What is the pedagogical process determination in pedagogy. The concept of the pedagogical process. Driving forces of the Pedagogical Process

The pedagogical process is considered in pedagogy as purposeful, meaningfully saturated and organizationally designed adults and children. It is a specific system whose components are content, funds, methods, forms of interaction of the educator and educated. The word "process" testifies to the stretching in time, and the word "pedagogical" - on the focus on the transformation of the personality of a person (child).

The concept of "pedagogical process" is used in a narrow and broad sense. In a broad sense, this is a combination of all conditions, funds and methods aimed at solving one global task. For example, the pedagogical process of the preschool institution is aimed at the comprehensive education and development of a child of preschool age. The pedagogical process in a broad sense includes a large, global task, and a combination of all components of the personality impact.

Using the concept of "pedagogical process" in a narrow sense, we mean the concentration of the content of training, its funds, methods, forms of the organization for some more specific task. For example, a pedagogical process aimed at solving problems of moral, aesthetic and other parties to education; Or even more narrowly - aimed at raising the honesty, the skills of cultural behavior, began creativity and so on.

The attention of the teacher (more often - the teacher of the researcher) is concentrated on the selection of methods, funds, forms of the organization that will help solve this task. But it is implemented against the background of other tasks of education and personal development and at the same time with their decision. This is because the pedagogical process has integrity, generality and unity.

Despite some differences, in the development of all pedagogical processes, the same type of stages can be distinguished: preparatory, primary, final.

On the first, preparatory, stage of the pedagogical process, the goal and specific tasks are determined, the state of the question is, it is planned, the methods of influence are planned, taking into account the main task, the age of children and the concept of education (at the present stage, this is the concept of a personal-oriented approach that suggests the realization of the educator "Child Rights Declaration ").

So, the educator considers important education in children of a positive attitude towards work. This goal is specified in mind the age. Then the nature of the relationship to work in this group is studied, tasks are set in relation to specific children, the components of the impact are selected, the desired result is formulated.

The preparatory stage is completed by a promising work plan adjusted on the basis of finding out the state of the issue in practice and forecasting the result.

The plan is implemented in the second, main, stage of the pedagogical process. At the main stage, pedagogical interaction of the pupil and the educator is carried out, continuous operational control over intermediate results is carried out. Operational control helps to detect deviations, errors and immediately make correction, make the necessary additions or changes. The thinking teacher does not hide from the analysis of errors, is not seduced by the first positive results, and finds out their causes. This stage is called the main thing that it is in the process of its implementation that educational and educational tasks are solved.

It is very important at this stage to constantly maintain and take into account feedback - the response of the child to the impact.

The third, final, stage is designed to analyze the results. The analysis took place at the main stage, but now a comprehensive analysis of the causes of obtaining positive results and the formation of flaws is carried out. Once again, the legality of the tasks assigned, the adequacy of the elected means, methods, forms of the organization. It is revealed by what gave the best result, and what turned out to be Malicious.

Despite the complexity of this work, it is very important for the formation of a real teacher.

Several principles of building a pedagogical process in a preschool institution can be distinguished:

- to take into account the age capabilities of children;

- rely on the interests of the child;

- solve educational and educational tasks in their unity;

- take into account the Regulations on the leading activities, its change and compensatory interrelation of various activities in a single pedagogical process;

- carry out the interaction of the teacher with children under the leading role of an adult;

- create a natural, relaxed atmosphere in which a free creative person will develop;

- Stimulate in the pedagogical process of the educator and pupils to mutual respecting and compliance with the "Child Rights Declaration".

In the history of domestic pre-school pedagogy there were several options for building a pedagogical process. In the 20-30s. XX century It was built at the organizing moments. Each of them includes the following parts of the program: social and political, labor, physical education, environmental education, iso, mathematics. The content of each subsection was revealed and concrete forms of interaction were offered. At the end of each organizing point, the content of working with parents was indicated.

Work at the organizing moments assumed that in the time the children highlighted for her will receive the necessary knowledge, consolidate them in games, work, visual activities, etc.

Positive in this approach was that children for quite a long time had the opportunity to focus on a certain cognitive material; They have formed social behavior skills, worldview.

In general guidelines, it is especially noted that the educator should be attentive to what children are assisted.

The negative was that the construction of a pedagogical process based on the allocation of the "organizing moments" led to formalism and torganizations. In the future, other forms were used: thematic and complex. The essence of the thematic form is that some topic was distinguished as the basis of the pedagogical process. The content of it was revealed, as a rule, in class. The study of one topic covered several classes. The topic could be included in the subject, close in content. The content of those could be some kind of section of the program (most often - the section of socio-political education), and other sections were studied in parallel.

