Introduction

In order for human society to develop, it must pass on its social experience to new generations.

The transfer of social experience can occur in different ways. In primitive society, this was carried out mainly through imitation, repetition, copying of the behavior of adults. In the Middle Ages, such transmission was carried out most often through memorization of texts.

Over time, humanity has come to believe that rote repetition or memorization are not the best ways to convey social experience. The greatest effect is achieved with the active participation of the person himself in this process, when included in his creative activity aimed at understanding, mastering and transforming the surrounding reality.

Modern life has put forward a whole range of requirements for a person that determine the range of tasks and several fundamental directions for their implementation. I will name the most significant of them:

• tasks of mental development, involve the assimilation by children of knowledge, skills and abilities common to all, which simultaneously ensure mental development and form in them the ability of active independent thinking and creativity in social and industrial activities;
• tasks of emotional development, which includes the formation in children of an ideological-emotional, aesthetic attitude to art and reality;
• the tasks of moral development, focused on the assimilation by pupils of simple norms of universal morality, habits of moral behavior, on the development of moral will in the child, freedom of moral choice and responsible behavior in life relationships;
• the tasks of physical development aimed at strengthening and developing the physical strength of children, which are the material basis of their vitality and spiritual existence.
• tasks of individual-personal development, which requires the identification and development of natural talents in each child with the help of differentiation and individualization of learning and perception processes;
• tasks of culturological education based on the highest values ​​of world artistic culture, opposing the destructive development of mass anti and pseudo-culture.

The active implementation of these tactical goals will make it possible to realistically and effectively solve strategic tasks, to carry out the comprehensive development of the individual - the general goal of a holistic pedagogical process.

1. Pedagogical process as an integral system

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. In other words, the pedagogical process is a process in which social experience is transformed into the qualities of a formed person (personality). This process is not a mechanical connection of the processes of education, training and development, but a new high-quality education. Integrity, commonality and unity are the main characteristics of the pedagogical process.

In pedagogical science, there is still no unambiguous interpretation of this concept. In the general philosophical understanding, integrity is interpreted as the internal unity of an object, its relative autonomy, independence from the environment; on the other hand, integrity is understood as the unity of all components included in the pedagogical process. Integrity is an objective, but not permanent property of them. Integrity can arise at one stage of the pedagogical process and disappear at another. This is typical for both pedagogical science and practice. The integrity of pedagogical objects, of which the most significant and complex is the educational process, is built purposefully.

The pedagogical process is a holistic process

What is meant by integrity?

educational:

in extracurricular activities;

Educational ( manifests itself in everything):

Developing:

The pedagogical process has a number of properties.

The structure of the pedagogical process.

Stimulus-motivational. The pedagogical process is a holistic process.

The pedagogical process is a holistic educational process of the unity and interconnection of education and training, characterized by joint activities, cooperation and co-creation of its subjects, contributing to the most complete development and self-realization of the individual.

What is meant by integrity?

In pedagogical science, there is still no unambiguous interpretation of this concept. In the general philosophical understanding, integrity is interpreted as the internal unity of an object, its relative autonomy, independence from the environment; on the other hand, integrity is understood as the unity of all components included in the pedagogical process. Integrity is an objective, but not permanent property of them. Integrity can arise at one stage of the pedagogical process and disappear at another. This is typical for both pedagogical science and practice. The integrity of pedagogical objects is built purposefully.

The components of a holistic pedagogical process are the processes of education, training, development.

Thus, the integrity of the pedagogical process means the subordination of all the processes forming it to the main and single goal - the comprehensive, harmonious and holistic development of the individual.

The integrity of the pedagogical process is manifested:

In the unity of the processes of training, education and development;

In the subordination of these processes;

In the presence of a general preservation of the specifics of these processes.

The pedagogical process is a multifunctional process.

The functions of the pedagogical process are: educational, educational, developing.

Educational:

implemented primarily in the learning process;

in extracurricular activities;

in the activities of institutions of additional education.

Educational (manifested in everything):

in the educational space in which the process of interaction between the teacher and the pupil takes place;

in the personality and professionalism of the teacher;

in curricula and programs, forms, methods and means used in the educational process.

Developing:

Development in the process of education is expressed in qualitative changes in a person's mental activity, in the formation of new qualities, new skills.

The pedagogical process has a number of properties

The properties of the pedagogical process are:

a holistic pedagogical process enhances its constituent processes;

a holistic pedagogical process creates opportunities for the penetration of teaching and upbringing methods;

a holistic pedagogical process leads to the merging of pedagogical and student teams into a single school-wide team.

The structure of the pedagogical process

Structure - the arrangement of elements in the system. The structure of the system consists of components selected according to a certain criterion, as well as the connections between them.

The structure of the pedagogical process consists of the following components:

Stimulus-motivational - the teacher stimulates the cognitive interest of students, which causes their needs and motives for educational and cognitive activity;

The teacher stimulates the cognitive interest of students, which causes their needs and motives for educational and cognitive activity;

This component is characterized by:

emotional relations between its subjects (educators-pupils, pupils-pupils, educators-educators, educators-parents, parents-parents);

the motives of their activities (the motives of pupils);

the formation of motives in the right direction, the excitation of socially valuable and personally significant motives, which largely determines the effectiveness of the pedagogical process.

Target - awareness by the teacher and acceptance by students of the goal, objectives of educational and cognitive activity;

This component includes the whole variety of goals, tasks of pedagogical activity from the general goal - "all-round harmonious development of the personality" to specific tasks of the formation of individual qualities.

Associated with the development and selection of educational content.

Operational-effective - most fully reflects the procedural side of the educational process (methods, techniques, means, forms of organization);

It characterizes the interaction of teachers and children, is associated with the organization and management of the process.

Means and methods, depending on the characteristics of educational situations, are formed into certain forms of joint activity of educators and pupils. This is how the desired goals are achieved.

Control and regulatory - includes a combination of self-control and control by the teacher;

Reflective - introspection, self-assessment, taking into account the assessment of others and the determination of the further level of their educational activities by students and pedagogical activities by the teacher.

The principle of integrity is the basis of the pedagogical process

So, integrity is a natural property of the educational process. It objectively exists, since there is a school in society, a learning process. For example, for the learning process, taken in an abstract sense, such characteristics of integrity are the unity of teaching and learning. And for real pedagogical practice - the unity of educational, developmental and educational functions. But each of these processes also performs accompanying functions in a holistic educational process: upbringing performs not only educational, but also developing and educational functions, and training is unthinkable without the accompanying upbringing and development. These connections leave an imprint on the goals, objectives, forms and methods of formation of the educational process. So, for example, in the learning process, the formation of scientific ideas, the assimilation of concepts, laws, principles, theories, which subsequently have a great influence on both the development and upbringing of the individual, are pursued. The content of education is dominated by the formation of beliefs, norms, rules and ideals, value orientations, etc., but at the same time, representations of knowledge and skills are formed. Thus, both processes lead to the main goal - the formation of personality, but each of them contributes to the achievement of this goal by its inherent means. In practice, this principle is implemented by a set of lesson tasks, the content of training, i.e. activities of the teacher and students, a combination of various forms, methods and means of teaching.

In pedagogical practice, as well as in pedagogical theory, the integrity of the learning process, as the complexity of its tasks and means of their implementation, is expressed in determining the correct balance of knowledge, skills and abilities, in coordinating the process of learning and development, in combining knowledge, skills and abilities in a unified system of ideas about the world and ways to change it.

2. Patterns of the pedagogical process

Every science has as its task the discovery and study of laws and regularities in its field. The essence of phenomena is expressed in laws and patterns, they reflect essential connections and relationships.

To identify the patterns of a holistic pedagogical process, it is necessary to analyze the following relationships:

connections of the pedagogical process with broader social processes and conditions;

connections within the pedagogical process;

links between the processes of training, education, upbringing and development;

between the processes of pedagogical guidance and amateur performance of educatees;

between the processes of educational influences of all subjects of education (educators, children's organizations, families, the public, etc.);

connections between tasks, content, methods, means and forms of organization of the pedagogical process.

From the analysis of all these types of connections, the following patterns of the pedagogical process follow:

The law of social conditionality of goals, content and methods of the pedagogical process. It reveals the objective process of the determining influence of social relations, the social system on the formation of all elements of education and training. It is a question of using this law to fully and optimally transfer the social order to the level of pedagogical means and methods.

