Methodology of pedagogy. Basic methodological principles of pedagogy

1. The problem of “methods of the pedagogical process” in science.

2. Errors of scientists in explaining the methods of the pedagogical process.

3. Our approach to explaining the methods of the pedagogical process.

The problem of “methods of the pedagogical process” in science has always been the object of research (see: 16, pp. 15-30). In the 20s, 50s, 60s, 80s, discussions on this topic were even specially organized on the pages of the magazine “Soviet Pedagogy”. But, unfortunately, it still remains an undeveloped problem. Researchers are hampered in finding the right answers about the methods of the pedagogical process by the erroneous approaches they follow.

Firstly, most scientists share the opinion that a method is a way of working together between a teacher and students.“The teaching method,” writes, for example, Yu.K. Babansky, - they call a method of orderly interconnected activity of a teacher and students, aimed at solving educational problems.” This approach is erroneous, since the method as a way of mastering the content of the pedagogical process at the time of use belongs to an individual, and not to a group of people. Let's say the students are all listening to the teacher at the same time. This means that the method of auditory perception is used. This method is not collective, but individual. To verify this, you can conduct a small experiment. At our request, one of the students covers his ears. As a result, he does not hear the teacher: educational information does not reach him. This means that this method is currently his personal method. On the other hand, both the teacher and the students use different methods in this situation. The students use the auditory perception method, and the teacher uses the storytelling method. As you can see, the method is not a way to work together.

Secondly, some scientists divide the methods of the pedagogical process into teaching methods and teaching methods. The groundlessness of this approach is proven by one wise saying of the people: “By teaching others, you learn yourself.” This means that teaching methods are also teaching methods. Indeed, the same methods can be used by both teachers and students.

Thirdly, scientists divide the methods of the pedagogical process into teaching methods and upbringing methods. This division is a consequence of the erroneous opinion about the existence of two independent processes: training and education. Academician Yu.K. Babansky understood the similarity between “teaching methods” and “upbringing methods.” “In fact, all teaching methods are also methods of education, since it is impossible to form any quality of personality or behavior without teaching students the norms of social behavior, without explaining the requirements, without forming certain views and beliefs,” he wrote.

Despite this, one might say, correct statement, this author’s step towards the truth remained half-hearted, because he still did not abandon the universal false belief about the existence of training and education. He believed that there is “training”, there is “education”, there is also a “pedagogical process” as the sum of the first two processes. According to this approach, he identifies methods: a) training; b) education; c) pedagogical process. In this regard, he, trying to determine the methods of the pedagogical process, “unites” the so-called teaching methods and upbringing methods into one whole. The results are reflected in the following table.

Table 8

Methods of the pedagogical process

Methods for forming personality consciousness	Methods of organizing activities, communication and developing experience of social behavior	Methods of stimulation and motivation of activity and behavior	Methods of control and self-control
Verbal methods (lectures, stories, conversations, debates). Visual methods (showing illustrations, demonstrating experiments)	Methods of organizing educational-cognitive, educational-practical, labor, socio-political, artistic-creative, sports-game and other types of activities; Methods of setting tasks and presenting requirements. Methods of performing practical actions. Methods of exercise, training to comply with behavioral norms. Methods of regulation, correction of actions and behavior.	Methods of encouragement, censure, use of public opinion, examples and others.	Methods of oral, written, laboratory control in teaching. Methods of assessment and self-assessment of behavior in education.

However, what is written in this table has no scientific value.

Fourthly, some scientists identify the methods of the pedagogical process with the pedagogical process. This is what academician M.I. writes. Makhmutov: “Each general method, taken in unity with the content of training, has organizational, educational (cognitive), incentive, developmental and educational functions.” . There is an identification of methods with the pedagogical process. The above functions belong to the pedagogical process, but the methods do not.

Fifthly, some scientists confuse the methods of the pedagogical process with its forms. This is discussed in more detail in the seventh paragraph of this chapter.

