop the entire range of their own pedagogical abilities, as a guarantee of the success of their professional activities, the prevention of possible pedagogical errors, as well as the meaningfulness of the most rational ways of developing pedagogical abilities. culture pedagogical activity formed in the process practical work through a more detailed mastering and creative application of the achievements of special, psychological and pedagogical, social and humanitarian sciences and best practices. The elements of the activity culture of the teacher usually include:
Knowledge and skills in the content, methodology and organization of educational
educational work;
Pedagogical thinking;
Pedagogical skills (gnostic, perceptual, constructive,
projective, communicative, expressive, organizational);
pedagogical technique;
Pedagogical self-regulation.
The presence of an activity culture in a teacher implies his knowledge of the physiological and hygienic foundations labor activity, including: the impact of different load modes on the human body and its individual organs, modern theories fatigue and factors leading to fatigue and overwork, with the simplest methods of preventing fatigue and restoring performance (using massage, sauna, relaxation techniques, emotional unloading, physical exercises). The teacher creates safe and hygienically appropriate conditions for the education and upbringing of children, taking into account the acceptable lighting, temperature, noise, etc.
It is also important for the teacher to master the culture of demonstrating visual aids, instruments and installations: knowing how to stand at the blackboard, demonstrating instruments and aids; how it is more convenient to place them in the viewing plane; how to use various stands, devices for magnifying the image of objects, slow and fast shooting of processes, make notes on the board, use crayons, flannelgraph, magnetic board, drop-down and moving boards.
The culture of work is manifested in the desire and ability of the individual to bring beauty and grace into his work, in mastering safe methods of work, in the ability to embody the experience of methodologists in his work and introduce elements of creativity, fantasy, in the accuracy of the finished product; in artistic literacy of performance; in an effort to save money; in compliance with safety regulations and industrial sanitation.
The teacher needs to have such a mentality that it would be considered indecent to walk without changeable shoes, to expose an ugly thing to the public: the entire educational environment (painting the walls, decorating recreations, classrooms) should be aimed at educating them in artistic taste. In this respect, when evaluating creative works students (abstracts, reports, visual aids, accessories for performances, educational and research works) it is necessary to pay attention not only to the content, but also to their aesthetic appearance, accuracy, originality of design.
As A.K. Gastev rightly noted, labor culture is “not “reading”, but dexterity, and it is brought up not by agitation, exercise” ( Gastev A, K. How to work. - M., 1972. - S. 10). That's why great importance in the training and education of future teachers is the formation of their skills and abilities of self-organization, which can be carried out in several directions.
First, continuous organizational improvement; creative search for ways of more effective educational work. “The amount of sweat allocated during work often indicates not that the work is difficult, but that there is no work culture” (Ibid., p. 45). It is necessary that the teacher knows how to achieve a large amount of work at the lowest cost, improving the quality of work. The culture of work is also expediently designed classrooms in which everything necessary for work is accumulated, stored and repeatedly used: transparencies, tables, cards with assignments for students, technical means learning, textbooks for children, which allows you to quickly find the necessary learning tools. The teacher must know how to make control cards and tests for students so that they look beautiful and do not deteriorate when used; how to most rationally organize the issuance and reception of didactic materials; how it is more convenient to store drawing tools for the board and for individual use; how it is more convenient to use technical teaching aids and blackboards, a magnetic board and a flannelgraph; how to properly organize the workplace, etc.
Secondly, the ability to carefully think through each case that you undertake, to carry it out at the level of the highest possible perfection and quality. The culture of work is most clearly manifested in the attitude of the worker to work, to what he does. If a person treats a business with a soul, strives to do it as best as possible, this is an indicator of his high work culture and skill.
Thirdly, the desire for economy in everything: in efforts, in space, in material, in time, in finance. The culture of self-organization is inconceivable without the practical mastery of the skills and abilities to manage one's intellectual and physical potential, one's will. It is necessary that the teacher master such methods of self-organization as introspection, self-assessment, self-order, self-hypnosis, self-encouragement, ideal orientation, self-report, fragmentation into microchains. challenging tasks, emotional nourishment, as well as relaxation and auto-training techniques.
A. S. Makarenko emphasized the need for the teacher to master the technique of pedagogical skill and communication. The great teacher considered the ability to “read on human face, on the face of a child, and this reading can even be described in a special course. The skill of the educator lies in the production of the voice, in the control of his face. The teacher must be, to a certain extent, an artist, he cannot but play, combining with this game his love for children, his “beautiful personality”.
