The development of personal resources of schoolchildren during the introduction of the Federal State Educational Standard. Directions for the development of the personality of the fgos Personal development in the conditions of the fgos
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Posted on http://www.allbest.ru/
Introduction
1. Characteristics of the Federal State Educational Standard of Primary Basic Education
2. The essence and content of the concept of "personal development"
3. Overview of primary basic education programs
Conclusion
Bibliography
Introduction
Since September 2011, all educational institutions in our country have switched in the 1st grade to the Federal State Educational Standards of the second generation, the introduction of which was provided for by the Law of the Russian Federation "On Education", the Constitution of the Russian Federation, and the Presidential Educational Initiative "Our New School".
The National Educational Initiative “Our New School” defines the main directions for the development of general education, one of which is the renewal of educational standards. Already at school, children should have the opportunity to reveal their abilities, navigate in a high-tech competitive world. The educational standard of the second generation should correspond to this task.
The new Standard is an update of the content of education, teaching aids and values of education, including the personal development of a younger preschooler.
To achieve the designated task, systemic changes in the content of the educational activities of the school are required.
The current educational standards do not give the desired results, as they do not correspond to the goals of advanced development. This means that it is necessary to study at school not only the achievements of the past, but also those methods and technologies that will be useful to children in the future.
This provision determined the relevance and choice of the topic of the course study "Personal development in the process of implementing the GEF IEO."
The purpose of the study: based on the analysis of psychological, pedagogical and special literature, to consider the problem of personality development in the process of implementing the Federal State Educational Standard of the IEO.
Research objectives:
To characterize the Federal State Educational Standard of Primary Basic Education;
To reveal the essence and content of the concept of "personal development";
To review the programs of primary basic education in the light of the GEF IEO.
Research methods:
Theoretical: analysis of psychological and pedagogical literature on the research problem;
Empirical: studying the experience of practicing teachers in the development of the personality of a junior schoolchild in the conditions of the Federal State Educational Standard of the IEO.
The course work consists of an introduction, three paragraphs, a conclusion, a list of references.
1. XcharacteristicsFederal State Educational Standard of Primary Basic Education
Federal state standards are established in the Russian Federation in accordance with the requirements of Article 7 of the "Law on Education" and are "a set of requirements that are mandatory for the implementation of basic educational programs of primary general education (BEP IEO) by educational institutions with state accreditation" .
Primary school plays an extremely important role in the general education system. This is the link that should ensure the holistic development of the child's personality, his socialization, the formation of an elementary culture of activity and behavior, the formation of intelligence and general culture. To determine the modern requirements for primary school, to ensure the quality of primary education is the main task of the federal state educational standards of the second generation. In accordance with the order of the Ministry of Education and Science of Russia dated October 6, 2009 No. 373 (registered by the Ministry of Justice of Russia dated December 22, 2009 No. 15785) "On the approval and implementation of the federal state educational standard for primary general education," the new Federal State Educational Standard for primary general education is put into effect from 1 January 2010 for pilot schools, from September 1, 2011 for all schools in the Russian Federation.
In accordance with the Law of the Russian Federation "On Education", the Federal State Educational Standard for Primary General Education is a set of requirements that are mandatory for the implementation of basic educational programs of primary general education by educational institutions with state accreditation.
The federal state educational standard for primary general education must provide:
Unity of the educational space of the Russian Federation;
Continuity of the main educational programs of primary general and basic general education.
The structure of the standards includes three groups of requirements:
To the results of mastering the main educational program of primary general education;
To the structure of the main educational program of primary general education, including the requirements for the ratio of parts of the main educational program of primary general education and their volume, as well as the ratio of the mandatory part of the main educational program of primary general education and the part formed by the participants in the educational process;
To the conditions for the implementation of the main educational program of primary general education, including personnel, financial, logistical and other conditions.
The requirements for the results, structure and conditions for mastering the main educational program of primary general education take into account the age and individual characteristics of students at the stage of primary general education, the inherent value of the stage of primary general education as the foundation of all subsequent education.
The requirements for the results of mastering the main educational program of primary general education contain a description of the goals, competencies of a primary school graduate, determined by the personal, family, social, state needs and capabilities of a child of primary school age, individual characteristics of his development and health status.
Requirements set guidelines for assessing personal, meta-subject and subject learning outcomes.
Personal results - the readiness and ability of students for self-development, the formation of motivation for learning and cognition, the value-semantic attitudes of primary school graduates, reflecting their individually personal positions, social competencies, personal qualities; the formation of the foundations of Russian, civic identity.
Meta-subject results are universal educational actions mastered by students (cognitive, regulatory and communicative). educational federal student
Subject results - mastered by students in the course of studying academic subjects, the experience of specific activity for each subject area in obtaining new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlies the modern scientific picture of the world.
The requirements define the planned results of primary general education, the possibility of achieving which must be guaranteed by all institutions implementing the main educational programs of primary general education, regardless of their type, location and organizational and legal form. Planned results are an obligatory component of the main educational program of primary general education.
Since the entry into force of the new federal state educational standard for primary general education, new requirements have been imposed on the structure of the main educational program, which determines the content and organization of the educational process at the level of primary general education and is aimed at forming a common culture of students, their spiritual, moral, social , personal and intellectual development, to create the basis for the independent implementation of educational activities that ensure social success, development of creative abilities, self-development and self-improvement, preservation and strengthening of the health of younger students.
The main educational program of primary general education includes the following sections:
Explanatory note;
Planned results of mastering the basic educational program of primary general education by students;
Basic curriculum of an educational institution;
The program for the formation of universal educational activities for students at the stage of primary general education;
Work programs of individual subjects, courses;
The program of spiritual and moral development, education of students at the stage of primary general education;
The program for the formation of a culture of a healthy and safe lifestyle;
Corrective work program;
A system for assessing the achievement of the planned results of mastering the basic educational program of primary general education.
Requirements for the conditions for the implementation of the main educational program of primary general education are a system of requirements for personnel, financial, logistical and other conditions for the implementation of the main educational program of primary general education and the achievement of the planned results of primary general education.
The integrative result of the implementation of these requirements should be the creation of a comfortable developing educational environment:
Providing high quality education, its accessibility, openness and attractiveness for students, their parents (legal representatives) and the whole society, spiritual and moral development and education of students;
Guaranteeing the protection and strengthening of the physical, psychological and social health of students;
Comfortable in relation to students and teaching staff.
The implementation of modern requirements will require special professionalism from an elementary school teacher: in addition to the function of a coordinator, organizer, assistant, consultant, he must master the team, joint, collective form of work; be an ally of a psychologist, social pedagogue, etc.
The performance of these functions also determines the teacher's choice of priority educational technologies - project, research, reflective learning, information and communication technologies. These technologies not only solve the problems of mastering the content of the subject, but also contribute to the formation of students' competencies: informational, social, personal, communicative, which fully corresponds to the tasks of developing modern education in a new socio-educational situation.
The standard puts forward three groups of requirements:
Requirements for the results of mastering the main educational program of primary general education;
Requirements for the structure of the basic educational program of primary general education;
Requirements for the conditions for the implementation of the main educational program of primary general education.
A distinctive feature of the new standard is its active nature, which sets the main goal of developing the student's personality. The education system abandons the traditional presentation of learning outcomes in the form of knowledge, skills and abilities, the wording of the standard indicates the real types of activities that the student must master by the end of primary education. Requirements for learning outcomes are formulated in the form of personal, meta-subject and subject results.
An integral part of the core of the new standard are universal learning activities (UUD). UUD is understood as “general educational skills”, “general methods of activity”, “above-subject actions”, etc. For UUD, a separate program is provided - the program for the formation of universal educational activities (UUD). All types of UUD are considered in the context of the content of specific academic subjects. The presence of this program in the complex of the Basic Educational Program of Primary General Education sets the activity approach in the educational process of primary school.
An important element in the formation of universal educational activities of students at the stage of primary general education, which ensures its effectiveness, is the orientation of younger students in information and communication technologies (ICT) and the formation of the ability to correctly apply them (ICT competence). The use of modern digital tools and communication environments is indicated as the most natural way to form UUD, the subprogram "Formation of students' ICT competence" is included. The implementation of the program for the formation of UUD in elementary school is the key task of introducing a new educational standard.
The standard establishes requirements for the results of students who have mastered the basic educational program of primary general education:
Personal, including the readiness and ability of students for self-development, the formation of motivation for learning and cognition, the value-semantic attitudes of students, reflecting their individual-personal positions, social competencies, personal qualities; the formation of the foundations of civic identity;
Meta-subject, including the development by students of universal learning activities (cognitive, regulatory and communicative), ensuring the mastery of key competencies that form the basis of the ability to learn;
Subject-based, including the experience, mastered by students in the course of studying the subject area, of activity specific to this subject area in obtaining new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlies the modern scientific picture of the world.
Subject results are grouped by subject areas within which subjects are indicated. They are formulated in terms of “the graduate will learn…”, which is a group of mandatory requirements, and “the graduate will have the opportunity to learn…”, failure to achieve these requirements by the graduate cannot serve as an obstacle to transferring him to the next level of education.
The standard assumes the implementation in an educational institution of both classroom and extracurricular activities. Extracurricular activities are organized in the areas of personality development (sports and recreation, spiritual and moral, social, general intellectual, general cultural).
Extracurricular activities may include: doing homework (starting from the second half of the year), individual lessons of a teacher with children who require psychological, pedagogical and correctional support (including individual lessons in the formulation of oral speech, handwriting and writing, etc. ), individual and group consultations (including remote ones) for children of various categories, excursions, circles, sections, round tables, conferences, disputes, school scientific societies, olympiads, competitions, search and scientific research, etc.
