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

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

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

The structure of the pedagogical process includes:

1. The goal is to identify the final result.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1) genetic factor - heredity;

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

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

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

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

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

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

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

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

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

2) the logic of assimilation perceived by the student;

3) degree of practical use educational material.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Chair…

Essay on Pedagogy

Holistic pedagogical process: structure, driving forces, principles and patterns

Completed:

student 123 gr.

Serebrennikov A.S.

Checked:

Svetopolskaya V. O.

Syktyvkar 2000

Plan.

I. Introduction.

II. The pedagogical process as an integral system.

§ 2.3 Driving forces

§ 2.5 Principles.

III. The role of economic education in modern society.

IV. Conclusion.

I. Introduction

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

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

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

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

- mental development tasks, involve the assimilation by children of knowledge, skills and abilities common to all, which simultaneously ensure mental development and form in them the ability of active independent thinking and creativity in social and industrial activities;

- emotional development tasks which includes the formation in children of an ideological-emotional, aesthetic attitude to art and reality;

- tasks of moral development focused on the assimilation by pupils of simple norms of universal morality, the habits of moral behavior, on the development in the child of moral will, freedom of moral choice and responsible behavior in life relationships;

- tasks of physical development aimed at strengthening and developing the physical strength of children, which are the material basis of their vitality and spiritual being.

- tasks of individual and personal development requiring the identification and development of natural talents in each child through the differentiation and individualization of learning and perception processes;

- tasks of cultural education based on the highest values ​​of world artistic culture, opposing the destructive development of mass anti- and pseudo-culture.

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

So, let's take a closer look at all the components of a holistic pedagogical process.

II Pedagogical process as an integral system

The pedagogical process is the developing interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educators. In other words, the pedagogical process is a process in which social experience is transformed into the qualities of a formed person (personality). This process is not a mechanical connection of the processes of education, training and development, but a new high-quality education. Integrity, commonality and unity are the main characteristics of the pedagogical process.

What is meant by integrity?

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

§ 2.1 The principle of integrity is the basis of the pedagogical process

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

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

§ 2.2 The structure of a holistic pedagogical process

The pedagogical process is considered a system of sciences and the following main parts are distinguished:

General basics;

Theory of education;

Didactics - the theory of learning;

School science.

Each of them solves its own problems, the result of which is often superimposed on each other.

Structure is the arrangement of elements in a system. The structure of the system consists of elements, or components of the system, selected according to a certain criterion, as well as the links between them. Only knowing what is connected with what in a holistic pedagogical process, it is possible to solve the problem of improving the organization, management and quality of this process. Connections in the pedagogical system are not similar to connections in other dynamic systems. The result of the process is directly dependent on the interaction of the teacher, the technology used and the student.

The mutual activity of the teacher and the student in the pedagogical process is most fully reflected in the term “pedagogical interaction”, which includes in unity the pedagogical influence, its active perception, assimilation by the object, the student’s own activity, manifested in the impact on himself (self-education). In the course of pedagogical interaction, various connections between the subjects and objects of education are manifested. Especially common are information connections, which are manifested in the exchange of information between educators and students, organizational and activity connections. The links between management and self-government in the pedagogical process are of great importance. The success of the whole process largely depends on the correct ratio of them. In turn, management links are based on information, organizational-activity and other types of links. When analyzing pedagogical interaction, it is necessary to take into account causal relationships, identifying especially important ones among them. For example, the identification of particularly important causes of shortcomings and successes in the pedagogical process, then allows you to more successfully design new stages of its improvement. Where it is rational, it is also useful to identify functional connections between pedagogical phenomena, describing them in a mathematically correct form. But at the same time, it is especially important to comply with the requirements for the leading role of qualitative analysis. pedagogical phenomena, since the extreme complexity, multifactorial nature of these processes often do not lend themselves to a correct mathematical description.

Human development requires the organization of two interrelated processes - training and education. These two processes have different tasks and therefore, intersecting with each other, and sometimes even coinciding in time, fundamentally differ from each other in methods and forms of organization. Let us consider the main theoretical problems of upbringing and education.

Upbringing is a relatively independent process that has a number of features:

First, education is a purposeful process. Education becomes effective when the teacher specifically highlights the goal of education, to which he aspires. The greatest efficiency is achieved when this goal is known and understood by the pupil, and he agrees to accept it.

Secondly, this is a multifactorial process. In its implementation, the teacher must take into account and use a huge number of objective and subjective factors. The personality is exposed to many multifactorial influences and accumulates not only positive, but also negative experience that needs to be adjusted. Multifactoriality explains the effect of the ambiguity of the results of education.

Thirdly, the personality of the teacher plays a huge role in the process of education: his pedagogical thinking, character traits, personal qualities, and value orientations.

Fourthly, the educational process is characterized by the remoteness of the results from the moment of direct educational impact. Education does not give an instant effect. Its results are not that tangible, they do not reveal themselves as clearly as, for example, the results of the learning process.

Fifth, a feature of the pedagogical process is its continuity. Education carried out in the course of the pedagogical process is a process of systematic interaction between educators and pupils. One event, no matter how bright it may be, is not able to greatly influence the behavior of the educated person, in particular the student. If the process of upbringing is not regular and goes on from case to case, then the educator has to re-fix what the student has already mastered and then forgotten.

Education , as an integral system contains many interrelated elements: the goal, educational information, means of pedagogical communication between the teacher and students, forms of their activities and ways of implementing pedagogical management of studies and other activities and behavior of students.

Schematically, the learning process as an integral system can be represented as follows:

Model of the structure of the educational process

The system-forming concept of the learning process, as a system, is the goal of learning, the activity of the teacher (teaching), the activity of students (teaching) and the result. The variable components of this process are the means of control. They include: the content of the educational material, teaching methods, material teaching aids (visual, technical, teaching aids, etc.), organizational forms learning as a process and learning activities students. The connection of teaching aids, as variable components, with constant meaning-forming components depends on the purpose of training and its final result. They form a stable unity and integrity, which are subject to the common goals of education, the so-called global goals in preparing the younger generations for life and work in the existing society. The basis of the unity of all these components is the substantive joint activity of teaching and learning. Due to their unity, the plurality and heterogeneity of different-quality elements and connections form an integral system of education and give it order and organization, without which it, as such, is generally devoid of meaning and ability to function.

The learning process is considered in didactics as an activity, and therefore it clearly shows:

Analysis of the initial situation, the definition and setting of the goal of learning and its acceptance by students;

Work planning, selection of content and means to achieve the goal - the presentation of a new fragment of educational material in different ways and its conscious perception;

Execution of teaching and learning operations, organization of joint work of the teacher and students;

Organization of feedback, control and correction of work on the assimilation of the content of the material and self-control;

Analysis and introspection, evaluation of learning outcomes;

Preparation and work of students outside the school.