The integrated construction of the pedagogical process ("complexes") was characterized by an attempt to establish a logical relationship between different sections. In one "complex" included various types of children or different, but close on the subject of content. All the named approaches to the construction of the pedagogical process are marked by the desire to group, bring the educational effects, to give them concentrated, purposefully. Such an idea meets the peculiarities of preschool age. But the principle of concentration cannot be applied to all content immediately, and then some of its parties become secondary, and the attention of the teacher to their development is reduced. The main thing is the diversified personality development. In addition, the choice of the theme or content of the "complex" was often subjective, "taste" character.

A modern approach to this problem is the organization of a pedagogical process based on the allocation of dominant educational purposes. As a leading purpose, an educational task is put forward. Its content is dictated by the peculiarities of the development of the child at a certain age stage and the specific tasks of upbringing. The dominant goal determines the relationship and hierarchy of educational and educational tasks. Multiplicity of content and forms allows you to satisfy and develop a variety of interests and abilities of children, and a single motivation - to direct this development in the general pedagogically valuable channel.

A distinctive feature of such a process is that the dependence is changing between different activities. The foregoes, changing, various activities are most optimal for the implementation of the dominant goal. Other activities perform a concomitant role. For example, in the senior group, the target of education of positive relationships between children was put forward in the older group.

The central form of work with preschoolers becomes joint activity that allows you to exercise children in positive connections. It can be a game, work organized on the principle of compatibility. The accompanying activities are classes (ethical conversations), independent individual artistic activities (the child is preparing something for the whole group or maters a gift for a friend), holidays, etc.

Similar information.

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

The pedagogical process is a system, and as any system it has a specific structure. Structure - This is the location of the elements (components) in the system, as well as the relationship between them. Understanding the relationship is very important because, knowing what and as related to the pedagogical process, you can solve the task of improving the organization, management and quality of this process. Components the pedagogical process is:

goal and tasks;

organization and management of them;

methods of implementation;

results.

Pedagogical process is labor processand, as in other labor processes, in pedagogical, objects, means and products of labor are distinguished. An objectthe employment of the teacher is a developing personality, a team of pupils. Funds(or tools) labor in the pedagogical process is very specific; These include not only educational and methodological manuals, demonstration materials, etc., but also knowledge of the teacher, his experience, his spiritual and mental opportunities. To create productpedagogical work Actually, the pedagogical process is directed - it is knowledge, skills and skills obtained by students, the level of their educational, culture, i.e. the level of their development.

Regularities of the pedagogical process- These are objective, substantial, repetitive links. In such a complex, large and dynamic system, as a pedagogical process, a large number of diverse bonds and dependencies appear. Most general regularities of the pedagogical processnext:

| The dynamics of the pedagogical process assumes that all subsequent changes depend on changes in previous stages, therefore the pedagogical process is multiparted - the higher the intermediate achievements, the more significant the final result;

| The pace and the level of personality development in the pedagogical process depends on heredity, environment, means and methods of pedagogical impact;

| The effectiveness of pedagogical exposure depends on the management of the pedagogical process;

~ | The productivity of the pedagogical process depends on the action of internal incentives (motifs) of pedagogical activities, on the intensity and nature of external (social, moral, material) incentives;

| The effectiveness of the pedagogical process depends on the one hand, on the quality of pedagogical activities, on the other hand - on the quality of their own learning activities of students;

| The pedagogical process is due to the needs of the individual and society, the material and technical, economic and other possibilities of society, the moral and psychological, sanitary and aesthetic and other circumstances under which it is carried out.

The patterns of the pedagogical process are a concrete expression in the main provisions that determine its overall organization, content, forms and methods, i.e. in principles.

Principles in modern science, these are the main, initial provisions of any theory, leading ideas, basic rules of behavior, actions. The didactic examines the principles as recommendations that guide pedagogical activities and the educational process - they cover all its parties and give it a purposeful, logically sequential start. For the first time, the basic principles of didactics formulated Ya. A. Komensky in the "Great Didactics": consciousness, clarity, graduality, sequence, strength, assistance.

In this way, principles of the pedagogical process- These are the basic requirements for the organization of pedagogical activities, indicating its direction and forming a pedagogical process.