The culture of teacher communication manifests itself in the ability to listen and hear the interlocutor, the ability to ask questions, establish contacts, understand the other, navigate the current situation of communication, the ability to see and correctly interpret people's reactions, the ability to show and convey one's attitude about something, readiness and desire to communicate. Pedagogical communication is an extremely complex function of the teacher's activity, because It is a purposeful communication between an adult and a child. “And childhood,” as V.A. Sukhomlinsky, - the children's world is a special world. Children live with their own ideas about good and evil, honor and dishonor, human dignity, they even have their own measurement of time: during childhood, a day seems like a year, and a year seems like eternity" ( Sukhomlinsky V.A. I give my heart to children. Kyiv, 1974).
Much attention is paid to the problems of pedagogical communication by modern American teachers. The recently published book by J. Brophy and T. Goodd "Teacher-Student Relations" analyzes the features of the teacher's "subjective" communication, manifested in a selective attitude towards students. For example, it was found that teachers more often turn to schoolchildren who cause them sympathy. Students who are indifferent to them are bypassed by the teacher's attention. Teachers treat "intellectuals", more disciplined, executive students better. Passive addicts and "blunders" come in second place. And independent, active and self-confident schoolchildren do not enjoy the teacher's disposition at all. Depending on the style of pedagogical communication, three types of teachers are distinguished: "proactive", "reactive" and "overactive".
The first (proactive) type of initiative in the organization of communication (both group and pair) in the classroom. He clearly builds individual contacts with students, his attitudes change in accordance with experience, i.e. flexible in his attitudes, such a teacher does not look for mandatory confirmation of a once-existing situation. He knows perfectly well what he wants, and understands that in his behavior or in the behavior of his students he contributes to the achievement of the goal.
The second type of teacher ("reactive") he is also flexible in his attitudes, but internally weak, subordinate to the “element of communication”. The difference in his attitudes towards individual students is determined not by the difference in his strategy, but by the difference in the behavior of the students themselves. In other words, it is not he himself, but the students who determine the nature of his communication with the class. It is characterized by non-specific goal setting and frankly opportunistic behavior.
"Overactive" the teacher is prone to exaggerations in the assessments of his students and building, to put it mildly, not always feasible models of communication. If a student is a little more active than others, then in the eyes of such a teacher he is a rebel and a bully, if a little more passive - a loafer and a nerd. Blinderedness with his own attitudes forces such a teacher to act accordingly: he now and then falls into extremes, fitting real students to his stereotypes. At the same time, students often turn into his personal enemies, and therefore his behavior takes on the character of a protective psychological mechanism. It's time for this teacher to leave school!
In general terms, the style of communication between a teacher and children should be characterized by benevolence, respect for each other, mutual exactingness, trust, naturalness, sincerity, and truthfulness. In the theoretical literature on communication problems, one can find different classifications communication styles. So, V.A. Kan-Kalik identifies specific styles of communication between a teacher and children (see Diagram 14).
SCHEME 14 COMMUNICATION STYLES OF THE TEACHER WITH STUDENTS*
Communication style based on passion for joint creative activity characterized by a stable positive attitude of the student to children, to pedagogical activity in general; the desire to resolve problems arising in educational and educational activities together with children. Relations with students are built not in the plane of their management, education, but in the plane of organizing joint interesting activities, joint concern for the affairs of the class, school.
Communication style based on friendly disposition closely related to the first. It is based on spiritual kinship, respect for human dignity, real recognition of the right of a child and a student to uniqueness, love for a person. The essence of this style of communication was well reflected by I.E. Tit: “... students should be treated like their closest friends. And we tell our friends the truth, we do not hush up their shortcomings, but we try not to offend them, not to humiliate their dignity, not to push them away from us, we choose words that are sincere, but not cutting, words that, perhaps, bring temporary pain, but lead for a quick and safe recovery" (Sinitsa I.E. About tact and skill. - Kyiv, 1976. - S. 20).
Communication-distance style characterized by the teacher's attitude to maintain a certain distance between him and the students, as well as the presence of various kinds of psychological barriers in communication that prevent the establishment of spiritual contacts between communication partners (semantic, spatial, role-playing, value, etc.). The psychological basis of this style of communication is the focus on the teacher's false understanding of what he can be allowed with children and what is not, as well as the orientation on the use of false ways to maintain the authority of the teacher, the prestige of the teaching profession. Often, this style of communication is based on the effect of a shift in motives, when the teacher sees the main value of pedagogical activity not in spiritual communication with
________________
* Kan-Kalik V.A. Teacher about pedagogical communication. - M., 1987. - S. 97.
students, in the possibility of repeating oneself in the personality of the student, and in the ability to rule over children, command them, feel intellectually and morally (by their own standards) above others.
Communication-intimidation combines a negative attitude towards children and authoritarianism in ways of influencing them. Main character traits This style is the orientation of the teacher to various restrictions, prohibitions, looking for the worst qualities of the personality and managing children based on the manipulation of this information, intimidation, and the fight against any missteps in the behavior and activities of children. This style creates an atmosphere of nervousness, emotional discomfort, blocks the possibility of creating a normal relationship between the teacher and the children. And a child, shackled, oppressed by fear, according to V.A. Sukhomlinsky, cannot think normally.
