Educational process. Pedagogical activity in the educational space
Psychological and pedagogical foundations of the organization of the integral educational process of a preschool educational institution
Plan
Introduction
1. The concept of "educational process" ……………………………………
2. Stages and patterns of the educational process ………………… ..
3. Planning is the basis of the educational process ………………… ..
Conclusion……………………………………………………………………..
Bibliography……………………………………………………………..
Introduction
Many researchers studied the concept of “pedagogical process” in the theory of general pedagogy: PF Kapterev, Yu.K. Babansky, MA Danilin, ME Duranov, VI Zhernov, IP Podlasy. , Likhachev B.G., Bespalko V.P. other. Researchers have different approaches to the definition of the pedagogical process. The concept of "pedagogical process" introduced by P.F. Kapterev, includes the essence of the processes of teaching, upbringing, development, formation, guidance of children. “The pedagogical process includes two main specific traits: systematic assistance to the self-development of the body and comprehensive improvement of the personality "- the author notes.
Babansky IO.K. considers the pedagogical process as "the developing interaction of subjects and objects of education, aimed at solving the problems of education, upbringing and general development of the educated"
The emphasis on the developing nature of the pedagogical process is given by I.P. Podlasogo - "the developing interaction of educators and pupils, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of the educated"
Pedagogical process according to B.G. Likhachev, "there is a purposeful, meaningfully rich and well-organized interaction of the pedagogical activity of adults and the child's self-change as a result of active life with the leading, guiding role of educators."
Common, uniting all definitions is the consideration of the pedagogical process, as the interaction of its components, the identification of its integrity. The concept of the integrity of the pedagogical process is considered in the works of Yu.K. Babansky, I.P. Podlasy, M.E. Duranov and others, and was first formulated by M.A. Danilov.
As follows from the definition, the participants in the pedagogical process are the teacher and the child.
The concept of "educational process"
The educational process is called the developing interaction of educators and children, aimed at achieving a given goal and leading to a pre-planned change in the state, transformation of the properties and qualities of the educated. Educational process Is a process in which social experience is melted into personality traits.
In the pedagogical process, the processes of formation, development, education and training are merged together with all the conditions, forms and methods of their course.
The structure of the system is made up of the elements (components) selected according to the accepted criterion, as well as the connections between them. Components of the system in which the educational process takes place - teachers, educated people, conditions of upbringing. The educational process itself is characterized by the goals, objectives, content, methods, forms of interaction between teachers and students, and the results achieved. These are the components that form the system - target, meaningful, activity-based, effective.
In preschool pedagogy, the educational process is viewed as a purposeful, meaningfully rich and organized interaction between adults and children.
In the history of Russian preschool pedagogy, there were several options for building the educational process: in the 1920s-1930s, the educational process was built on the basis of organizing moments. The whole life of children at certain intervals was centered around organizing moments. Each organizing moment included a certain section of the program: physical education, labor, natural history, mathematics, visual activity, music, etc. The teacher during the training revealed the content of each section and suggested specific forms of work.
The positive side of the organizing moments is the child's long-term concentration on certain cognitive material; he formed the skills of social behavior, worldview.
Disadvantages - formalism in organizing moments and over-organization of children.
Later, other forms of building the educational process were identified: thematic and complex.
The essence of the thematic form is that the selected topic was the main core of the pedagogical process. The content of the topic was revealed in several sessions. The topic could include other activities related to it in content. One of the sections of the program could become the content of the topic, and other sections were studied in parallel.
The complex construction of the educational process is based on the need to establish a logical relationship between different sections of the program. The complex could include several different, but similar in content, topics or different kinds activities of children.
Thematic and integrated approaches to the construction of the educational process are aimed at grouping educational influences, the desire to give them in a concentrated, purposeful manner.
The modern approach to this problem is the organization of the educational process on the basis of highlighting the dominant educational goals.
The educational task is the leading goal. Its content is dictated by the peculiarities of the development of children at a certain age stage and specific tasks of upbringing. The dominant goal determines the relationship and hierarchy of upbringing and educational tasks.
The diversity and content of forms allows the development of various interests and abilities of children, and a single motivation is to direct this development in a common, pedagogically valuable channel. A feature of this construction of the educational process is that the relationship between different types of activity is changing. In the foreground, changing, various types of activities that are most optimal for the implementation of the dominant goal.