The law of interdependence of training, education and activities of students. It reveals the relationship between pedagogical guidance and the development of students' own activity, between the ways of organizing learning and its results.

The law of integrity and unity of the pedagogical process. It reveals the ratio of the part and the whole in the pedagogical process, necessitates the unity of the rational, emotional, reporting and search, content, operational and motivational components in learning.

The law of unity and interconnection of theory and practice.

The regularity of the dynamics of the pedagogical process. The magnitude of all subsequent changes depends on the magnitude of the changes in the previous step. This means that the pedagogical process, as a developing interaction between the teacher and the student, has a gradual character. The higher the intermediate movements, the more significant the final result: a student with higher intermediate results also has higher overall achievements.

The pattern of personality development in the pedagogical process. The pace and level of personal development achieved depend on:

1) heredity;

2) educational and learning environment;

3) the means and methods of pedagogical influence used.

The pattern of management of the educational process. The effectiveness of pedagogical influence depends on:

the intensity of feedback between the student and teachers;

the magnitude, nature and validity of corrective actions on students.

Pattern of stimulation. The productivity of the pedagogical process depends on:

actions of internal incentives (motives) of pedagogical activity;

intensity, nature and timeliness of external (social, moral, material and other) incentives.

The regularity of the unity of sensory, logical and practice in the pedagogical process. The effectiveness of the pedagogical process depends on:

1) the intensity and quality of sensory perception;

2) logical understanding of the perceived; practical application of the meaningful.

The regularity of the unity of external (pedagogical) and internal (cognitive) activities. From this point of view, the effectiveness of the pedagogical process depends on:

quality of pedagogical activity;

the quality of the students' own educational and upbringing activities.

The regularity of the conditionality of the pedagogical process. The course and results of the pedagogical process depend on:

the needs of society and the individual;

opportunities (material, technical, economic and others) of society;

conditions of the process (moral-psychological, aesthetic and others).

Many learning patterns are discovered empirically, and thus learning can be built on the basis of experience. However, the construction of effective learning systems, the complication of the learning process with the inclusion of new didactic tools requires theoretical knowledge of the laws by which the learning process proceeds.

External regularities of the learning process and internal ones are distinguished. The first (described above) characterize the dependence on external processes and conditions: the socio-economic, political situation, the level of culture, the needs of society in a certain type of personality and the level of education.

Internal patterns include links between the components of the pedagogical process. Between goals, content, methods, means, forms. In other words, it is the relationship between teaching, learning and the material studied. Quite a lot of such regularities have been established in pedagogical science, most of them are valid only when the mandatory conditions for learning are created. I will name some of them, while continuing the numbering:

There is a natural connection between teaching and upbringing: the teaching activity of a teacher is predominantly educational in nature. Its educational impact depends on a number of conditions in which the pedagogical process takes place.

Another pattern suggests that there is a relationship between the interaction between the teacher and the student and the learning outcome. According to this provision, training cannot take place if there is no interdependent activity of the participants in the learning process, there is no unity between them. A private, more concrete manifestation of this regularity is the relationship between the activity of the student and the results of learning: the more intense, more conscious the educational and cognitive activity of the student, the higher the quality of education. A particular expression of this pattern is the correspondence between the goals of the teacher and students, with a mismatch of goals, the effectiveness of learning is significantly reduced.

Only the interaction of all components of training will ensure the achievement of results corresponding to the goals set.

In the last pattern, as it were, all the previous ones are connected into a system. If the teacher correctly chooses tasks, content, methods of stimulation, organization of the pedagogical process, takes into account the existing conditions and takes measures to improve them, then lasting, conscious and effective results will be achieved.

The patterns described above find their concrete expression in the principles of the pedagogical process.

3. The concepts of educational space and educational system

Social space of the educational process. Any phenomenon of life unfolds in space, and for each accomplishment there is its corresponding space.

The educational process as a socio-psychological phenomenon is constructed, located and developed in a well-defined society, which has its own spatial framework.

In turn, society is located in a geographic space that has a great influence on the physical, mental well-being of people, which means that when speaking about social space, one should not forget about space in general as a certain extent of objects.

The practice of school education freely uses the specific characteristics of natural space: for children living near the sea, school life is connected with the sea life; children live with the sea; schoolchildren born in the steppe have a slightly different content of life: they live in the steppe, interact with the steppe, master, assimilate and appropriate the steppe as vital; urban children, growing up in the stone bags of modern architecture, perceive the world through the prism of urbanization and have a different state of health from a child living in the bosom of nature.

Social space is the extent of social relations that daily unfold in front of the child either in the form of words, actions, deeds of people, or in a certain way of things, interior, architectural ensemble, transport, apparatus and other things.

The multicoloredness of social relations contains historical experience, fixed in traditions, material values, art, morality, science; includes the achievements of human culture, reflected in the forms of behavior, clothing, achievements of civilization, works of individual creativity, lifestyle; stores in itself a real reversal of new relations that are taking shape in the present. And all this overflow of social relations of this moment, which is important for the growing and entering the world personality, creates a social situation for the development of the child. For each child, this situation of development has its own individual version, containing in its special combination universal, cultural, historical, national, family, group elements, and unfolds before the child as a microenvironment, and for the child himself as the only possible and only the existing environment as a characteristic of the life into which it enters.

3.1 Educational system

Many scientists, both here and abroad, have come to the conclusion that upbringing is a special area and cannot be considered as a supplement to training and education. The presentation of upbringing as part of the structure of education belittles its role and does not correspond to the realities of the social practice of spiritual life. The tasks of training and education cannot be effectively solved without the teacher entering the sphere of education. In this regard, the modern school is considered as a complex system in which education and training act as the most important constituent elements of its pedagogical system.

The pedagogical system of the school is a purposeful, self-organizing system, in which the main goal is the inclusion of the younger generations in the life of society, their development as creative, active individuals who master the culture of society. This goal is realized at all stages of the functioning of the pedagogical system of the school, in its didactic and educational subsystems, as well as in the field of professional and free communication of all participants in the educational process.

The theoretical concept is implemented in three interconnected, interpenetrating, interdependent subsystems: educational, didactic and communication, which, developing, in turn, influence the theoretical concept. Pedagogical communication as a way of interaction between teachers and pupils acts as a connecting component of the pedagogical system of the school. This role of communication in the structure of the pedagogical system is due to the fact that its effectiveness depends on the relationship that develops between adults and children (relationships of cooperation and humanism, common care and trust, attention to everyone) in the course of joint activities.

The educational system is a holistic social organism that functions under the condition of the interaction of the main components of education (subjects, goals, content and methods of activity, relationships) and has such integrative characteristics as the lifestyle of the team, its psychological climate

3.2 Education in Russia and global development trends

The system of general education is understood as a set of institutions of preschool education, general education schools, boarding schools, orphanages, institutions for educational work with children, as well as all institutions of higher education and secondary vocational education.

The principles of building the education system in Russia are as follows:

1. Connection of education with specific conditions and goals of state policy in the context of the transition to market relations. Using the traditional general requirements for the school, additional adjustments are made to the content of education, the organizational and managerial structure of the entire education system, the conditions for its financing, the rights and guarantees of citizens to receive education.

2. Preservation of the main provisions that have developed in the Russian school, namely: the priority of the educational sphere, the secular nature of education, joint education and upbringing of both sexes, a combination of collective, group and individual forms of the educational process.

3. Professional self-determination of young people, taking into account social needs, regional, national and general cultural traditions of the peoples of Russia, as well as the abilities, national and individual characteristics of young people.

4. The diversity of educational institutions, the diversity of forms of education in state and non-state educational institutions with and without interruption from work.

5. The democratic nature of the education system, the choice by students of the type of educational institution and educational program in accordance with their cognitive needs and social interests.

