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

What is meant by integrity?

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

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

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

The integrity of the pedagogical process is manifested:

In the unity of the processes of training, education and development;
-in the subordination of these processes;
-in the presence of a general preservation of the specifics of these processes.

3. The pedagogical process is a multifunctional process.
The functions of the pedagogical process are: educational, educational, developing.

Educational:

• implemented primarily in the learning process;
• in extracurricular activities;
• in the activities of institutions of additional education.

Educational (appears in everything):

• in the educational space in which the process of interaction between the teacher and the pupil takes place;
• in the personality and professionalism of the teacher;
• in curricula and programs, forms, methods and means used in the educational process.

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

• The pedagogical process has a number of properties.

The properties of the pedagogical process are:

• a holistic pedagogical process enhances its constituent processes;
• a holistic pedagogical process creates opportunities for the penetration of teaching and upbringing methods;
• a holistic pedagogical process leads to the merging of pedagogical and student teams into a single school-wide team.
• The structure of the pedagogical process.

Structure – location of elements in the system. The structure of the system consists of components selected according to a certain criterion, as well as the links between them.

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

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

This component is characterized by:

• emotional relations between its subjects (educators-pupils, pupils-pupils, educators-educators, educators-parents, parents-parents);
• the motives of their activities (the motives of pupils);
• the formation of motives in the right direction, the excitation of socially valuable and personally significant motives, which largely determines the effectiveness of the pedagogical process.

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

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

• Informative- reflects the meaning invested both in the overall goal and in each specific task; determines the totality of formed relations, value orientations, experience of activity and communication, knowledge.

Associated with the development and selection of educational content.
The content is most often offered and regulated by the teacher, taking into account the learning objectives, interests, inclinations of students;
The content is specified in relation to both the individual and certain groups, depending on the age of the subjects, the characteristics of the pedagogical conditions.

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

It characterizes the interaction of teachers and children, is associated with the organization and management of the process.
Means and methods, depending on the characteristics of educational situations, are formed into certain forms of joint activity of educators and pupils. This is how the desired goals are achieved.

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

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

6. Pedagogical process as a system:

The scientific literature contains about 40 formulations of the concept of "system". There are two main approaches to its formulation:

• indicating its integrity as essential feature any system;
• understanding of the system as a set of elements that are in certain relationships with each other.

Leading domestic system theorist V.G. Afanasiev identifies the following features of the system:

• the presence of constituent elements (components, parts) from which the system is formed. An element is a minimal system that has the basic properties of the system. The minimum allowable number of elements in the system is two;
• the presence of a structure, i.e. certain connections and relationships between elements. Communication is such an interaction in which a change in one component of the system leads to a change in other components;
• the presence of integrative qualities, i.e. such qualities that none of the individual elements that make up the system possesses;
• Availability functional characteristics the system as a whole and its individual components;
• purposefulness of the system. Each system is created to achieve a specific goal. In this regard, the functions of its components must correspond to the purpose and function of the entire system;
• the presence of communicative properties, which manifest themselves in two forms:

in interaction with the external environment;

in the interaction of this system with systems of a lower or higher order;

• the presence of historicity, continuity or connection of the past, present and future in the system and its components;
• presence of control.

These features are the basis for formulating the concept of "system".

The system is understood as a purposeful integrity of interconnected elements, which has new integrative properties, associated with the external environment.
Systems approach there is a direction in the methodology of scientific knowledge and social practice, which is based on the consideration of objects as systems.
This approach directs the researcher to reveal the integrity of the object, to identify the diverse types of connections in it and bring them into a single theoretical picture.
The pedagogical system is understood as the socially conditioned integrity of the participants in the pedagogical process interacting on the basis of cooperation between themselves and the environment, aimed at the development of the individual.

Any educational institution is considered as a complex socio-pedagogical system. The process of learning, the process of education are a subsystem of the pedagogical process, training session is a subsystem of the learning process.