For example, for older preschoolers, the main goal is joint activity and the development of friendly relationships in play, work, organized on the principle of compatibility. Then other activities play a concomitant role. As an accompanying activity, classes, independent artistic activities, holidays, etc.
The components of the educational process are target, meaningful, organizational and methodological, analytical and productive. The research is based on N.Ya. Mikhailenko and N.K. Korotkova is the idea of building a holistic educational process based on the types of interaction between an adult and children. There are three blocks, each of which has its own specifics: 1 - regulated activities in the form of specially organized classes (for older children preschool age); 2 - joint activities of the educator with children; 3 - free activity of children.
The core of the educational process is its content, which is determined by the educational standard and implemented through the educational program.
Educational programs take into account the standard, create conditions for the development of all aspects of the personality. Requirements for the programs are defined in the instructional and methodological letters of the Ministry of Education of the Russian Federation.
Integrity, community and unity are the main characteristics of the educational process.
The specificity of the holistic educational process is revealed when the dominant functions are singled out. The dominant function of the learning process is teaching, upbringing - upbringing, development - development. Each of these processes performs in a holistic process and accompanying functions: upbringing carries out not only an upbringing, but a developmental, educational function, and training is unthinkable without upbringing and development. The specificity is in what methods will be chosen by the teacher to achieve the goal.
The concept of "educational process" in special literature is used in a broad and narrow sense.
The educational process of a preschool institution in a broad sense is a set of all conditions, means, methods aimed at solving one, global problem. For example, the educational process of a preschool educational institution is aimed at comprehensive education and child development. In addition to a global task, the educational process can also be aimed at the content of some narrow specific task (moral, aesthetic education). The selected methods, means, forms of organization help the teacher to solve these problems. The specific tasks of the educational process are interrelated, implemented and solved against the background of other tasks of upbringing and personal development, since the pedagogical process has integrity, community and unity.
Education as a process
Education is a purposeful process of upbringing and training in the interests of a person, society, and the state, accompanied by the statement that a citizen (student) has achieved educational levels (educational qualifications) established by the state. The level of general and special education is determined by the requirements of production, the state of science, technology and culture, as well as social relations.
Education is a process and result of assimilation of systematized knowledge, abilities and skills.
In the process of education, there is a transfer from generation to generation of knowledge of all those spiritual riches that humanity has developed.
In the ordinary sense, education, among other things, implies and, in general, is limited to teaching students by a teacher. It can consist of teaching reading, writing, mathematics, history and other sciences.
Teachers in narrow specialties such as astrophysics, law or zoology can only teach this subject, usually at universities and other institutions of higher education.
There is also the teaching of vocational skills such as driving.
In addition to education in specialized institutions, there is also self-education, for example, through the Internet, reading, visiting museums or personal experience.
By the educational process we will understand the totality of educational and self-educational processes aimed at solving the problems of education, upbringing and personal development in accordance with the state educational standard.
Thus, within the educational process, two components can be distinguished, each of which is a process: training and education.
These processes (training and education) have both the general and the specific. The commonality of the processes of teaching and upbringing in the real educational process lies in the fact that the training process performs the function of upbringing, and the upbringing process is impossible without teaching the educated. Both processes affect the consciousness, behavior, emotions of the individual and lead to its development. The specificity of the processes of teaching and upbringing is as follows. The content of training is mainly scientific knowledge about the world. Norms, rules, values, ideals prevail in the content of education. Education mainly affects the intellect, education - on behavior, the need-motivational sphere of the individual.
The educational process reflects the properties characteristic of both teaching and upbringing:
Two-sided interaction between teacher and student;
The focus of the whole process on the comprehensive and harmonious development of the individual;
The unity of the content and procedural (technological) sides;
The interconnection of all structural elements: goals - the content of education and the means of achieving educational objectives - the result of education;
Implementation of three functions: development, training and education of a person.
The development of any field of scientific knowledge is associated with the development of concepts, which, on the one hand, indicate a certain class of essential phenomena, and on the other, construct the subject of this science. In the system of concepts of a specific science, one, central, concept can be distinguished, which designates the entire field of study and distinguishes it from the subject areas of other sciences. The rest of the concepts of the system of a particular science reflect the original, core concept.