This is the structure of the learning process in its theoretical representation. In real pedagogical reality, the learning process is cyclical. Each didactic cycle of the learning process is a functional scheme based on the joint work of all its links. Let us dwell in more detail on the cyclical analysis of the educational process. Such an analysis makes it possible to more clearly identify the structural links between the components of the learning process.

In the development of all pedagogical processes one can easily detect the same stages. Stages are not components, but sequences of process development. The main stages can be called preparatory, main and final. Let's consider them in more detail.

On the preparation stage The pedagogical process creates the appropriate conditions for its flow in a given direction and at a given speed. At this stage, the following important tasks are solved: substantiation and goal setting, diagnostics of conditions, forecasting, designing and planning the development of the process. The essence of the first is to transform the overall pedagogical goal facing the system public education in general, into specific tasks achievable in a given segment of the pedagogical process. At this stage of the functioning of the pedagogical process, contradictions are revealed between the requirements of the general pedagogical goal and the specific capabilities of the contingent of students. educational institution etc., ways of resolving these contradictions in the projected process are outlined.

It is impossible to set the right goal, determine the tasks of the process without diagnostics. Its main goal is to get a clear idea of ​​the reasons that will help or hinder the achievement of the intended results. In the process of diagnostics, all the necessary information is collected about the real possibilities of teachers and students, the level of their previous training, and many other important circumstances. In the process of diagnostics, the initial tasks are corrected: very often, specific conditions make them reconsider, bring them into line with real possibilities.

Next is carried out move prediction And results pedagogical process. The essence of forecasting is to assess its possible effectiveness in the existing specific conditions even before the start of the process. Using scientific forecasting, we can theoretically weigh and calculate the process parameters in advance. It is carried out according to rather complex methods, but the costs of obtaining a forecast pay off, because in this case, teachers get the opportunity to actively intervene in the course and course of the pedagogical process, without waiting until it turns out to be ineffective or leads to undesirable consequences.

The preparatory stage ends adjusted based on the results of diagnostics and forecasting process organization project, which, after finalization, is embodied in plan. Pedagogical process plans have a certain period of validity. Thus, the plan is the final document, which precisely defines who, when and what needs to be done.

Stage of implementation of the pedagogical process- the main stage. It can be viewed as a relatively isolated system, which includes important interconnected elements:

Statement and clarification of the goals and objectives of the forthcoming activities;

Interaction between teachers and students;

Use of the intended methods, means and forms of the pedagogical process;

Creation of favorable conditions;

Implementation of various measures to stimulate the activities of schoolchildren;

Ensuring the connection of the pedagogical process with other processes.

The effectiveness of the process depends on how expediently these elements are interconnected, whether their orientation and practical implementation of the common goal do not contradict each other.

An important role at the stage of the implementation of the pedagogical process is played by feedback, which serves as the basis for making operational management decisions. Feedback is the basis for the quality management of the process, its development and strengthening, each teacher must give priority, only relying on it, it is possible to find a rational ratio of pedagogical management and self-management of their activities by the students.

The cycle of the pedagogical process ends the stage of analysis of the achieved results. It is important once again to carefully analyze the course and results of the pedagogical process after its completion, so that in the future not to repeat the mistakes that inevitably arise in any, even very well planned and organized process, in order to take into account the ineffective moments of the previous one in the next cycle.

It is especially important to understand the reasons for the incomplete correspondence of the results and the process to the original intention, where, how and why the errors occurred. Practice confirms that most errors appear when the teacher ignores the diagnosis and prediction of the process.

§ 2.3 Driving forces

The driving force behind the development and improvement of a holistic pedagogical process are contradictions.

All contradictions are divided into objective and subjective.

Objective:

Contradictions between the level of development of the child, the state of his knowledge, skills And skills and the increasing demands of life. It is overcome through continuous education, intensive training, labor, civil, physical, moral education. The complication of social life, the constant growth of requirements for the volume and quality of mandatory information, the skills that children must possess, gives rise to a number of difficulties associated with an increase in the number of compulsory subjects, types of educational, labor, physical and other activities. A shortage of time is formed, inevitable intellectual, physical, moral overloads arise.

The internal driving force of the pedagogical process is the contradiction between put forward by the requirements of a cognitive, labor, practical, socially useful nature And real opportunities for their implementation. This contradiction becomes the source of the system's movement towards a common goal if the requirements put forward are in the zone of proximal development of capabilities and, conversely, such a contradiction will not contribute to optimal development if the tasks turn out to be excessively difficult or easy. Consequently, the task of the teacher is to master the ability to study well the student and teaching teams, as well as its individual members, skillfully project close, medium and distant development prospects and turn them into concrete tasks constantly calling forward.

Between active nature of the child And social and pedagogical conditions of life .

Subjective:

Contradictions between individual creative process personality development And mass-reproductive nature of the organization of the pedagogical process. Constant changes in public life, the emergence of new situations, relationships, requirements for children make it impossible to create an unchanging pedagogical system, an absolutely perfect pedagogical integrity.

Between the growing role of humanitarian subjects in the development of man And trends of technocratization of the pedagogical process .

Overcoming contradictions, ensuring the full effectiveness of the pedagogical process is achieved through the full functioning of the main content elements. These terms include:

Children's labor educational collective, various public organizations as the leading content systems of social relations, factors and conditions of education;

Education as a core element of integrity;

Socially useful, productive labor as the most important basis of education;

Extra-curricular (out-of-class, out-of-school) creative activity.

§ 2.4 Patterns of the pedagogical process

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

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

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

communication within the pedagogical process;

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

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

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

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

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

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

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

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

4. The law of unity and interconnection of theory and practice.

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

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

1) heredity;

2) educational and learning environment;

3) the means and methods of pedagogical influence used.

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

1) the intensity of feedback between the student and teachers;

2) the magnitude, nature and validity of corrective actions on educators.

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

1) the action of internal incentives (motives) of pedagogical activity;

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

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

1) the intensity and quality of sensory perception;

2) logical understanding of the perceived;

3) practical application of meaningful.

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

1) the quality of pedagogical activity;

2) the quality of the students' own educational activities.

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

1) the needs of society and the individual;

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

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

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

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

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

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

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

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

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

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

§ 2.5 Principles.

The principles are based on already known laws and regularities, but are not logically deduced from them. Laws and regularities serve theoretical basis to develop, postulate the principles of education and the rules of practical pedagogical activity. Some pedagogical laws and patterns are so multifaceted that not one, but several principles are derived from them. The development of principles is influenced not only by pedagogical, but also by social, philosophical, logical, psychological and other patterns. They are also determined by the goals of education and upbringing, environmental conditions, the level of development of science, the nature of the means and methods mastered by society, and, of course, the practice itself, the learning experience.

1. The principle of developing and educating the nature of education aimed at the comprehensive development of the personality and individuality of the student.

2. The principle of scientific content and methods of the pedagogical process reflects the relationship with modern scientific knowledge and practice of the democratic structure of society.