Sixthly, when explaining methods, some scientists are guided by the erroneous principle “as many means, so many methods.” For example, they highlight methods such as showing films, showing posters, showing diagrams...; doing exercises, performing work assignments in workshops, writing essays...; working with a book, working with a magazine, working with a newspaper, etc. . “... In practice, the method of independent work of students is very little widespread,” writes Doctor of Pedagogical Sciences A.G. Kalashnikov.

This approach has no basis. Although methods are related to means, this does not mean that each means gives rise to a corresponding method. This doesn't happen. Are such “methods” as doing exercises, performing work tasks in workshops, writing essays, etc. different from each other?!

Seventh, there is an unreasonable “specialization” of methods. A group of scientists who call themselves teacher-methodologists distinguish teaching methods: a) physics; b) mathematics; in history; d) language; e) literature; e) music; g) drawing, etc. Scientists studying the theory and history of pedagogy put forward methods: a) international; b) patriotic; c) moral; d) mental; e) labor; f) aesthetic education, etc.

In fact, in all cases, all methods objectively existing in life can be used. There are no special methods unique to any area of education or to a particular academic subject.

Eighth, the desire of scientists to classify the methods of the pedagogical process is erroneous. There are many classifications, which are usually made within such large groups of methods as “teaching methods” and “education methods”.

By teaching methods For example, the following classifications are known:

First option: verbal, visual, practical methods [see: 16, p. 84-136; 65];

Second option: methods of acquiring knowledge; methods of developing skills and abilities; methods of applying knowledge; methods of creative activity; fastening methods; methods for testing knowledge, skills, abilities;

Third option: explanatory-illustrative method (information-receptive); reproductive method; problem presentation method; partial search method (or heuristic); research method;

Fourth option: methods of communicating new knowledge (explanation, story, school lecture, demonstration method); methods used to acquire new knowledge, consolidate and develop skills (conversation, discussion, debate, excursion, experiment and laboratory work, work with a textbook and book, game, exercises, repetition methods); methods of working with technical teaching aids (cinema, epidiascope, overhead projector, sound recording equipment, radio); independent work; programmed teaching methods; problem-based learning methods.

By education methods Scientists make the following classifications:

First option: methods of persuasion (frontal conversation with students, lecture, discussion, demand); methods of organizing student activities (exercises, assignments, training); methods of stimulating student behavior (competition, encouragement, punishment).

Second option: methods of forming the consciousness of the individual (conversations, lectures, debates, example method); methods of organizing activities and forming experience of social behavior (pedagogical requirements, public opinion, training, exercise, creating educational situations); methods of stimulating behavior and activity (competition, encouragement, punishment).

A careful study of these classifications and the list of proposed methods raises a number of questions:

Can't the methods of forming public consciousness also be classified as methods of forming social behavior? After all, by influencing consciousness, we shape behavior.

Why separate incentive methods? Does the “formation of social consciousness” or “social behavior” occur without “methods of stimulation”?

All this indicates the imperfection of existing classifications.

Ninth, there is an overestimation or underestimation of individual methods. Some scientists, for example, E.Ya. Golant, G.M. Murtazin, A. Pinkevich, V.A. Yakovlev, L.F. Spirin divides methods into active and passive. Although each method, applied appropriately and correctly, is “active”, i.e. necessary, useful.

The above errors indicate the absence in pedagogy of a scientific concept of methods of the pedagogical process. Our work attempts to create it.

For us, methods are ways of transmitting and assimilating the content of the pedagogical process.

Our approach to methods has a number of features.

Firstly, we, unlike other scientists, also consider as methods those ways of transmitting and assimilating content, with the help of which negative qualities are formed. Criminals, for example, develop in themselves or in their students cruelty, the ability to deceive, and other qualities, also through the methods of the pedagogical process.

Secondly, we do not divide the methods of the pedagogical process into teaching methods and educational methods. We have already proven the scientific inconsistency of such a division above and in the paragraphs of the first chapter.

The third feature of our approach to the problem of “methods of the pedagogical process” is the refusal to classify them. Countless attempts by scientists to classify the methods, going on for centuries, have yielded no results. This is explained by the impossibility of their classification. There is neither theoretical nor practical need for this.