Trends in the world development of education. These features and trends are very branched and diverse, but one way or another they are reflected in the development of the education system in most countries of the world. The most significant of them are the following:

a) The growing interest of society in introducing the population to a higher level of education as a prerequisite for social and moral progress.

b) Expansion of the network of state secondary general education and vocational schools, as well as higher educational institutions that provide free education. In the US, for example, 90% of schools are public. This opens up the opportunity to receive the necessary education for all interested citizens, regardless of their property status.

c) The trend of paying for education continues to persist in private secondary general education and vocational schools, as well as in individual higher educational institutions. In the United States, private school fees range from $7,000 to $10,000 per year, and kindergarten fees range from $40 to $500 per month. In elite universities, it reaches 17-20 thousand dollars a year, which makes many students earn money for their maintenance and work.

d) Financing of the education system at the expense of the state budget is increasing. In the USA, for example, 12% of funds are allocated from the federal budget for the needs of education. In other countries, this percentage is much lower, which, of course, cannot but affect school education and hinders the growth of the quality of teaching and educational work.

e) Raising funds for the needs of education and schools from various sources. In the United States, 10% of funds allocated for the development of secondary education are federal government spending, 50% state government and 40% comes from private property taxes.

f) Expansion of the principle of municipal leadership of the school. The US federal government provides equal opportunity to all schools through financial and technical assistance, but does not direct or control their activities.

g) Expansion of different types of schools and their structural diversity. This trend is based on the fact that students have different inclinations and abilities, which are quite clearly defined at later stages of schooling. Naturally, it would be impractical for everyone to go through the same programs equally. Here, the characteristics of the region in which the school is located, as well as the needs of local production, matter. That is why in most countries of the world there is an extensive network of schools of various types with a peculiar internal structure.

h) The division of the subjects studied into compulsory and subjects studied at the choice of the students themselves. In many US schools in grades IX-XII two subjects English and physical education are compulsory. So, in the Newton Nore school, students are offered about 90 subjects to choose from.

i) The combination of school classes with independent work of students in libraries, classrooms. At the aforementioned Newton Nore school, classes per week are 22 hours (on Saturdays, classes are not held at the school). This allows students to work in the library for 1-2 hours daily, independently acquire or deepen their knowledge.

j) Continuity of educational institutions and continuity of education. This trend is increasingly making its way. It is due to the fact that the rapid development of science and technology, fundamental improvements in production technology, the emergence of its new industries require manufacturers to have deeper knowledge, master new scientific achievements and continuously improve their professional skills.

4. Priority directions for the development of pedagogical science in modern conditions

The school is a social institution, a public-state system (see the Law of the Russian Federation "On Education" 1992), designed to satisfy the educational needs of society, the individual and the state. The school is the cradle of the people. The social order given to public education is unequivocal: to educate a creative, enterprising, independent person who actively participates in all public and state affairs.

Today the school is in a very problematic situation. If we proceed from the postulate that the teacher must "transfer" to the children knowledge, cultural norms, i.e. to use the "event" pedagogy of education, then this is a manifestation of terry authoritarianism. But another slogan "children on their own" is also meaningless. Children, left without the guiding activity of teachers, will either by inertia reproduce the dogmas developed by authoritarian pedagogy, or they will develop various forms of protest, indifference to learning. This is the pedagogical interpretation of the situation. We need new guidelines so that the school does not go by the method of "trial and error", we need recommendations developed on a scientific basis that help to learn democracy already at school, we need a new didactic system.

The democratization of society determines the democratization of the school. The democratization of the school is the goal, means and guarantee of the irreversibility of renewal, the transformation of the school, which should affect all aspects of school life. Democratization is a turn towards a person whose name is a schoolboy. Democratization is the overcoming of formalism, bureaucracy in the pedagogical process.

This is a humanistic idea of ​​cooperative activities of children and adults based on mutual understanding, penetration into each other's spiritual world, collective analysis of the course and results of this activity, which is essentially aimed at the development of the individual.

The humanization of the democratic system means that the goal of the educational process is becoming more and more complete satisfaction of the cognitive and spiritual needs of students, that the nature and content of the educational work of schoolchildren are humanized, and the opportunities for the participation of all schoolchildren, together with teachers, in managing all school affairs are expanding. Thanks to this, the entire life of the school, all the content of the activities of teachers and students is put at the service of the student. More and more favorable conditions are being created for the harmonious development of the individual. The student acts as a subject of various, internally interconnected types of activity, and, above all, educational, playful, socially useful, labor. The practice of the work of innovative teachers and the results of scientific research of didactic scientists show that this contributes to the development of the desire and ability to learn in schoolchildren, the formation of their abilities and responsibility in mastering knowledge, and the fulfillment of socially significant assignments at school and outside it. In the school community, trusting relationships between teachers and students are being strengthened. Everyone's exactingness to their duties, intolerance to shortcomings is increasing: for teachers, this gives rise to joy and pride in the results of their work, the desire to make it even more fruitful; in students it strengthens the sense of independence, confidence in their abilities to solve problems that arise in the learning process in any educational and life situation. And this is due to the fact that the priorities in the current school are not programs, not academic subjects that need to be passed, not rules, formulas, dates, events that need to be remembered, but a child, a student, his intellectual, spiritual and physical development. These priorities should be concretely manifested in students' interest in knowledge, in their social activity, in diagnosing their abilities, in creating conditions for a free choice of profession, in protecting the rights of the child. This is the essence of student-centered learning.

The school rests on the joint interrelated activities of students and teachers, focused on achieving certain goals. At the same time, the main face of the transformation of school life is the teacher, but not in the Hegelian understanding of his mission, but a creative teacher, standing on the position of humanistic pedagogy.

The school is the source of social development, an institution of education and development, and not a system where one learns and acquires knowledge. The teacher should not so much convey information or advise students according to their spontaneously arising interests in something, but rather organize the learning process. It is no secret that some lessons are held with the full activity of students who help the teacher with their answers, while in other lessons the same students are seized with numbness, fear, negative reactions to the teacher's behavior sometimes reign there. There is no knowledge in such lessons. The style of the teacher's activity, his nature of communication with students completely changes the activity of schoolchildren.

In the pedagogical leadership, two polar, diametrically opposed styles of teachers' work are distinguished: authoritarian and democratic. The predominance of one or the other in communication in the lesson predetermines the essence, the nature of this or that didactic system.

The joint interconnected activity of students and teachers, built on democratic principles, was shown to us by innovative teachers who managed to help students realize the promising goals of learning, make the learning process desirable for children, joyful, build it on the basis of the development of their cognitive interests, the formation of ideological and moral qualities. A clear design of educational material, the allocation of supports and reference signals, the concentration of material in large blocks, the creation of a highly intellectual background are ways to organize successful educational and cognitive activity of students, with the help of which they achieve learning without coercion. The relevance of these and similar approaches of innovative teachers and didactic scientists is great because now, as a result of the inept organization of the educational process, the sparks of knowledge in the eyes of our students are extinguished. What kind of cognitive interest can we talk about if, for 10 thousand lessons in his school life, a student knows that the same thing awaits him day after day: checking homework, questioning the previously studied will be followed by a dose of the new, then fixing it and homework . Moreover, in the presence of the whole class at the beginning of the lesson, the teacher will "torture" with his questions one or two children who do not always have an idea of ​​what the teacher wants from them. For some guys, such minutes are equated with stressful situations, for others - an opportunity to assert themselves, for others, to gloat over the torment of their comrades.

Such are the features of the practice of teaching in the pre-reform and newly reconstructed schools. It should be noted that if an atmosphere of trust, kindness, spiritual comfort, mutual understanding, communication is created at the lesson, then in the process of such a lesson a person will not only learn new material, but also develop and be enriched with moral values.

4.1 Education as a pedagogical process

Note that since education as a subject of pedagogy is a pedagogical process, the phrases “educational process” and “pedagogical process” will be synonymous. In its first approximation to the definition, the pedagogical process is a movement from the goals of education to its results by ensuring the unity of education and upbringing. Its essential characteristic, therefore, is integrity as the internal unity of its components, their relative autonomy.

Consideration of the pedagogical process as an integrity is possible from the standpoint of a systematic approach, which allows us to see in it, first of all, a system - a pedagogical system (Yu.K. Babansky).

The pedagogical system should be understood as a set of interconnected structural components united by a single educational goal of personality development and functioning in a holistic pedagogical process.

The pedagogical process, therefore, is a specially organized interaction of teachers and pupils (pedagogical interaction) regarding the content of education using the means of training and education (pedagogical means) in order to solve the problems of education aimed at meeting the needs of both society and the individual himself. in its development and self-development.

Any process is a successive change from one state to another. In the pedagogical process, it is the result of pedagogical interaction. That is why pedagogical interaction is an essential characteristic of the pedagogical process. It, unlike any other interaction, is a deliberate contact (long or temporary) between the teacher and pupils (pupil), which results in mutual changes in their behavior, activities and relationships.

Pedagogical interaction includes in unity the pedagogical influence, its active perception and assimilation by the pupil and the latter's own activity, manifested in the response of direct or indirect influences on the teacher and on himself (self-education).