3. in mastering the achievements of science and culture, it gives a systematic character to educational activities, theoretical knowledge, and practical skills of the student.

4. The principle of consciousness, creative activity and independence of students under the leadership of the teacher.

5. The principle of visibility, the unity of concrete and abstract, reproductive and productive, as an expression of an integrated approach.

6. The principle of accessibility of education .

7. Principle of durability of learning outcomes and development of students' cognitive abilities.

8. The principle of connecting learning with life, with practice .

9. The principle of rational combination of collective and individual forms and ways of learning.

10. The principle of consciousness and activity of students- the pedagogical process should not turn into a passive perception of knowledge.

11. The principle of combining pedagogical management with the development of initiative and independence of pupils .

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

13. The principle of coherence between the requirements of the school, family and society .

14. The principle of taking into account age and individual features students .

Of course, all of the above principles are not equivalent, they are all subject to the leading principle - the principle of spiritually oriented towards universal human values, educating and developing education. Below we give them brief description.

The principle of a spiritually oriented, developing and educating nature of education suggests that education is aimed at the goals of the comprehensive development of the individual, at the formation of not only knowledge and skills, but also certain moral, aesthetic qualities that serve as the basis for choosing life ideals and social behavior.

Scientific principle requires that the content of education be associated with objective scientific facts, theories, laws, reflect the current state of science. This principle is embodied in curricula and textbooks, in the selection of the studied material, as well as in the fact that schoolchildren are taught the elements of scientific research, methods of scientific organization educational work.

The principle of scientific character directs the teacher to use problem situations in the organization of educational activities of schoolchildren, involving them in various observations of the phenomena and processes being studied, scientific disputes, analyzing the results of their own observations, searching for additional scientific information to substantiate their own conclusions, and proving their point of view.

The principle of linking learning with practice, provides that the learning process stimulates students to use the knowledge gained in solving the tasks, analyze and transform the surrounding reality, developing their own views. To do this, use the analysis of examples and situations from real life. One of the ways to implement the principle of linking learning with practice, life is the active involvement of students in socially useful activities at school and beyond.

The principle of systematic and consistent involves the teaching and assimilation of knowledge in a certain order, system. It requires a logical construction of both the content and the learning process as a whole, which is expressed in the observance of a number of rules:

The studied material is planned, divided into logical sections (topics), the order and methodology for working with them are established;

In each topic, it is necessary to establish content centers, highlight the main concepts, ideas, structure the lesson material;

When studying the course, external and internal links are established between theories, laws, facts.

The requirement of systematic and consistent teaching is aimed at maintaining the continuity of the content and procedural aspects of learning, in which each lesson is a logical continuation of the previous one, both in terms of the content of the educational material and the nature and methods of educational and cognitive activity performed by students.

The principle of accessibility requires taking into account the characteristics of the development of students, analyzing the material from the point of view of their real capabilities and organizing the pedagogical process in such a way that they do not experience intellectual, moral, physical overload. Consequently, the inaccessibility of education, the difficulties faced by the student in the course of performing various educational tasks, depend equally on the complexity of the content of the educational material and on its methodological structuring, the nature, structure, student activity organized by the teacher, teaching methods used by the teacher.

The principle of visibility- one of the oldest and most important in didactics, means that the effectiveness of training depends on the appropriate involvement of the senses in the perception and processing of educational material. In the process of learning, children should be given the opportunity to observe, conduct experiments, work practically - through this lead to knowledge. However, the use of visualization should be to the extent that it contributes to the formation of knowledge and skills, the development of thinking. Demonstration and work with objects should lead to the next stage of development, stimulate the transition from concrete-figurative and visual-effective thinking to abstract, verbal-logical.

The principle of consciousness and activity of students in learning- one of the main principles of the modern didactic system, according to which learning is effective when students show cognitive activity, are subjects of activity. This is expressed in the fact that students are aware of the goals of learning, plan and organize their work, show interest in classes, pose problems and are able to seek their solutions.

Activity and consciousness in learning can be achieved if:

Rely on the interests of students and at the same time form the motives of learning, among which in the first place are cognitive interests, professional inclinations;

Include students in solving problem situations, in problem-based learning, in the process of finding solutions to scientific and practical problems;

Use teaching methods such as didactic games, discussions;

Encourage teamwork.

The implementation of the principle under consideration contributes not only to the formation of knowledge and the development of children, but also to their social growth and upbringing.

Strength principle requires that knowledge be firmly fixed in the memory of students, become part of their consciousness, the basis of habits and behavior. Memorization and reproduction of material depend not only on the material, but also on the attitude towards it, therefore, for a strong assimilation, it is necessary to form a positive attitude and interest in the material being studied. There are other rules of this principle, namely:

Strong assimilation occurs if the student shows intellectual, cognitive activity;

For a solid assimilation, it is necessary to correctly organize the number and frequency of exercises and repetition of the material, take into account individual differences students;

The strength of knowledge is ensured when the material is structured, the main thing is highlighted, logical connections are indicated;

The strength of knowledge is ensured by systematic monitoring of learning outcomes, verification and evaluation.

The principle of rational combination of collective and individual forms and methods of educational work. This means that the teacher can and should use a wide variety of forms of organizing learning: lessons, excursions, workshops, as well as various ways of interaction between students in the educational process: individual work, work in permanent and shift pairs, in small and large groups. In addition, training can be carried out in a variety of activities for children outside the classroom: hikes, clubs, circles, various interest groups, and others.

As you can see, the principles of modern didactics form a system, an integral unity, sealed by their close relationship. The implementation of one principle is closely related to the implementation of others: activity and systematicity - with strength, accessibility - with scientific character, etc. All together they reflect the main features of the learning process, they give the teacher a set of instructions for organizing the learning process from goal setting to analysis of results.

All the considered principles are aimed at the implementation of the first, leading, principle of educating and developing education.

With all approaches, the principles of didactics must retain specificity, that is, reflect the special nature of the connections within the didactic system, otherwise the principles lose their certainty, correctness and turn into general provisions are undoubtedly correct, but do not provide specific didactic guidelines.

III. The role of economic education in modern society

With the transition of the Russian state to a market-type economy, the general education school faced the need for a radical renewal of the content of education, including the need for economic education, which had previously received very little attention.

A high school student who is preparing for an independent life, regardless of the chosen field of professional activity, must have (and this is part of the social order of requirements for a graduate) solid economic knowledge, must be able to navigate economic issues and problems, which will allow him to feel confident in life. It is simply vital for a graduate to be morally, psychologically and practically ready to work in a market economy; he needs to be helped to realize that personal success depends on their professional and economic literacy, diligence, initiative, enterprise and creativity.

In this regard, the educational system is designed to solve the important task of providing labor training for high school students in close connection with economic education and upbringing, which involves the formation of those knowledge, skills, needs and interests, the nature of thinking, behavior and activities that correspond to the principles and norms of managing in new socio-economic conditions.