The time allotted for extracurricular activities is not included in the maximum allowable workload of students. The alternation of classroom and extracurricular activities is determined by the educational institution and agreed with the parents of students.
Thus, the Federal State Educational Standard (FSES) is a regulatory document, which is a set of requirements that are mandatory for the implementation of the main educational program of general education, which have state accreditation.
2. The essence and content of the concept of "personal development"
In European languages, the concept of "personality" comes from the Latin "persona" - the mask of an actor in the theater, the social role of a person. In Russian, "face" is the image of a face on an icon. In Eastern cultures, the concept of “personality” refers not only to the face, but to the entire body of a person. This concept has many meanings: an individual, an individualist; a set of properties inherent in a given person, constituting his personality; the socio-psychological essence of a person, which is formed as a result of the assimilation of social norms, consciousness and behavior, socio-historical experience (one becomes a person under the influence of the community, education, training, communication, interaction).
In humanistic philosophy, a person is a person as a value for which the development of society is carried out. Personality is a single whole, it is “complex like a microcosm” (E.I. Rogov), in it all properties and components, subjective and objective are connected “in an extremely difficult to dismember, indecomposable integrity. According to R. Linton, personality is "an organized set of psychological processes and states experienced by an individual, from which his behavior follows." Personality is an exclusive "repetition" of the world in itself, a manifestation of oneself as a subject, in which external phenomena-meanings take on the form of meanings; it does not exist outside the system of its choices, it is constructed and created by them. This is a unique complex of energy and information processes and transformations with a complex structure of relationships between them that has no analogues in animate and inanimate nature.
Personality is social and expresses everything that is supranatural, historical in a person; arises as a result of cultural and social development, it is a kind of law of man's arrangement of his own being and relations with the world. The level of its development is characterized by the ability to maintain and protect the space of this individuality; an authority exercising control over a person's living space through the development of rules of behavior in this space. The concept of "personality" is a social characteristic of an individual, indicating those qualities that are formed under the influence of social relations, communication with other people. As a personality, a person is formed in the social system through purposeful and thoughtful upbringing. Personality is determined by the measure of appropriation of social experience, on the one hand, and by the measure of return to society of a feasible contribution to the treasury of material and spiritual values, on the other. The subject and personality in the early stages of ontogenesis coincide, and later education - personality - is a conscious subject of activity. A person becomes a personality in the process of reaching a certain level of development, which allows him to be considered capable of independent transformative activity. He must show, reveal his properties, laid down by nature and formed in him by life and upbringing.
According to A.A. Bodalyova, no matter how stringent requirements are imposed on a person, no matter what they may be in their content and form, she still accepts them and transforms them for herself in accordance with the nature and degree of her subjectivity - the level of development of consciousness, the formation of needs, the development of upbringing abilities character. And no one else, but the person herself sets goals for herself, chooses ways to achieve them and comes to certain results. “From a certain age, becoming a sovereign personality, a unique individuality, a person begins to build himself, improve himself, develops the abilities and inclinations of soul and body inherent in him by nature, God and previous upbringing.”
The personality is able not only to appropriate the world of objects and ideas, but also to produce, transform, create, reflect. It has "integrative activity", which implies an active position of the individual in various manifestations, ranging from conscious goal-setting, dialectical operation and constructive adjustment of methods of activity in all (from traditional to fundamentally new) situations, ending with the desire and ability to intuitively, critically and innovatively reflect and predict results of activities and relationships . The main essential feature is a consciously and freely set goal, the desire to achieve it through the implementation of adequate activities, high activity and consistency in this.
Freedom of the individual - when in the process of goal-setting activity the determination of actions occurs in the person himself, when there is a person's ability to independently make adjustments to his activity and the circumstances accompanying it, taking into account the goal set, when there is the right and opportunity not only to independently choose tasks, methods and conditions for their solution, but also to creatively create and integrate them, to create fundamentally new ones. Personality as a subject characterizes the internal independence of the "outside world", external influences, independence not in the sense of ignoring them, but in the sense of stability of views, beliefs, meanings, motives, their correction, change (and with them behavior, style, way of life, specific deeds) only for serious reasons, self-conviction in this. In unity with the most important procedural characteristics (completeness and versatility of skills, independence, creativity, etc.), these meanings, views, motives, beliefs form the very uniqueness, originality, originality of the individual, which are the basis for fruitful intersubjective relations, stimulate the desire for interaction, cooperation, communication.
First of all, a person is a person as a subject of vigorous activity, transforming the world, and, consequently, a carrier of consciousness and self-consciousness in conjunction with the system of its relations. This is a kind of authority exercising control over a person's living space through the development of their own principles and rules of behavior in this space.
According to V.A. Petrovsky, personality is a kind of law of the structure of one's own being, behavior and relations with the world. In personality - a special quality of a person, a product of the socio-cultural context - the social and cultural principles are closed, they form it. The social nature of a person is manifested in the process of assimilation of social culture by him, as a result of which he develops a specific system of interests, a stable chain of motivations. At the same time, as E.Ignatiev rightly notes, in any historical era people have a certain image of the world, a specific worldview, and behave not only and not so much in accordance with external circumstances, but depending on the picture of the world that settled in their minds. By consciousness here one has to understand not only reflexed and thought-out systems of thought, but also the whole magma of obscure and automated reactions of human consciousness, the world of imagination. Guidelines for behavior and the values of life are given to a person to a large extent by his language, religion, upbringing, and the example of those around him.
Many major studies in the field of psychology are devoted to the identification of the mechanism of personal development (K.A. Abulkhanova-Slavskaya, L.I. Bozhovich, G.A. Kovalev, A.N. Leontiev, S.L. Rubinshtein, V.I. Slobodchikov, B.D. Elkonin). Conceptual provisions about the personal beginning of a person are the result of fundamental research in the field of personality psychology. 3. Freud developed a psychodynamic theory of personality that emphasizes unconscious mental or emotional motives as the basis of human behavior. The formation of personality is presented as a sequence of stages of psychosexual development and occurs in early childhood, when the social environment suppresses, first of all, sexual desires as undesirable, unacceptable in society. Thus, injuries are inflicted on the human psyche, which then in various forms (in the form of changes in character traits, mental illness, obsessive dreams, features of artistic creativity, etc.) make themselves felt throughout human life. With this in mind, ethnologists conclude that differences in the systems of education of different peoples lead to the formation of their peculiar character traits.
A. Adler developed an individual theory of personality, emphasizing the uniqueness of each individual and the processes by which people overcome their shortcomings and strive to achieve life goals. K.G. Jung is the author of the analytical theory of personality, which attaches great importance to the confrontation of forces within the personality and the desire to gain selfhood (individuality) through the process of individualization. E. Erickson formulated the concept of eight stages of ego development, originating in Freud's theory. Ego is a theory of personality based on psychoanalytic theory, but developing new directions and ways of understanding human behavior. E. Fromm developed the concept of "social personality", which was defined as a more or less conscious system of ideas - beliefs, attitudes, values, feelings, which emphasizes the role of sociological, political, economic, religious and anthropological factors in the development and formation of the individual's character. However, attitudes and values are not identical to the individual as such; they reflect some superficial layer of personality.
K. Horney created a sociocultural theory of personality or a theory of optimization of interpersonal relationships, aimed at coping with basic anxiety through excessive dependence or emotional isolation from other people. G. Allport developed a dispositional theory of personality, highlighting the stable qualities (personality traits) inherent in a person and ensuring the constancy of his behavior over time and with a change in the situation. R. Cattell created a structural theory of personality traits, postulating the existence of fundamental inclinations or characteristics that initiate and guide behavior; B.F. Skinner's theory of operant learning: a form of learning in which the correct response or change in behavior is reinforced and made more likely; A. Bandura - a socio-cognitive theory of personality, emphasizing that behavior is the result of a complex interaction between cognitive (cognitive) processes and the influence of the environment; D. Rotter - the theory of social learning; J. Kelly - the cognitive theory of personality, which pays special attention to cognitive processes (thinking, consciousness, judgment) in understanding human behavior; A. Maslow's humanistic theory of personality, emphasizing the uniqueness of the human personality, the search for values and the meaning of existence, as well as freedom, expressed in self-government and self-improvement.
Personal development occurs throughout life. Accordingly, various stage models were proposed for understanding the phases of growth and development in human life: G. Eysenck. In addition, many scholars have emphasized the role of the relationship between the child and the parent as a significant factor in understanding developmental problems. Proceeding from the fact that in each situation a person must, as it were, balance between the requirements “to be like everyone else” and “to be like no one else”, i.e. to be identical and unique at the same time, they (Kolberg) set the task of forming a conscious and even critical attitude to existing social orders, developing in an individual the desire for “contacts with the material and social environment” (W. Heinz), for self-affirmation in society. K. Rogers attached particular importance to how the “I-concept” of an individual is formed (both in terms of cognition and emotionally) under the influence of parental attitudes and behavior at the stage of personality formation. This is a phenomenological theory of personality, emphasizing the importance of a person's subjective experiences, his feelings and personal concepts, a personal point of view on the world and himself.
The category of development, constantly undergoing rethinking and transformation depending on the economic, political and cultural life, becomes the basic one in the humanistic paradigm of education. Personal development occurs under the influence of external and internal, social and natural, controlled and uncontrolled factors, in the process of assimilation by a person of the values, norms, attitudes, patterns of behavior inherent in this society at this stage of development. As long as behavioral or psychological neoplasms do not become the subject of the subject's own activity, are not reflected in his mind as a special goal, the development of the individual does not become, in the proper sense of the word, personal development. Another aspect of the mechanism of personal development is the "intervention" of consciousness in the spontaneous flow of experiences of the individual, which is associated with a kind of verbalization of sensory experience, its expression in the word. The development of personality involves the development of the need to be a person, to receive recognition of this fact from one's environment. This is a kind of becoming and "exercising" the ability to be it. The basis and driving force for the development of the individual is joint activity and communication, through which the movement of the individual in the world of people, familiarization with culture is carried out. Belonging to a certain culture leads to normative patterns of thinking, emotions and behavior, forms an attitude towards the world around.