All this allowed us to identify and scientifically substantiate more than a hundred methods of the pedagogical process. These include: story, conversation, auditory perception, visual perception, smell, touch, observation, induction, deduction, analysis, synthesis, abstraction, concretization, comparison, contrast, discussion, discussion, experiment, adjustment, elimination, imagination, imitation, reproduction, interview, survey, questioning, testing, compromise, regulation, permission, prohibition, “bribery”, “capture”, rebound, boomerang, demand, supervision, agitation, diagnosis, suggestion, trust, suspicion, blackmail, “entry” into the role", emphasis, directing attention, recommendation, asking questions, special mistake, self-exposure, creating obstacles, humor, irony, reassurance, regret, shaming, accusation, condemnation, encouragement, protection, criticism, punishment, ignoring, persecution, forgiveness, offensive, humiliation and insult, intimidation, rebuff, deception, inhibition, etc.

The choice of one method or another depends on the specific situation, which, as a rule, is determined by the level of development of the student, the material equipment of the school, the content of the pedagogical process, the teacher’s preparedness to use one or another method, etc.

Questions and tasks for independent work

1. Tell us about the study of the problem of “methods of the pedagogical process” in science.

2. Analyze the mistakes of scientists in explaining the methods of the pedagogical process.

3. What are the reasons for the incorrect explanation of the methods of the pedagogical process?

4. What is our approach to explaining the methods of the pedagogical process?

5. What is the role of methods in the pedagogical process?

6. Why can’t the methods of the pedagogical process be divided into teaching methods and upbringing methods?

7. Find methods in pedagogical situations.

A method in education is “the orderly activity of the teacher and students aimed at achieving a given goal.”

Verbal methods. The use of verbal methods in the holistic pedagogical process is carried out primarily through the spoken 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: story, explanation, conversation, lecture, educational discussions, disputes, work with a book, example method.

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

The story is of great importance in organizing the value-oriented activities of students. By 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 students themselves in the assessment of certain events, actions, and phenomena of social life.

Verbal methods also include educational discussions. Situations of cognitive dispute, when skillfully organized, attract the attention of schoolchildren to the inconsistency of the world around them, to the problem of the knowability of the world and the truth of the results of this knowledge. Therefore, to organize a discussion, it is necessary first of all to put forward a real contradiction to the students. This will allow students to intensify their creative activity and confront them with the moral problem of choice.

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 the 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 of repeated repetition of any actions in the interests of consolidating them in the student’s personal experience.

A relatively independent group of practical methods consists of laboratory work - a method of a unique combination of practical actions with organized observations of students. The laboratory method makes it possible to acquire skills in handling equipment and provides excellent conditions for developing the ability to measure and calculate, and process results.

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

Visual methods. The demonstration consists of sensually familiarizing students with phenomena, processes, and objects in their natural form. This method serves primarily to reveal the dynamics of the phenomena being studied, but is also widely used to become familiar with the appearance of an object, its internal structure or location in a series of homogeneous objects.

Illustration involves showing and perceiving objects, processes and phenomena in their symbolic representation using diagrams, posters, maps, etc.

Video method. The teaching and educational functions of this method are determined by the high efficiency of visual images. The use of the video method provides the opportunity to provide students with more complete and reliable information about the phenomena and processes being studied, free the teacher from some of the technical work associated with monitoring and correcting 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 radios, tape recorders, musical instruments, etc., and audiovisual (visual-auditory) - sound cinema, television, programmed textbooks, teaching machines, computers, etc. that partially automate the learning process. It is also customary to divide teaching aids into means for the teacher and for students. The first are objects used by the teacher to more effectively implement educational goals. The second are students’ individual means, school textbooks, notebooks, writing materials, etc. The number of didactic means also includes those with which both the teacher and students are involved: sports equipment, school botanical plots, computers, etc.

Training and education are always carried out within the framework of one form of organization or another.

All possible ways of organizing 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 classroom-lesson form of organizing the pedagogical process is considered traditional.