Historically, there has been an attitude towards economic education as a part of professional and labor training, and not as an independently directed line of upbringing and education within the educational space of an institution. In this regard, a number of contradictions have been identified, namely:

between the objectively existing need to guide the social development of high school students and the lack of awareness of the pedagogical community of the possibilities of economic training in this process;

traditional content, forms, methods of economic training and the need to use innovative technologies in the formation of socially significant personality traits, knowledge, skills, experience of the socio-economic activity of schoolchildren, which contributes to social self-determination and the formation of personality;

· between the innovative processes taking place in the public consciousness of young people in connection with the objective need for economic education, and the presence of a stereotypical approach to the transfer of this field of knowledge;

between the urgent need for continuity, continuity and universality of education at all stages of education (pre-university, university, postgraduate), as well as the lack of development or inconsistency between the curricula, programs, content, forms and methods of obtaining education, which significantly reduces the possibility of obtaining economic education that adequately meets the needs of the time and society.

The solution to this problem is complicated by the fact that the majority of the population, including young people, have not formed value orientations for free economic activity, the development of creative and entrepreneurial initiatives, many lack socially significant knowledge and skills, and experience of independent economic activity. The social formation of young people takes place in conditions when the natural desire for self-assertion, success is faced with ever-increasing competition, high demands on the individual in the labor market.

Economic training, in my opinion, can not only form special economic knowledge and skills that are relevant in modern conditions, but also develop socially demanded personality traits (initiative, independence, entrepreneurship), form moral and value motives of economic activity (motives of social responsibility, creative cooperation in the process of socially significant activity, achieving a strong socio-professional status, material well-being).

IV. Conclusion

Summarizing all of the above, we can draw the following conclusion - recommendations for the teacher:

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

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

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

List of used literature:

1) Pedagogy / edited by P.I. piddly. –M.: Pedagogical Society of Russia, 1998

2) I.P. Sneaky. Pedagogy. – M.: Vlados, 1999

3) B.T. Likhachev. Pedagogy. - M.: Promitey, 1996

4) Pedagogy / edited by Schukina. –L.: Printing Yard, 1966

2. Name of the department

3. Arrange pages in the table of contents

Pedagogical process- one of the most important, fundamental categories of pedagogical science. Under pedagogical process is understood as a specially organized, purposeful interaction of teachers and students (pupils), aimed at solving developmental and educational problems. The pedagogical process is designed to ensure the fulfillment of the social order of society for education, the implementation of the provision of the Constitution of the Russian Federation on the right to education, as well as the current legislation on education.

The pedagogical process is a system, and like any system it has a certain structure. Structure - this is the location of elements (components) in the system, as well as the connections between them. Understanding the connections is very important, because, knowing what is connected with what and how in the pedagogical process, it is possible to solve the problem of improving the organization, management and quality of this process. Components pedagogical process are:

goal and tasks;

organization and management;

methods of implementation;

results.

The teaching process is work process, and, as in other labor processes, objects, means and products of labor are singled out in the pedagogical process. An object the work activity of a teacher is a developing personality, a team of pupils. Facilities(or tools) of labor in the pedagogical process are very specific; these include not only teaching aids, demonstration materials, etc., but also the knowledge of the teacher, his experience, his spiritual and spiritual capabilities. On creation product pedagogical work, in fact, the pedagogical process is directed - this is the knowledge, skills and abilities acquired by students, the level of their upbringing, culture, i.e., the level of their development.

Patterns of the pedagogical process- these are objective, essential, recurring connections. In such a complex, large and dynamic system as the pedagogical process, a large number of various connections and dependencies are manifested. Most general patterns of the pedagogical process the following:

¦ the dynamics of the pedagogical process suggests that all subsequent changes depend on changes in the previous stages, therefore the pedagogical process is multi-stage in nature - the higher the intermediate achievements, the more significant the final result;

¦ the pace and level of personality development in the pedagogical process depend on heredity, environment, means and methods of pedagogical influence;

¦ the effectiveness of pedagogical influence depends on the management of the pedagogical process;

~¦ the productivity of the pedagogical process depends on the action of internal incentives (motives) of pedagogical activity, on the intensity and nature of external (social, moral, material) incentives;

¦ the effectiveness of the pedagogical process depends, on the one hand, on the quality of pedagogical activity, on the other hand, on the quality of students' own learning activities;

¦ the pedagogical process is determined by the needs of the individual and society, material, technical, economic and other opportunities of society, moral and psychological, sanitary and hygienic, aesthetic and other circumstances under which it is carried out.

The regularities of the pedagogical process find concrete expression in the main provisions that determine its general organization, content, forms and methods, i.e., in principles.

Principles in modern science- these are the basic, initial provisions of any theory, guiding ideas, basic rules of behavior, actions. Didactics considers principles as recommendations that guide pedagogical activity and the educational process - they cover all its aspects and give it a purposeful, logically consistent beginning. For the first time, the basic principles of didactics were formulated by Ya. A. Comenius in The Great Didactics: consciousness, visibility, gradualness, consistency, strength, feasibility.

In this way, principles of the pedagogical process- these are the basic requirements for the organization of pedagogical activity, indicating its direction and shaping the pedagogical process.

The task of comprehending and regulating such a branched and multifaceted activity as pedagogical activity requires the development of a fairly wide range of norms of different directions. As well as general pedagogical principles(for example, the principles of the connection of education with life and practice, the connection of education and upbringing with work, the humanistic orientation of the pedagogical process, etc.) distinguish other groups of principles:

¦ principles of education- discussed in the section on education;

¦ principles of organization of the pedagogical process- the principles of training and education of the individual in the team, continuity, etc.;

¦ principles of leadership of pedagogical activity- the principles of combining management in the pedagogical process with the development of initiative and independence of students, combining exactingness with students with respect for their personality, using the positive qualities of a person as a support, the strengths of his personality, etc .;

¦ teaching principles- the principles of scientific character and feasible difficulty of learning, systematic and consistent learning, consciousness and creative activity of students, visibility of learning, strength of learning outcomes, etc.

At the moment, there is no single approach in pedagogy in determining the composition and system of principles of the pedagogical process. For example, Sh. A. Amonashvili formulated the following principles of the pedagogical process:

"one. Knowledge and assimilation of the child in the pedagogical process is truly human. 2. The child's knowledge of himself as a person in the pedagogical process. 3. Coincidence of the interests of the child with the universal interests. 4. Inadmissibility of using means in the pedagogical process that can provoke a child to antisocial manifestations. 5. Providing the child in the pedagogical process with public space for the best manifestation of his individuality. 6. Humanization of circumstances in the pedagogical process. 7. Determining the qualities of the emerging personality of the child, his education and development from the qualities of the pedagogical process itself.