Such an understanding of pedagogical interaction makes it possible to distinguish in the structure of both the pedagogical process and the pedagogical system two most important components of teachers and pupils, who are their most active elements. The activity of the participants in pedagogical interaction allows us to speak of them as subjects of the pedagogical process, influencing its course and results.

The traditional approach identifies the pedagogical process with the activity of a teacher, pedagogical activity is a special type of social (professional) activity aimed at realizing the goals of education: the transfer from older generations to younger generations of culture and experience accumulated by mankind, creating conditions for their personal development and preparing for the performance of certain social roles in society.

The purpose of education as a set of requirements of society in the field of spiritual reproduction, as a social order is a determinant (prerequisite) for the emergence of pedagogical systems. Within the framework of these systems, it becomes an immanent (intrinsic) characteristic of the content of education. In it, it is pedagogically interpreted in connection with taking into account, for example, the age of pupils, the level of their personal development and the development of the team, etc. It is explicitly and implicitly present in the means, and in the teacher and pupils, the goal of education functions at the level of its awareness and manifestation in activity.

Thus, the goal, being an expression of the order of society and interpreted in pedagogical terms, acts as a system-forming factor, and not an element of the pedagogical system, i.e. a force external to it. The pedagogical system is created with a goal orientation. The methods (mechanisms) of the functioning of the pedagogical system in the pedagogical process are training and education, from pedagogical instrumentation, which depend on those internal changes that occur both in the pedagogical system itself and in its subjects, teachers and pupils.

4.2 Correlation between pedagogical science and pedagogical practice in the social space

Today, no one questions the scientific status of pedagogy. The dispute moved into the plane of the relationship between science and pedagogical 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 case, success is brought by the high personal skill of the teacher, the art of pedagogical influence, flair and intuition. In recent decades, the inconsistency between school practice and pedagogical science has been especially acute. The latter was especially punished for not supplying the practice with progressive recommendations, out of touch with life, and not keeping up with fast-moving processes. The teacher stopped believing in science, 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, is based on scientific knowledge. If anyone could achieve high results without knowledge of pedagogical theory, this would mean the uselessness of the latter. But that doesn't happen. Some bridge over a stream or a simple hut can be built without special engineering knowledge, but modern buildings cannot be built without them. So it is in pedagogy. The more complex tasks the educator has to solve, the higher the level of his pedagogical culture should be.

But the development of pedagogical science does not automatically ensure the quality of education. It is necessary that theory be melted into practical technologies. So far, the convergence of 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 made in a number of its areas, primarily in the development of new learning technologies. There has been progress in the creation of more advanced methods of education, technologies of self-education and self-education. In school practice, new scientific developments are used. Research and production complexes, author's schools, experimental sites - all these are significant milestones on the path of positive change.

Many theorists of pedagogy, following the principles of classification of sciences established by the German philosophers Windelband and Rickert, refer pedagogy to the so-called normative sciences. The reason for this is the peculiarities of the regularities known 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 terms. The conclusions of pedagogy are characterized by great variability and uncertainty. In many cases, it only sets the norm (“the teacher must, the school must, the student must”), but does not provide scientific support for the achievement of this norm.

It is not difficult to understand why the issue of the relationship between science and pedagogical skills is not removed from the agenda. Norms, even established on the basis of an analysis of the essence of pedagogical phenomena, are only abstract truths. Only a thinking teacher can fill them with living meaning.

The question of the level of theorization of pedagogy, i.e., of the limit at which it still does not lose sight of a person, but also does not rise too high in abstractions, turning into a collection of “dead”, “deserted” schemes, is very relevant. Attempts to divide pedagogy into theoretical and normative (practical) dates 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 the 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 course of the ongoing discussion about the status of pedagogy, various approaches have been proposed to the analysis and structuring of the knowledge accumulated by science, to assessing their level and the degree of maturity of science itself. It is important for us that the majority of researchers around the world consider it justified and legitimate to single out 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 system of scientific pedagogy are also axioms and principles. Through specific recommendations and rules, theory is connected with practice.

5. The pedagogical process of the moral culture of the individual in the social space

In the process of educating a personality, the formation of its morality is of exceptional importance. The fact is that people, being members of a social system and being in a variety of social and personal relationships with each other, must be organized in a certain way and, to one degree or another, coordinate their activities with other members of the community, obey certain norms, rules and requirements. That is why in every society a wide variety of means are developed, the function of which is to regulate human behavior in all spheres of his life and activity - at work and at home, in the family and in relations with other people, in politics and science, in civic manifestations, games and etc. Such a regulatory function, in particular, is performed by legal norms and various decrees of state bodies, production and administrative rules at enterprises and institutions, charters and instructions, instructions and orders of officials, and, finally, morality.

There are significant differences in how various legal norms, laws, administrative rules and instructions of officials, on the one hand, and morality, on the other, influence people's behavior. Legal and administrative norms and rules are binding, and a person bears legal or administrative responsibility for their violation. Violated, for example, a person this or that law, was late for work or did not follow the relevant official instructions - bear legal or administrative responsibility. Even special bodies have been created in society (court, prosecutor's office, police, various inspections, commissions, etc.) that monitor the implementation of laws, various resolutions and mandatory instructions and apply appropriate sanctions to those who violate them.

Another thing is morality, or morality. The norms and rules that relate to its sphere do not have such a binding character, and in practice their observance depends on the individual himself.

When this or that person violates them, society, acquaintances and strangers have only one means of influencing him - the power of public opinion: reproaches, moral censure and, finally, public condemnation, if immoral actions and deeds become more serious.

Comprehending the essence of the morality of a person, it should be borne in mind that the term morality is often used as a synonym for this concept. Meanwhile, these concepts must be distinguished. In ethics, morality is usually understood as a system of norms, rules and requirements developed in society that apply to a person in various spheres of life and activity. The morality of a person is interpreted as the totality of his consciousness, skills and habits associated with the observance of these norms, rules and requirements. These interpretations are very important for pedagogy. The formation of morality, or moral upbringing, is nothing more than the translation of moral norms, rules and requirements into knowledge, skills and habits of behavior of the individual and their steady observance.

But what do moral (moral) norms, rules and requirements for the behavior of a person mean? They are nothing more than an expression of certain relations prescribed by the morality of society to the behavior and activities of the individual in various spheres of public and private life, as well as in communication and contacts with other people.

The morality of society covers a great variety of these relations. If we group them, then we can clearly imagine the content of educational work on the formation of morality of students. In general, this work should include the formation of the following moral attitudes:

a) attitude to the policy of our state: understanding the course and prospects of world development; correct assessment of events within the country and in the international arena; understanding of moral and spiritual values; striving for justice, democracy and freedom of peoples;

b) attitude towards the motherland, other countries and peoples: love and devotion to the motherland; intolerance to national and racial hostility; goodwill towards all countries and peoples; culture of interethnic relations;

c) attitude to work: conscientious work for the common and personal benefit; observance of labor discipline;

d) attitude towards the public domain and material values: concern for the preservation and multiplication of the public domain, frugality, nature protection;

e) attitude towards people: collectivism, democracy, mutual assistance, humanity, mutual respect, care for the family and raising children;

f) attitude towards oneself: a high consciousness of public duty; self-esteem, integrity.

But for moral education it is necessary to be well oriented not only in its content. It is no less important to comprehend in detail what kind of person can be considered moral and in what, in fact, the real essence of morality in general is manifested. When answering these questions, at first glance, the conclusion suggests itself: a moral person is one who, in his behavior and life, adheres to moral norms and rules and fulfills them. But you can do them under the influence of external coercion or in an effort to show your "morality" in the interests of a personal career or wanting to achieve other advantages in society. Such external "moral plausibility" is nothing but hypocrisy. At the slightest change in circumstances and living conditions, such a person as a chameleon quickly changes his moral coloring and begins to deny and scold what he used to praise.

In the conditions of social circumstances being renewed in the country, democratization and freedom of society, it is extremely important that the person himself strives to be moral, that he fulfills moral norms and rules not due to external social incentives or coercion, but due to an internal attraction to goodness, justice, nobility and deep understanding their need. This is what N.V. had in mind. Gogol, when he stated: “Untie everyone's hands, and not tie them; it is necessary to stress that everyone should control himself, and not that others should hold him; so that he would be stricter to himself several times the law itself.