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; they 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 conditioned 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 patterns of the pedagogical process find a concrete expression in the main provisions that define it. 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 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 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 teaching principles in high school 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 there could be students in the group different ages, varying 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, many scientific works are devoted to the allocation of types of lessons, 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);

– main stages 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:

Learning Lessons 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 school 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 this process are implemented by specific people: the administration 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.

The principle of integrity is the basis of the pedagogical process

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 melted into personality qualities. In the pedagogical literature of previous years, the concept of "educational process" was used. Studies of teachers have shown that this concept is narrowed and incomplete, not reflecting the complexity of the process and, above all, its main distinguishing features - integrity and generality. Ensuring the unity of education, upbringing and development on the basis of integrity and commonality is the main essence of the pedagogical process . Otherwise, the terms "educational process" and "pedagogical process" and the concepts they denote are identical.

Consider the pedagogical process as a system. The pedagogical process is the main, unifying system. It combines the processes of formation, development, education and training together with all the conditions, forms and methods of their flow.

The pedagogical process as a system is not identical to the process flow system. The systems in which the pedagogical process takes place are the system of public education, taken as a whole, the school, the class, the lesson, and others. Each of these systems operates in certain external conditions: natural-geographical, social, industrial, cultural and others. There are also specific conditions for each system. Intra-school conditions, for example, include material and technical, sanitary and hygienic, moral and psychological, aesthetic and other conditions.

Structure (from Latin structura - structure) is the arrangement of elements in the system. The structure of the system consists of elements (components) selected according to the accepted criterion, as well as links between them. Relationships in a pedagogical system are not like connections between components in other dynamic systems. The expedient activity of the teacher acts in organic unity with a significant part of the means of labor. The object is also the subject. The result of the process is directly dependent on the interaction of the teacher, the technology used, and the student.

To analyze the pedagogical process as a system, it is necessary to establish an analysis criterion. Such a criterion can be any sufficiently weighty indicator of the process, the conditions for its flow, or the magnitude of the results achieved. It is important that it meets the goals of studying the system.

The components of the system in which the pedagogical process takes place are teachers, educators, and the conditions of education. The pedagogical process itself is characterized by goals, objectives, content, methods, forms of interaction between teachers and students, and the results achieved. These are the components that form the system - target, content, activity, and result.

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.

The pedagogical process is a labor process, it, like any other labor process, is carried out to achieve socially significant goals. The specificity of the pedagogical process is that the work of educators and the work of educators merge together, forming a kind of relationship between the participants in the labor process - pedagogical interaction.

As in other labor processes, objects, means, and products of labor are singled out in the pedagogical process. Objects activities of the teacher - a developing personality, a team of pupils. The objects of pedagogical work, in addition to complexity, consistency, self-regulation, also have such a quality as self-development, which determines the variability, variability, and uniqueness of pedagogical processes.

Subject pedagogical work - the formation of a person who, unlike a teacher, is at an earlier stage of his development and does not have the knowledge, skills, and experience necessary for an adult. The peculiarity of the object of pedagogical activity also lies in the fact that it develops not in direct proportion to the pedagogical influence on it, but according to the laws inherent in its psyche - the features of perception, understanding, thinking, the formation of will and character.

Facilities(guns) labor- this is what a person places between himself and the object of labor in order to achieve the desired effect on this object. In the pedagogical process, the tools of labor are also very specific. These include not only the knowledge of the teacher, his experience, personal impact on the student, but also the types of activities to which he should be able to switch students, ways of cooperating with them, the method of pedagogical influence. These are spiritual means of labor.

Integrity of the pedagogical process

The pedagogical process is an internally connected set of many processes, the essence of which is that social experience turns into the qualities of a formed person. This process is not a mechanical connection of the processes of education, training, development, but a new high-quality education, subject to its own special laws. Integrity, commonality, unity are the main characteristics of the pedagogical process, emphasizing the subordination of all its constituent processes to a single goal. The complex dialectics of relations within the pedagogical process is: 1) in the unity and independence of the processes that form it; 2) in the integrity and subordination of the separate systems included in it; 3) in the presence of the general and the preservation of the specific.