The mechanism of personality development V.A. Krutetsky defines the methods and tools of self-transformation as fixed in her psychological organization. The verbal report acts as the means of "work" of an individual with his sensual sphere; inner statement; the formulation of one's own opinion, which, as a rule, is inseparable from the desire to oppose it to a different opinion; conscious performance of a "personal action" - a choice, a responsible decision, a statement about one's position, etc. This most important aspect of personality neoplasms is an internal dialogue, not least dependent on the mastery of real dialogical relations.
Speaking about the mechanism of personal development, R.S. Nemov emphasizes in it the aspect of secrecy, "intimacy". He believes that it is necessary to distinguish the actual content of a person’s inner work from how he presents this “work” to another. The intimacy of the process of personal neoplasms leads to the fact that the personal experience of an individual is a product of his self-development, and not of outside influence. The development of the functions of selectivity, reflection, meaning definition, building the image of the Self, taking responsibility, creative self-realization in the chosen activity area, ensuring the autonomy and individuality of the subject's being is possible only on condition that they are in demand by the situation of the individual's life activity, find application in it. “Without the knowledge” of the individual, it is impossible to decide what kind of person to be (this should not be confused with the cognitive sphere, where educational standards are determined to a large extent from other considerations). One of the functions of a person is a continuous search, justification and revision of the meaning of her actions and life in general. Failure to fulfill this function, its insufficient representation in the life of an individual is a sign of his insufficient personal development. "The meaning of human life lies in the realization of his essential forces." The absence of a sense-seeking policy leads to an existential vacuum, depersonalization of the individual and, ultimately, to the loss of life meaning, meaninglessness.
The personal development of a person acts as a kind of balancing of two principles - the imperative and freedom. The imperative for the personality is, first of all, universal norms of morality, while freedom is expressed in the personality's own claims for achievements that affirm the image of the Self. The personality seeks the harmony of these instances.
Personal development is a complex relationship between the evolutionary accumulation of personal experience (meanings) and such life events that depreciate or, on the contrary, strengthen some of these meanings, require reflection or even revision of the accumulated experience under the influence of non-any influences, and mainly those of them which express the needs of the person himself, are addressed to his personality, are based on his own attitude to reality. We are talking about the formation of individual harmony of the individual, about providing the basic level of culture necessary for the self-development of the individual.
"Pedagogy of personality" (N.A. Alekseev, E.V. Bondarevskaya, V.C. Ilyin, I.F. Isaev, M.V. Klarin, SV. Kulnevich, V.A. Slastyonin, E.N. Shiyanov) considers the development personality as an activity performed by teachers on the basis of purposeful transfer to pupils of a certain experience of personal self-organization.
A special function of education is that with its content it lays the basic, fundamental foundations of the culture of the individual - mental, moral, environmental, aesthetic, economic, legal, etc. The mechanisms of personal development are changing significantly: theoretical training in the field of the humanities comes to the fore, dialogue with culture, integration of knowledge into a holistic picture of the world, cultural reflection, self-regulation, decision-making in situations of choice, life-creation, self-development. The personal paradigm requires universality, moral integrity. It cannot be formed partially, standardized. Personality in this system is not something that needs to be "activated" in order to fulfill a given curriculum, i.e. acts not as a means, but as an end in itself of the educational process.
If we talk about the sphere of personal development of school students, then it should provide:
Willingness and ability for spiritual development, moral self-improvement, self-esteem, understanding the meaning of one's life, individually responsible behavior;
Willingness and ability to realize creative potential in spiritual and subject-productive activities, social and professional mobility based on moral norms, continuous education and the universal spiritual and moral attitude to “become better”;
Strengthening morality based on freedom, will and spiritual domestic traditions, the internal attitude of the individual to act according to his conscience;
The formation of morality as a conscious person of the need for a certain behavior based on the ideas accepted in society about good and evil, proper and unacceptable;
The development of conscience as a moral self-awareness of the individual, the ability to formulate one's own moral obligations, to exercise moral self-control, to demand from oneself the fulfillment of moral norms, to give moral self-assessment to one's own and other people's actions;
Acceptance by the individual of basic national values, national spiritual traditions;
Willingness and ability to express and defend one's public position, to critically evaluate one's own intentions, thoughts and actions;
The ability for independent actions and actions performed on the basis of a moral choice, taking responsibility for their results, purposefulness and perseverance in achieving results;
Diligence, thrift, life optimism, ability to overcome difficulties;
Awareness of the value of other people, the value of human life, intolerance to actions and influences that pose a threat to life, physical and moral health, spiritual security of the individual, the ability to counteract them;
Love of freedom as the ability for conscious personal, professional, civil and other self-determination and development, combined with the moral responsibility of the individual to the family, society, Russia, future generations;
Strengthening faith in Russia, a sense of personal responsibility for the Fatherland to past, present and future generations.
In accordance with the requirements of the Federal State Educational Standard, the personal development of elementary school students is aimed at:
Determination of the dynamics of the picture of the development of students on the basis of highlighting the achieved level of development and the immediate prospects - the zone of proximal development of the child;
Determination of opportunities for students to master educational activities at a level corresponding to the zone of proximal development, in relation to knowledge that expands and deepens the system of supporting knowledge, as well as knowledge and skills that are preparatory for this subject;
Identification of the main areas of evaluation activity - evaluation of the results of the activities of education systems at various levels, teachers, students.
Thus, the standard is focused on the formation of the personal characteristics of the graduate (“portrait of an elementary school graduate”):
Loving his people, his land and his homeland;
Respecting and accepting the values of family and society;
Inquisitive, actively and interested in knowing the world;
Possessing the basics of the ability to learn, capable of organizing their own activities;
Ready to act independently and be responsible for their actions to the family and society;
Friendly, able to listen and hear the interlocutor, justify his position, express his opinion;
Fulfilling the rules of a healthy and safe lifestyle for yourself and others.
3. Overview of primary basic education programs
The analysis of information on the topic of the course study allowed us to establish that at the moment there is a fairly extensive set of educational methodological sets for solving the problems of teaching and educating a younger student, including his personal development. It:
Program "Primary school of the XXI century";
Program "School 2100";
Program "School of Russia";
Program "Perspective";
Program "Harmony";
Promising Elementary School Program;
Program "Planet of Knowledge";
Program "School 2000...";
Program "Primary innovative school" (FSES);
The system of developing education L.V. Zankov;
The system of developing education D.B. Elkonina - V.V. Davydov;
System "Development. Individuality. Creation. Thinking" ("Rhythm").
Let us give a description of the most common programs of primary education.
Program "Primary school of the XXI century"
"Primary School of the 21st Century" is a system of textbooks (teaching and methodological kit) for grades 1-4 of general educational institutions, which ensures the achievement of the requirements for the results of mastering the main educational program of primary general education. The system was developed by a team of scientists from the Institute of Content and Methods of Education of the Russian Academy of Education, Moscow State Pedagogical University, the Russian Academy for Advanced Studies and Retraining of Education Workers, Moscow State University. The project leader is Honored Scientist of the Russian Federation, Corresponding Member of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor Natalia Vinogradova.
The prerequisites for its creation were: the main provisions of the theory of L.S. Vygotsky, scientific ideas of developmental education by D.B. Elkonina, V.V. Davydova, A.V. Zaporozhets, the concept of a promising elementary school (A.M. Pyshkalo, L.E. Zhurova, N.F. Vinogradova).
The leading idea of the TMC "Primary School of the 21st Century" is the implementation of one of the possible ways to modernize primary education, the disclosure of new approaches to the goals, content and methods of teaching younger students in a mass primary school. Based on this, the team of authors created teaching aids for students (textbooks, workbooks) and teachers (books, guidelines, lesson planning, etc.).
TMC "Primary School of the 21st Century" includes textbooks on academic subjects.
All textbooks are included in the Federal lists of textbooks recommended (approved) by the Ministry of Education and Science of the Russian Federation for the 2010-2011 academic year.
TMC "Primary School of the 21st Century" is built on the same fundamental principles for all academic subjects.
1. Student-centered learning involves: the preservation and support of the child's individuality; providing opportunities for each child to work at their own pace; creation of conditions for mandatory successful activity; training in the zone of "proximal development", providing timely assistance to each child in case of learning difficulties; creation of conditions for the realization of the creative possibilities of the student.
2. The natural conformity of education is considered as the correspondence of the content, forms of organization and means of education to the psychological capabilities and characteristics of children of primary school age, providing assistance to students who experience learning difficulties; creation of conditions for the growth of creative potential, the successful development of gifted children. A measure of the difficulty of the content of education for each student, taking into account the pace of his progress in mastering knowledge-skills and universal actions, the level of actual mental development and the stage of learning.
3. The principle of pedocentrism involves the selection of the content of education that is most adequate to the needs of children of this age stage of development, knowledge, skills, universal actions that are most relevant for younger students. This takes into account the need for the child's socialization, his awareness of his place not only in the "children's" world, but also in the school community; mastering new social roles (“I am a student”, “I am a student”) with the gradual expansion of his participation in the “adult” world. The knowledge and experience of the younger student in interacting with peers, with other people, with the environment, the level of awareness of one's belonging to a society of people (rights, duties, social roles) are also taken into account.
4. The principle of cultural conformity makes it possible to provide the student with the best objects of culture from different spheres of the surrounding life (science, art, architecture, folk art, etc.) for learning, which makes it possible to provide integration links between the student's educational and extracurricular activities.