5.1 Professional activity and personality of the teacher

The meaning of the teaching profession is revealed in the activities carried out by its representatives and which is called pedagogical. It is a special type of social activity aimed at transferring the culture and experience accumulated by mankind from older generations to younger ones, creating conditions for their personal development and preparing them to fulfill certain social roles in society.

Obviously, this activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, as well as, to a certain extent, the mass media. However, in the first case, this activity is professional, and in the second, general pedagogical, which, voluntarily or involuntarily, each person carries out in relation to himself, engaging in self-education and self-education. Pedagogical activity as a professional activity takes place in educational institutions specially organized by society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, advanced training and retraining.

To penetrate into the essence of pedagogical activity, it is necessary to turn to the analysis of its structure, which can be represented as a unity of purpose, motives, actions (operations), results. The system-forming characteristic of activity, including pedagogical, is the goal (A.N. Leontiev).

The purpose of pedagogical activity is connected with the realization of the goal of education, which is still considered by many today as the universal ideal of a harmoniously developed personality, coming from the depths of centuries. This general strategic goal is achieved by solving specific tasks of training and education in various areas.

As the main objects of the goal of pedagogical activity, the educational environment, the activities of the pupils, the educational team and the individual characteristics of the pupils are distinguished. The realization of the goal of pedagogical activity is connected with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, and the development of an individual's individuality.

The main functional unit, with the help of which all the properties of pedagogical activity are manifested, is pedagogical action as a unity of purpose and content. The concept of pedagogical action expresses the general that is inherent in all forms of pedagogical activity (lesson, excursion, individual conversation, etc.), but is not limited to any of them. At the same time, pedagogical action is that special one that expresses both the universal and all the richness of the individual. Appeal to the forms of materialization of pedagogical action helps to show the logic of pedagogical activity. The pedagogical action of the teacher first appears in the form of a cognitive task. Based on the available knowledge, he theoretically correlates the means, the subject and the expected result of his action. The cognitive task, being solved psychologically, then passes into the form of a practical transformational act. At the same time, some discrepancy between the means and objects of pedagogical influence is revealed, which affects the results of the teacher's actions. In this regard, from the form of a practical act, the action again passes into the form of a cognitive task, the conditions of which become more complete. Thus, the activity of a teacher-educator by its nature is nothing more than a process of solving an innumerable set of problems of various types, classes and levels.

A specific feature of pedagogical tasks is that their solutions almost never lie on the surface. They often require hard work of thought, analysis of many factors, conditions and circumstances. In addition, the desired is not presented in clear formulations: it is developed on the basis of the forecast. The solution of an interrelated series of pedagogical problems is very difficult to algorithmize. If the algorithm still exists, its application by different teachers can lead to different results. This is explained by the fact that the creativity of teachers is associated with the search for new solutions to pedagogical problems.

Traditionally main types of pedagogical activity carried out in a holistic pedagogical process are teaching and educational work.

Educational work is a pedagogical activity aimed at organizing the educational environment and managing various activities of pupils in order to solve the problems of the harmonious development of the individual. And teaching is a kind of educational activity that is aimed at managing the predominantly cognitive activity of schoolchildren.

Conclusion

The pedagogical process is a holistic educational process of the unity and interconnection of education and training, characterized by joint activities, cooperation and co-creation of its subjects, contributing to the most complete development and self-realization of the individual.

This means that, summarizing all of the above, we can conclude the following:

The teacher should focus not on individual principles of teaching, but on their system, providing a scientifically based choice of goals, selection, content, methods and means of organizing students' activities, creating favorable conditions and analyzing the educational and educational process.

It is advisable for the teacher to consider each principle and their system as recommendations on the implementation of the system of basic laws and strategic goals that form the core of the modern concept of school education (all-round harmonious development of the personality, individuality, activity and personal approaches, unity of training and education, optimization of the educational process.

The teacher must see the opposite sides, conjugated, interacting elements of the pedagogical process (mastery of knowledge and development, elementarism and consistency in knowledge, the relationship between the abstract and the concrete, etc.) and skillfully regulate their interaction, based on the laws and principles of teaching and achieving a harmonious pedagogical process.

4. Pedagogical process, features of the pedagogical process, principles of its organization

Pedagogical process- this concept includes the method and method of organizing educational relations, which consist in the systematic and purposeful selection and application of external factors for the development of subjects of education. The pedagogical process is understood as the process of teaching and educating a person as a special social function, the implementation of which requires the environment of a certain pedagogical system.

The concept of "process" comes from the Latin word processus and means "moving forward", "change". The pedagogical process determines the constant interaction of subjects and objects of educational activity: educators and educators. The pedagogical process is aimed at solving this problem and leads to changes that are planned in advance, to the transformation of the properties and qualities of students. In other words, the pedagogical process is a process where experience turns into a personality quality. The main feature of the pedagogical process is the presence of the unity of training, education and development on the basis of maintaining the integrity and generality of the system. The concepts of "pedagogical process" and "educational process" are unambiguous.

The teaching process is a system. The system consists of various processes, including formation, development, education and training, inextricably linked with all conditions, forms and methods. As a system, the pedagogical process consists of elements (components), in turn, the arrangement of elements in the system is a structure.

The structure of the pedagogical process includes:

1. The goal is to identify the final result.

2. Principles are the main directions in achieving the goal.

4. Methods is the necessary work of the teacher and the student in order to transfer, process and perceive the content of education.

5. Means - ways to "work" with the content.

6. Forms - this is a consistent receipt of the result of the pedagogical process.

The purpose of the pedagogical process is to effectively predict the outcome and result of the work. The pedagogical process consists of various goals: the goals of direct teaching and the goals of learning in each lesson, each discipline, etc.

Russia's regulatory documents present the following understanding of goals.

1. The system of goals in the standard provisions on educational institutions (formation of a general culture of the individual, adaptation to life in society, creation of the basis for a conscious choice and development of a professional educational program, education of responsibility and love for the Motherland).

2. The system of diagnostic goals in certain programs, where all goals are divided into stages and levels of training and represent a display of the content of certain training courses. In the education system, such a diagnostic goal can be teaching professional skills, thereby preparing the student for future professional education. The definition of such professional goals of education in Russia is the result of important processes in the education system, where attention is paid, first of all, to the interests of the younger generation in the pedagogical process.

Method(from the Greek. sheShoskzh) of the pedagogical process - these are the ways of the relationship between the teacher and the student, these are the practical actions of the teacher and students that contribute to the assimilation of knowledge and the use of learning content as an experience. A method is a certain designated way to achieve a given goal, a way to solve problems that result in solving the problem.

Different types of classification of the methods of the pedagogical process can be determined as follows: according to the source of knowledge: verbal (story, conversation, instruction), practical (exercises, training, self-management), visual (showing, illustrating, presenting material), based on the structure of personality: methods of formation consciousness (story, conversation, instruction, demonstration, illustration), methods of behavior formation (exercises, trainings, games, assignments, requirements, rituals, etc.), methods of forming feelings (stimulation) (approval, praise, censure, control, self-control, etc.).

The components of the system are educators, students, and learning environments. Being a system, the pedagogical process consists of certain components: goals, objectives, content, methods, forms and results of the relationship between the teacher and the student. Thus, the system of elements is a target, content, activity, and resultant components.

Target Component process is the unity of all the various goals and objectives of educational activities.

Activity Component- this is the relationship between the teacher and the student, their interaction, cooperation, organization, planning, control, without which it is impossible to come to the final result.

Effective Component process shows how effective the process was, determines the successes and achievements depending on the goals and objectives set.

Pedagogical process- this is a necessarily labor process, which is associated with the achievement and solution of socially significant goals and objectives. The peculiarity of the pedagogical process is that the work of the teacher and the student are combined together, making up an unusual relationship between the objects of the labor process, which is pedagogical interaction.

The pedagogical process is not so much a mechanical combination of the processes of education, training, development, but a completely new qualitative system that can subordinate objects and participants to its own laws. All constituent components are subject to a single goal - to preserve the integrity, commonality, unity of all components.

The peculiarity of pedagogical processes is manifested in determining the influential functions of pedagogical action. The dominant function of the learning process is training, education - education, development - development. Also, training, upbringing and development perform other interpenetrating tasks in a holistic process: for example, upbringing is manifested not only in upbringing, but also in developing and educational functions, and training is inextricably linked with upbringing and development.

Objective, necessary, essential connections that characterize the pedagogical process are reflected in its patterns. The patterns of the pedagogical process are as follows.