What is the specificity of the processes that form a holistic pedagogical process? It is found in the selection of dominant functions. The dominant function of the learning process is education, education - education, development - development. But each of these processes performs accompanying functions in a holistic process: upbringing performs not only an upbringing, but also a developing and educational function, and training is unthinkable without the accompanying upbringing and development. The dialectics of interrelations leaves an imprint on the goals, objectives, content, forms and methods of carrying out organically inseparable processes, in the analysis of which it is also necessary to single out the dominant characteristics. For example, the content of education is dominated by 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. The content of education is dominated by the formation of beliefs, norms, rules, ideals, value orientations, attitudes, motives, etc., but at the same time, ideas, knowledge, and skills are formed. Thus, both processes lead to the main goal - the formation of personality, but each of them contributes to the achievement of this goal by its inherent means.

The specificity of the processes is clearly manifested in the choice of forms and methods for achieving the goal. If in training a strictly regulated class-lesson form of work is used, then in education, more free forms of a different nature, socially useful, sports, and artistic activities prevail. The methods (paths) to achieve the goal, which are basically the same, also differ: if training mainly uses methods of influencing the intellectual sphere, then education, without denying them, is more prone to means that affect the motivational and effective-emotional spheres. The methods of control and self-control used in training and education have their own specifics. In training, for example, oral control, written work, tests, and exams are mandatory. Control over the results of education is less regulated. Information for teachers here is given by observations of the course of activity and behavior of students, public opinion, the volume of implementation of the planned program of education and self-education.

The structure of a holistic pedagogical process

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

general fundamentals;

theory of education;

didactics - learning theory;

school science.

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

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. 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.

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.

Education 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.

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.

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.

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

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 activity of 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.

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.

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 general pedagogical goal facing the system of public education as a whole 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 of the educational institution, etc., ways to resolve 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 capabilities 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.

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.

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:

setting and explaining the goals and objectives of the upcoming 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.

Feedback plays an important role at the stage of implementation of the pedagogical process. Feedback is the foundation of good process management.

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.

Driving forces of the pedagogical process

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, skills and abilities that children must possess, gives rise to a number of difficulties associated with an increase in the number of mandatory studying 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.

subjective :

Contradictions between individual creative process of 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;

training as a core element of integrity;

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

extracurricular (extracurricular, extracurricular) creative activity.

Patterns of the pedagogical process

Regularities reflect objective, necessary, essential, recurring connections. Even without a special study, it can be concluded that in such a complex, large and dynamic system as the pedagogical process, a large number of various connections and dependencies are manifested.

Among the general patterns of the pedagogical process, the following stand out:

1. 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 teachers and educators has a gradual, “step-by-step” character; the higher the intermediate achievements, the more significant the final result. The consequence of the law is visible at every step - that student will have higher overall achievements, who had higher intermediate results.

2. The pattern of personality development in the pedagogical process. The pace and the achieved level of personality development depend on: 1) heredity, 2) educational and educational environment, 3) inclusion in educational activities; 4) the means and methods of pedagogical influence used.

3. The regularity of the management of the educational process. The effectiveness of pedagogical influence depends on: I) the intensity of feedback between students and teachers; 2) the magnitude, nature and validity of corrective actions on educators.

4. Regularity of stimulation. The productivity of the pedagogical process depends on: 1) the action of internal incentives (motives) for educational activities; 2) the intensity, nature and timeliness of external (social, pedagogical, moral, material and other) incentives.

5. The regularity of the unity of sensory, logical and practice in the pedagogical process. The effectiveness of the educational process depends on: 1) the intensity and quality of sensory perception; 2) logical understanding of the perceived; 3) practical application of meaningful.

6. The regularity of the unity of external (pedagogical) and internal (cognitive) activities. The effectiveness of the pedagogical process depends on: 1) the quality of pedagogical activity; 2) the quality of the students' own educational and upbringing activities,

7. The regularity of the conditionality of the pedagogical process. The course and results of the educational process depend on: 1) the needs of society and the individual; 2) opportunities (material, technical, economic and others) of the society; 3) the conditions of the process (moral-psychological, sanitary-hygienic, aesthetic and others).