A lesson is a form of organizing the pedagogical process in which “the teacher, for a precisely set time, manages the collective cognitive and other activities of a permanent group of students (class), taking into account the characteristics of each of them, using 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 teaching functions in a complex (educational, developmental and nurturing);

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;

Reinforcing or repeating what has been learned in class;

Monitoring and evaluation of students’ educational achievements during the lesson;

Summing up the lesson;

Homework assignment;

Each lesson is a link in the lesson system;

The lesson follows the basic principles of learning; in it the teacher applies a certain system of teaching methods and means to achieve the set goals of the lesson;

The basis for constructing a lesson is the skillful use of teaching 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 (studying) new knowledge;

Lesson to consolidate knowledge;

Lessons in developing and consolidating skills;

General lessons.

The lesson structure usually consists of three parts:

1. 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 organizing 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 taking into account the age of students (lectures, seminars, workshops, tests, exams).

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4. Pedagogical process, features of the pedagogical process, principles of its organization
Pedagogical process - this concept includes the method and way of organizing educational relations, which consist in the systematic and purposeful selection and application of external factors in the development of learning subjects. The pedagogical process is understood as the process of teaching and upbringing an individual 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 “movement forward”, “change”. The pedagogical process determines the constant interaction of subjects and objects of educational activity: educators and educated. The pedagogical process is aimed at solving this problem and leads to changes planned in advance, to the transformation of the properties and qualities of students. In other words, the pedagogical process is a process where experience turns into personality quality. The main feature of the pedagogical process is the presence of unity of training, education and development based on maintaining the integrity and community of the system. The concepts of “pedagogical process” and “educational process” are unambiguous.
The pedagogical 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 the 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.
3. Content – obtaining practical didactic methodological material necessary for solving pedagogical problems.
4. Methods are the necessary work of the teacher and student for the purpose of transmitting, processing and perceiving the content of learning.
5. Means – ways of “working” with content.
6. Forms are the sequential receipt of the result of the pedagogical process.
The goal 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 teaching itself and the goals of learning in each lesson, each discipline, etc.
Russian regulatory documents present the following understanding of goals.
1. A system of goals in standard regulations on educational institutions (formation of a general culture of the individual, adaptation to life in society, creation of the basis for an informed choice and mastery of a professional educational program, instilling responsibility and love for the Motherland).
2. A system of diagnostic goals in certain programs, where all goals are divided into stages and levels of training and represent a reflection of the content of certain training courses. In the education system, such a diagnostic goal can be training in professional skills, thereby preparing the student for future vocational 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.
The method (from the Greek sheShoskzh) of the pedagogical process is 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 experience. A method is a certain designated way of achieving a given goal, a way of solving problems that ultimately lead to the solution of the problem.
Various types of classification of methods of the pedagogical process can be determined as follows: by the source of knowledge: verbal (story, conversation, instruction), practical (exercises, training, self-government), visual (showing, illustrating, presenting material), based on personality structure: methods of formation consciousness (story, conversation, instruction, demonstration, illustration), methods of shaping behavior (exercises, training, games, instructions, demands, rituals, etc.), methods of shaping feelings (stimulation) (approval, praise, blame, control, self-control, etc.).
The components of the system are teachers, students and learning conditions. Being a system, the pedagogical process consists of certain components: goals, objectives, content, methods, forms and results of the relationship between teacher and student. Thus, the system of elements represents target, content, activity, and effective components.
The target component of the process represents the unity of all the various goals and objectives of educational activities.
The content component expresses the meaning of each general goal and each specific task.
The activity component is the relationship between teacher and student, their interaction, cooperation, organization, planning, control, without which it is impossible to achieve the final result.
The effective component of the process shows how effective the process was, determines successes and achievements depending on the goals and objectives set.
The pedagogical process is necessarily a 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 is combined together, forming an unusual relationship between the objects of the labor process, which is a pedagogical interaction.
The pedagogical process is not so much a mechanical unification of the processes of education, training, development, but rather a completely new high-quality system that can subordinate objects and participants to its laws. All components are subordinated to a single goal - preserving the integrity, community, 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 teaching, education is education, development is development. Also, training, upbringing and development perform other interpenetrating tasks in a holistic process: for example, upbringing manifests itself not only in educational, but also in developmental and educational functions, and learning is inextricably linked with upbringing and development.
Objective, necessary, essential connections that characterize the pedagogical process are reflected in its laws. The laws of the pedagogical process are as follows.
1. Dynamics of the pedagogical process. The pedagogical process assumes a progressive nature of development - the student’s overall achievements grow along with his intermediate results, which indicates precisely the developmental nature of the relationship between the teacher and children.
2. Personal development in the pedagogical process. The level of personal 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 the educational and educational sphere; participation in educational work; means and methods of pedagogical influence.
3. Management of the educational process. In managing the educational process, the level of effectiveness of the pedagogical influence on the student is of great importance. This category depends significantly on:
1) the presence of systematic and value feedback between teacher and student;
2) the presence of a certain level of influence and corrective influence 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) an appropriate level of external stimulation on the part of the teacher, which is expressed in intensity and timeliness.