1. Dynamics of the pedagogical process. The pedagogical process implies a progressive nature of development - the overall achievements of the student grow along with his intermediate results, which indicates precisely the developing nature of the relationship between the teacher and children.

2. Personal development in the pedagogical process. The level of personality development and the pace of achieving the goals of the pedagogical process are determined by the following factors:

1) genetic factor - heredity;

2) pedagogical factor - the level of educational and educational sphere; participation in educational work; means and methods of pedagogical influence.

3. Management of the educational process. In the management of the educational process, the level of effectiveness of pedagogical influence on the student is of great importance. This category depends on:

1) the presence of systematic and valuable feedback between the teacher and the student;

2) the presence of a certain level of influence and corrective actions on the student.

4. Stimulation. The effectiveness of the pedagogical process in most cases is determined by the following elements:

1) the degree of stimulation and motivation of the pedagogical process by students;

2) the appropriate level of external stimulation from the teacher, which is expressed in intensity and timeliness.

5. The unity of sensory, logical and practice in the pedagogical process. The effectiveness of the pedagogical process depends on:

1) the quality of the student's personal perception;

2) the logic of assimilation perceived by the student;

3) the degree of practical use of educational material.

6. The unity of external (pedagogical) and internal (cognitive) activities. The logical unity of two interacting principles - this is the degree of pedagogical influence and the educational work of students - determines the effectiveness of the pedagogical process.

7. Conditionality of the pedagogical process. The development and summing up of the pedagogical process depends on:

1) the development of the most versatile desires of a person and the realities of society;

2) available material, cultural, economic and other opportunities for a person to realize their needs in society;

3) the level of conditions for the expression of the pedagogical process.

So, important features of the pedagogical process are expressed in the basic principles of the pedagogical process, which make up its general organization, content, forms and methods.

Let's define the main principles of the pedagogical process.

1. The humanistic principle, which means that the humanistic principle should be manifested in the direction of the pedagogical process, which means the desire to unite the development goals and life attitudes of a certain individual and society.

2. The principle of the relationship between the theoretical orientation of the pedagogical process and practical activities. In this case, this principle means the relationship and mutual influence between the content, forms and methods of education and educational work, on the one hand, and the changes and phenomena taking place in the entire public life of the country - economy, politics, culture, on the other hand.

3. The principle of combining the theoretical beginning of the processes of education and upbringing with practical actions. Determining the significance of the implementation of the idea of ​​practical activity in the life of the younger generation implies subsequently the systematic acquisition of experience in social behavior and makes it possible to form valuable personal and business qualities.

4. The principle of scientific character, which means the need to bring the content of education into line with a certain level of scientific and technological achievements of society, as well as in accordance with the already accumulated experience of civilization.

5. The principle of orientation of the pedagogical process to the formation in the unity of knowledge and skills, consciousness and behavior. The essence of this principle is the requirement to organize activities in which children would have the opportunity to verify the veracity of the theoretical presentation, confirmed by practical actions.

6. The principle of collectivism in the processes of education and upbringing. This principle is based on the connection and interpenetration of various collective, group and individual methods and means of organizing the learning process.

7. Systematic, continuity and consistency. This principle implies the consolidation of knowledge, skills, personal qualities that were acquired in the learning process, as well as their systematic and consistent development.

8. The principle of visibility. This is one of the important principles not only of the learning process, but of the entire pedagogical process. In this case, the basis for the visualization of learning in the pedagogical process can be considered those laws and principles of the study of the external world that lead to the development of thinking from figuratively concrete to abstract.

9. The principle of aestheticization of the processes of education and upbringing in relation to children. Revealing and developing in the younger generation a sense of beauty, an aesthetic attitude to the environment makes it possible to form their artistic taste and see the uniqueness and value of social principles.

10. The principle of the relationship between pedagogical management and independence of schoolchildren. It is very important from childhood to accustom a person to perform certain types of work, to encourage initiative. This is facilitated by the principle of combining effective pedagogical management.

11. The principle of consciousness of children. This principle is intended to show the importance of the active position of students in the pedagogical process.

12. The principle of a reasonable attitude towards the child, which combines exactingness and encouragement in a reasonable ratio.

13. The principle of combination and unity of respect for one's own personality, on the one hand, and a certain level of exactingness towards oneself, on the other hand. This becomes possible when there is a fundamental reliance on the strengths of the individual.

14. Accessibility and feasibility. This principle in the pedagogical process implies a correspondence between the construction of students' work and their real capabilities.

15. The principle of influence of individual characteristics of students. This principle means that the content, forms, methods and means of organizing the pedagogical process change in accordance with the age of the students.

16. The principle of the effectiveness of the results of the learning process. The manifestation of this principle is based on the work of mental activity. As a rule, knowledge that is acquired independently becomes strong.

Thus, defining in stages the unity of education and training in the pedagogical process, the goal as a system-forming component of the educational system, the general characteristics of the education system in Russia, as well as the features, structure, patterns, principles of the pedagogical process, we were able to reveal the main idea of ​​the lecture and find out how the process of education, being fundamental, systemic, purposeful and uniting the processes of education and training, has an impact on the development of the individual, and, therefore, on the development of society and the state.

| |

Pedagogical process- specially organized interaction between the teacher and pupils, aimed at solving developmental and educational problems.

Approaches to determining the structure of the pedagogical process:

1. Target - includes goals and objectives that are implemented in certain conditions.

3. Activity - characterizes the forms, methods, means of organizing and implementing pedagogical interaction aimed at solving the goals and objectives of the pedagogical process and mastering its content.

4. Effective - the results achieved and the degree of effectiveness of the pedagogical process ensures the quality management of pedagogical activity.

5. Resource - reflects the socio-economic, psychological, sanitary and hygienic and other conditions for the course of the pedagogical process, its regulatory, legal, personnel, information and methodological, material and technical, financial support.

The structure of the pedagogical process is universal: it is inherent both in the pedagogical process as a whole, carried out within the framework of the pedagogical system, and in a single (local) process of pedagogical interaction.

Pedagogical processes have cyclical. The same stages can be found in the development of all pedagogical processes.

The main steps can be:

Preparatory (appropriate conditions are created for the process to proceed in a given direction and at a given speed);

Main (implementation of the pedagogical process);

Final (necessary in order not to repeat the mistakes that inevitably arise in any, even very well-organized process in the future).

Patterns of the pedagogical process(training and education) can be defined as a set of objective, general, essential, necessary, consistently recurring links between pedagogical phenomena, components of the pedagogical process that characterize their development and functioning.

There are two groups of regularities:

1. Group - operates at the macro and micro-social levels:

The dependence of the pedagogical process on the level of socio-economic, political and cultural development of society, etc.

Dependence of the pedagogical process on regional conditions, etc.

2. Group - operates at the interpersonal and personal levels:

Unity and interconnection of the pedagogical process and personality development.

Objective, essential, steadily recurring connections between the constituent parts of the pedagogical process.

Objective, essential, steadily recurring connections between the nature of the activity of a developing personality, the features of its interaction with the outside world and the results of its development.

Regular connections between the level of age, individual development of the personality and the proposed content, methods, forms of the pedagogical process.

Principles of the pedagogical process - general provisions that define the requirements for the content, organization and implementation of the pedagogical process.

Principles of the pedagogical process:

3. The principle of training and education in a group (collective).

4. The principle of connection of the pedagogical process with the life and practical activities of students.

5. The principle of combining pedagogical management with the development of initiative and independence of students.

6. The principle of respect for the personality of the child, combined with reasonable demands on him.

7. The principle of relying on the positive in a person, on the strengths of his personality.

8. The principle of scientificity.

9. The principle of citizenship.

10. The principle of visibility.

11. The principle of continuity, systematicity and consistency in training and education.

12. The principle of accessibility of education in combination with a high level of difficulty.

13. The principle of productivity of the pedagogical process and the strength of its results.

The problem of goal-setting in pedagogy. Social conditionality and historical nature of the goals of education and upbringing. Interpretation of the goal of education and upbringing in policy documents (“Law on Education in the Republic of Belarus”, etc.)

Goal setting and goal setting- an integral part of the professional activity of the teacher, his analytical, prognostic, design abilities and skills.

The goals of education are formed on a national scale, then they are concretized within the framework of individual pedagogical systems and in each specific cycle of pedagogical interaction.

Socially valuable goals of education are changeable and dynamic are of a historical nature. They are determined by the needs and level of development of society, depend on the mode of production, the level of economic development, the pace of social and scientific and technological progress. The goals of education also depend on the nature of the political and legal structure of a particular country, on the history and traditions of a given people, the level of development of the humanities, pedagogical theory and practice, the pedagogical culture of society as a whole, and other factors.