PEDAGOGICAL PROCESS is a holistic educational process in the unity and interconnection of education and training, characterized by joint activities, cooperation and co-creation of its subjects, contributing to the most complete development and self-realization of the personality of the pupil. The process that realizes the goals of education and upbringing in the conditions of ped. systems in which educators and students interact in an organized manner (educational, educational, vocational and educational institutions, children's associations and organizations).

Pedagogical dictionary. - M.: Academy. G. M. Kodzhaspirova, A. Yu. Kodzhaspirov. 2005 .

See what the "PEDAGOGICAL PROCESS" is in other dictionaries:

Pedagogical process- specially organized interaction of the older (teaching) and younger (training) generations with the aim of transferring by the elders and mastering by the younger social experience necessary for life and work in society. The expression "pedagogical process" ... ... Wikipedia

PEDAGOGICAL PROCESS- purposeful, content-rich and organizationally formalized interaction of teachers and students, aimed at the conscious and lasting assimilation of knowledge, skills and abilities by the latter, the formation of the ability to apply them in practice. ... ... Professional education. Dictionary

pedagogical process- pedagoginis procesas statusas T sritis švietimas apibrėžtis Tikslingas žmogaus ugdymo vyksmas ugdymo veikėjams tiesiogiai ar netiesiogiai bendraujant su ugdytiniais, remiantis objektyviomis vertybėmis, ugdymo priemonėmis, būdais, metodais ir… … Enciklopedinis edukologijos žodynas

pedagogical process- pedagoginis vyksmas statusas T sritis Kūno kultūra ir sportas apibrėžtis Tikslinga žmogaus ugdymo eiga ugdytojams tiesiogiai ar netiesiogiai bendraujant su ugdytiniais, veikiant juos įvairiomis ugdymo priemonėmis, būdais, metodais ųžų žir…

Pedagogical process- successive change of states of the pedagogical system. (Pedagogy. Textbook, edited by L.P. Krivshenko. M., 2005. P. 418) Ch312.1 ... Pedagogical terminological dictionary

Pedagogical process Dictionary-reference book on educational psychology

Pedagogical process- this is a system in which the processes of upbringing, development, formation and training of the younger generation, along with all the conditions, forms and methods of their flow, are merged together on the basis of integrity and commonality; purposefully, consciously Glossary of terms on general and social pedagogy

Pedagogical process- directed and organized interaction between adults and children, realizing the goals of education and upbringing in the conditions of the pedagogical system ... Dictionary of Educational Psychology

Military-pedagogical process- the category of military pedagogy, denoting the cumulative, organized and purposeful activities of commanders and chiefs in training, education, development and psychological preparation soldiers, as well as the activities of military personnel, military ... ... Psychological and pedagogical dictionary of the officer of the educator of the ship unit

Pedagogical dialogue in a survey situation- educational speech situation with the task of testing the knowledge, skills and abilities of students. The questioning situation, like any other educational speech situation, includes a set of semantic components that, being interdependent, determine ... ... Pedagogical speech science

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• The pedagogical process in higher education, VN Zaichenko. Tutorial developed taking into account the requirements for the training of highly qualified specialists and is intended to contribute to the understanding of the guidelines and main directions of the psychological and pedagogical ... Buy for 320 rubles electronic book
• Russian Literature and the World Literary Process, . The collection "Russian Literature and the World Literary Process" reflects one of the directions scientific work teachers and graduate students of the Department of Foreign Literature of the Leningrad State Pedagogical Institute. A. I. Herzen.…

In modern pedagogical science, there are several different points of view on understanding the essence of the pedagogical process (Yu.K. Babansky, B.P. Bitinas, Z.I. Vasilyeva, I.Ya. Lerner, B.T. Likhachev, V.A. Slastenin , G.I. Shchukina etc.). You can highlight and compare different author's positions on this issue, presented in the textbooks.

Such a general definition makes it possible to highlight the leading characteristics and features of the pedagogical process. kindergarten.

As can be seen from the definition, the leading characteristics of the pedagogical process are:

purposefulness;

Integrity;

The presence of connections between the participants;

Consistency and procedural (activity character).