5. The organization of the learning process in the form of an educational dialogue (the dialogical nature of the educational process) includes the teacher's orientation towards the democratic style of the relationship between teachers and students; giving the child the right to make a mistake, their own opinion, the choice of an educational task and a partner in activities. In elementary school, different forms of organization of education are used, during which children learn to cooperate, to carry out joint educational activities (pair, group, general collective).
6. Continuity and prospects of education. Establish successive links between the methodological system of education and preschool, as well as the main link in education.
From this point of view, the adaptation period in the first grade is especially important, the organization of which should help each first grader, taking into account his readiness for schooling, to move painlessly from preschool childhood to the school stage of life. Therefore, the authors paid special attention to the creation of new integrated courses studied in the first half of the 1st grade ("Diploma", "World around"), which, along with educational functions, would ensure the implementation of the function of "soft" adaptation of children to new activities.
Integration, which allows taking into account the integrity of the child's perception of the world around this age, is gradually being replaced by differentiated courses (they begin in the second half of the first year of study). The function of a holistic perception of the surrounding reality remains a priority direction of construction in subsequent classes of the "World Around".
The next feature of the project "Primary school of the XXI century" is that, according to the teaching materials, it allows to successfully solve one of the priority tasks of primary education - to form the main components of educational activity.
The idea of building the education of younger schoolchildren on the basis of learning activity belongs to the theorists of developmental education. At the same time, the authors of "Primary School of the 21st Century" set themselves the task of developing a methodology for this type of education for mass schools in Russia, regardless of location, working conditions, teacher preparedness, etc. Based on this, in the teaching methodology, special attention is paid, firstly, to the purposeful use of modeling activities, and secondly, the authors have created a system of games with rules that develop the qualities necessary for teaching. And, thirdly, the content and structure of teaching aids reflect new approaches to the development of students' monitoring and evaluation activities (the "Check Yourself" section, the tasks "Compare your answer with the text", "Find mistakes", etc.).
Renovation of the primary school means a transition from the priority of reproductive and instructive activities to the priority of search and research. In teaching materials this is achieved by a method in which the student masters a fundamentally different role - not just a "spectator", "listener", "loudspeaker" ("I watch, listen, remember, repeat"), but a "researcher". The role of the researcher lies, first of all, in the fact that the student is an equal participant in the learning process, its subject. He is very interested in finding the truth, discovering new knowledge for himself: the student can put forward his own hypothesis (heading of the textbook "Express an assumption"), choose and justify his own way of solving the educational problem, enter into a discussion (tasks "Express your opinion"). In this case, the place and role of the sample (rules, method, conclusion, etc.) changes. It is not presented by the teacher at the beginning of cognitive activity as not subject to discussion, change, and even more so evaluation, but is born in the process of collective work and often completes it, which makes it possible for each student to “discover” and consciously accept scientific knowledge.
The authors of the teaching materials set themselves another task: to increase attention to the creative activity of students, which includes the initiative and independence of each student. This is achieved by the use of "hidden" samples in the teaching methodology, the predominance of tasks of a problematic nature (compared to reproductive ones), the presence of a system of special creative tasks that become more complicated from class to class. The authors closely associate the development of creativity with the improvement of such a mental process as imagination, therefore, for the first time in primary school, a system for using role-playing in teaching has been developed for elementary school, which makes it possible to develop various facets of role-playing behavior, and therefore the imagination and creativity of the student. Thus, the role-playing game was introduced as an obligatory structural element of the lesson on "The World Around" especially in the 1st and 2nd grades. The development of creativity is also facilitated by the heading introduced in all textbooks - "Journey into the Past".
TMC "Primary school of the XXI century" implements in the educational process the right of the child to their individuality. All teaching aids contain material that allows the teacher to take into account the individual pace and success of each child's learning, as well as the level of his overall development. All textbooks provide additional educational content, which allows you to create a fairly high erudite, cultural background for learning, ensuring, on the one hand, the removal of the obligation to master all the knowledge presented (the child can, but should not learn it), and on the other hand, giving everyone the opportunity work in accordance with their abilities (headings of textbooks "For those who read well", "Journey into the past", "This wonderful world", etc.).
The correctional and developmental workbooks developed for the main subjects of the curriculum allow the teacher to move away from the traditionally accepted orientation towards the "average" student and carry out purposeful work depending on the success of each student's education. The TMC presents a system of work of an elementary school teacher to eliminate the causes of difficulties that arise in a younger student in the process of studying various subjects. For this, both control work and a diagnostic system for students of each class are presented, which allows the teacher to track not only the success of learning, but also the dynamics of the child's development.
The authors of the teaching materials pay special attention to the creation of an emotionally positive atmosphere for teaching younger students, the development of educational initiative and independence. The teaching methodology is structured in such a way that it gives each child the right to make a mistake, to self-evaluate their work, to independently analyze both the process and the results of learning (The heading "Check Yourself", recommendations to the teacher on the formation of the controlling activity of schoolchildren).
Each subject of the EMC contributes to the implementation of the above provisions.
EMC "Primary School of the 21st Century" became the winner of the "Competition for the creation of new generation textbooks for secondary schools" held by the National Foundation for Personnel Training and the Ministry of Education of the Russian Federation. The industry and government awards of the set have become an expression of public recognition of the UMK. In 2001, the set became the winner in the nomination "Textbook of the XXI century" and the owner of the book "Oscar" at the XIV Moscow International Book Fair. In 2002, the kit was awarded the Prize of the President of the Russian Federation in the field of education.
Program "School 2100"
The educational system "School 2100" is one of the programs for the development of general secondary education, aimed primarily at developing and improving the content of education and providing it with program, methodological and educational materials.
The "School 2100" program is built on the basis of the concept of "common sense pedagogy" and the concepts of individual subjects. It combines the main modern approaches to the education process (developing, variable, humanistic, student-oriented, etc.). This concept is opposed to the outdated "manipulative" paradigm, where the student acts as an object of education and upbringing, and not as an equal participant or subject of the educational process. It formulates the goals, principles and prospects for the development of the content and technology of Russian education (including upbringing) for the next ten years, corresponding to the developmental and variative approach and based on the idea of lifelong education.
Scientific supervisor of the program from 1990 to August 2004 - Academician of the Russian Academy of Education A.A. Leontiev, since September 2004 - Academician of the Russian Academy of Education D.I. Feldstein.
Firstly, it would be a system of developing education that prepares a new type of student - internally free, loving and able to relate creatively to reality, to other people, able not only to solve the old, but also to pose a new problem, able to make an informed choice and make independent decisions. ;
Secondly, it would be accessible to a mass school, would not require teachers to retrain anew;
Thirdly, it would be developed precisely as an integral system - from theoretical foundations, textbooks, programs, methodological developments to a system for improving the qualifications of teachers, a system for monitoring and monitoring learning outcomes, a system for implementing it in specific schools;
Fourth, it would be a system of holistic and continuous education.
...Similar Documents
The main problems of staffing. The project of transition to the new state standard of basic education. Development of models for the implementation of extracurricular activities of primary school students. Development of professional competence of teachers.
thesis, added 03/09/2015
Disclosure of the essence and study of the composition of the system for stimulating the educational and cognitive activity of elementary school students. Development and testing of a methodology for stimulating the educational activities of students in the context of the Federal State Educational Standard of Primary General Education.
thesis, added 12/03/2013
The development of speech and thinking of younger schoolchildren is one of the requirements and the most important goal of the main educational program of primary general education. Description of the key psychological and pedagogical features of the study of the proposal in elementary school.
thesis, added 03/23/2019
Mission of preschool education. Goals, objectives, principles and requirements of the Federal State Educational Standard for Preschool Education, providing psychological and pedagogical conditions and taking into account aspects of the social situation of the child's development.
abstract, added 06/15/2015
Requirements for the results of mastering the educational program of primary general education. Components of the system for monitoring and evaluating the achievements of younger students. Three levels of content mastering. Pedagogical diagnostics as a component of the control system.
presentation, added 08/13/2013
Approaches to the system of assessing the quality of education. Evaluation of the results of mastering the main educational program of primary general education. Recommendations for organizing internal monitoring of the quality of education in an educational institution.
thesis, added 12/05/2014
Federal state educational standard of primary general education: definition, structure, goals. Educational-methodical complexes of primary education. The concept and classification of methods and forms of teaching. Patterns and principles of learning.
test, added 02/29/2016
Psychological and pedagogical aspects of the development of imagination in schoolchildren. Characteristics of the Federal State Educational Standard of Primary General Education. Ways of organizing and conducting lessons-excursions on fine arts.
term paper, added 11/19/2014
Organization of extracurricular activities within the framework of the Federal State Educational Standard of Primary General Education. Forms of interaction between family and school. Activities for the organization of extracurricular activities in cooperation with parents.
test, added 12/20/2015
The system of primary general education in the Russian Federation and Germany. The state of the current system of primary education in the Uspenskaya secondary school of the Tatar region. Outline of integrated lessons of the Russian language with fine arts and mathematics with construction.
“The new must be created by the sweat of one’s brow, while the old itself continues to exist and firmly rests on the crutches of habit.” A.I. Herzen
Approved by order of the Ministry of Education and Science of the Russian Federation dated December 17, 2010 and registered by the Ministry of Justice of the Russian Federation dated February 01, 2011 new requirements for the results of students mastering the basic educational program
What does each subject want to receive? State - national unity, security, human development, competitiveness Society - security and health, freedom and responsibility, welfare. Family - personal success, social success, professional success.