The task of understanding and regulating such such an extensive and multifaceted activity as pedagogical, requires the development of a sufficiently wide range of norms of different focus. As well as common goodsAgological principles(for example, the principles of communication with life and practice, combining training and education with labor activity, the humanistic orientation of the pedagogical process, etc.) allocate other groups of principles:

| Principles of Education- reviewed in the section on dedicated upbringing;

| Principles of the organization of the pedagogical process- Principles of learning and education of the personality in the team, continuity, etc.;

| Principles of managing pedagogical activities- Principles of combining management in the pedagogical process with the development of the initiative and independence of students, combinations of demandingness to students with respect for their personality, use as a support of the positive qualities of a person, strengths of his personality, etc.;

| Principles of learning- Principles of scientific and accuracy of learning, systematic and sequence of learning, consciousness and creative activity of students, clarity of training, strength of learning results, etc.

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

"one. Cognition and assimilation by the child in the pedagogical process of true human. 2. Cognition by the child in the pedagogical process itself as a person. 3. Coincidence of the interests of a child with universal interests. 4. Inadmissibility of use in the pedagogical process of means capable of provoking the child to antisocial manifestations. 5. Providing a child in the pedagogical process of public spaces for the best manifestation of their individuality. 6. Persecution of circumstances in the pedagogical process. 7. Definitions of the qualities of the child's emerging personality, its education and development from the qualities of the Pedagogical Process itself. "

When highlighting systems of the principles of training in high schoolshould be considered features of the educational processof this group of educational institutions:

- In the Higher School, not the foundations of science are studied, but themselves in development;

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

- Characterized by the unity of scientific and educational processes in the activities of teachers;

- Teaching of sciences is peculiar to professionalization. Based on this, S. I. Zinoviev, the author of one of the first monographs dedicated to the educational process in the Higher School, principles of Didactite Higher Schoolconsidered:

Scientific relationship;

Connection of theory with practice, practical experience with science;

Systemity and sequence in the training of specialists;

Consciousness, activity and independence of students in studies;

Connection of individual search for knowledge with academic work in the team;

The combination of thinking abstractness with visibility in teaching;

Availability of scientific knowledge;

The strength of the learning of knowledge.

The pedagogical process is a holistic educational process in the unity and relationship between education and training, characterized by joint activities, cooperation and the creation of its subjects, contributing to the most complete development and self-realization of the personality of the pupil. The process that implements the goals of education and education in the face of a ped. Systems, educators and educational institutions and educational, educational, educational, professional educational institutions, children's associations and organizations) interact in the reasons.

Pedagogical dictionary. - M.: Academy. M. Kodjaspirova, A. Yu. Kodjaspirov. 2005 .

Watch what is a "pedagogical process" in other dictionaries:

Pedagogical process - Specially organized interaction of the older (training) and junior (trained) generations in order to transfer the elders and the development of the younger social experience necessary for life and labor in society. Expression "Pedagogical Process" ... ... Wikipedia

Pedagogical process - purposeful, meaningfully rich and organizational cooperation of teachers and students aimed at conscious and durable absorption of the latest knowledge, skills and skills, the formation of the ability to apply them in practice. ... ... Professional education. Vocabulary

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

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

Pedagogical process - Sequential change of state of the pedagogical system. (Pedagogy. Studies. Ed. L.P. Krivshenko. M., 2005. P. 418) C312.1 ... Pedagogical Terminology Dictionary

Pedagogical process Dictionary-Directory for Pedagogical Psychology

Pedagogical process - this is a system in which the processes of education, development, formation and training of the younger generation together with all conditions, forms and methods of their flows are based on integrity and community; Purposeful, consciously ... ... Dictionary of terms in general and social pedagogy

Pedagogical process - Directed and organized interaction of adults and children, implementing the goals of education and education in the conditions of the pedagogical system ... Dictionary of Pedagogical Psychology

Military Pedagogical Process - The category of military pedagogy, denoting the cumulative, organized and targeted activities of the commanders and heads for training, education, development and psychological training of warriors, as well as the activities of military personnel, military ... ... Psychological and pedagogical dictionary of an officer of the teacher of the ship's department

Pedagogical dialogue in a survey situation - Training speech situation with the task of checking knowledge, skills and skills of students. The survey situation, like any other learning speech situation, includes a combination of such semantic components, which, being interconnected, determine ... ... Pedagogical speech

Books

Pedagogical process in higher school, V.N. Zhenchenko. The textbook was developed taking into account the requirements for the preparation of highly qualified specialists and is designed to help understand the landmarks and the main directions of psychologist-pedagogical ... - Buy for 320 rubles. electronic book
Russian literature and world literary process ,. The collection "Russian literature and the world literary process" reflects one of the areas of scientific work of teachers and graduate students of the Department of Foreign Literature LGPI. A. I. Herzen. ...

1. Essence, patterns and principles of the pedagogical process

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

goal and tasks;

organization and management of them;

methods of implementation;

results.