For pedagogy, the role of the core concept is played by the pedagogical process. On the one hand, it designates the entire complex of phenomena that are studied by pedagogy, and on the other hand, it expresses the essence of these phenomena. The analysis of the concept of "pedagogical process" therefore reveals the essential features of education as a pedagogical process, in contrast to other related phenomena.
At the end of the 19th century P.F. Kapterev noted that “the educational process is not only the transfer of something from one to another, it is not only a mediator between generations; it is inconvenient to imagine it in the form of a tube through which culture flows from one generation to another ... The essence of the educational process with inside consists in the self-development of the body; the transfer of the most important cultural acquisitions and the teaching of the younger generation by the older generation is only the external side of this process, covering its very essence ”.
Consideration of education as a process presupposes, first, the differentiation of its two sides: teaching and learning.
Secondly, on the part of the teacher, the educational process always, willingly or unwillingly, represents the unity of teaching and upbringing. Thirdly, the process of upbringing education itself includes, from the position of the student, the development of knowledge, practical actions, the implementation of educational cognitive tasks, as well as personal and communication trainings, which contributes to his all-round development.
Consideration of the pedagogical process as a whole is possible from the standpoint of a systematic approach, which allows us to see in it, first of all, a system - a pedagogical system.
The pedagogical system should be understood as a set of interrelated structural components, united by a single educational goal of personality development and functioning in an integral pedagogical process. The pedagogical process, therefore, is a specially organized interaction of teachers and pupils about the content of education using teaching and upbringing means (pedagogical means) in order to solve educational problems aimed at meeting the needs of both society and the personality itself in its development and self-development. ...
Any process is a sequential change from one state to another. In the pedagogical process, it is the result of pedagogical interaction. That is why pedagogical interaction is an essential characteristic of the pedagogical process.
It, unlike any other interaction, is a deliberate contact (long-term or temporary) between the teacher and the pupils, which results in mutual changes in their behavior, activities and relationships.
Pedagogical interaction includes in its unity pedagogical influence, its active perception and assimilation by the pupil and the latter's own activity, which manifests itself in direct or indirect responses to the teacher and to himself (self-education). This understanding of pedagogical interaction makes it possible to single out two most important components in the structure of both the pedagogical process and the pedagogical system - teachers and pupils, who are their most active elements.
The pedagogical process is carried out in specially organized conditions, which are associated, first of all, with the content and technology of pedagogical interaction. Thus, two more components of the pedagogical process and system are distinguished: the content of education and the means of education (material, technical and pedagogical - forms, methods, techniques).
The interrelationships of such components of the system as teachers and pupils, the content of education and its means, give rise to a real pedagogical process as a dynamic system. They are sufficient and necessary for the emergence of any pedagogical system.
The methods of functioning of the pedagogical system in the pedagogical process are education and upbringing, on which those internal changes that occur both in the pedagogical system itself and in its subjects - teachers and pupils depend.
The relationship between the concepts of "education" and "upbringing" is the subject of much debate. Frequently encountered in the literature, the use of the words "education" and "upbringing" as designating opposite sides the pedagogical process is not correct. Education as a purposeful process of socialization in any case includes upbringing.
Consequently, upbringing is a specially organized activity of teachers and pupils for the realization of the goals of education in the conditions of the pedagogical process. Teaching is a specific way of education aimed at personal development by organizing the assimilation of scientific knowledge and methods of activity by students.
Being an integral part of upbringing, training differs from it in the degree of regulation of the pedagogical process by normative prescriptions, both in terms of content and organizational and technical.
For example, in the learning process, the state standard for the content of education must be implemented, training is also limited by the time frame ( academic year, lesson), requires certain technical and visual teaching aids, electronic and verbal-symbolic means of information (textbooks, computers).
Upbringing and teaching as ways of implementing the pedagogical process, thus, constitute educational technologies, in which the expedient and optimal steps, stages, stages of achieving the set goals of education are recorded. Pedagogical technology is a consistent, interdependent system of teacher's actions associated with the use of one or another set of methods of education and training, carried out in the pedagogical process in order to solve various pedagogical problems: transforming the content of education into educational material; choice of methods, means and organizational forms of the pedagogical process.