In different historical epochs there were, for example, such social ideals(standards), as a "Spartan warrior", "virtuous Christian", "public collectivist", "energetic entrepreneur", etc. At present, the ideal of society is a citizen, a patriot of his country, a professional hard worker, a responsible family man. Society demands such personal qualities as intellectual culture, professional competence, efficiency.

The global, strategic goals of education in our country are set out in the Law of the Republic of Belarus “On Education” (as amended in 2002), in the Concept of Continuous Education of Children and Students in the Republic of Belarus (2006) and other policy documents in the field of education. For example, in accordance with the law "On Education of the Republic of Belarus", the purpose of general secondary education is to ensure the spiritual and physical development of the individual, prepare the younger generation for a full life in society, educate a citizen of the Republic of Belarus, master the basics of science, state languages ​​of the Republic of Belarus, skills of mental and physical labor , the formation of his moral convictions, culture of behavior, aesthetic taste and a healthy lifestyle.

The target is currently- the ideal of education is interpreted by teachers as the formation of a versatile and harmoniously developed personality. Versatile development involves the upbringing and development of bodily health, mental processes and personality traits, its social and spiritual development. This idea was reflected in the "Concept of continuous education of children and students in the Republic of Belarus" (2006), according to which the goal of education is the formation of a diversified, morally mature, creative personality of the student.

This goal set by the society involves the solution of the following tasks:

Formation of citizenship, patriotism and national identity on the basis of state ideology.

Preparation for independent life and work.

Formation of moral, aesthetic and ecological culture.

Mastering the values ​​and skills of a healthy lifestyle.

Formation of a culture of family relations.

Creation of conditions for socialization, self-development and self-realization of the personality.

The structure of the content of education:

1. The system of knowledge about nature, society, thinking, technology, methods of activity.

2. Experience in the implementation of methods of activity known to society (a system of skills and abilities).

3. The experience of the emotional-value relations of the individual to himself and the world around him.

4. Experience of creative activity.

General education is the process and result of mastering the basics of sciences by an individual, obtaining professional education.

Polytechnic education is an integral part of general education, the process and result of the student's mastering the scientific foundations of production.

Vocational education is the process and result of an individual's mastering the knowledge, skills and abilities that enable him to engage in a particular professional activity.

How in the history of pedagogy was the question of what material to include in the content of education, what principles should be followed in the selection of this material? Theories of formal, material, utilitarian education were put forward.

Proponents of "formal education"(J. Locke, I.G. Pestalozzi, I. Kant, I.F. Herbart and others) believed that students need to develop thinking, memory, other cognitive processes, the ability to analyze, synthesize, logical thinking, since the source of knowledge is the mind. "Formal education" is the development of a person's abilities, which makes him fit for any kind of work. According to the proponents of formal education, knowledge in itself, apart from the development of the mind, is of very little value.

Proponents of "material education"(J.A. Kamensky, G. Spencer and others) proceeded from the fact that the criterion for selecting educational material should be the degree of its suitability, usefulness for the life of students, for their direct practical activities. In particular, they believed that it was necessary to teach mainly natural science disciplines. Supporters of this point of view considered the main message to students of heterogeneous and systematic knowledge and the formation of skills. In their opinion, the development of thinking abilities, cognitive interests of students occurs without special efforts in the course of studying "useful knowledge".

K.D. Ushinsky and other teachers argued the one-sidedness of each of these theories of the content of education. In their opinion, both material and formal education are inextricably linked with each other.

Trends in improving the content of education:

1. Humanization and humanization of the content of education, the essence of which lies in the appeal to world and national culture, history, spiritual values, art, artistic creativity.

2. Development and implementation of the activity content of education, which contributes to the assimilation by students of not only ready-made knowledge, but also ways of thinking and activity.

3. Openness and variability of the content of education (choice by students of various options for training courses and activities), differentiation of the educational process, ensuring the development of students in accordance with their capabilities, inclinations, interests.

4. A gradual decrease in compulsory subjects and activities and an increase in subjects, activities, activities of choice.

5. Inclusion in the content of education of integrated courses that contribute to the creation of a holistic picture of the world among schoolchildren.

6. Standardization of the content of education, which is ensured by the development of a system of educational standards in accordance with the Law "On Education in the Republic of Belarus" (as amended on March 19, 2002). A system of educational standards is established in the Republic of Belarus. The state educational standards of the Republic of Belarus contain general requirements for the levels of education and terms of study, types of educational institutions, classification of specialties, qualifications and professions, education documents.

Educational standards, their structure and functions. Documents defining the content of education at different levels: curriculum, curricula, textbooks and teaching aids.

State educational standards- documentation serving as the basis for an objective assessment of the level of education and qualifications of graduates, regardless of the forms of education. The standards fix the goals, objectives and content of education, which makes it possible to diagnose its results and maintain a single educational space.

The state standard defines:

1. Minimum content of the main educational programs.

2. The maximum volume of the teaching load of students.

3. Requirements for the level of training of graduates.

On the basis of state standards, the curricula of educational institutions of all types are developed:

Curriculum - a document that determines the composition of academic subjects, the sequence of their study and the total amount of time allocated for this (basic, model, is advisory in nature, the curriculum of a secondary school).

The curriculum is a normative document that is compiled on the basis of the curriculum and determines the content of education for each academic subject and the amount of time allocated both for studying the subject as a whole and for each of its sections or topics (typical, working, personal-individual).

Textbooks and study guides act as the most important means of teaching, the main sources of knowledge and the organization of independent work of students in the subject; they define an information model of learning, a kind of scenario of the learning process.

Didactics as a theory of teaching and education. History of development
didactics. Subject, main categories and tasks of didactics.

Since the formation of a formed personality occurs in the process of learning, then didactics is often defined as a theory of learning and education, emphasizing that it should explore both the theoretical foundations of learning and its educational and formative influence on the mental, ideological, moral and aesthetic development of the individual.

Didactics- a branch of pedagogy that develops the theory of education and training.

For the first time, this word appeared in the writings of the German teacher Wolfgang Rathke (1571-1635) to refer to the art of teaching. Similarly, as "the universal art of teaching everything to everyone", didactics was also interpreted by J.A. Kamensky. At the beginning of the XIX century. the German educator I. Herbart gave didactics the status of an integral and consistent theory of nurturing education. A great contribution to the development of didactics was made by: I. Herbart, G. Pestalozzi, K.D. Ushinsky, V.P. Ostrogorsky, P.F. Kapterev. A lot has been done in this area: P.N. Gruzdev, M.A. Danilov, B.P. Esipov, M.N. Skatkin, N.A. Menchinskaya, Yu.K. Babansky and others.

The subject of didactics- regularities and principles of education, its goals, scientific foundations of the content of education, methods, forms, means of education.

Tasks of didactics:

1. Describe and explain the learning process and the conditions for its implementation.

2. Develop a better organization of learning, new learning systems, technologies, etc.

1. Definition of the concept of "pedagogical process". Goals of the pedagogical process

Before discussing the specific features of the pedagogical process, we give some definitions of this phenomenon.

According to I.P. The mean pedagogical process is called "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" .

According to V.A. Slastenin, the pedagogical process is “a specially organized interaction of teachers and pupils aimed at solving developmental and educational problems” .

B.P. Barkhaev sees the pedagogical process as "a specially organized interaction of teachers and pupils regarding the content of education using the means of training and education in order to solve the problems of education aimed both at meeting the needs of society and the individual himself in his development and self-development" .

Analyzing these definitions, as well as related literature, we can distinguish the following characteristics of the pedagogical process:

The main subjects of interaction in the pedagogical process are both the teacher and the student;

The purpose of the pedagogical process is the formation, development, training and education of the student's personality: "Ensuring the unity of training, education and development on the basis of integrity and commonality is the main essence of the pedagogical process";

The goal is achieved through the use of special means in the course of the pedagogical process;

The purpose of the pedagogical process, as well as its achievement, is determined by the historical, social and cultural value of the pedagogical process, education as such;

The purpose of the pedagogical process is distributed in the form of tasks;

The essence of the pedagogical process can be traced through special organized forms of the pedagogical process.

All this and other characteristics of the pedagogical process will be considered by us in the future in more detail.

According to I.P. The mean pedagogical process is built on the target, content, activity and result components.