Flirting communication style characterized by the desire to win the love and respect of children, authority by dubious means - a manifestation of undemanding, harboring their unseemly deeds, flattery, etc. This style of communication does great harm to raising children and, ultimately, pushes the teacher away from them. In addition, two more varieties of the style of communication between the teacher and students can be distinguished: monologue and dialogic.
AT monologue Communication interaction is based on the diligence of one of the parties - the students. The initiative in communication belongs to the teacher. In such communication, the activity of the student is reduced to a minimum, he often acts as a listener.
AT dialogic communication, the initiative belongs equally to the teacher and the student. In the course of such communication, there is an exchange of one's own vision of problems, views, ideas, experiences, a joint search for solutions to problems is carried out. As a rule, in dialogic communication, the teacher speaks little (more often children).
When conducting classes with students, the teacher in the process of communication is not satisfied with the correct answers of one of the students to the question posed, but stimulates reflection, trying to identify different opinions, solutions, shows patience, restraint in communication and organizes the thinking of children. Often the teacher answers the question put to the students themselves, without waiting for the answer from the student. In such cases, one should not rush to move on to new questions and not be responsible for the students, but turn to other students for help; put the question in a different speech formulation; give time for reflection; use leading questions.
It is necessary to form an attitude among teachers - to speak less in class and to activate students more. An important role in professional communication is the ability of a teacher to emotionally support a student in learning activities, instill confidence in their abilities, relieve emotional and mental stress during answers. Therefore, special attention should be paid to the teacher's reactions to the actions of students: pay attention to the state of the student when answering; exercise different ways activity in response: to admire ideas, thoughts; be surprised; encourage the student show the student that he is correct, answers well, with an expression of his eyes, an affirmative shake of his head, gestures.
To master dialogic communication with children, it is necessary to teach the teacher to speak with questions; the ability to maintain order in a collective discussion of problems with children, to focus students' attention on the most interesting thoughts, suggestions; create an opportunity for each student to speak; include in the conversation the most shy, less developed students; to see in the collective conversation of each student, his reactions, to guess his desire to speak out, agreement or disagreement with the speakers, communicating. It is necessary that a joke be present in the communication of teachers with children, but it would not turn the whole thing into a joke, affection without cloying, justice without captiousness, kindness without weakness, order without pedantry (See: Ushinsky K.D. Fav. ped. op.: In I t. - M., 1953. - T. 1. - S. 610).
In addition, it is extremely important for the teacher to be able to feel the student, to carry out orientation in the conditions of communication, because he sometimes does not understand, does not feel what can be said to the student in this or that situation, and what cannot be said; where it is more convenient to talk with the student on a particular issue; how to convince a child, to calm him down, how to express his sympathy to him. Mastery of the teacher is of paramount importance for the technique of pedagogical communication. culture of speech(including diction, intonation, orthoepy), development correct breathing, voicing. It is necessary to improve the skills of oral speech not only because, according to the very specifics of the work, the teacher has to talk and explain a lot, but also because the expressive word helps to better apply the methods of pedagogical influence ( Azarov Yu.P. Mastery of the educator // Nar. education. - 1974, No. 1.S. 41.).
The teacher needs to learn how to control his voice, his face, be able to pause, posture, facial expressions, gesture. D.S. Makarenko sincerely believed that he "... became a real master only when he learned to say "come here" with 15-20 shades, when he learned to give 20 nuances in setting the face, figure, voice." Eduard Asadov, an outstanding poet of the Soviet era, spoke very well about communication:
"Don't shout, speak in a whisper,
Maybe there will be less lies
I'm ready to swear by my own experience:
A whisper is the loudest cry of the soul.”
Non-verbal pedagogical communication. In addition to the main weapon of the teacher - the word - in his arsenal is a whole set of non-verbal (non-verbal) means of communication:
Expressive and expressive movements (posture, gesture, facial expressions, gait, visual contact);
Prosody and extralinguistics (intonation, volume, timbre, pause, sigh, laughter, cough);
Takeshika (handshake, patting, stroking, touching);
Proxemics (orientation, distance).
Expressive and expressive movements - visually perceived behavior of the teacher, where a special role in the transmission of information is played by posture, facial expressions, gesture, glance. Studies, for example, have shown that up to 10-15% of information is lost when the teacher's face is motionless or invisible. Children are very sensitive to the teacher's gaze. With the help of the eyes, the most accurate information about the state is transmitted, since the constriction and expansion of the pupils are not amenable to conscious control. The angry, gloomy state of the teacher causes the pupils to constrict. His face becomes unfriendly, students feel discomfort, work efficiency decreases.