When highlighting system of principles of teaching in higher education should be considered peculiarities educational process this group of educational institutions:

- in higher education, not the basics of sciences are studied, but the sciences themselves in development;

- independent work of students is close to the research work of teachers;

- the unity of scientific and educational processes in the activities of teachers is characteristic;

- Teaching of sciences is characterized by professionalization. Proceeding from this, S. I. Zinoviev, the author of one of the first monographs on the educational process in higher education, principles of didactics of higher education considered:

scientific;

Connection of theory with practice, practical experience with science;

Consistency and consistency in the training of specialists;

Consciousness, activity and independence of students in their studies;

Connection of individual search for knowledge with educational work in a team;

The combination of abstract thinking with visibility in teaching;

Availability of scientific knowledge;

The strength of the assimilation of knowledge.

Introduction

Definition of the term "pedagogical process". Goals of the pedagogical process

Components of the pedagogical process. Effects of the pedagogical process

Methods, forms, means of the pedagogical process

Conclusion

Bibliography

Introduction

The pedagogical process is a complex systemic phenomenon. The high significance of the pedagogical process is due to the cultural, historical and social value of the process of growing up a person.

In this regard, it is extremely important to understand the main specific characteristics of the pedagogical process, to know what tools are needed for its most effective flow.

A lot of domestic teachers and anthropologists are engaged in the study of this issue. Among them, A.A. Reana, V.A. Slastenina, I.P. Podlasy and B.P. Barkhaev. In the works of these authors, various aspects of the pedagogical process are most fully consecrated in terms of its integrity and consistency.

The purpose of this work is to determine the main characteristics of the pedagogical process. To achieve the goal, it is necessary to solve the following tasks:

analysis of the constituent components of the pedagogical process;

analysis of the goals and objectives of the pedagogical process;

characterization of traditional methods, forms and means of the pedagogical process;

analysis of the main functions of the pedagogical process.

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

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

According to I.P. The mean pedagogical process is called "the developing interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educators" .

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

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

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

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

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

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

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

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

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

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

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

The target component of the process includes the whole variety of goals and objectives of pedagogical activity: from the general goal - the comprehensive and harmonious development of the personality - to the specific tasks of the formation of individual qualities or their elements. The content component reflects the meaning invested both in the overall goal and in each specific task, and the activity component reflects the interaction of teachers and students, their cooperation, organization and management of the process, without which the final result cannot be achieved. The effective component of the process reflects the efficiency of its course, characterizes the progress made in accordance with the goal.

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

The following principles apply to the selection of educational targets:

humanistic orientation of the pedagogical process;

connections with life and industrial practice;

combining training and education with labor for the common good.

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

scientific character;

accessibility and feasibility of teaching and educating schoolchildren;

combination of visibility and abstractness in the educational process;

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

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

teaching and educating children in a team;

continuity, consistency, systematic;

coherence of the requirements of the school, family and community.

The activity of the teacher is governed by the principles:

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

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

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

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

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

combinations of lines and parallels pedagogical actions;

taking into account the age and individual characteristics of pupils.

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

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

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

2. Components of the pedagogical process. Effects of the pedagogical process

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

According to N.N. Nikitina, these processes can be defined as follows:

“Formation - 1) the process of development and formation of the personality under the influence of external and internal factors - education, training, social and natural environment, the individual's own activity; 2) the method and result of the internal organization of the personality as a system of personal properties.

Learning is a joint activity of a teacher and a student, aimed at educating a person by organizing the process of assimilation of a system of knowledge, methods of activity, experience of creative activity and experience of an emotional and value attitude to the world.

In doing so, the teacher:

) teaches - purposefully transfers knowledge, life experience, methods of activity, the foundations of culture and scientific knowledge;

) manages the process of mastering knowledge, skills and abilities;

) creates conditions for the development of the personality of students (memory, attention, thinking).

On the other hand, the student:

) learns - masters transmitted information and performs study tasks with the help of a teacher, together with classmates or independently;

) tries to independently observe, compare, think;

) takes the initiative in the search for new knowledge, additional sources information (handbook, textbook, Internet), is engaged in self-education.

Teaching is the activity of the teacher in:

transfer of information;

organization of educational and cognitive activity of students;

assistance in case of difficulty in the process of learning;

stimulation of interest, independence and creativity of students;

assessment of students' educational achievements.

“Development is a process of quantitative and qualitative changes in the inherited and acquired properties of a person.

Upbringing is a purposeful process of interrelated activities of teachers and pupils, aimed at shaping schoolchildren's value attitudes towards the world around them and themselves.

In modern science, “education” as a social phenomenon is understood as the transfer of historical and cultural experience from generation to generation. In doing so, the educator:

) conveys the experience accumulated by mankind;

) introduces into the world of culture;

) stimulates self-education;

) helps to understand difficult life situations and find a way out of the current situation.

On the other hand, the student:

) masters the experience of human relations and the basics of culture;

) works on himself;

) learns ways of communication and manners of behavior.

As a result, the pupil changes his understanding of the world and attitude towards people and himself.

Concretizing for yourself these definitions, you can understand the following. The pedagogical process as a complex systemic phenomenon includes all the variety of factors surrounding the process of interaction between the student and the teacher. So the process of education is associated with moral and value attitudes, training - with the categories of knowledge, skills and abilities. Formation and development here are two key and basic ways to include these factors in the system of interaction between the student and the teacher. Thus, this interaction is “filled” with content and meaning.

The goal is always related to the results of the activity. While not dwelling on the content of this activity, let's move on to the expectations from the implementation of the goals of the pedagogical process. What is the image of the results of the pedagogical process? Based on the formulation of the goals, it is possible to describe the results with the words “education”, “learning”.

The criteria for assessing a person's upbringing are:

“good” as behavior for the benefit of another person (group, collective, society as a whole);

"truth" as a guide in assessing actions and deeds;

"beauty" in all forms of its manifestation and creation.

Learnability is “an internal readiness acquired by a student (under the influence of training and education) for various psychological restructurings and transformations in accordance with new programs and goals of further education. That is, the general ability to assimilate knowledge. The most important indicator of learning is the amount of dosed assistance that a student needs to achieve a given result. Learning is a thesaurus, or a stock of learned concepts and methods of activity. That is, a system of knowledge, skills and abilities that corresponds to the norm (the expected result specified in the educational standard) ".

These are by no means the only expressions. It is important to understand not the essence of the words themselves, but the nature of their occurrence. The results of the pedagogical process are associated with a whole range of expectations for the effectiveness of this very process. Where do these expectations come from? In general terms, we can talk about cultural expectations associated with the image of an educated, developed and trained person that has developed in culture. In a more concrete way, public expectations can be discussed. They are not as general as cultural expectations and are tied to a specific understanding, order of the subjects of public life (civil society, church, business, etc.). These understandings are currently being formulated in the image of an educated, moral, aesthetically mature, physically developed, healthy, professional and hardworking person.

important in modern world see the expectations formulated by the state. They are concretized in the form of educational standards: “The standard of education is understood as a system of basic parameters accepted as the state norm of education, reflecting the social ideal and taking into account the possibilities of a real person and the education system to achieve this ideal.”