A pedagogical task is an elementary unit of the pedagogical process, for the solution of which, at each specific stage, pedagogical interaction is organized.
Pedagogical activity within the framework of any pedagogical system, in turn, can be represented as an interconnected sequence of solving an innumerable set of tasks different levels complexity, which is inevitably included in interaction with teachers and pupils.
A pedagogical task is a materialized situation of education and training, characterized by the interaction of teachers and pupils with a specific goal.
Education as a process reflects the stages and specifics of the development of the educational system as a change in its state over a specific time period. This dynamic characteristic of education is associated with the process of achieving the goal, the methods of obtaining the result, the efforts expended in this case, the conditions and forms of organization of training and education, the effectiveness of training and education as the degree of correspondence between the required and undesirable changes in a person. In this process, teaching and upbringing, the activities of the teacher and the activities of the student interact. An important factor here is the atmosphere and environment in which the educational process is carried out: good relationships between all subjects of the educational process, a constant example of conscientiousness and creative efforts on the part of the teacher, his help and friendliness to all students and, at the same time, a rational effective organization of teaching, creating an atmosphere creative search and hard work, stimulation of independence and constant support of interest in learning, etc.
In Russia, from 1917 to the present, education has undergone a number of changes: from a system that ensures the literacy of every citizen of Soviet Russia, to a system of compulsory primary education, eight-year and, finally, compulsory secondary education, and further up to the reforms of 1980-90. Since 1991, in Russia, within the framework of the law "On Education", a compulsory nine-year education has been adopted, and since 1998 Russia is switching to a 12-year education system. During this period, the school system was carried out within the framework of a uniform school in all cities and villages of the Soviet Union. The educational process was organized according to uniform curricula and programs for the implementation of common goals and objectives.
Since 1991, gymnasiums, lyceums, private schools have begun to revive in Russia, and new educational systems have appeared - laboratory schools, centers of creativity, additional educational institutions, colleges, etc. In this regard, different schools and universities operate today according to different curricula and programs, set and solve different educational problems, provide various educational services, including paid ones.
In the process of education, a person masters cultural values (historical heritage of art, architecture). Since the achievements of a cognitive nature are the totality of the material and spiritual heritage of mankind, insofar as the development of the initial scientific provisions is also the acquisition cultural property... As a result, the didactic concept of culture was formulated - training and education young generation by means of culture.
"Now" education "is closely related to the concept of culture and ultimately denotes a specific human way of transforming natural inclinations and capabilities."
Education is the process of transferring knowledge and cultural values accumulated by generations. The content of education is drawn and replenished from the consequences of culture and science, as well as from the life and practice of a person. That is, education is sociocultural phenomenon and performs socio-cultural functions.
Therefore, education is becoming a necessary and important factor in the development of both individual spheres (economy, politics, culture) and the whole of society.
Full intellectual, social and moral development a person is the result of the implementation of all the functions of the educational process in their unity.
So, the full-fledged intellectual, social and moral development of a person is the result of the implementation of all the functions of the educational process in their unity.
Upbringing and teaching determine the qualitative characteristics of education - the results of the pedagogical process, reflecting the degree of implementation of the goals of education. The results of education are determined by the degree of appropriation of values that are born in the pedagogical process, which are so important for the economic, moral, intellectual state of all "consumers" of the educational sphere - both the state and society, and each person. In turn, the results of education as a pedagogical process are associated with future-oriented education development strategies.
Throughout the educational process, the main task is the development and self-development of a person as a person in the process of his learning. Education as a process does not stop until the end of a person's conscious life. It is continuously changing in purpose, content, and form. Continuity of education at the present time, characterizing its procedural side, acts as the main feature.
Educational process (EP)- this is a purposeful activity for the training, education and development of a personality through organized educational and educational processes in unity with the self-education of this person, ensuring the assimilation of knowledge, skills and abilities at a level not lower than the state educational standard.
The educational process must be considered as an integral dynamic system, the system-forming factor of which is the goal of pedagogical activity - the education of a person. This system has specific procedural components. The most significant of them are the processes of education and upbringing, which lead to internal processes of changes in education, upbringing and personality development. The processes of training and education also consist of certain processes. For example, the learning process consists of interrelated processes of teaching and learning, education - of the process of educational influences, the process of accepting them by a person and the resulting process of self-education.