It has been established that the "closed" postures of the teacher (when he somehow tries to close the front of the body and take as much as possible less space in space; "Napoleonic" posture standing: arms crossed on the chest, and sitting: both hands rest on the chin, etc.) are perceived as postures of distrust, disagreement, opposition, criticism. “Open” postures (standing: arms open with palms up, sitting: arms outstretched, legs extended) are perceived as postures of trust, consent, benevolence, and psychological comfort. All this is perceived unconsciously by the students.
Voice characteristics refer to prosodic to extralinguistic phenomena. Enthusiasm, joy and distrust are usually conveyed in a high voice; anger, fear - quite high; grief, sadness, fatigue; are usually transmitted in a soft and muffled voice. Remember how shrill or creaky voices of some mentors annoyed you at school, and you will understand that even the voice can become an obstacle to engaging in pedagogical work. Self-education can achieve something, but it cannot be radically helped. The speed of speech also reflects the teacher's feelings: fast speech - excitement or concern; slow speech indicates depression, arrogance or fatigue.
To tactical means of communication include stroking, touching, shaking hands, patting. It has been proven that they are a biologically necessary form of stimulation, especially for children from single-parent families, for whom the teacher replaces the missing parent. Stroking the head of a naughty or offended, you sometimes achieve more than all the chosen means combined. Only the teacher who enjoys the trust of the pupils has the right to do this. The use of dynamic touch is determined by a number of factors such as status, age, gender of students and teachers.
Towards proxemic means of communication refers to the orientation of the teacher and students at the time of learning and the distance between them. The norm of pedagogical distance is determined by the following distances:
Personal communication between the teacher and the student - from 45 to 120 cm;
Formal communication in the classroom - 120 - 400 cm;
Public communication when speaking in front of an audience - 400-750 cm.
One of the features of pedagogical work is the constant change in the distance of communication, which requires the teacher to repeatedly take into account changing conditions and great stress. It is very useful for a future teacher to know and take into account in working with children the Principles of interactive interaction between a teacher and children ( Shevchenko L.L. Practical pedagogical ethics. Experimental and didactic complex. M.: Cathedral, 1997. S. 249-250):
Non-violence (the right of the child to be who he is);
Parity of relationships;
Respect for the cognitive work of the child;
Respect for the failures and tears of a child;
Respect for the hard work of growth;
Respect for the identity of the child;
Respect for the child as an object-subject of the pedagogical process;
The unconditional love of the educator for the pupil;
Optimal exactingness and respect;
Reliance on the positive in the child;
Compromise of controversial decisions.
Each new communication situation should be different from the previous one, carry new information, bring to a new level of knowledge: “Productive for psychological and pedagogical research, for understanding pedagogical activity and mastering it, is a narrow definition of communication as a process of contact, which has as its goal a deliberate influence or influence on the behavior, condition, attitudes, level of activity and activities of the direct partner. ( Levitan K. Fundamentals of pedagogical deontology. - M., 1994. - S. 71).
Pedagogical communication should not be a heavy duty, but a natural and even joyful process of interaction. What are the conditions optimal pedagogical communication? First, this high authority of the teacher. The manifestation and criterion of the teacher's authority among schoolchildren is their love for him. There are many teachers who argue something like this: they love me - it's good, they don't love me - it doesn't matter either, later they will understand what I am doing for them. This is a fundamentally wrong point of view. The love of pupils for their teacher is not one of the best wishes, but a powerful positive factor in the pedagogical process. If we analyze the creative workshop of famous teachers, then these very different people and specialists are united by the fact that they are all very loved by their students, who, as a rule, carry this love through their whole lives. They often talk and write about such love as a reward for the master, but it is also a powerful tool, and the most important condition for the success of pedagogical communication, the whole pedagogical work.
The second condition for the success of pedagogical communication is the possession psyche and communication methods, those. the teacher should be well prepared as a practical psychologist. Unfortunately, this training leaves a lot to be desired. When student teachers were asked after the first practice what was the most difficult for them, 80% of them answered: to find mutual language with kids ( Soloveichik S. Pedagogy for everyone. - M., 1989, p. 306).
And, finally, the third component of success is the accumulated experience, this is what in everyday practice is called “skill first, and then mastery”. You need to analyze someone else's experience, and most importantly, accumulate your own.
here are my cheat sheets
Topic 1. Pedagogy as a science
Question number 1. The subject of pedagogy as a science is ...
purposefully organized pedagogical process
contradictions, patterns, relationships, technologies for organizing the implementation of the educational process
organization methods pedagogical process
set of rules for raising and educating children
Question number 2. The functions of pedagogy as a science DO NOT include ...
science-based goal-setting and planning of the education system
implementation of the results of pedagogical research into practice
analysis, generalization, interpretation and evaluation of pedagogical experience
the study biological factors personality development
Question number 3. The founder of scientific pedagogy in Russia is ...