The target component of the process includes the whole variety of goals and objectives of pedagogical activity: from the general goal - the comprehensive and 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. The effective component of the process reflects the efficiency of its course, characterizes the progress made in accordance with the goal.

Goal setting in education is a rather specific and complex process. After all, the teacher meets with living children, and the goals so well displayed on paper may differ from the real state of affairs in the educational group, class, audience. Meanwhile, the teacher must know the general goals of the pedagogical process and follow them. In understanding the goals, the principles of activity are of great importance. They allow you to expand the dry formulation of goals and adapt these goals to each teacher for himself. In this regard, the work of B.P. Barkhaev, in which he tries to display in the most complete form the basic principles in building a holistic pedagogical process. Here are the principles:

The following principles apply to the selection of educational targets:

Humanistic orientation of the pedagogical process;

Connections with life and industrial practice;

Combining training and education with labor for the common good.

The development of means for presenting the content of education and upbringing is guided by the following principles:

scientific;

Accessibility and feasibility of teaching and educating schoolchildren;

The combination of visibility and abstractness in the educational process;

Aestheticization of all children's life, especially education and upbringing.

When choosing forms of organizing pedagogical interaction, it is advisable to be guided by the following principles:

Teaching and educating children in a team;

Continuity, consistency, systematic;

Consistency of school, family and community requirements.

The activity of the teacher is governed by the principles:

Combinations of pedagogical management with the development of initiative and independence of pupils;

Reliance on the positive in a person, on the strengths of his personality;

Respect for the personality of the child, combined with reasonable demands on him.

The participation of the students themselves in the process of education is guided by the principles of consciousness and activity of students in a holistic pedagogical process.

The choice of methods of pedagogical influence in the process of teaching and educational work is guided by the principles:

Combinations of direct and parallel pedagogical actions;

Taking into account the age and individual characteristics of pupils.

The effectiveness of the results of pedagogical interaction is ensured by following the principles:

Focus on the formation in the unity of knowledge and skills, consciousness and behavior;

Strength and effectiveness of the results of education, upbringing and development.

Age characteristics of modern schoolchildren as a factor in improving the pedagogical process

The personality of the child as a subject of the educational process

The educational process is a purposeful holistic process of education and training, a pedagogically planned and implemented unity of goals, values, content, technologies, organizational forms, diagnostic procedures, etc...

Research Methodology in Pedagogy

Scientific pedagogical research - the process of formation of new pedagogical knowledge; a type of cognitive activity aimed at discovering the objective laws of education, upbringing and development ...

Education as a social phenomenon and pedagogical process

Education as a system is a developing network of institutions of various types and levels. The main elements of education as a macrosystem with state status are the systems of preschool, school, secondary special ...

Pedagogical activity according to B.T. Likhachev - a special kind of socially useful activity of adults, consciously aimed at preparing the younger generation for life in accordance with economic, political, moral ...

Organization of the pedagogical process

The concept of the pedagogical system N.K. Krupskaya (1869 - 1939) - theorist and organizer of Soviet pedagogy. She developed the idea of ​​the school as a state-public institution. Types of pedagogical systems ...

Fundamentals of Pedagogy and Psychology

According to V.A. Slastenin, the pedagogical process is "a specially organized interaction of teachers and pupils, aimed at solving developmental and educational problems" . I.P. The mean one thinks...

Pedagogical process

As noted above, among the goals of the pedagogical process as an integral phenomenon, the processes of education, development, formation and development are distinguished. Let's try to understand the specifics of these concepts. According to N.N...

The pedagogical process and its features

The pedagogical process - this concept includes the method and way of organizing educational relations, which consist in the systematic and purposeful selection and application of external factors for the development of learning subjects ...

The problem of pedagogical communication

In domestic pedagogy, understanding the importance of the process of communication between a teacher and a student, the specificity of this process, led to the introduction of the concept of "pedagogical communication" (A.A. Leontiev, V.A....

The role of the psychological aspects of the pedagogical process in the formation of a future specialist

Higher education is the foundation of human development and the progress of society. It also acts as a guarantor of individual development, constitutes the intellectual, spiritual and production potential of society. State development...

The structure of the activity of a teacher of higher education in the educational process

The pedagogical process is a labor process, it, like any other labor process, is carried out to achieve socially significant goals. The specificity of the pedagogical process is ...

The essence and structure of the pedagogical process

The Latin word "processus" means "moving forward", "change". The pedagogical process is called the developing interaction of educators and educated ...

Schoolchild as a subject of the educational process. Educational activity and orientation of a teenager to work

The main integrative property of the educational process as a dynamic system is its ability to perform socially determined functions. However, society is interested in...

SECTION 3. PEDAGOGICAL PROCESS

The pedagogical process as a system

Pedagogical process - this is a specially organized, purposeful interaction of teachers and pupils, focused on solving developmental and educational problems.

Pedagogical process is viewed as a dynamic system that includes interrelated components and interacts with the wider systems in which it is included (for example, the school system, the education system).

In the pedagogical literature of past years, instead of the concept of "pedagogical process", the concept of "educational process" was used. However, in the works of P.F. Kapterov, A.I. Pinkevich, and Yu.K. The essential characteristic of the pedagogical process is the interaction of teachers and pupils regarding the content of education using a variety of pedagogical means.

The pedagogical process includes target, content, activity and result components.

Target Component presupposes the presence of the whole variety of goals and objectives of pedagogical activity - from the general goal of creating conditions for the versatile and harmonious development of the individual to the tasks of a particular lesson or event.

activity- includes various levels and types of interaction between teachers and pupils, the organization of the pedagogical process, without which the final result cannot be obtained.

Productive the component reflects the efficiency of its course, characterizes the achieved shifts in accordance with the goal. Of particular importance in the pedagogical process are the links between the selected components. Among them, an important place is occupied by the connections of management and self-government, cause-and-effect relationships, informational, communicative, etc.

According to the definition of M. A. Danilov, the pedagogical process is an internally connected set of many processes, the essence of which is that social experience is melted into the qualities of a formed person. However, this process is not a mechanical combination of the processes of education, training and development, but a new quality of education, subject to special laws. All of them are subject to a single goal and form the integrity, commonality and unity of the pedagogical process. At the same time, the specificity of each individual process is preserved in the pedagogical process. It is revealed when highlighting their dominant functions.

Communication of the pedagogical process with:

Upbringing- Thus, the dominant function of education is the formation of relationships and social and personal qualities of a person. Upbringing provides developing and educational functions, training is unthinkable without upbringing and development.

Education- teaching methods of activity, the formation of skills and abilities; development - the development of a holistic personality. At the same time, in a single process, each of these processes also performs related functions.

The integrity of the pedagogical process is also found in the unity of its components: goals, content, means, forms, methods and results, as well as in the interconnection of the stages of flow.

Patterns of the pedagogical process regarded as objective, steadily repeating connections between various phenomena.

1. Basic the regularity of the pedagogical process is its social conditionality, i.e. dependence on the needs of society.

2. In addition, we can distinguish such a pedagogical pattern as progressive and the successive nature of the pedagogical process, which manifests itself, in particular, in the dependence of the final learning outcomes on the quality of intermediate.

3. Another pattern emphasizes that the effectiveness of the pedagogical process depends on its flow conditions(material, moral-psychological, hygienic).

4. No less important is the pattern content compliance, forms and means of the pedagogical process to the age capabilities and characteristics of students.

5. Regularity is objective connection of the results of education or training with the activities and activity of the students themselves.

In the pedagogical process, other regularities also operate, which then find their concrete embodiment in the principles and rules for constructing the pedagogical process.

Pedagogical process is a cyclical process, including the movement from the goal to the result.

In this movement, one can distinguish general stages : preparatory, main and final.

1. On preparatory stage goal-setting is carried out on the basis of diagnosing the conditions of the process, there is a forecast of possible means to achieve the goal and objectives, design and planning of the process.

2. Stage of implementation of the pedagogical process (basic) includes the following interrelated elements: setting and explaining the goals and objectives of the forthcoming activity; interaction between teachers and students; use of the intended methods, means and forms of the pedagogical process; creation of favorable conditions; implementation of various measures to stimulate the activities of schoolchildren; providing links with other processes.

3. The final stage involves an analysis of the results achieved. It includes the search for the causes of the identified shortcomings, their understanding and building on this basis a new cycle of the pedagogical process.

Exercise. Scheme "The structure of the pedagogical process"