Global Challenges The 10 most in-demand jobs in 2010 did not yet exist in 2004 In 2006, there were 31 million Google searches, and in 2008 there were 267 billion. Every 4th inhabitant of the planet works at his workplace for less than a year and every second - less than 5 years In order to reach 50 million audiences, radio took 38 years, television - 13, the Internet - 4, Iphon - 3 In a year we produce more information than in all 5000 years of human existence smarter than man, but to all mankind
RAO data The child has become different! A child, an adolescent, who has really risen to a new level of social maturity, is not included seriously, consistently in the sphere of society, is not included in the discussion of adult problems at the level accessible to him. Children develop adult medical diagnoses of medicalization, marketization, and adoption.
“Everything new is long forgotten old” Project activity (group form), research activity KTD (collective creative work) Earlier in domestic pedagogical practice Modern time is more complex structure and contains strict mandatory steps Do not discard what has proven its effectiveness on practice. what previously allowed to form stable subject results in students.
Purpose of education: GEF 1st generation 2004 Know Be able to Use ZUN GEF 2nd generation Personal Meta-subject Subject UUD Transition from the "School of knowledge accumulation" to the model "School of universal personality development", based on a system-activity approach
Matrix of personal results of mastering the main educational program (grades 5-7) Formation of a conscious, respectful and benevolent attitude towards another person, his opinion, worldview, culture, language, faith, citizenship, history, culture, religion, traditions, languages, values the peoples of Russia and the peoples of the world. Awareness of one's ethnicity, knowledge and respect for the history, language, culture of one's people, one's region, the foundations of the cultural heritage of other peoples of Russia and mankind. Awareness of the value of the human personality, the formation of humanism, respect for others. Formation of a responsible attitude to learning. Formation of students' readiness and ability for self-development and self-education based on motivation for learning and cognition. Formation of skills to set realistically achievable goals, choose adequate ways and means to achieve them. Formation of skills to adequately assess their ability to achieve a goal of a certain complexity in various areas of independent activity.
Matrix of personal results of mastering the main educational program (grades 8-9) Development of moral consciousness and competence in solving moral problems based on personal choice, the formation of moral feelings and behavior, a conscious and responsible attitude to one's own actions. Formation of communicative competence in communication and cooperation with peers, older and younger children, adults in the process of educational, socially useful, educational and research, creative and other activities. Assimilation of social norms, rules of conduct, roles and forms of social life in groups and communities, including adults and social communities; participation in school self-government and public life within the limits of age competencies, taking into account regional, ethno-cultural, social and economic characteristics. Formation of a holistic worldview corresponding to the current level of development of science and social practice, taking into account the social, cultural, linguistic, spiritual diversity of the modern world. Formation of readiness for personal and professional self-determination and independent construction of life plans. Willingness to choose specialized education based on IEP for 3 levels of education.
Features of assessing personal results; formation of the foundations of a person's civic identity; readiness for the transition to self-education based on educational and cognitive motivation, including readiness to choose the direction of specialized education; the formation of social competencies, including value-semantic attitudes and moral norms, the experience of social and interpersonal relations, legal awareness.
I recommend reading! The world our children will live in is changing four times faster than our schools AuthorTitle G. Dryden, D. Vos. A revolution in learning. Teach the world to learn in a new way. - M.: PARVINE, 2003 - 672s. Spivakovsky V.M. Educational explosion. - Kyiv: ChF "IEC" Grand - Expo ", - 436 p. P. Senge et al. Schools that study: a resource book of the fifth discipline. - M .: "Enlightenment", - 575 p. Podlasy I. Energy-information pedagogy. – M.: Data Square, 2010 – 424 p.
Formation of personal qualities in primary school students
One of the most important transformations in the system of general education is the introduction of federal state educational standards for general education of a new generation (hereinafter - GEF), dictated by the need to prepare graduates for life in a high-tech competitive world. At present, the school still continues to focus on learning, bringing into life a trained person - a qualified performer, while today's information society requires a trained person,capable of self-studyand relearn many times over the course of an ever-elongating life,ready for independent action and decision-making.
A feature of the content of modern primary education is not only the answer to the question of what the student should know, but also the formation of universal educational activities. Primary education today is the foundation for the formation of the educational activities of the child. It is the initial stage of schooling that should provide cognitive motivation and interests of students, the student's readiness and ability to cooperate with the teacher and classmates, form the foundations of moral behavior that determines the relationship of the individual with society and people around him.
Relevance the formation of UUD for primary general education is due, first of all, to the achievement of success by all students.
Universal learning activities can be grouped into four main blocks:
1) personal;
2) regulatory;
3) cognitive;
4) communicative.
Personal actionsallow you to make the teaching meaningful, linking them to real life goals and situations. Personal actions are aimed at understanding, researching and accepting life values, allow you to orient yourself in moral norms and rules, develop your life position in relation to the world.
Regulatory actionsprovide the ability to manage cognitive and educational activities by setting goals, planning, monitoring, correcting their actions, assessing the success of mastering.
cognitive actionsinclude the actions of research, search, selection and structuring of the necessary information, modeling of the studied content.
Communicative actionsprovide opportunities for cooperation: the ability to hear, listen and understand a partner, plan and coordinate joint activities, distribute roles, mutually control each other's actions, be able to negotiate, lead a discussion, correctly express one's thoughts, support each other and cooperate effectively as a teacher, as well as with peers.
The teacher must take into accountrelationship between the level of formation of universal educational activities(UUD) with the following indicators:
- health status of children;
- progress in the main subjects;
-level of speech development;
-degree of proficiency in Russian;
- the ability to listen and hear the teacher, ask questions;
- the desire to accept and solve a learning problem;
- communication skills with peers;
- the ability to control their actions in the classroom.
In connection with the introduction of the GEF IEO, the main task of the teacher is to educate an active, inquisitive, positive student. My task today is to show the experience of my work on the formation of personal UUD.
Every person plays social roles in life: in relations at work we are colleagues, in relations with children we are mothers, in relations with friends we are friends, in the family we are wives, mothers, grandmothers. Starting from elementary school age, we must teach children to play social roles in order to grow them up to be worthy citizens.and our country. Let us analyze the types of UUD in elementary school in more detail.
Regulatory actions provide students with the organization of their educational activities.
These include:
goal setting as setting a learning task based on the correlation of what is already known and learned by the students, and what is still unknown;
Planning - determination of the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;
- forecasting- anticipation of the result and the level of assimilation of knowledge, its temporal characteristics;
Control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard;
Correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its result;
Grade - selection and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation;
Self-regulation as the ability to mobilize forces and energy, to volitional effort (to make a choice in a situation of motivational conflict) and to overcome obstacles.
Cognitive universal actions include: general educational, logical, as well as the formulation and solution of the problem.
General educational universal actions:
Independent selection and formulation of a cognitive goal;
Search and selection of necessary information; application of information retrieval methods, including using computer tools;
Structuring knowledge;
Conscious and arbitrary construction of a speech statement in oral and written form;
Choosing the most effective ways to solve problems depending on specific conditions;
Reflection of methods and conditions of action, control and evaluation of the process and results of activities;
Semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from the listened texts of various genres; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media;
Statement and formulation of the problem, independent creation of activity algorithms in solving problems of a creative and exploratory nature.
Sign-symbolic actions constitute a special group of general educational universal actions:
Modeling - the transformation of an object from a sensual form into a model, where the essential characteristics of the object (spatial-graphic or sign-symbolic) are highlighted;
Transformation of the model in order to identify the general laws that define this subject area.
Boolean Generic Actions :
Analysis of objects in order to highlight features (essential, non-essential);
Synthesis - the compilation of a whole from parts, including independent completion with the completion of the missing components;
Selection of grounds and criteria for comparison, seriation, classification of objects;
Summing up under the concept, derivation of consequences;
Establishment of causal relationships;
Building a logical chain of reasoning;
Proof;
Hypotheses and their justification.
Statement and solution of the problem:
Formulation of the problem;
Independent creation of ways to solve problems of a creative and exploratory nature.
Communicative actionsprovide social competence and consideration of the position of other people, partners in communication or activity; ability to listen and engage in dialogue; participate in a group discussion of problems; integrate into a peer group and build productive interactions and collaborations with peers and adults.
Communication activities include:
Planning educational cooperation with the teacher and peers - determining the purpose, functions of participants, ways of interaction;
Questioning - proactive cooperation in the search and collection of information;
Conflict resolution - identification, identification of the problem, search and evaluation of alternative ways to resolve the conflict, decision-making and its implementation;
Managing the partner's behavior - control, correction, evaluation of his actions;
The ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; possession of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.
The development of a system of universal educational activities as part of personal, regulatory, cognitive and communicative activities that determine the development of the psychological abilities of an individual is carried out within the framework of the normative-age development of the child's personal and cognitive spheres. The learning process sets the content and characteristics of the child's educational activity and thereby determines the zone of proximal development.the indicated universal educational actions (their level of development corresponding to the “high standard”) and their properties.
Essential for the formation of communicative universal actions, as well as for the formation of the personality of the child as a whole, is the organization of joint work of students in a group. The following are the benefits of working together:
The volume and depth of understanding of the assimilated material increases;
Less time is spent on the formation of knowledge, skills and abilities than with frontal learning;
Some disciplinary difficulties are reduced (the number of students who do not work in the classroom, who do not do their homework is reduced);
Reduced school anxiety
Increases cognitive activity and creative independence of students;
The cohesion of the class is growing;
The nature of the relationship between children is changing, they begin to better understand each other and themselves;
Self-criticism grows; a child who has experience of working together with peers more accurately assesses his abilities, controls himself better;
Children who help their comrades have great respect for the work of the teacher;
Children acquire the skills necessary for life in society: responsibility, tact, the ability to build their behavior, taking into account the position of other people.