A.S. Makarenko
Ya.A. Comenius
K.D. Ushinsky
N. K. Krupskaya
Question number 4. The emergence of pedagogy as a science determined (a) ...
parents care about the happiness of children
biological law of conservation
objective need to prepare a person for life and work
progress of science and technology
Question number 5. The science that studies the patterns of influence social environment on the formation of personality, is called ____________ pedagogy.
corrective
comparative
social
Question number 6. Outstanding domestic teachers of the twentieth century are ...
K.D. Ushinsky
A.P. Solzhenitsyn
A.S. Makarenko
V.A. Sukhomlinsky
Question number 7. The first universities appeared ...
in Ancient Greece in the 3rd century BC.
in Russia in the 18th century.
in Western Europe in the XII-XIII centuries.
in Ancient Rome in the 1st century
Question number 8. The structure of pedagogical sciences does NOT include ...
preschool pedagogy
didactics
comparative pedagogy
pedagogical psychology
Question number 9. Establish correspondence between the scientific discipline and its content
| 1. studies the specifics of public education, the experience of education accumulated and reflected in the national culture | A) ethnopedagogics |
| 2. studies the features of the upbringing and education of children with disabilities in physical, mental and mental development | B) the theory of education |
| 3. studies the process of formation of the individual and the team, patterns, principles, relationships, methods of its implementation | B) defectology |
| 4. studies the learning process, the content of education, principles, forms, methods and means of realizing the goals of learning | D) learning theory |
Question #10. A branch of pedagogy that develops a system of education for people retirement age is called...
special pedagogy
pedagogy of the third age
correctional pedagogy
social pedagogy
DE No. 1. General foundations of pedagogy
Question number 1. The process and result of mastering the system of scientific knowledge and experience by students cognitive activity called...
learning
education
socialization
upbringing
Question number 2. The totality, a special set of forms, methods, methods, teaching methods and educational tools, systematically used in the educational process this is…
pedagogical task
pedagogical technology
pedagogical activity
pedagogical process
Question #3. The process of becoming a person under the influence of external and internal, managed and unmanaged, social and natural factors called...
upbringing
learning
development
education
Question number 4. Establish correspondence between concepts and their definitions.
1. The process and result of quantitative and qualitative changes in the body, psyche, intellectual and spiritual sphere of a person | A) socialization |
2. Assimilation by a person of values, norms, attitudes, patterns of behavior inherent in given time this society, social community, group and reproduction by them social connections and social experience | B) development |
3. The purposeful process and result of mastering a system of scientific knowledge, cognitive skills and abilities and the formation of a person's worldview on this basis | B) upbringing |
4. The process of purposeful formation of personality in a specially organized educational system | D) education |
Question number 5. The basic unit of the pedagogical process is ...
pedagogical task
pedagogical activity
Question number 6. Match the concepts and their definitions
Question number 7. Education is defined as...
purposeful activity for the transfer of socio-cultural experience accumulated by previous generations
a purposeful systematic process of influencing a person in order to prepare for working life
the process of quantitative and qualitative changes in the body and personality of a person under the influence of various factors
a purposeful systematic process of influencing a person with the aim of shaping character, moral and volitional qualities, norms and rules of behavior in society, worldview
Question number 8. The main characteristics corresponding to the concept of "training" are ...
systematic the work of a teacher aimed at transferring knowledge, skills and abilities to students, preparing them for active life
teacher-student interaction aimed at mental development mastery of knowledge, skills, culture mental labor, on the formation of a scientific worldview
orderly activities of the teacher to achieve the goal of learning, ensuring informing education, awareness and practical application knowledge
arming students with knowledge and methods of educational activity, as a result of which their mental development is carried out
Question #9. The process of purposeful transfer of socially significant experience by previous generations to the next is called ...
activities
upbringing
learning
development
Question number 10. The purposeful interaction of the teacher and students, as a result of which the knowledge, skills and abilities of students are formed, is called ...
upbringing
formation
learning
development
DE No. 1. General foundations of pedagogy
Topic 3. Education as a social phenomenon and the pedagogical process
Question number 1. The unity of all components of education with their relative autonomy determines ...
continuity of education
processuality of education
functionality of education
integrity of education
Question number 2. The introduction of something new in the goals, content, methods and forms of education and upbringing is called pedagogical (them) ...
monitoring
management
technology
innovation
Question number 3. Essence vocational education is...
in improving technical training learners
in the formation of professionally significant personal qualities
in the formation of the necessary knowledge system
in preparing a person for a certain professional activities
Question number 4. The content of education is...