The educational process as a system functions in certain external conditions: natural-geographical, social, industrial, cultural, school environment and its microdistrict. Intraschool conditions include educational material, school hygienic, moral and psychological and aesthetic.
The internal driving force of the EP is the resolution of the contradiction between the requirements put forward and the real possibilities of the pupils to implement them. This contradiction becomes a source of development if the requirements put forward are in the zone of proximal development of students' capabilities, and vice versa, such a contradiction will not contribute to the optimal development of the system if the tasks turn out to be excessively difficult or easy.
The dynamism of the EP is achieved through the interaction of its three structures: 1) pedagogical; 2) methodical; 3) psychological.
Pedagogical EP structure is a system of four elements: a) target; b) meaningful; c) operational-activity; d) analytical and effective. The target component involves the determination by teachers and students of the goals of their educational and extracurricular activities, the substantive component is the determination of the content of the educational process based on the goals set, the operational-activity component is the organization joint activities teachers and students. The analytical and effective component includes the analysis of the results and the correction of pedagogical problems.
Methodical EP structure includes the following elements: a) teaching (upbringing) tasks; b) the successive stages of the teacher's activity; c) successive stages of student activity.
Psychological the structure of the EP is represented by a combination of three elements: 1) the processes of perception, thinking, comprehension, memorization, assimilation of information; 2) the manifestation by students of interest, inclinations, motivation for learning, the dynamics of emotional mood; 3) the ups and downs of physical and neuropsychic stress, the dynamics of activity.
Among the goals of the EP, there are normative state, public and initiative ones. Regulatory government goals are the most general goals defined in regulatory legal acts and state education standards. Public goals - goals of different sectors of society, reflecting their needs, interests and requests for training. Proactive Goals are immediate goals developed by the practitioners themselves and their students, taking into account the type of educational institution, the profile of specialization and the subject, as well as the level of development of students and the preparedness of teachers.
In the "educational process" system, certain subjects interact. On the one hand, the school leadership, teachers, educators, a team of teachers, parents act as pedagogical subjects, on the other hand, in the role of both subjects and objects, students, a team, certain groups of schoolchildren who are engaged in one or another type of activity, and also individual students.
The essence of the EP consists in the transfer of social experience by the elders and its assimilation by the younger generations through their interaction.
The main characteristic of EP is the subordination of its three components (educational, educational, cognitive, self-educational processes) to a single goal.
The complex dialectic of relations within the pedagogical process is: 1) in the unity and independence of the processes that form it; 2) the subordination of the separate systems included in it; 3) the presence of the general and the preservation of the specific.
Education is understood as a single process of physical. and spirit. the formation of personality, the process of socialization, consciously focused on some ideal images, historically recorded in public consciousness social
It is primarily social. a phenomenon that is a purposeful process of education and training in the interests of a person, society and the state. In modern conditions, the requirements of a harmoniously developed personality, which follow from the logic of social services, come to the fore. and technical progress. Today the world community is inevitably moving towards the realization of humanistic ideals in education by increasing the social, pedagogical and economic efficiency of its functioning. Education as a social a phenomenon is relatively self. system, the function of the cat. is a systematic training and education of members of society, focused on mastering certain knowledge, ideological and moral values, skills, habits, norms of behavior, the maintenance of a cat. ultimately determined by the social economy. and polit. the structure of a given society and the level of its material and technical development. The education system is contradictory and dialectical. With all the variability of the components of the educational system, the supersystem, or macrosystem, of education is characterized by integrity.
Education as a process reflects the stages and specifics of the development of the educational system as a change in its state over a specific time period. This dynamic characteristic of education is associated with the process of achieving the goal, the methods of obtaining the result, the efforts expended in this case, the conditions and forms of organization of training and education, the effectiveness of training and education as the degree of correspondence between the required and undesirable changes in a person. In this process, teaching and upbringing, the activities of the teacher and the activities of the student interact.
The educational process reflects the properties characteristic of both teaching and upbringing:
Two-sided interaction between teacher and student;
The focus of the whole process on the comprehensive and harmonious development of the individual;
The unity of the content and procedural (technological) sides;
The interrelation of all structural elements: the goal-content of education and the means of achieving educational goals - the result of education;
Implementation of three functions: development, training and education of a person.