In the context of educational tasks, the value of mastering communicative actions and skills of cooperation by students is dictated by the need to prepare them for the real process of interaction with the world outside of school life. Modern education cannot ignore the fact that education is always immersed in a certain social context and must meet its requirements and needs, as well as contribute in every possible way to the formation of a harmonious personality.
These tasks include tolerance and the ability to live with others in a multinational society, which in turn implies:
. awareness of the priority of many common to all members of society
problems over private;
. adherence to moral and ethical principles that meet the tasks
modernity;
. understanding that civic qualities are based on respect for each other
friend and exchange of information, i.e. the ability to listen and hear each other;
. the ability to compare different points of view before making decisions and making choices.
The developing potential of communicative UUD is not limited to the sphere of its direct application - communication and cooperation, but also directly affects cognitive processes, as well as the personal sphere of schoolchildren.
Without the introduction of appropriate pedagogical technologies, communicative actions and competencies based on them will, as today, belong to the sphere of individual abilities of the student (mostly not meeting modern requirements).
Personal actions provide a value-semantic orientation of students (knowledge of moral norms, the ability to correlate actions and events with accepted ethical principles, the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. With regard to educational activities, three types of personal actions should be distinguished:
Personal, professional, lifeself-determination.
Personal UUD provide a value-semantic orientation of students (the ability to correlate actions and events with ethical principles, knowledge of moral norms and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. In relation to educational activities, two types of actions should be distinguished:
meaning action,those. the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning, and what motivates the activity, for the sake of which it is carried out. The student must ask himself the question of “what is the meaning, the meaning of the teaching for me”, and be able to find an answer to it;
action of moral and ethical assessmentdigestible content, based on social and personal values, providing a personal moral choice.
Ways of forming personal UUD
Personal universal educational actions reflect the system of value orientations of the younger student, his attitude to various aspects of the world around him.
Personal UUDs include:
positive attitude to learning, to cognitive activity,
the desire to acquire new knowledge, skills, improve existing ones,
recognize their difficulties and strive to overcome them,
learn new activities
participate in the creative, creative process;
awareness of oneself as an individual and at the same time as a member of society, recognition for oneself of generally accepted moral and ethical standards, the ability to self-evaluate one's actions and deeds;
awareness of oneself as a citizen, as a representative of a certain people, a certain culture, interest in and respect for other peoples;
striving for beauty, willingness to maintain the state of the environment and one's health.
For the formation personal For universal learning activities, I use the following types of tasks:
Participation in projects;
Creative tasks;
Visual, motor, verbal perception of music;
Mental reproduction of a picture, situation, video film;
Self-assessment of the event, incident;
Achievement diary.
Formation of personal UUD in the process of using modern educational technologies:
For the development of LUUD, it is necessary to use different educational technologies.
Modernthe teacher needs to apply and variably use a variety of learning technologies to build the learning process of schoolchildren in such a way as to develop each child's interest and desire to learn, as well as form a set ofuniversal learning activities,which will allow him to independently carry out the process of cognition and provide the ability to organize independent learning activities.
Problem dialogue technology
Assessment Technologyeducational achievements (learning success) is aimed at developing the control and evaluation independence of students by changing the traditional assessment system. Students develop the ability to independently evaluate the result of their actions, control themselves, find and correct their own mistakes; motivation for success. Relieving students of the fear of school control and assessment by creating a comfortable environment helps to preserve their mental health.
Cultivating a tolerant attitude towards other decisions leads topersonalstudent development.
The assessment technology is implemented in the subject teaching materials (notebooks for verification and control work), in the "Diaries of a schoolchild", in notebooks for diagnosing metasubject results.
"Personal Diary of a First Grader" combines elements of a traditional diary and an "adult" diary, and also provides an opportunity to develop organizational skills and skills of self-control and self-esteem in first graders.
In September, children themselves formulate the rules of our life at school, learn to write down the schedule from the first day of school with letters or conventional signs, learn to evaluate their own successes, their attitude to the lessons. At the end of the school year, the child can evaluate their progress for the year.
The systematic involvement of children in evaluative activities makes it possible to form an adequate self-esteem, since, evaluating the response of others, he evaluates relative to himself.
Information and Communication Technology
The use of ICT in various lessons in elementary school allows developing the ability of students to navigate the information flows of the world around them; master practical ways of working with information; develop skills that allow the exchange of information using modern technical means.
The study of academic subjects involves not only the study of textbook materials, but also observations and experiments carried out using digital measuring instruments, a digital microscope, a digital camera and a video camera. Observations and experiments are recorded, their results are summarized and presented in digital form.
ICT technologies make it possible to form an adequate self-assessment, awareness of learning and learning motivation, an adequate response to difficulties, a critical attitude to information and selectivity of its perception, respect for information about the private life and information results of other people, the basis of a legal culture in the field of information use is being formed.
The work on the formation of personal universal educational actions will be built throughout the entire education at school. The work I'm doing is part of the road to implementing second generation standards.
Conclusion
Personal UUDprovide a value-semantic orientation of students (knowledge of moral norms, the ability to correlate actions and events with accepted ethical principles, the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships.
For the formation of personal UUD, it is necessary to use various technologies in a complex
UDC 159.9:37.015.3
N. A. Buravleva, N. K. Gritskevich
PERSONAL DEVELOPMENT OF SCHOOLCHILDREN IN THE CONDITIONS OF THE IMPLEMENTATION OF THE FEDERAL STATE EDUCATIONAL STANDARD OF THE NEW GENERATION
The relevance of the Federal State Educational Standard of the new generation is considered, one of the main components of universal educational activities is analyzed - the student's personal development, its relationship with the internal position of the child.
Key words: Federal State Educational Standard, the process of education and upbringing, personal development, universal educational activities, the internal position of the student.
Changes in Russian society form a new social order for the development of the country's human potential, the generation of a new generation of Russians: people with a new way of thinking, a modern style of behavior and a new motivation, able to live and work in conditions of increasingly complex social relations. In this situation, education is of paramount importance in solving national problems, and also requires a rethinking of the goals and values of education from modern positions. The new Federal State Educational Standard (FSES) of the second generation, introduced in recent years, is designed to modernize education and transform the school.
The main purpose of the new standard is to formulate and ensure the conditions and requirements established at the federal level, aimed at achieving the strategic goal of Russian education - educating a successful generation of citizens of the country with modern knowledge, skills and competencies, brought up in the spirit of the ideals of democracy, the rule of law and in accordance with national and universal values.
The fundamental difference between the school standards of the new generation is their focus on achieving not only subject educational results, but above all on the formation of the personality of students, their mastery of universal methods of learning activities that ensure success in cognition at all stages of further education. The new standard emphasizes that the learning process is inextricably linked with upbringing and personal development.
As is known, the core of the content of education is the necessary scientific and categorical apparatus, on the basis of which the value orientations of students, the picture of the world and worldview, the transformation of the ideals that exist in culture, as well as generalized methods of cognitive and practical activity are formed. Along with fundamental knowledge, the baggage of a graduate
modern school is unthinkable without a system of universal educational activities that ensure its functional literacy, the ability to learn, the ability to self-development and self-improvement. All this is achieved through the conscious, active appropriation of social experience by students. At the same time, knowledge, skills and abilities (KAS) are considered as derivatives of the corresponding types of purposeful actions, that is, they are formed, applied and stored in close connection with the active actions of the students themselves. The new Federal State Standard notes that the quality of knowledge assimilation is determined by the diversity and nature of the types of universal actions. The concept of the development of universal learning activities was developed on the basis of the system-activity approach of L. S. Vygotsky, A. N. Leontiev, P. Ya. Galperin, D. B. Elkonin, V. V. Davydov, A. G. Asmolov.
The student's ability to independently successfully assimilate new knowledge, to form skills and competencies, including the independent organization of this process, that is, the ability to learn, is ensured by the fact that universal learning actions as generalized actions open up the possibility for students to have a broad orientation both in various subject areas and in the structure of the educational activity, including the awareness of its target orientation, value-sense and operational characteristics. Achieving the ability to learn involves the full development by schoolchildren of such components of educational activity as cognitive and learning motives, learning goal, learning task, learning activities and operations (orientation, transformation of material, control and evaluation).
The universal nature of educational activities is manifested in the fact that they are of a supra-subject, meta-subject nature, ensure the integrity of the general cultural, personal and cognitive development and self-development of the individual, ensure the continuity of all stages of the educational process, underlie the organization
and regulation of any activity of the student, regardless of its specially-subject content. Universal learning activities provide the stages of assimilation of educational content and the formation of the psychological abilities of the student.
In accordance with the new standard, the meaning of the very concept of “educational outcomes” is largely changing. First of all, these are "increments" in the personal resources of the trainees, which can be used in solving problems that are significant for the individual. Personal resources can be divided into motivational (value orientations, needs, requests, which are concretized in the motives of activity), instrumental or operational (mastered universal methods of activity), cognitive (knowledge that provides the possibility of orientation in the phenomena of reality, subject skills and abilities). The development of motivational, instrumental and cognitive resources of the individual corresponds to the planned results of education: personal, meta-subject and subject. Personal results are a factor in the development of students' motivational resources, meta-subject - instrumental, subject - cognitive.
A modern educational institution works in accordance with the main educational program, that is, the program of activities of an educational institution to achieve the planned educational results. It includes not only exemplary programs for individual subjects, but also a program for the education and socialization of schoolchildren, a program for the formation of universal educational activities, a system for assessing educational achievements adopted by the school, its curriculum, extracurricular educational activities, etc.