Let's consider these characteristics in more detail.

Purposefulness of the pedagogical process. All authors consider the pedagogical process as a process to achieve special pedagogical goals. However, the very purpose of the pedagogical process is understood in different ways.

The nature of the goals of the pedagogical process of the kindergarten is due to modern trends in the development of pedagogical science and practice before school education. In its most general form, the characteristic of the goal of the pedagogical process is determined by a number of simple questions - why does a child need a kindergarten? Why do parents bring their child to preschool?

To begin with, let's express our own position and refute the widespread opinion that kindergarten is the time and place that prepares the child for school. Such, unfortunately, an extremely common point of view, leads to the fact that the goals of the pedagogical process of the kindergarten become associated not with the development of the child, but with preparing him for delivery. entrance examinations to school. With such an understanding of the tasks of preschool education, this period becomes not a valuable stage in a person’s life, but preparatory step before the next one; and the life of a child with its unique values ​​and meanings that can only be lived in preschool age begins to take on more and more features of the school.

a preschool educational institution is considered as a unique space for the child to accumulate experience of interaction with the world - the experience of learning and penetration into culture, acquaintance and familiarization with human relations. At preschool age, processes take place that allow children to discover the world for themselves and at the same time reveal themselves to the world. Therefore, the goals of the pedagogical process of the kindergarten are primarily related to the development of the integral nature of the child, his uniqueness, individual originality. In this regard, the actual pedagogical process becomes a set or complex of pedagogical conditions aimed at developing the child's personality, revealing his individual world, abilities and inclinations, accumulating experience in communication and interaction with the world of people and culture.

What is the mechanism for determining the goals of the pedagogical process? Or, in other words, where do the goals of the pedagogical process come from?

The reasons for the appearance of the goals of the pedagogical process are understood in modern pedagogy ambiguously - from the dictated social order of society to following the personal needs and interests of the child. The goals of the pedagogical process are often identified with the goals of the teacher's activity, which is interpreted by different authors very broadly - from the activity of formation, management and leadership - to the activity of assistance, assistance and support.

It is important for the teacher to know that the goals of the pedagogical process are formed by combining four components at a single point:

The value position of the teacher. The goals of the pedagogical process are determined by the peculiarities of your pedagogical position, your interpretation of the philosophy of childhood, the originality of your value attitude towards the child, your understanding of the priority tasks of preschool education.

Target settings of the educational institution. The goals of the pedagogical process are determined by those regulatory documents that contain a social order for what society wants to see a graduate of a given educational institution. At the school and vocational education such documents are primarily state educational standards. Kindergarten - as an educational institution of a special type, less subject to standardization. Its target settings are determined by regulatory documents, and, of course, by the objectives of the selected educational program.

Taking into account the possibilities, needs, interests and inclinations of children. The goals of the pedagogical process are determined individual characteristics pupils. The modern diagnostic tools available in the arsenal of pedagogical science and practice, your pedagogical intuition and skill allow you to study your pupils, adjust the goals of their development and education, in fact, turning the pedagogical process into an individual educational route for the child.

Accounting for the social needs of parents. The goals of the pedagogical process are determined taking into account how parents see their child's stay in kindergarten. This may be the desire to look after and care for the child, organize his communication and games with peers, early special education and preparation for school.

The complexity of determining the goals of the pedagogical process lies in finding a harmonious unity of often contradictory components. We emphasize that they are equivalent and their equivalent consideration ultimately determines the effectiveness of the pedagogical process.

The integrity of the pedagogical process. One of the leading characteristics of the pedagogical process is its integrity. Integrity as an internal unity and consistency of all components of the pedagogical process characterizes the highest level of its organization.

Integrity - characteristic pedagogical process of kindergarten. Indeed, unlike the system of school education, in the pedagogical process of the kindergarten there is no clear boundary in the forms of organization of the processes of upbringing and education of the child. However, in modern science and practice of preschool education, the problem of the integrity of the pedagogical process is considered as one of the leading ones. The integrity of the pedagogical process is understood as the integrity of the processes of socialization and individualization of a preschooler, the preservation of the nature of the child and its development in culture, the enrichment of individual cultural experience in the process of inclusion in sociocultural experience, the unity of development and education.