the process and result of learning, mastering systematic knowledge
a system of scientific knowledge, practical skills, worldview and moral and ethical goals that students need to master
a holistic pedagogical process purposefully organized in social institutions
a set of systematized knowledge, skills, experience in the implementation of methods of activity, experience of an emotionally holistic attitude to the environment
Question number 5. The specific content of the educational material is disclosed in ...
abstracts
textbooks
teaching aids
Internet
Question number 6. One of the global trends in the development of education is ...
reduction in class size
reduction of the term of university education
continuity of education throughout human life
mandatory preschool education
Question number 7. The system-forming component of the educational system is ...
variety of educational institutions
purpose of education
methods, technologies and means of education
Question number 8. The principle of the unity of the federal entity is implemented through ...
state educational standard
administrative component
national component of educational programs
Question number 9. Main development trend modern system secondary education in Russian Federation is…
globalization
intensification
diversification
unification
Question number 10. In the Middle Ages, the main factor determining the development of education in Western Europe was ...
influence of Christianity
the advent of machine production
public administration of education
the emergence of the first schools
DE No. 1. General foundations of pedagogy
Topic 4. Methodology of pedagogy and methods of pedagogical research
Question number 1. The relevance of the study is determined by ...
logical justification of its importance
importance for the development of pedagogical science
timeliness and significance of the problem under study for practice
compliance with the educational paradigm at this stage of development of pedagogy
Question 2. The identification of the socio-psychological relationships of the members of the study group in quantitative parameters is carried out using the method ...
studying documents
observations
sociometry
Question number 3. The types of pedagogical experiment include ...
formative
ascertaining
psychological
mediated
Question number 4. Existentialism as a methodological approach in the pedagogy of the school is revealed by the following statement ...
to achieve the effect of education, you need to choose effective incentives
education should be cleansed of worldview ideas
science is powerless to determine the goals of education
the purpose of education is Christian morality
Question number 5. Methods pedagogical research can be divided into...
general and private scientific
theoretical and empirical
teaching methods and methods of education
verbal and visual
Question number 6. K theoretical methods pedagogical research is…
modeling, synthesis, comparative historical analysis, induction
comparison, observation, testing, correlation
generalization, experiment, ranking, observation
Question number 7. The method of pedagogical research, which allows you to turn qualitative factors into quantitative series, is called ...
experiment
diagnosing
scaling
registration
Question number 8. The method of mass collection of materials using special questionnaires is called ...
observation
questioning
control work
experiment
Question number 9. K empirical methods pedagogical research include…
synthesis, analysis
ranking, scaling
questioning, generalization
experiment, observation
DE No. 1. General foundations of pedagogy
Topic 5. Goal-setting in pedagogy
Question number 1. The main and final result of pedagogical activity is ...
high student achievement
the student himself, the development of his personality
achievement of public educational standards
high level of teacher skill
Question number 2. Influence on the development of the motivational-value sphere of a person is the essence ...
education
development
education
Question number 3. The assimilation of systematized knowledge about the world around us, the development of cognitive and practical skills, the formation of a scientific worldview, the ability to self-education and self-improvement constitute the goal ...
learning
pedagogical diagnostics
education
socialization
Question number 4. The system of basic parameters accepted as the state standard of education is ...
social ideal
education standard
tasks of education
purpose of education
Question number 5. The purpose of education in modern Russia is…
Question #6: The purpose of education in China and Japan is…
mastery scientific knowledge, ideological and moral values, skills and abilities, norms of behavior
cultivation of respect for elders, orientation to endless self-improvement
education of strong, hardy, disciplined and skillful warriors
Question number 7. The purpose of education in Sparta was ...
mastery of scientific knowledge, ideological and moral values, skills and habits, norms of behavior
education of strong, hardy, disciplined and skillful warriors
cultivation of respect for elders, orientation to endless self-improvement
DE No. 1. General foundations of pedagogy
Topic 6. Pedagogical process
Question number 1. The purposeful interaction of teachers and students, realizing the goals of education in the conditions of the pedagogical system, is called pedagogical (th) ...
task
communication
process
technology
Question number 2. driving forces the pedagogical process is its...
principles
teachers
patterns
contradictions
Question number 3. The system of basic requirements for the organization of the pedagogical process unites it ...
patterns
Components
principles
Question number 4. The study of the state of the pedagogical process is called ...
pedagogical diagnostics
control
testing
Question number 5. The components of the structure of the pedagogical process do NOT apply ...
reflective
active
Question number 6. The effective component of the structure of the pedagogical process reflects ...
methods and means of implementing the pedagogical process
the degree of effectiveness of the pedagogical process, the progress made in accordance with the goal
a set of formed relationships, experience of activity and communication
socio-economic, moral and psychological conditions for the course of the pedagogical process
Question number 7. The conditions for the effectiveness of quality control of the educational process include ...