In any educational program, the motivational and value moment, as a moment of the program structure, should be the leading one. This motivational-value plan should permeate any program. When identifying a motivational-value layer, it is necessary to focus on one of the key questions: for the sake of what the educational program is being done. In the new standard, the main task of the school is formulated in a fundamentally new way: not just to outline a certain range of subject knowledge and ensure its development at the minimum acceptable level, but to educate a successful citizen of one's country. That is why education is considered in it as the most important social activity of society, as the main resource of its socio-cultural modernization, which ensures the formation of:
Russian identity as the most important condition for strengthening Russian statehood;
Ideals and values of Russian civil society: justice, freedom, international peace, family traditions;
Consolidation of society in the context of the growth of its diversity, based on increased civic responsibility,
Mutual understanding and trust in each other of representatives of various social, confessional and ethnic groups;
National consent in assessing the main stages of the formation and development of Russian society and the state;
Competitiveness of the individual, society and state;
Values of personal, public and state security.
Based on this, the object of modernization in the new standard is understood not only as the sphere of education (as a branch of one of the sectors of the economy), not only the educational environment (as a complex of educational resources and technologies), but the educational space as a set of institutions of socialization (education, family, confession). , mass media), which determine the process of spiritual and moral formation of the new generation of the country.
The educational space should ensure the achievement of the goals of basic general education, its high quality, accessibility and openness for students, their parents and the whole society, the spiritual and moral development and education of students, guarantee the protection and strengthening of the physical, psychological and social health of students, take into account the specifics of age development students at this level of education.
The ability to learn is an essential factor in increasing the effectiveness of students mastering subject knowledge, the formation of skills and competencies, the image of the world and the value-semantic foundations of personal moral choice. As A. G. Asmolov notes, the task of the education system is not to transfer the amount of knowledge, but to teach how to learn. At the same time, the formation of educational activity means the formation of the spiritual development of the individual. The crisis of education lies in the impoverishment of the soul when enriched with information. The formation of educational activity cannot be anything other than the formation of different aspects of the spiritual development of the individual, namely: self-knowledge, self-esteem as stages of self-education, therefore it can be argued that the level of formation of educational activity directly correlates with the level of personality development. Educational activity
nost is an organ of development, self-development, self-education of the individual. Cognition is built into this process.
As part of the main types of universal educational activities that correspond to the key goals of general education, four blocks can be distinguished: personal, regulatory, cognitive, and communicative.
Personal actions provide a value-semantic orientation of students (knowledge of moral norms, the ability to correlate actions and events with accepted ethical principles, the ability to highlight the moral aspect of behavior) and orientation in social roles, interpersonal relationships. With regard to educational activities, three types of personal actions should be distinguished:
Personal, professional, life self-determination;
Sense formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what stimulates the activity, for the sake of which it is carried out. The student must ask himself: what is the significance and meaning of the teaching for me? - and be able to answer it;
Moral and ethical orientation, including the evaluation of the content to be assimilated (based on social and personal values), providing a personal moral choice.
The development of a system of universal educational actions as part of personal, regulatory, cognitive and communicative actions that determine the development of the psychological abilities of an individual is carried out within the framework of the normative age development of the child's personal and cognitive spheres. The learning process sets the content and characteristics of the child's learning activity and thereby determines the zone of proximal development of these universal learning activities and their properties. The criteria for evaluating the formation of universal educational actions of students is the compliance with age-related psychological normative requirements, as well as the compliance of the properties of universal actions with predetermined requirements.
Age-psychological standards are formulated for each type of universal educational activities, taking into account a certain stage of their development. The properties of actions to be assessed include: the level (form) of the action, completeness (expansion), reasonableness, consciousness (consciousness), generalization, criticality and mastery. An analysis of the origin and development of universal educational activities, the features of their functioning allows us to establish them
interdependence and interdependence, directly arising from the active nature of the development of psychological neoplasms. Universal educational activities represent an integral system in which the origin and development of each type of educational activity is determined by its relationship with other types of educational activities and the general logic of age-related development.
In the course of the implementation of the new GEF, the formation of the internal position (IP) of the student becomes relevant. The concept of “internal position” introduced by L. I. Bozhovich denotes an active, internally determined attitude of a schoolchild to learning, when the child’s behavior ceases to be situational, when he has a stable subordination of motives and for the first time becomes capable of realizing his attitude to the life situation. A child with a formed EP of a schoolchild has a positive attitude towards school. The internal position includes not only motivational, but also emotional and reflective components. Phenomenologically, these components appear before a person in an indissoluble unity.
The subjective aspect of the social situation of development - the internal position of the child - denotes the cumulative characteristics of that system of internal factors that refracts and mediates the influence of the environment, determining the formation of the child's main psychological neoplasms at this age. An actual change in the child's social position is not enough to change the direction and content of his development. For this, it is necessary that this new position be accepted and comprehended by the child himself and reflected in the acquisition of new meanings associated with educational activities and a new system of school relations. Only thanks to this it becomes possible to realize the development potential of the subject. The internal position is the central component of the structure of psychological readiness for school, determining the dynamics of the child's assimilation of the reality of school life.
Attitude towards school, learning and behavior in the process of educational activity, characterizing the formation of the internal position of the student, was studied by such scientists as M. R. Ginzburg, N. I. Gutkina, V. V. Davydov, A. Z. Zak, T. A Nezhnova, K. N. Polivanova, D. B. Elkonin. Many studies have revealed the complex dynamics of the formation of a student's internal position, which is reflected in the motivational-semantic sphere and in relation to school subjects. Rejection but-
the student's social status and role, the immaturity of school motivation, the ambivalent and in some cases negative attitude of the child to school significantly complicate the course of normative age development at school age and adaptation to school.
The application of the concept of "internal position" plays an important role in the analysis of personality development in the course of the educational process. It correlates with such concepts that characterize personality traits as a system of values, meanings, and the development of a temporal perspective.
It is known that the concept of values is usually considered in connection with the motivational sphere of personality. The motivating effect of values is not limited to a specific activity or a specific situation; they are correlated with the life of a person as a whole and have a high degree of stability. According to D. A. Leontiev, values are an aspect of motivation that correlates with personal or cultural standards that are not related to actual stress. In communicating with the environment, the child learns some ideas that have a value character and are cultural standards. These include the idea of the value of education. The value of school education is included in the structure of the student's internal position, but does not exhaust its entire content. Similarly, the structure of any EP includes value representations, but only as an aspect of the motives that make up the content of the internal position.
To correlate the concept of VP with the concept of meaning, it is necessary to recall that in cultural-historical and activity psychology a personality is understood “as a psychological formation, as a regulatory system, which is constituted by the functions of the subject separating himself from the surrounding world, isolating, presenting and structuring his relations with the world and subordination of one's life activity to the stable structure of these relations, as opposed to momentary impulses and external stimuli. This system of functions is carried out by the main, constitutive
the substructure of personality is its semantic sphere. D. A. Leontiev defines the semantic sphere of personality as a specially organized set of semantic formations (structures) and connections between them, providing semantic regulation of the subject's integral life activity in all its aspects.
The internal position of the student can be considered as the result of the child's self-development in preschool childhood. It also acts as a prerequisite for self-development in primary school age, since it becomes the basis for the formation of the student's subjectivity, "the transformation of a student into a student."
Analyzing the content of the new Federal State Standard, one can see that the system-activity approach is actually coming into education today. In it, the personality is considered as a systemic integrity, for which development is the main way of existence. The educational program of a modern educational institution should be based on the principle of continuity of development and the dependence of a person's development on the measure of his own activity.
In the state educational standard of the new generation, emphasis is placed on such characteristics of the personal development of students as self-determination, the development of the self-concept and self-esteem of the individual, the identity of the individual, the formation of a picture of the world, value orientations, reflexivity, self-regulation, sense-formation.
The new standard is designed to ensure, within the framework of the upbringing and educational process, the achievement of a balance of interests of the individual, society and the state. It is designed to solve such urgent psychological and pedagogical problems as strengthening the practical orientation of education, removing the overload of schoolchildren, ensuring a student-oriented nature of education, the formation of positive motivation for learning, the development of independence, the ability to choose and be responsible for one's choice, the development of interests, inclinations and abilities. children.
^ literature search
1. How to design universal learning activities in elementary school. From Action to Thought: A Teacher's Guide / ed. A. G. As-molova. Moscow: Education, 2011. 247 p.
2. Kuznetsov A. A. Development of federal state standards of general education // Pedagogy. 2009. No. 4. S. 3-10.
3. Buravleva N. A. The concept of "spirituality" in modern psychology // Vestn. Tomsk State ped. university 2011. Issue. 12. S. 189-193.
4. Asmolov A. G. System-activity approach to the development of new generation standards // Pedagogy. 2009. No. 4. S. 18-22.
5. Bozhovich L. I. Problems of personality formation. M.: MPSI; Voronezh: NPO "MODEK", 1995. 368 p.
6. Gritskevich N. K., Gritskevich Yu. N. Accounting for the adaptive potential of the child in determining readiness for school and academic performance. conf. students, graduate students and young scientists "Science and Education". T. 3. Pedagogy, psychology, physical culture and sports. Part 1 Tomsk: publishing house of TSPU, 2007. S. 28-34.
7. Lubovsky D. V. The concept of internal position and continuity of development throughout the life path // World of Psychology. 2012. No. 2. S. 128-138.
8. Yakhontov S. V., Gritskevich N. K., Yankovskaya I. V., Shalagina L. Sh. Features of adaptation of functionally impaired children to the educational process // Vestn. Tomsk State ped. university 2003. Issue. 3 (35). pp. 100-104.
9. Leontiev D. A. Psychology of meaning: nature, structure and dynamics of semantic reality. M.: Meaning, 2007. 511 p.
10. Elkonin D. B. Mental development in childhood. M.: MPSI; Voronezh: NPO "MODEK", 1995. 346 p.
11. Antsyferova L. I. Psychological content of the phenomenon of the subject and the boundaries of the subject-active approach // The problem of the subject in psychological science. M.: Education, 2000. S. 27-42.