5. The unity of the sensory, logical and practical 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 of what is perceived by the student;
3) the degree of practical use of educational material.
6. Unity of external (pedagogical) and internal (cognitive) activities. The logical unity of two interacting principles - 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) development of the most diverse desires of a person and the realities of society;
2) the available material, cultural, economic and other opportunities for a person to realize his needs in society;
3) the level of conditions for expressing the pedagogical process.
So, the important features of the pedagogical process are expressed in the basic principles of the pedagogical process, which constitute its general organization, content, forms and methods.
Let us define the main principles of the pedagogical process.
1. The humanistic principle, which means that the direction of the pedagogical process must demonstrate a humanistic principle, and this means the desire to unify 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 changes and phenomena occurring in the entire social life of the country - economics, politics, culture, on the other hand.
3. The principle of combining the theoretical beginning of the processes of training and education with practical actions. Determining the meaning of implementing the idea of practical activity in the life of the younger generation presupposes the subsequent systematic acquisition of experience in social behavior and makes it possible to form valuable personal and business qualities.
4. The principle of science, which means the need to bring the content of education into line with a certain level of scientific and technical achievements of society, as well as in accordance with the already accumulated experience of civilization.
5. The principle of orientation of the pedagogical process towards the formation of knowledge and skills, consciousness and behavior in unity. 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 training and education. This principle is based on the connection and interpenetration of various collective, group and individual methods and means of organizing the learning process.
7. Systematicity, continuity and consistency. This principle implies consolidation of knowledge, skills, personal qualities that were acquired during the learning process, as well as their systematic and consistent development.
8. The principle of clarity. This is one of the important principles not only of the learning process, but also of the entire pedagogical process. In this case, the basis for the clarity of learning in the pedagogical process can be considered those laws and principles of studying the external world that lead to the development of thinking from figuratively concrete to abstract.
9. The principle of aestheticization of the processes of training and education in relation to children. Identification and development in the younger generation of a sense of beautiful, aesthetic attitude towards 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 the independence of schoolchildren. It is very important from childhood to accustom a person to perform certain types of work and to encourage initiative. This is facilitated by the principle of combining effective pedagogical management.
11. The principle of children's consciousness. 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 a child, which combines demands and rewards in a reasonable ratio.
13. The principle of combining and unifying respect for one’s own personality, on the one hand, and a certain level of demands on oneself, on the other hand. This becomes possible when there is a fundamental reliance on the strengths of the individual.
14. Availability and feasibility. This principle in the pedagogical process presupposes a correspondence between the structure of students’ work and their real capabilities.
15. The principle of the 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 students.
16. The principle of effectiveness of the results of the learning process. The manifestation of this principle is based on the work of mental activity. As a rule, the knowledge that is acquired independently becomes lasting.
Thus, by gradually defining the unity of education and training in the pedagogical process, the goal as a system-forming component of the educational system, the general characteristics of the education system in Russia, as well as the features, structure, patterns, principles of the pedagogical process, we were able to reveal the main idea of the lecture and find out how the educational process, being fundamental, systemic, purposeful and uniting the processes of education and training, has an impact on the development of the individual, and, therefore, on the development of society and the state.
Pedagogical tools did not immediately become an obligatory component of the pedagogical process. For a long time, traditional teaching methods were based on the word, but “the era of chalk and conversation is over,” due to the growth of information and the technologization of society, there is a need to use technical means of teaching. Pedagogical means are material objects intended for organizing and implementing the pedagogical process. Pedagogical means include: educational and laboratory equipment, educational and production equipment, didactic equipment, educational visual aids, technical teaching aids and automated teaching systems, computer classes, organizational and pedagogical means (curricula, exam papers, task cards, educational benefits, etc.). The development of didactic technology and computers created the preconditions for the emergence of a new direction in pedagogy—educational technology. Its essence lies in the application of a technological approach to the construction and implementation of the pedagogical process. Pedagogical technology, as it were, fuses didactic technology, traditional teaching methods and participants in the pedagogical process into a single whole.
Pedagogical form is a stable, complete organization of the pedagogical process in the unity of all its components.
The place of form in the pedagogical process: All forms in pedagogy are divided according to the degree of complexity. There are simple, compound and complex forms. Simple forms are built on a minimum number of methods and means, and are usually devoted to one topic (content). These include: a conversation, an excursion, a quiz, a test, an exam, a lecture, a consultation, a debate, a cultural outing, a “combat of scholars,” a chess tournament, a concert, etc. Composite forms are built on the development of simple ones or on their different combinations: this is a lesson, a competition of professional skills, a festive evening, a labor landing, a conference, KVN. For example, a lesson may contain a conversation, quiz, instruction, survey, reports, etc. Complex forms are created as a purposeful selection (complex) of simple composite forms: these are open days, days dedicated to a chosen profession or child protection, theater weeks, books, music, sports.
Depending on the areas of educational content, forms of physical, aesthetic, labor, mental and moral education are also distinguished.
Forms of organization of training: lesson, lecture, seminar, course, consultation, practice, etc.
There are forms of individual, group and collective (frontal) activity of students. We can distinguish individualized forms (consultation, test, exam), forms of interaction (subbotnik, group competitions, shows, debates), cooperative forms (when the goal is achieved by distributing functions between students, for example, games, self-supporting cooperative work, fees, etc. .).