It is customary to separate federal, national-regional and school educational standards.

The federal component determines those standards, the observance of which ensures the unity of the pedagogical space in Russia, as well as the integration of the individual into the system of world culture.

The national-regional component contains standards in the field of the native language and literature, history, geography, art, labor training, etc. They fall within the competence of the regions and educational institutions.

Finally, the standard establishes the scope of the school component of the content of education, reflecting the specifics and direction of a particular educational institution.

The federal and national-regional components of the education standard include:

requirements for the minimum necessary such training for students within the specified scope of content;

the maximum allowable amount of teaching load for schoolchildren by year of study.

The essence of the standard of general secondary education is revealed through its functions, which are diverse and closely related. Among them, the functions of social regulation, humanization of education, management, and improvement of the quality of education should be singled out.

The function of social regulation is caused by the transition from a unitary school to a variety of educational systems. Its implementation implies a mechanism that would prevent the destruction of the unity of education.

The function of the humanization of education is associated with the approval of its personality-developing essence with the help of standards.

The management function is associated with the possibility of reorganizing the existing system for monitoring and evaluating the quality of learning outcomes.

State educational standards allow to carry out the function of improving the quality of education. They are designed to fix the minimum required volume of the content of education and set the lower acceptable limit of the level of education.

pedagogical process

3. Methods, forms, means of the pedagogical process

A method in education is “an ordered activity of a teacher and students aimed at achieving a given goal”].

verbal methods. The use of verbal methods in a holistic pedagogical process is carried out primarily with the help of the oral and printed word. This is explained by the fact that the word is not only a source of knowledge, but also a means of organizing and managing educational and cognitive activities. This group of methods includes the following methods of pedagogical interaction: a story, an explanation, a conversation, a lecture, educational discussions, disputes, work with a book, an example method.

A story is "a consistent presentation of predominantly factual material, carried out in a descriptive or narrative form."

Great importance has a story in the organization of value-oriented activities of students. Influencing the feelings of children, the story helps them understand and assimilate the meaning of the moral assessments and norms of behavior contained in it.

Conversation as a method is "a carefully thought-out system of questions that gradually leads students to gain new knowledge."

With all the diversity of their thematic content, conversations have as their main purpose the involvement of the students themselves in the assessment of certain events, actions, phenomena of public life.

The verbal methods also include educational discussions. Situations of a cognitive dispute, with their skillful organization, attract the attention of schoolchildren to the inconsistency of the world around them, to the problem of the cognizability of the world and the truth of the results of this cognition. Therefore, in order to organize a discussion, it is necessary first of all to put forward a real contradiction in front of the students. This will allow students to intensify their creative activity and put them in front of moral problem choice.

The verbal methods of pedagogical influence also include the method of working with a book.

The ultimate goal of the method is to introduce the student to independent work with educational, scientific and fiction literature.

Practical methods in a holistic pedagogical process are the most important source of enriching schoolchildren with the experience of social relations and social behavior. The central place in this group of methods is occupied by exercises, i.e. systematically organized activity for the repeated repetition of any actions in the interests of fixing them in the personal experience of the student.

Relatively independent group practical methods are laboratory works- a method of a kind of combination of practical actions with organized observations of students. The laboratory method makes it possible to acquire skills and abilities in handling equipment, provides excellent conditions for the formation of skills to measure and calculate, process results.

Cognitive games are “specially created situations that simulate reality, from which students are invited to find a way out. The main purpose of this method is to stimulate the cognitive process.

Visual Methods. The demonstration consists in sensual acquaintance of students with phenomena, processes, objects in their natural form. This method serves mainly to reveal the dynamics of the phenomena under study, but is also widely used to get acquainted with the appearance of an object, its internal structure or location in a series of homogeneous objects.

The illustration involves the display and perception of objects, processes and phenomena in their symbolic image using diagrams, posters, maps, etc.

Video method. The teaching and upbringing functions of this method are determined by the high efficiency of visual images. The use of the video method provides an opportunity to give students more complete and reliable information about the phenomena and processes being studied, free the teacher from part of the technical work related to the control and correction of knowledge, and establish effective feedback.

The means of the pedagogical process are divided into visual (visual), which include original objects or their various equivalents, diagrams, maps, etc.; auditory (auditory), including radio, tape recorders, musical instruments, etc., and audiovisual (visual-auditory) - sound films, television, programmed textbooks that partially automate the learning process, didactic machines, computers, etc. It is also customary to divide teaching aids into those for the teacher and those for the students. The first are objects used by the teacher to more effectively achieve the goals of education. The second is the individual means of students, school textbooks, notebooks, writing materials, etc. The number of didactic tools includes those that are associated with both the activities of the teacher and students: sports equipment, school botanical sites, computers, etc.

Training and education is always carried out within the framework of some form of organization.

All sorts of ways to organize the interaction between teachers and students have found their way into the three main systems of organizational design of the pedagogical process. These include: 1) individual training and education; 2) class-lesson system, 3) lecture-seminar system.

The class-lesson form of organization of the pedagogical process is considered traditional.

A lesson is such a form of organization of the pedagogical process, in which “the teacher, for a precisely set time, directs the collective cognitive and other activities of a permanent group of students (class), taking into account the characteristics of each of them, using the types, means and methods of work that create favorable conditions for so that all students acquire knowledge, skills and abilities, as well as for the education and development of cognitive abilities and spiritual strength of schoolchildren.

Features of the school lesson:

the lesson provides for the implementation of learning functions in the complex (educational, developing and educating);

the didactic structure of the lesson has a strict construction system:

a certain organizational beginning and setting the objectives of the lesson;

updating the necessary knowledge and skills, including checking homework;

explanation of new material;

consolidation or repetition of what was learned in the lesson;

control and evaluation of educational achievements of students during the lesson;

summarizing the lesson;

homework;

each lesson is a link in the system of lessons;

the lesson complies with the basic principles of teaching; in it, the teacher applies a certain system of teaching methods and means to achieve the goals of the lesson;

the basis for building a lesson is the skillful use of methods, teaching aids, as well as a combination of collective, group and individual forms of work with students and taking into account their individual psychological characteristics.

I distinguish the following types of lessons:

a lesson introducing students to new material or communicating (learning) new knowledge;

a lesson in consolidating knowledge;

lessons on developing and consolidating skills and abilities;

summary lessons.

The structure of the lesson usually consists of three parts:

Organization of work (1-3 min.), 2. main part (formation, assimilation, repetition, consolidation, control, application, etc.) (35-40 min.), 3. summing up and homework (2- 3 min.).

The lesson as the main form is organically complemented by other forms of organization of the educational process. Some of them developed in parallel with the lesson, i.e. within the framework of the class-lesson system (excursion, consultation, homework, educational conferences, additional classes), others are borrowed from the lecture-seminar system and adapted to the age of students (lectures, seminars, workshops, tests, exams).