Regularities of the educational process.
Teachers distinguish the following patterns of the educational process:
1. Social conditioning of the goals, content and methods of the pedagogical process. This regularity reveals the objective process of the determining influence of social relations, social structure on the formation of all elements of education and training. The point is that, using this law, fully and optimally transfer the social order to the level of pedagogical tools and methods.
2. The interdependence of training, education, development and activities of students. This pattern reveals the relationship between pedagogical leadership and the development of students' own activity, between the methods of organizing the process and its results.
3. The dependence of the content, methods, forms of the pedagogical process on its goals and objectives.
4. 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 stage. This means that the pedagogical process, as a developing interaction between the teacher and the student, is of a gradual nature. The higher the intermediate movements, the more significant the final result: the student who has higher intermediate results also has higher overall achievements.
5. The regularity of personality development in the pedagogical process. The pace and the achieved level of personality development depend on:
Heredity;
Educational and learning environment;
The means and methods of pedagogical influence and interaction used
6. The regularity of the unity of sensory, logical and practice in the pedagogical process. The effectiveness of the pedagogical process depends on:
Intensity and quality of sensory perception;
Logical comprehension of the perceived;
Practical application of meaningful.
7. Regularity of stimulation. The productivity of the pedagogical process depends on:
Actions of internal stimuli (motives) of pedagogical activity;
The intensity, nature and timeliness of external (social, moral, material and other) incentives.
Some teachers identify other patterns of the pedagogical process. When organizing the pedagogical process, they must be known and taken into account.
Full intellectual, social and moral development of a person is the result of the implementation of all functions of the educational process in their unity.
You can also find information of interest in the scientific search engine Otvety.Online. Use the search form:
More on the topic The educational process as a system and an integral phenomenon. Characteristics of the main regularities of the integral educational process .:
- 15. The essence of education and its place in the integral structure of the educational process. Regularities and principles of education. The system of forms and methods of education.
- Education as an integral part of a holistic educational process: essence, structure, dynamics, driving forces and contradictions.
Socio-psychological aspects of the educational process
Educational process is a specially created, developing within the boundaries of a certain educational system, the interaction of educators and pupils, aimed at achieving the set goal and leading to a change in the individual qualities of the personality of students.
Process (from the Latin. Processus - "advancement") means, firstly, a sequential definite change of state, the course of development of something; secondly, a combination of certain sequential actions to achieve a result.
The main unit of the upbringing process is the educational process. The educational process determines, establishes, forms an integral system of pedagogical relationships between teachers and students. The concept of "upbringing process" has the meaning of a purposeful formative influence on the development of personal characteristics. The concept of "educational process" reflects a system of deliberately organized educational interactions.
Objectives of the educational process
1. Determination of the motivational orientation of the cognitive activity of students.
2. Organization of cognitive activity of students.
3. Formation of skills of mental activity, thinking, creative characteristics.
4. Continuous improvement of cognitive knowledge, skills and abilities.
The main functions of the educational process
1. Educational function involves the formation of a stimulating direction and experience of practical cognitive activity.
2. Educational function involves the development of certain qualities, properties and relationships of a person.
3. Developmental function presupposes the formation and development of mental processes, properties and relationships of a person.
Basic principles of the organization and functioning of the educational process
1. A holistic approach to education.
2. Continuity of education.
3. Purposefulness in education.
4. Integration and differentiation of joint activities of teachers and pupils.
5. Conformity to nature.
6. Cultural conformity.
7. Education in activity and in a team.
8. Consistency and consistency in teaching and upbringing.
9. Unity and adequacy of management and self-government in the pedagogical process.
The classical structure of the educational process includes six components.
1. The goal is the development of the final result of interaction between the teacher and the student.
2. Principles - defining the main directions.
4. Methods - actions of the teacher and students.
5. Means - ways of working with content.
6. Forms - the logical completeness of the process.
The content of the educational process is a specific answer to the question of what to teach, what knowledge to select from all the wealth accumulated by mankind, is the basis for the development of students, the formation of their thinking, cognitive interests and preparation for work, is determined by curricula, curricula in subjects. The curriculum shows the length of the academic year, as well as the duration of quarters and vacations, a complete list of subjects, the distribution of subjects by year of study; the number of hours in each subject, etc. For subjects, curricula are drawn up, which are based on the curriculum.