Lecture, abstract. Pedagogical means and forms
organization of the pedagogical process - concept and types. Classification, essence and features.

Introduction

Definition of the concept of “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 human maturation.

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

A lot of domestic teachers and anthropologists are studying this issue. Among them, A.A. should be highlighted. Reana, V.A. Slastenina, I.P. Podlasy and B.P. Barkhaeva. The works of these authors most fully cover various aspects of the pedagogical process from the point of view of its integrity and systematicity.

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;

characteristics 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 will provide some definitions of this phenomenon.

According to I.P. Podlasy the pedagogical process is called “the developmental interaction between educators and students, aimed at achieving a given goal and leading to a predetermined change in state, transformation of the properties and qualities of the students.”

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

B.P. Barkhaev sees the pedagogical process as “a specially organized interaction between teachers and students regarding the content of education using teaching and upbringing tools in order to solve educational problems 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 highlight 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 community is the main essence of the pedagogical process”;

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

the goal 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 goal 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 in more detail later.

According to I.P. Podlasy, the pedagogical process is built on 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 individual - to specific tasks of the formation of individual qualities or their elements. The content component reflects the meaning invested both in the general 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 effectiveness of its progress and characterizes the progress achieved in accordance with the goal.

Setting goals in education is a rather specific and complex process. After all, the teacher meets with living children, and the goals, so well depicted on paper, may diverge from the real state of affairs in the educational group, class, or audience. Meanwhile, the teacher is obliged to know the general goals of the pedagogical process and follow them. In understanding 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. is interesting. Barkhaev, in which he tries to display in the most complete form the basic principles in building an integral pedagogical process. Here are these principles:

In relation to the choice of educational targets, the following principles apply:

humanistic orientation of the pedagogical process;

connections with life and industrial practice;

combining training and education with labor for the common benefit.