Conclusion

In this work, it was possible to analyze the main scientific pedagogical research, as a result of which the basic characteristics of the pedagogical process were identified. First of all, these are the goals and objectives of the pedagogical process, its main components, the functions they carry, the significance for society and culture, its methods, forms and means.

The analysis showed the high importance of the pedagogical process in society and culture in general. First of all, this is reflected in the special attention on the part of society and the state to educational standards, to the requirements for the ideal images of a person designed by teachers.

The main characteristics of the pedagogical process are integrity and consistency. They are manifested in the understanding of the goals of the pedagogical process, its content and functions. So the processes of upbringing, development and training can be called a single property of the pedagogical process, its constituent components, and the basic functions of the pedagogical process are educating, teaching and educational.

Bibliography

1. Barkhaev B.P. Pedagogy. - M., 2001.

Bordovskaya N.N., Rean A.A. Pedagogy. - M., 2000.

Nikitina N.N., Kislinskaya N.V. Introduction to pedagogical activity: theory and practice. - M.: Academy, 2008 - 224 p.

Podlasy I.P. Pedagogy. - M.: Vlados, 1999. - 450 p.

Slastenin V.A. etc. Pedagogy Proc. allowance for students. higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenin. - M.: Publishing Center "Academy", 2002. - 576 p.

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Pedagogical process- one of the most important, fundamental categories of pedagogical science. Under pedagogical process is understood as a specially organized, purposeful interaction of teachers and students (pupils), aimed at solving developmental and educational problems. The pedagogical process is designed to ensure the fulfillment of the social order of society for education, the implementation of the provision of the Constitution of the Russian Federation on the right to education, as well as the current legislation on education.

The pedagogical process is a system, and like any system it has a certain structure. Structure - this is the location of elements (components) in the system, as well as the connections between them. Understanding the connections is very important, because, knowing what is connected with what and how in the pedagogical process, it is possible to solve the problem of improving the organization, management and quality of this process. Components pedagogical process are:

goal and tasks;

organization and management;

methods of implementation;

results.

The teaching process is work process, and, as in other labor processes, objects, means and products of labor are singled out in the pedagogical process. An object the work activity of a teacher is a developing personality, a team of pupils. Facilities(or tools) of labor in the pedagogical process are very specific; these include not only teaching aids, demonstration materials, etc., but also the knowledge of the teacher, his experience, his spiritual and spiritual capabilities. On creation product pedagogical work, in fact, the pedagogical process is directed - this is the knowledge, skills and abilities acquired by students, the level of their upbringing, culture, i.e., the level of their development.

Patterns of the pedagogical process- these are objective, essential, recurring connections. In such a complex, large and dynamic system as the pedagogical process, a large number of various connections and dependencies are manifested. Most general patterns of the pedagogical process the following:

¦ the dynamics of the pedagogical process suggests that all subsequent changes depend on changes in the previous stages, therefore the pedagogical process is multi-stage in nature - the higher the intermediate achievements, the more significant the final result;

¦ the pace and level of personality development in the pedagogical process depend on heredity, environment, means and methods of pedagogical influence;

¦ the effectiveness of pedagogical influence depends on the management of the pedagogical process;

~¦ the productivity of the pedagogical process depends on the action of internal incentives (motives) of pedagogical activity, on the intensity and nature of external (social, moral, material) incentives;

¦ the effectiveness of the pedagogical process depends, on the one hand, on the quality of pedagogical activity, on the other hand, on the quality of students' own learning activities;

¦ the pedagogical process is determined by the needs of the individual and society, material, technical, economic and other opportunities of society, moral and psychological, sanitary and hygienic, aesthetic and other circumstances under which it is carried out.

The regularities of the pedagogical process find concrete expression in the main provisions that determine its general organization, content, forms and methods, i.e., in principles.

Principles in modern science, these are the basic, initial provisions of any theory, guiding ideas, the basic rules of behavior, actions. Didactics considers principles as recommendations that guide pedagogical activity and the educational process - they cover all its aspects and give it a purposeful, logically consistent beginning. For the first time, the basic principles of didactics were formulated by Ya. A. Comenius in The Great Didactics: consciousness, visibility, gradualness, consistency, strength, feasibility.

In this way, principles of the pedagogical process- these are the basic requirements for the organization of pedagogical activity, indicating its direction and shaping the pedagogical process.

The task of comprehending and regulating such a branched and multifaceted activity as pedagogical activity requires the development of a fairly wide range of norms of different directions. As well as general pedagogical principles(for example, the principles of the connection of education with life and practice, the connection of education and upbringing with work, the humanistic orientation of the pedagogical process, etc.) distinguish other groups of principles:

¦ principles of education- discussed in the section on education;

¦ principles of organization of the pedagogical process- the principles of training and education of the individual in the team, continuity, etc.;

¦ principles of leadership of pedagogical activity- the principles of combining management in the pedagogical process with the development of initiative and independence of students, combining exactingness with students with respect for their personality, using the positive qualities of a person as a support, the strengths of his personality, etc .;

¦ teaching principles- the principles of scientific character and feasible difficulty of learning, systematic and consistent learning, consciousness and creative activity of students, visibility of learning, strength of learning outcomes, etc.

At the moment, there is no single approach in pedagogy in determining the composition and system of principles of the pedagogical process. For example, Sh. A. Amonashvili formulated the following principles of the pedagogical process:

"one. Knowledge and assimilation of the child in the pedagogical process is truly human. 2. The child's knowledge of himself as a person in the pedagogical process. 3. Coincidence of the interests of the child with the universal interests. 4. Inadmissibility of using means in the pedagogical process that can provoke a child to antisocial manifestations. 5. Providing the child in the pedagogical process with public space for the best manifestation of his individuality. 6. Humanization of circumstances in the pedagogical process. 7. Determining the qualities of the emerging personality of the child, his education and development from the qualities of the pedagogical process itself.

When highlighting system of principles of teaching in higher education should be considered features of the educational process this group of educational institutions:

- in higher education, not the basics of sciences are studied, but the sciences themselves in development;

– independent work students is close to the research work of teachers;

- the unity of scientific and educational processes in the activities of teachers is characteristic;

- Teaching of sciences is characterized by professionalization. Proceeding from this, S. I. Zinoviev, the author of one of the first monographs on the educational process in higher education, principles of didactics of higher education considered:

scientific;

Connection of theory with practice, practical experience with science;

Consistency and consistency in the training of specialists;

Consciousness, activity and independence of students in their studies;

Connecting the individual search for knowledge with academic work in a collective;

The combination of abstract thinking with visibility in teaching;

Availability of scientific knowledge;

The strength of the assimilation of knowledge.

2. The main systems of organization of the pedagogical process

In didactics, there are three main systems for organizing the pedagogical process:

1) individual training and education;

2) class-lesson system;

3) lecture and seminar system. These systems differ from one another:

The number of students enrolled in these systems;

The ratio of collective and individual forms of organizing the activities of pupils;

The degree of their independence;

The specifics of the management of the educational process by the teacher.