So, what kind of pedagogical process can be called holistic? Or what are the essential characteristics of the integral pedagogical process of the kindergarten?

Firstly, this is a pedagogical process in which the integrity of the medical, psychological and pedagogical support of the child is ensured. The age characteristics of a preschooler, flexibility, mobility and sensitivity in the development of somatics, physiology, and the psyche require a special kind of support for the baby in the pedagogical process. The presence of a complex of reliable information about the state of health, the development of mental processes, the manifestation of special inclinations, the achievements and problems of each child makes it possible to design the lines of his individual holistic development. The use of the system of medical, psychological and pedagogical support in the pedagogical process turns it at the stage of practical implementation into an individual educational and developmental route for a preschooler.

Secondly, this is a pedagogical process in which the integrity of educational, educational and developmental tasks is ensured. In the pedagogical process of kindergarten, a large number of teachers interact with children. In modern preschool institutions there are more and more additional educational services, and hence an increasing number of specialists who, as a rule, solve narrowly focused tasks. It is necessary to coordinate the work of teachers, the choice of common priority tasks of development and education, a holistic vision of the child in terms of interaction with different specialists and the design of a single pedagogical process. The implementation of the health-saving function of the pedagogical process in modern conditions is associated with finding ways to integrate different types of children's activities, organizing the educational process, synthesizing the work of different specialists.

Thirdly, This is a pedagogical process in which the integrity of the child's life is ensured. Macro- and meso-factors, the modern socio-cultural environment have changed the life of a child, filled it with new cultural attributes. The objective world surrounding the preschooler has changed, new sources of information have become available. The integrity of the pedagogical process can be ensured if the enrichment of the child's sociocultural experience occurs on the basis of, and taking into account the already existing experience, an individual subculture, the source of which is not only the pedagogical process of the kindergarten, but the living environment surrounding the preschooler.

Fourth, it is a pedagogical process in which integrity is ensured in the process of interaction of the child with the world of adults. The effectiveness of the pedagogical process, the optimization of its developmental potential is possible if the teacher is well informed about the uniqueness of the child's life in the family, and the parents know how children live in kindergarten. Comprehension of the world of a preschooler, understanding of his right to this unique world are tasks that unite both teachers and parents in common process child development. Cooperation between teachers and parents makes it possible to build unified strategic lines for the formation of the integrity of the individual, the disclosure of its inner potential.

Fifth, it is a pedagogical process in which the integrity of the educational space is ensured. The modern pedagogical process is designed as a system of conditions that allow each child to realize individual needs and at the same time interact with the children's community. The variability of the educational space provides children with the opportunity to choose and manifest independence in accordance with their interests and inclinations. The organization of polyfunctional types of children's activities initiates the creation of children's associations in which each child performs a function he likes and at the same time cooperates with other children. In such an educational space, the processes of socialization and individualization leading at preschool age harmoniously complement each other.

The nature of the links between the participants in the pedagogical process. The most common type of connections between a teacher and children is interaction as a special kind of direct or indirect, external or internal relationship, connection.

The process of interaction between the teacher and children in the pedagogical process can be organized as:

Impact process

No-action process

Co-action process

Interaction as an impact is more characteristic of an authoritarian approach and is expressed in the teacher's desire to shape the child's personality in accordance with some ideal model. Evaluation of the effectiveness of pedagogical influences and the success of the development of children is assessed by the degree of approximation to this ideal. This type of interaction is characterized by level differentiation of children with low, medium and high performance. The teacher himself chooses the ways and forms of interaction aimed at increasing the level of development of pupils. This type of interaction is often found in the practice of preschool education. Its advantages are associated with the ease of organization, however, when the teacher influences children, the child's right to an individually unique line of development is not ensured.