The development of means of presenting the content of training and education is guided by the principles:

scientific character;

accessibility and feasibility of training and education of schoolchildren;

combination of clarity and abstraction in the educational process;

aestheticization of the entire child's life, especially education and upbringing.

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

teaching and raising children in a team;

continuity, consistency, systematicity;

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

The activities of a teacher are governed by the principles:

combining pedagogical management with the development of initiative and independence of students;

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

respect for the child’s personality combined with reasonable demands on him.

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

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

combinations of direct and parallel pedagogical actions;

taking into account the age and individual characteristics of pupils.

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

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

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 personality under the influence of external and internal factors - upbringing, training, social and natural environment, the individual’s own activity; 2) the method and result of the internal organization of personality as a system of personal properties.

Education is a joint activity of the teacher and the student, aimed at educating the individual by organizing the process of his assimilation of a system of knowledge, methods of activity, experience of creative activity and experience of an emotional and value-based attitude towards the world.”

At the same time, the teacher:

) teaches - purposefully conveys 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 students’ personality (memory, attention, thinking).

In turn, the student:

) studies - masters the transmitted information and completes educational tasks with the help of a teacher, together with classmates or independently;

) tries to independently observe, compare, think;

) takes the initiative in searching for new knowledge, additional sources of information (reference book, textbook, Internet), and engages in self-education.

Teaching is the activity of a teacher in:

transfer of information;

organizing educational and cognitive activities of students;

providing assistance in case of difficulties in the learning process;

stimulating the 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.

Education is a purposeful process of interconnected activities of teachers and students, aimed at forming in schoolchildren value-based attitudes towards the world around them and themselves.”

In modern science, “upbringing” as a social phenomenon is understood as the transfer of historical and cultural experience from generation to generation. At the same time, the teacher:

) conveys the experience accumulated by humanity;

) introduces you to the world of culture;

) stimulates self-education;

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

In turn, the student:

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

) works on himself;

) learns ways of communication and behavior.

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

By specifying these definitions for yourself, 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 student and teacher. Thus, the process of upbringing is connected with moral and value attitudes, learning - 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 student and teacher. Thus, this interaction is “filled” with content and meaning.

The goal is always related to the results of the activity. Without dwelling on the content of this activity for now, let us 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 goals, we can describe the results with the words “education”, “training”.

The criteria for assessing a person’s upbringing are:

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

“truth” as a guide in evaluating actions and deeds;

“beauty” in all forms of its manifestation and creation.

Learning ability is “the internal readiness acquired by the student (under the influence of training and education) for various psychological adjustments and transformations in accordance with new programs and goals of further education. That is, the general ability to absorb knowledge. The most important indicator of learning ability is the amount of dosed assistance that a student needs to achieve a given result. Learning is a thesaurus, or a stock of acquired 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 formulations. 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. From whom do these expectations come? In general, we can talk about cultural expectations associated with the cultural image of an educated, developed and trained person. In a more specific form, social expectations can be discussed. They are not as general as cultural expectations and are tied to a specific understanding, the order of the subjects of public life (civil society, church, business, etc.). These understandings are currently formulated in the image of a well-mannered, moral, aesthetically seasoned, physically developed, healthy, professional and hardworking person.

Expectations formulated by the state are seen as important in the modern world. They are specified in the form of educational standards: “The standard of education is understood as a system of basic parameters accepted as the state standard of education, reflecting the social ideal and taking into account the capabilities of the real individual 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 of 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 native language and literature, history, geography, art, labor training, etc. They fall under the competence of regions and educational institutions.

Finally, the standard establishes the scope of the school component of educational content, reflecting the specifics and focus of an individual educational institution.

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

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

the maximum permissible volume of schoolchildren’s academic workload by year of study.

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

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

The function of humanization of education is associated with the approval, through standards, of its personal developmental essence.

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

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

pedagogical process student learning

3. Methods, forms, means of the pedagogical process