12. Ovchinnikova Yu. V., Gychev A. V., Gritskevich N. K. Psychological and pedagogical means of developing the creative abilities of adolescents in the conditions of institutions of additional education for children // Vestn. Tomsk State ped. university 2012. Issue. 6 (121). pp. 183-189.
13. Voloshina L. V. Spirituality: questions, judgments, opinions // Scientific and Pedagogical Review of TSPU. 2013. Issue. 1. S. 40-45.
Buravleva N. A., Candidate of Psychological Sciences, Associate Professor.
Tomsk State Pedagogical University.
Gritskevich N. K., Candidate of Pedagogical Sciences, Associate Professor, Head of the Department of Psychological and Pedagogical Education. Tomsk State Pedagogical University.
st. Kyiv, 60, Tomsk, Russia, 634041.
The material was received by the editors on 09/02/2013.
N. A. Buravljova, N. K. Gritskevich
PERSONALITY DEVELOPMENT OF PUPILS IN THE IMPLEMENTATION OF THE FEDERAL STATE EDUCATIONAL
STANDARD OF THE NEW GENERATION
The article discusses the relevance of the Federal State Educational Standard of the new generation; analyzes one of the main components of universal educational activities: personal development of pupils and its relationship with the pupil’s internal position.
Key words: Federal State Educational Standard, the process of training and education, personal development, universal learning activities, the pupil's internal position.
1. How to design universal learning activities in elementary school. From thought to action: A guide for teachers / edited. A. G. Asmolova. Moscow, Education Publ., 2011. 247 p. (in Russian).
2. Kuznetsov A. Development of the Federal government standards for general education. Pedagogy, 2009, no. 4, pp. 3-10 (in Russian).
3. Buravleva N. A. The concept "Spirituality" in modern psychology. Tomsk State Pedagogical University Bulletin, 2011, vol. 12, pp. 189-193 (in Russian).
4. Asmolov A. G. System-active approach to the development of a new generation of standards. Pedagogy, 2009, no. 4, pp. 18-22 (in Russian).
5. Bozhovich L. I. Issues of identity formation. Moscow, SAG Publ.; Voronezh, NGO Modek Publ., 1995, 368 p. (in Russian).
6. Gritskevich N. K., Gritskevich U. N. The accounting of adaptive potential of the child at determination of readiness for school and progress / Collection of works of XI All-Russian conference of students, post-graduate students and young scientists “Science and education”. Part 3 Pedagogy, psychology, physical culture and sport. Part 1 Tomsk, TSPU Publ., 2007, pp. 28-34 (in Russian).
7. Lubovsky D. The concept of internal position and continuity of development over the life course // The world of psychology, 2012, no. 2, pp. 128-138 (in Russian).
8. Yakhontov S. V., Gritskevich N. K., Yankovskaya I. V., Shalagina L. Sh. Peculiarities of functionally weakened children’s adaptation to educational process. Tomsk State Pedagogical University Bulletin, 2003, vol. 3 (35), pp. 100-104 (in Russian).
9. Leont'ev D. A. Psychology of meaning: the nature, structure and dynamics of the sense of reality. Moscow, Smysl Publ., 2007. 511 p. (in Russian).
10. Elkonin D. B. Mental development in childhood. Moscow, SAG Publ.; Voronezh, NGO Modek Publ., 1995. 346 p. (in Russian).
11. Antsyferova L. I. Psychological phenomenon of the subject content and the boundaries of the subject-active approach // The problem of the subject in the science of psychology. Moscow, Education Publ., 2000, pp. 27-42. (in Russian).
12. Ovchinnikova U. V., Gychev A. V., Gritskevich N. K. Psychological and pedagogical means for development of creative abilities of adolescents at institutions of extended education for children. Tomsk State Pedagogical University Bulletin, 2012, vol. 56 (121), pp. 183-189 (in Russian).
13. Voloshina L. V. Spirituality: issues, judgments, opinions. Tomsk State Pedagogical University Scientific and pedagogical review of TSPU, 2013, no. 1, pp. 40-45 (in Russian).
Buravljova N.A.
Email: [email protected]
Gritskevich N.K.
Tomsk State Pedagogical University.
Ul. Kievskaya 60, Tomsk, Russia, 634041.
Email: [email protected]
Elena Sukhareva
"An integrated approach to the implementation of the requirements of the Federal State Educational Standard, ensuring the development of the personality of preschool children"
Questions personal development, social and moral education of the younger generation are increasingly facing our society in recent times. We often meet with increased aggressiveness, conflict preschoolers, unwillingness to understand the inner world of another person. The low culture of communication in the surrounding society has a negative impact on children. Many have distorted ideas about moral qualities: about mercy, kindness, justice. Life puts before us - teachers of preschool educational institutions, in addition to traditional questions - what and how to teach in modern conditions, priority problem: how to form in a child the qualities of a person who would answer requirements society at the present stage of historical development.
Modern society needs initiative young people who are able to find "themselves" and their place in life, restore the Russian spiritual culture, socially adapted, morally stable, capable of self-improvement and self-development. Key qualities personalities are laid down in the first years of life, and therefore, on the family and preschool institutions have a special responsibility for cultivating such qualities in the younger generation.
In accordance with the Federal State Educational Standard of distance learning, social and communicative development aimed at mastering the norms and values accepted in society, including moral and ethical values, development communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; development social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude towards one's family and community children and adults in the organization; formation of positive attitudes towards various types of labor and creativity; formation of the foundations of safe behavior in everyday life, society, nature.
The targets set out in GEF DO, assume that at the completion stage preschool education:
The child has a positive attitude towards the world, different types of labor, other people and himself, has a sense of his own dignity; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts;
The child is capable of strong-willed efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene.
It is impossible to form these qualities of a child without development moral foundations personalities, which should be laid in the child literally from birth.
A child is not born good or evil, he has only to acquire moral qualities. AT age from 3 to 7 years old, he begins to form the first concepts and ideas about "what is good" and "what is bad". He has the first moral feelings - sympathy and sympathy for others people: mother and father, educator, peers. What do we encounter, first of all, when receiving children in kindergarten: children are very attached to their parents, show tearfulness, unwillingness to play with other children, share toys, almost all parents, accompanying the child to kindergarten, teach "give back" believing that this is the best way to resolve any conflict, any contradiction. Social personal development of children is a complex process, controversial and wears complex character: tasks development of feelings, moral foundations personalities, intellect, are solved in interconnection, and it is impossible to separate one from the other. Therefore, the organization of the pedagogical process aimed at the entry of the child into the world of social relations, requires from a special teacher skill: knowledge children, own experience, explicit attitude.
Implementation of the tasks of social development of preschool children is most effective in the presence of a holistic pedagogical system. A complex approach implies the interconnection of all structural components pedagogical system in relation to all links and participants of the pedagogical process.
The process of social personal development of preschoolers includes various activities:
Game activity - makes the child feel like an equal member of human society. In the game, the child develops confidence in his own abilities, in the ability to receive real result.
Research activity - allows the child to independently find a solution or refutation of his own ideas.
Communicative (communication)- unites an adult and a child, satisfies a variety of needs a child in emotional closeness with an adult, in his support and appreciation.
Project - activates the independent activity of the child, provides association and integration of different types of activities.
Visual - allows the child to get used to the world of adults with the help of work, fantasy, to know it and take part in it. Objective - satisfies the cognitive interests of the child in a certain period, helps to orient in the world around. He shows broad curiosity, asks questions about near and distant objects and phenomena, is interested in cause-and-effect relationships. (how? why? why)
Observation - enriches the experience of the child, stimulates development cognitive interests, gives rise to and consolidates social feelings. Likes to observe, collect various collections.
Constructive - makes it possible to form complex mental actions, creative imagination, mechanisms for controlling one's own behavior. The volitional beginning in the actions of the child is manifested in productive activities, where he discovers the ability to achieve goals, try to make a product of high quality, redo it if it doesn’t work out. Arbitrariness also manifests itself in social, behavior: the child can follow the instructions of the teacher, follow the established rules.
Thus, each type of activity contributes to the process of social personal development of preschoolers.
I think it's very important for everyone to interact. specialists: educators, music director, psychologist, speech therapist teacher. in different age groups solve various tasks of personality development:
In junior preschool age: y children develops friendly attitude towards people, animals; awakens emotional responsiveness to the state of peers, loved ones, heroes of fairy tales; mastering ways of interacting with peers in the game, in everyday communication; children are taught to follow elementary rules of behavior; develops the ability to convey various emotional states.
Questions answered in the middle group development the ability to understand the surrounding people, fairy-tale characters, to show a benevolent attitude towards them, the desire for communication and interaction; expanding ideas about the world around; the ability to navigate the rules and norms of the culture of behavior and communication; develops emotional responsiveness.
In senior preschool age tasks come to the fore personal development: enrich ideas about people, their relationships, emotional and physical states; learn "read" emotions in facial expressions, gestures, intonation; encourage active expression of emotional responsiveness (regret, console, treat, etc.); foster a culture of behavior and communication; to deepen ideas about the family, kinship; actively express kindness to loved ones; to acquaint with the forms of greeting, farewell, expressing gratitude, making a request; develop self-control over their actions; deepen your understanding of yourself, your body, personal qualities, opportunities, achievements; develop sense of self-respect, self-esteem; direct consciousness, feelings and actions children to act humanely and justly.
Childhood is not only the most carefree and happiest time of life.
of a person, this is also a very important period - the period of the most intensive formation personalities and that what was not formed in childhood is no longer possible develop as an adult.
Thus, creating a gaming environment, surrounding children with attention and love showing communication on personal example, playing with children, we form child's personality traits. And it depends on us how we educate child: indifferent or sympathetic, selfish or needed by society.