1. The system of individual training and education developed in primitive society as the transfer of experience from one person to another, from older to younger.

With the development of scientific knowledge in connection with the development of agriculture, animal husbandry, navigation and awareness of the need to expand access to education for a wider range of people, the system of individual education was transformed into individual-group. The content of training and education was strictly individualized, so the group could have students of different ages, different degrees of preparedness. The beginning and end of classes for each student, as well as the terms of training, were also individualized.

2. Classroom system replaced the individual and individual-group. This system approves a strictly regulated mode of educational work:

Permanent place and duration of classes;

A stable composition of students of the same level of preparedness, and later - of the same age;

Stable class schedule.

The emergence and approval of the class-lesson system is associated with the activities of the Strasbourg school of I. Sturm (1538), which had separate classes and training was carried out on the basis of an approved curriculum with alternating classes and rest. In the 20-30s. 16th century the class-lesson system has already been used in public primary schools Czech Republic, Poland, Hungary, Lithuania, Saxony. The theoretical substantiation of this system of education was given by Ya. A. Comenius. In the second half of the XVIII century. the class-lesson system has also become widespread in Russia.

According to Ya. A. Komensky, the main form of organizing education within the framework of the class-lesson system should be a lesson. Lesson - the main unit of the educational process, clearly limited by the time frame, work plan and composition of participants.

The further development of the classical teaching of Comenius about the lesson in domestic pedagogy was carried out in the 19th century. K. D. Ushinsky. He scientifically substantiated all the advantages of the class-lesson system and created a coherent theory of the lesson, in particular, substantiated its organizational structure and developed the following lesson typology:

Blended lessons;

Lessons of oral and practical exercises;

Lessons of written exercises;

Knowledge Assessment Lessons.

In modern didactics, a lot is devoted to the allocation of types of lessons. scientific works, and today there are several lesson classifications, each of which is based on some defining feature proposed by different authors:

- didactic purpose (I. S. Ogorodnikov);

- the goals of organizing classes (M. I. Makhmutov);

- the main stages of the educational process (S. V. Ivanov);

– teaching methods (I. N. Borisov);

- ways of organizing the educational activities of students (F. M. Kiryushkin).

As an example, we give a classification according to didactic purpose:

Lessons of studying new educational material;

Lessons in the formation and improvement of skills and abilities;

Lessons of generalization and systematization of knowledge;

Lessons of control and correction of knowledge, skills and abilities;

Combined (mixed) lessons.

3. Lecture and seminar system, originated with the creation of the first universities, has deep historical roots, but it has practically not undergone significant changes since its inception.

Lectures, seminars, practical and laboratory classes, consultations and practice in the chosen specialty still remain the leading forms of education within the lecture-seminar system. Its invariable attributes are colloquia, tests and examinations.

Lecture-seminar system in its pure version is used in practice vocational training, i.e., in conditions when students already have some experience in educational and cognitive activity, when the basic general scientific skills have been formed and, above all, the ability to independently acquire knowledge. It allows you to organically combine mass, group and individual forms of education, although the dominance of the former is predetermined by the characteristics of the age of students: students, students of the advanced training system, etc. last years elements of the lecture and seminar system are widely used in general education school, combining them with the forms of teaching the class-lesson system.

3. Management cycle

In pedagogy, the concept management cycle is revealed through standing in series and interconnected functions of pedagogical management: pedagogical analysis, goal setting, planning, organization, regulation and control.

Function pedagogical analysis in its modern sense, it was introduced and developed in the theory of pedagogical management by Yu. A. Konarzhevsky. Pedagogical analysis occupies a special place in the structure of the managerial cycle: any managerial cycle begins and ends with it. The exclusion of pedagogical analysis from the general chain of managerial activity leads to its disintegration, since the remaining functions do not receive rationale and completion in their development.

Main purpose pedagogical analysis as a management function is to study the state and trends in the development of the pedagogical process, in an objective assessment of its results, followed by the development of recommendations on this basis for improving and optimizing the controlled system. This function is one of the most time-consuming in the structure of the management cycle, since analysis involves the selection of parts in the object under study, the assessment of the role and place of each part, the reduction of parts into a single whole, the establishment of links between facts, etc.

In the theory and practice of management, the main types of pedagogical analysis: parametric, thematic and final.

Parametric analysis is aimed at studying daily information about the course and results of the educational process, to identify the causes that violate it. The subject of parametric analysis is the study of current academic performance, discipline, attendance, adherence to class schedules, etc.

Thematic Analysis is aimed at studying more stable, recurring dependencies, trends in the course and results of the pedagogical process. In the content of the thematic analysis, a systematic approach is manifested to a greater extent.

Final Analysis covers a larger time, space or content framework. It is held at the end of the semester and academic year and is aimed at studying the main results, prerequisites and conditions for their achievement.

The management process of any pedagogical system involves goal setting or goal setting.

Peculiarities goal setting in the management of pedagogical systems are that when developing a "tree" of goals, it is not enough to know only the objective requirements of society. It is important to correlate the overall goal of managerial activity with the age and individual psychological characteristics of students, when pedagogical goals are the result of the implementation of the requirements imposed on a person by society. When determining the "tree" of management goals, it is necessary to present the general, general goal in the form of a number of specific private goals, i.e., decompose it. Thus, the achievement of a common, general goal is carried out through the achievement of its constituent private goals.

Planning in management, it acts as a decision-making based on the correlation of the data of the pedagogical analysis of the phenomenon under study with the programmed goal. Allocate perspective, annual And current educational institution work plans:

perspective plan develop, as a rule, for five years on the basis of a deep analysis of work in recent years;

annual plan covers the entire academic year including holidays;

current plan make up for a certain part of the academic year - it is a specification of the general annual plan.

The presence of these plans allows you to coordinate the activities of the teaching staff. They are strategic in relation to the work plans of teachers.

Organization function implementation of decisions made and regulation function of this process are implemented by specific people: the administration of the educational institution, teachers, students, members of the public.

In the structure of the manager's organizational activity, an important place is occupied by the motivation of the upcoming activity, instruction, the formation of conviction in the need to fulfill this assignment, ensuring the unity of actions of the teaching and student teams, providing direct assistance in the process of performing work, choosing the most appropriate forms of stimulating activities, assessing the progress and results of a specific Affairs.

With sufficient development control function management remains complex and time-consuming. The complexity of control is explained by the lack of a reasonable system of criteria for evaluating the educational process, especially its educational component.

Control is closely connected with all the functions of the management cycle, this connection with the function of pedagogical analysis is especially noticeable, since the information obtained during the control becomes the subject of pedagogical analysis. Control provides rich, systematized information, shows the degree of discrepancy between the goal and the result, while pedagogical analysis is aimed at identifying the causes, conditions for the occurrence of these differences and deviations.