coordination of control actions between members of the administration
the presence of scientifically based criteria for the results of the educational process
constancy of the implementation of control functions
unexpected nature of control
Question number 8. The components of the pedagogical process are ...
family, school, society
teachers, students, parents
goals, content, forms and methods of education, training
knowledge, skills and abilities of students
Question number 9. The main contradiction of the pedagogical process is the contradiction between ...
family and school
its ideal goals and real results
knowledge and skills of students
teachers and pupils
Question number 10. Objectively existing, stable connections between the individual aspects of the pedagogical process constitute it ...
tasks
patterns
principles
Components
The pedagogical process is the developing interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educators. Ensuring the unity of education, upbringing and development on the basis of integrity and community is the main essence of the pedagogical process.
The components of the system in which the pedagogical process takes place are teachers, educators, and the conditions of education. The target component of the process includes the whole variety of goals and objectives of pedagogical activity: from the general goal - comprehensive, and the harmonious development of the personality - to the specific tasks of the formation of individual qualities or their elements. The content component reflects the meaning invested both in the overall goal and in each specific task, and the activity component reflects the interaction of teachers and students, their cooperation, organization and management of the process, without which the final result cannot be achieved. This component in the literature is also called organizational, or organizational and managerial. The effective component of the process reflects the effectiveness of its wrangling, characterizes the progress made in accordance with the goal.
Stages of the pedagogical process
Pedagogical processes are cyclical. The same stages can be found in the development of all pedagogical processes. The main stages can be called: preparatory, main, final. At the “preparation of the pedagogical process” (preparatory) stage, appropriate conditions are created for the process to proceed in a given direction and at a given speed. At this stage, the following important tasks are solved:
1) goal setting;
2) diagnosis of conditions;
3) forecasting achievements;
4) design and development process planning.
The main stage - the implementation of the pedagogical process - can be considered as a relatively separate system, which includes important interrelated elements:
1) setting and explaining the goals and objectives of the upcoming activities;
2) interaction between teachers and students;
3) the use of the intended methods, means and forms of the pedagogical process;
4) creation favorable conditions;
5) implementation of various measures to stimulate the activities of schoolchildren;
6) ensuring the connection of the pedagogical process with other processes.
Stage of analysis of achieved results (final). This stage is necessary in order not to repeat the mistakes that inevitably arise in any process, even very well organized, in the future, in order to take into account the inefficient moments of the previous one in the next cycle. Analyzing - learning. The teacher who benefits from the mistakes made is growing.
Components of the pedagogical system
Pedagogical system- this is a combination of components (parts), which remains stable with changes. If changes (innovations) exceed a certain allowable limit (margin of safety), the system collapses, in its place new system with other properties. Professor V.P. Bespalko represents the following interrelated set of variant elements:
1) students;
2) the goals of education (general and partial);
Relate:
- goal;
- content;
- forms;
- the activity of the teacher, which is realized through pedagogical tasks, methods and means;
- the activity of the student, which is determined by his personal goals, motives and means;
- the result of the joint activity of the teacher and the student.
Pedagogical influence and interaction must have a goal. Only then does it become an organized and controlled process.
The pedagogical process is not possible without the mutual activity of the teacher and the student. The activity of the teacher is determined by the goals and objectives that are formed on the basis of the social order of the educational system. These goals and objectives are transformed in the professional consciousness of the teacher. Pedagogically appropriate, correct and adequate should be the methods and means used by the teacher.
The activities of a student or children's team are also characterized by conscious and unconscious goals and motives, with the only difference being that they are the personal goals of each child and do not always correlate with the goals of the team or teacher. The student uses in the process of his activity the methods and means offered to him in the process of education and socialization. But the lower the level of experience and knowledge, the lower their expediency and adequacy to the problems being solved. That is why in the pedagogical process the greatest responsibility lies with the more mature and competent. This approach is not a complete removal of responsibility from the pupil. The child is responsible for his actions in proportion to his age, individual and gender characteristics, the level of education and upbringing, the level of formation of the ability to set goals.
Naturally, the activities of the two subjects of the pedagogical process do not always coincide. AT various types Pedagogy deals with this problem in different ways. In the authoritarian pedagogy of influence, the specificity of the student's activity is not a focus for constant study and understanding, respectively, the discrepancies between the activities of the teacher and the student are often significant. In humanistic pedagogy, which is based on the interaction and cooperation of the subjects of the process, the implementation of pedagogical activities takes place in contact with children, stable attention to the psycho-physical state of pupils, their problems and motives of behavior. For a positive result, the pedagogical process should be organized as a process of interaction with the manifestation of information, communication, and organizational and activity links between the subjects of interaction.