Interaction as non-action is typical for teachers of a liberal or formal type. The formal organization of the pedagogical process, the life of children, is manifested in the fact that the teacher only nominally performs the functions assigned to him. The methods and forms of interaction are of a generalized nature, designed for the "average" child, the teacher does not delve into children's problems, superficially solves the problems of the pedagogical process. This type of interaction is perhaps the most dangerous, and, unfortunately, due to a number of reasons, it is present in the practice of kindergarten.

The organization of interaction as a process of co-action is inherent in the personality-oriented approach and involves the maximum possible consideration of the subjective positions of the participants in the pedagogical process, i.e. subject-subject relations of the teacher and children.

With this type of interaction, the teacher offers ways and forms that take into account the individual interests, relationships, inclinations of children and offer a wide "palette" of role-playing relationships and cooperation. The process of co-action is the most difficult in practical implementation, since the teacher not only determines the tasks of his own activity, but also designs the tasks of the child's activity in such a way that he perceives them as his own.

For the pedagogical process of the kindergarten, the adoption of a student-oriented model of interaction between the teacher and pupils has already become traditional. What are the characteristic differences of this model?

1. The special attitude of the teacher to the child. The teacher perceives the child as a unique holistic person. Pedagogical tasks are connected with the understanding of the world of the child, the study of his inner potential, the enrichment of individual socio-cultural experience. Of fundamental importance is the positive attitude of the teacher to children's manifestations. Every child is unique and talented in their own way. The “key” to this uniqueness and talent is the manifestation of true pedagogical skill. The actions and products of the child's activity are evaluated according to the "formula of success", in terms of achievements. In this case, the process of child development becomes a process of gaining more and more new heights and discoveries, and not a process of correcting existing shortcomings.

2. Organization of pedagogical interaction by means of support and maintenance, which implies (O.S. Gazman):

Consideration of the pedagogical process as a process based on the principles of the inner freedom of the child and the teacher, creativity, humanism of relationships;

Attitude towards the child as a subject of free choice and activity;

Providing pedagogical assistance to the child in knowing himself and his abilities, in situations of difficulty and experiencing success.

The meaning of the methods of support and accompaniment lies in the support by the teacher of that unique, individual, individual quality or ability that is inherent in each individual person and is developed by him.

Consistency and procedurality (activity character) of the pedagogical process. The pedagogical process of a preschool educational institution is an example of a system object - a set of elements that are in relationships and connections with each other and form a certain integrity, unity. The following features are characteristic of the pedagogical process as a system:

Integrity, manifested in the interconnectedness and interdependence of all components of the pedagogical process. The change or disappearance of one of the components of the pedagogical process changes the whole nature of its course.

Structurality. The structure of the pedagogical process includes the following main components: target, meaningful, technological, productive, resource.

openness. The pedagogical process of a kindergarten is a system open to the socio-cultural space, integrating into the system of continuous human education.

Multiple descriptions. The pedagogical process can be described from the point of view of different aspects, depending on the positions from which the analysis of this system is carried out.

The actual structure of the pedagogical process of the kindergarten as a system is shown in Scheme 1.

A systematic consideration of the pedagogical process allows us to consider its structural components in a static, spatial image.

If we talk about the actual practice of organizing the pedagogical process, then in this case we can note such an important characteristic of the pedagogical process as procedurality or the implementation of the pedagogical process in time. In this context, the pedagogical process is an activity of successively replacing each other and requiring the solution of various and diverse tasks. The pedagogical task itself, as a result of the teacher's awareness of the goals of the development and upbringing of the child, as well as the conditions and methods for their implementation in practice, is a unit or "brick" of the pedagogical process. In the course of organizing the pedagogical process, the teacher solves tasks that are different in content, in terms of complexity, and in terms of the scale of the results. These are tasks that are designed in advance based on the results of the development of the child and tasks that arise situationally in the daily life of children.

The pedagogical process as a pedagogical system

In the organization of the pedagogical process, a number of stages can be distinguished:

1. The stage of analyzing the situation, determining the pedagogical task, designing solutions and choosing the optimal conditions for implementation.

2. The stage of implementing the plan for solving the problem in practice, which provides for the organization of activities and interaction between the subjects of the pedagogical process.

3. Stage of analysis of the results of solving the problem.