It can be determined that the educational process is a purposeful, socially conditioned and pedagogically organized process of the development of the personality of students.
The content of the educational process should be understood as that system of scientific knowledge, practical skills and abilities, as well as worldview and moral-aesthetic ideas that students need to master in the learning process, this is that part of the social experience of generations that is selected in accordance with the goals of human development and in the form of information is transmitted to him.
There are various forms of the educational process, which are presented in the form of an external expression of the pedagogical interaction of the teacher and students and are characterized by the number of participants in the pedagogical interaction, the time and order of its implementation.
The forms of organization of the educational process include the classroom form, which is distinguished by the following features.
1. Constant composition of students of the same age.
2. Each class works according to its own annual plan.
3. Each lesson focuses on one subject only.
4. Constant alternation of lessons (schedule).
5. Pedagogical management.
6. Variability of activities.
Lesson- this is the time period of the educational process, which is complete in terms of meaning, time and organization, and on which the tasks of the educational process are solved.
Thus, having an idea of the main categorical apparatus of pedagogy, we can say that all these concepts are in constant development in search of an effective solution, are inextricably linked and represent a single indissoluble system of pedagogical science.
Learning is a way of organizing the educational process. It is the most reliable way to receive a systematic education. Any learning is based on a system: teaching and learning. Teaching is the teacher's activity in:
Transfer of information;
Organization of educational and cognitive activities of students; -providing help in case of difficulty in the learning process; -stimulating the interest, independence and creativity of students; -evaluation of educational achievements of students.
The purpose of teaching is to organize the effective teaching of each student in the process of transferring information, monitoring and evaluating its assimilation. The effectiveness of teaching involves interaction with students and the organization of both joint and independent activities.
Teaching is the activity of a student in:
Mastering, consolidating and applying knowledge, skills and abilities; self-stimulation to search, solving educational problems, self-assessment of educational achievements;
Awareness of the personal meaning and social significance of cultural values and human experience, processes and phenomena of the surrounding reality. The purpose of teaching is cognition, collection and processing of information about the world around us. The results of learning are expressed in knowledge, skills, abilities, the system of relations, the development of the student.
Educational activities include:
Mastering knowledge systems and operating them; mastering the systems of generalized and more specific actions, methods (methods) of educational work, ways of transferring and finding them - skills and abilities; the development of the motives of learning, the formation of motivation and the meaning of the latter; mastering the methods of managing one's educational activity and one's mental processes (will, emotions, etc.). The effectiveness of training is determined by internal and external criteria. The success of training and academic performance, as well as the quality of knowledge and the degree of development of skills and abilities, the level of development of the student, the level of training and learning are used as internal criteria.
A student's academic performance is defined as the degree to which real and planned learning outcomes coincide. Academic performance is reflected in the score. The success of training is also the effectiveness of the leadership of the educational process, providing high results at the lowest cost.
Learning ability is an internal readiness acquired by a student (under the influence of education and upbringing) for various psychological restructuring and transformations in accordance with new programs and goals of further education. That is, the general ability to assimilate knowledge. The most important indicator of learning ability is the amount of dosed help that a student needs to achieve a given result. Learning is a thesaurus, or a stock of learned concepts and modes of action. That is, a system of knowledge, skills and abilities that correspond to the norm (the expected result set in the educational standard).
The process of assimilating knowledge is carried out in stages in accordance with the following levels:
Distinguishing or recognizing an object (phenomenon, event, fact); - memorizing and reproducing an object, understanding, applying knowledge in practice and transferring knowledge to new situations.
The quality of knowledge is assessed by such indicators as its completeness, consistency, depth, effectiveness, strength.
One of the main indicators of the student's development prospects is the student's ability to independently solve educational problems (similar in the principle of solving in cooperation and with the help of a teacher).
The following are taken as external criteria for the effectiveness of the learning process: - the degree of adaptation of a graduate to social life and professional activity; - the rate of growth of the process of self-education as a prolonged effect of learning; - the level of education or professional skill;
Willingness to improve education.
In the practice of teaching, the unity of the logics of the educational process has developed: inductive-analytical and deductive-synthetic. The first focuses on observation, live contemplation and perception of reality, and only then on abstract thinking, generalization, systematization teaching material... The second option focuses on the introduction by the teacher scientific concepts, principles, laws and patterns, and then to their practical specification.