Pedagogical process is labor process And, as in other labor processes, in pedagogical, objects, means and products of labor are distinguished. An object The employment of the teacher is a developing personality, a team of pupils. Funds (or tools) labor in the pedagogical process is very specific; These include not only educational and methodological manuals, demonstration materials, etc., but also knowledge of the teacher, his experience, his spiritual and mental opportunities. To create product Pedagogical work Actually, the pedagogical process is directed - it is knowledge, skills and skills obtained by students, the level of their educational, culture, i.e. the level of their development.

Regularities of the pedagogical process - These are objective, substantial, repetitive links. In such a complex, large and dynamic system, as a pedagogical process, a large number of diverse bonds and dependencies appear. Most general regularities of the pedagogical process Next:

| The pace and the level of personality development in the pedagogical process depends on heredity, environment, means and methods of pedagogical impact;

| The effectiveness of pedagogical exposure depends on the management of the pedagogical process;

| The effectiveness of the pedagogical process depends on the one hand, on the quality of pedagogical activities, on the other hand - on the quality of their own learning activities of students;

The patterns of the pedagogical process are a concrete expression in the main provisions that determine its overall organization, content, forms and methods, i.e. in principles.

Principles In modern science, these are the main, initial provisions of any theory, leading ideas, basic rules of behavior, actions. The didactic examines the principles as recommendations that guide pedagogical activities and the educational process - they cover all its parties and give it a purposeful, logically sequential start. For the first time, the basic principles of didactics formulated Ya. A. Komensky in the "Great Didactics": consciousness, clarity, graduality, sequence, strength, assistance.

In this way, principles of the pedagogical process - These are the basic requirements for the organization of pedagogical activities, indicating its direction and forming a pedagogical process.

The task of understanding and regulating such such an extensive and multifaceted activity as pedagogical, requires the development of a sufficiently wide range of norms of different focus. As well as common goodsAgological principles (for example, the principles of communication with life and practice, combining training and education with labor activity, the humanistic orientation of the pedagogical process, etc.) allocate other groups of principles:

| Principles of Education - reviewed in the section on dedicated upbringing;

| Principles of the organization of the pedagogical process - Principles of learning and education of the personality in the team, continuity, etc.;

| Principles of managing pedagogical activities - Principles of combining management in the pedagogical process with the development of the initiative and independence of students, combinations of demandingness to students with respect for their personality, use as a support of the positive qualities of a person, strengths of his personality, etc.;

| Principles of learning - Principles of scientific and accuracy of learning, systematic and sequence of learning, consciousness and creative activity of students, clarity of training, strength of learning results, etc.

When highlighting systems of the principles of training in high school should be considered features of the educational process of this group of educational institutions:

- In the Higher School, not the foundations of science are studied, but themselves in development;

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

- Characterized by the unity of scientific and educational processes in the activities of teachers;

Scientific relationship;

Connection of theory with practice, practical experience with science;

Systemity and sequence in the training of specialists;

Consciousness, activity and independence of students in studies;

Connection of individual search for knowledge with academic work in the team;

The combination of thinking abstractness with visibility in teaching;

Availability of scientific knowledge;

The strength of the learning of knowledge.

Pedagogical process

Pedagogical process

Pedagogical process is:

Pedagogical process

The expression "Pedagogical Process" was introduced by P.F. Capture (1849-1922). They are also disclosed its essence and content in the work "Pedagogical process" (1904) ..

know: Structure, patterns and principles of a holistic pedagogical process

be able to: Determine and typeologize the structural components of the pedagogical process

Pedagogical process Based on the principle of initial leadership ideas, on the initial provisions of any theory, teachings or science as a whole and the logical start of any system of activity.

Jan Amos Komensei It sought to raise a believer of a Christian. His ideal was a person who was able to "know, act and talk." Proper education, according to Komensky, should be nature-like. He fought with scholastic learning methods and called on to teach everyone and to proceed from the individual characteristics of the child. Komensky believed that all children are able to perceive knowledge, and therefore demanded training and rich, and poor, and boys, and girls: "Up to artisans, men, porters and women." School, from his point of view, must comprehensively teach children, developing their mind, morality, feelings and will.

Based on the principle of nature appearance, Komensky established four periods in the development of a person, allocating for each period of six years, determining the type of the relevant school: childhood (from birth to 6 years A special mother school is offered, where the upbringing and training of kids is carried out under the leadership of the mother), adolescence ( From 6 to 12 years old, children should be trained at the School of the native language, which should be in every community, village), youth (from 12 to 18 years of adolescents and young men, finding the ability to scientific classes, should attend Latin school, or a gymnasium organized in Each big city), Matureness (young people aged 18 to 24 years old, preparing to scientific activities, should be trained at the Academy created in each state).