The result of the interaction of a holistic pedagogical process is a system of relationships and values of life in unity with activity. The essence of a person is manifested precisely in his activity. In the process practical activities relations are born, a value system is manifested. The system of such attitudes and values of the student will determine his attitude towards himself, towards people around him, towards the world as a whole and makes him comprehensively developed, educated, educated, if this system has a positive direction.
Procedural structure and components
If we consider the procedural structure of the pedagogical process, we can distinguish the following components:
- emotional and motivational,
- content-target,
- organizational and activity,
- control and evaluation.
The emotional-motivational component of a holistic pedagogical process is endowed with emotional relationships between its subjects and the motives of their activities. Motives for action include:
- students' motives,
- motives of educators.
The motives of the pupils must be formed in the right direction. Socially valuable and personally significant motives determine the effectiveness of the pedagogical process. An important role in the pedagogical process is also played by the motives of educators, in particular the nature of the emotional relationship between them.
The content-target component of a holistic pedagogical process connects the general, individual and private goals of education, with the content of educational work. The goals of education are filled with the specific content of knowledge, skills and attitudes to reality. This content acquires a specific meaning in relation to the individual and individual groups, is determined by the age of the subjects of interaction and the specifics of pedagogical conditions.
The organizational and activity component of the pedagogical process is the management of the educational process by teachers. In fact, this is the organization of the pedagogical environment for the formation and development of the child's personality, the organization of the interaction of the subjects of the pedagogical process. In such interaction, the organizational role of professional teachers is manifested, who have knowledge of the principles of educational work and professional methods of using the means of education that ensure the achievement of the goals of education. Means and methods add up to various forms joint activities of teachers and students.
The control and evaluation component of the pedagogical process is the control and evaluation by teachers of the activities of students.
It can be expressed in summing up the results of a certain stage of interaction and in determining the level of development of trainees in order to develop a further program of activities. Through evaluation, a social impact on the activity of the individual is possible. It is for children that control and evaluation are important. Relationships between children and adults are full of evaluative moments. Self-assessment by students of their successes and shortcomings is also important here. The development of the ability to objectively evaluate one's own activity is an important task and part of the structure of the pedagogical process. Actual for the pedagogical process is the control and evaluation by the state and society. Here, self-control and self-assessment by the teacher of his professional activity, the ability to track its results and reflection are important.
The main components of the pedagogical process include: motive; goals, principles, content, methods, means, organizational forms, results. In addition, some authors refer to the main components of the pedagogical process: subjects and objects, methods of stimulating educational and cognitive activity, monitoring its effectiveness, efficiency criteria and forecasting.
The components of the pedagogical process are interconnected. The goal of the pedagogical process, arising from social needs, determines specific tasks education and training, their content, which, in turn, determines the choice of methods, means and organizational forms learning. A goal is a predetermined and planned result. Its achievement requires conscious, purposeful human activity.
The goal and goal-setting activity are elements of the same process - the process of achieving the intended result. It is not invented, but dictated by the requirements of a developing society. Choice main goal determines the means to achieve it: methods, methods of work educational institution and a teacher.
The first and very important indicator in studying the cycles of the pedagogical process is the specification of learning objectives. The super-task of the teacher in terms of this concretization is the understanding of learning as the management of the development of students. The teacher's management of the learning process involves the passage of certain stages: planning (educational thematic plan), organization, regulation (stimulation), continuous monitoring (incoming, intermediate, final, complex), evaluation and analysis of results, correction and forecasting. On fig. 16 presents educational goals.
The global or general goal is the harmonious development of the younger generation, the formation of a citizen of a legal democratic state. It reflects the order of society to the level of education and upbringing of students.
The second type of goals is subject goals, which in turn are divided into general, subject-specific and private. All goals are implemented in close relationship with each other, formed in terms of skills and tasks.
General goals relate to the academic subject. Subject-specific goals are related to the tasks that the student must learn to solve as a result of the study. this subject within one year. Private goals are the goals of studying specific sections, topics of these subjects.
AT teaching practice There are various approaches to building a model of the pedagogical process. We will show the model proposed by P. I. Pidkasisty in the work (Fig. 17). The pedagogical process is modeled, designed, constructed and introduced into educational practice by the teacher.
When designing and constructing a model of the pedagogical process, it is advisable to take into account the problem of the relationship between the processes of learning and the development of students. On fig. 18 shows the main directions of development of this problem.
The effectiveness of the pedagogical process is ensured with the optimal consideration and combination of elements included in the process of managing it. The management process consists of: setting a goal, informed support (diagnosing the characteristics of students), formulating tasks depending on the goal and characteristics of students, designing, planning activities to achieve the goal (selection and structuring of content, methods, means and forms), project implementation, control by entry implementation of the project of the pedagogical process, adjustment, summing up, forecast.