Patterns of learning
Allocate external and internal patterns of learning. The first include the dependence of learning on social processes and conditions (socio-economic, political situation, the level of culture, the needs of society and the state in a certain type and level of education; the second is the relationship between the components of the learning process (between the goals, content of education, methods, means and forms of teaching; between teacher, student and the meaning of the educational material).
External patterns include:
Social conditioning of goals, content and teaching methods; - the upbringing and developing character of the latter; -learning is always carried out in communication and is based on a verbal-activity approach;
The dependence of learning outcomes on the characteristics of the student's interaction with the outside world.
The internal laws of the learning process include: - the dependence of its development on the way of resolving the main contradiction between cognitive or practical tasks and the available level of knowledge, skills and abilities of students, mental development necessary for their solution;
The relationship between teacher-student interaction and learning outcomes; - subordination of the effectiveness of training to methods of managing the process of the latter and the activity of the student himself; - task and structure, that is, with the successful solution of one educational problem and the setting of the next, the student moves from ignorance to knowledge, from knowledge to skill, from skill to skill.
The principles of teaching embody the requirements of its organization - visibility, consciousness and activity of students in learning, systematic and consistent in mastering the achievements of science, culture and experience, the unity of theory and practice. In the course of the historical development of the theory and practice of teaching, different types, styles and methods of teaching.
In each form, despite the noticeable differences, one can find common points characteristic of all learning. Firstly, the basis of the learning process of any kind is a system of principles, each of which acts as guiding ideas, norms or rules of activity that determine both the nature of the relationship between teaching and learning, and the specifics of the activities of the teacher and students. It is the principles that guide the design of a particular type of teaching. The following principles are used as didactic ones:
Visibility as filling the space between the concrete and the abstract, in the transmitted information;
Consistency as a purposeful ordering of students' knowledge and skills; activity and independence of students or limiting their dependence on the teacher;
The relationship between theory and practice; the effectiveness of the relationship between objectives and learning outcomes;
Accessibility as creating conditions for overcoming difficulties by all students in the process of learning and learning; nationalities as an appeal to history, traditions of previous generations, the achievements of individuals and the whole nation, as well as national speech culture.
Second general point for any type of training, it is the cyclical nature of the above process, that is, the repetition of the actions of the teacher and the student from setting a goal to finding means and evaluating the result. On the one hand, cyclicality presupposes the setting by the teacher of tasks and goals, as well as the assessment of the acquired knowledge. On the other hand, both the awareness and solution of the assigned tasks by the students and the ability to self-esteem. This speaks of the two-sided nature of the learning process. The third common point of all types of learning is the structure of the learning process, which embodies the degree of compliance of goals and methods with results. The choice of teaching methods and the logic of their application characterize the style of behavior and activity of the subjects of the learning process (teacher and students).
Teaching methods are teaching-learning methods. There are various typologies of the above process, carrying out the systematization on different grounds. For example, the first group includes methods of transferring and assimilating knowledge (they are sometimes called verbal). These include a conversation, story, discussion, lecture, work with the text. The second group is practical teaching methods (exercises, practical exercises, laboratory experiments). The third group of methods includes the control and assessment of learning outcomes (independent and control work, test assignments, tests and exams, project defense). For example, K. Rogers identifies the following practical techniques to facilitate the learning process:
1. Providing the student with a choice of educational activities. 2. Joint adoption by the teacher and the student of decisions related to the definition of the scope and content of educational work. 3. As an alternative to the mechanical memorization of educational material, a problem teaching method is proposed. It is carried out through inclusion in discovery-oriented research. 4. The personal significance of the student's work is achieved by imitating real life situations in the lesson. 5. Wide application of various forms of group training. 6. Optimal groups are 7-10 people. 7. Differentiation of programmed teaching for those students who do not have enough knowledge or do not have enough funds to solve specific problems.
The form of training is a special construction of the process itself. The form of training means the collective, group and individual work of students under the guidance of a teacher. The form of organization of training involves some kind of training session - a lesson, lecture, elective, circle, excursion, workshop.
The school and the university have been operating classroom-lesson and lecture-practical training systems for centuries.
Loading...