Education must end the journey. For all steps (except for the Academy), the great teacher has developed a learning content, insisting on training on a principle of simple to complex, starting "with the simplest elements of knowledge of children from stage to steps," then knowledge must be expanded and deepened "like a tree that year from year , Punching new roots and branches are increasingly strengthened, grow up and brings more fruit. " To ensure the availability of knowledge of students, the Komensky recommended to go in training from simple to complex, from a specific one-to-abstract, from facts to conclusions, from easy to difficult, from close to distant. The rules he offered to prevent examples.

Komensky demanded to make an elementary school of the school of a native language. I made changes to the structure of training, while maintaining the Latin language and "Seven Free Sciences" and introducing physics (natural science), geography and history to the gymnasium course. Suggested after studying the language (grammar), contrary to the adopted training plan in schools, go to physics and mathematics, and transferring rhetoric and dialectics to senior classes, thereby referring to the development of speech and thinking of students to such a stage of developing a child when he acquired real knowledge . "Words need to be learning and learn only in conjunction with things," Komensky wrote.

Much attention was paid to the Komenian training sequence. Classes, in his opinion, should be built in such a way that the preceding path to the next way ", i.e., the new material should be presented only after the previous one is learned, and the study of the new should in turn promote the consolidation of the previous one.

Komensky first substantiated the need for a cool-time study system, when the teacher works with the whole class on a specific learning material during the school year, which should begin and end for all students, and classes are alternating with rest. The school day must be regulated in accordance with the age of students in different classes. A considerable role was given to Komensky and the appearance of the school.

Komensky highly appreciated the social importance of the activities of teachers, as opposed to a dismissive attitude towards them at the time. Komensky first spoke that in each class it is necessary to compile special textbooks for children, where the entire state-based material should be contained. Textbooks should be written with an exact and understandable language, they are designed to reflect the real picture of the world; Their appearance should be attractive for children.

Komensky and himself developed several wonderful learning books, for example, "the world of sensual things in pictures". Komensky's school books began to use in Russia at the end of the XVII century, they were used in the educational institutions of Moscow and St. Petersburg before the beginning of the XVIII century. At the same time, the first handwritten translation of Komensky's school books appeared, in the second half of the XVIII century. "The world of sensual things in pictures" was issued by Moscow University.

John Lokk In the book "Thought about upbringing" argued that nine tenths of people are kind or evil, useful or not due to their upbringing. He wanted to raise a gentleman who knows how to "lead their business intelligently and prudently", which has the qualities of the Delts and is different "refinement in circulation." Gentleman must receive physical, moral and mental education at home, because "even the shortcomings of home education are incomparably useful than the knowledge and skills acquired in the school."

Giving great importance to physical education, Locke removed morality from the principle of benefit and the interests of the person. In his opinion, a real gentleman knows how to achieve his own happiness, but does not interfere in this. He considered the main educational means Wednesday, the environment of the child. Education in children of sustainable positive habits, he assigned a special role in the formation of personality. To achieve positive results in the upbringing, he recommended carefully to study the individual characteristics of the child, imperceptibly observe him to "notice his prevailing passions and dominant inclinations," to identify various qualities in children.

Locke performed an opponent of corporal punishment, demanded in no case to satisfy the persistent desires of the child, especially if they are accompanied by crying, but at the same time in cases of perseverance and open disobedience, he allowed corporal punishment. Delivered great importance to religious upbringing, but it believed that the main thing was not to teach children to rites, but to call love and respect to God as a higher creature.

The development of necessary business qualities should influence the mental education of the gentleman. He believed that labor education in the fresh air is useful for health, and the knowledge of the crafts prevents the possibility of harmful idleness. The pedagogical theory of Locke has determined the goals and nature of the education of the gentleman, described in detail the questions of its physical, moral and mental education. Jean Jacques Rousseau In his novel-treatise "Emil, or about the upbringing" criticized the upbringing of that time and suggested a plan for the formation of a new person.

The basis of the pedagogical views of Rousseau is the theory of natural education, which claims that a person will be born perfect, but is urged under the influence of modern social conditions. Education promotes the development of a child only by having a natural, nature-shaped character. Nature, people and things are active participants in the educational process, Rousseau said. According to Rousseau, nature-like education follows the natural course of the nature of the child himself, therefore it is necessary to carefully study the child, good knowledge of its age and individual characteristics.

The educator should provide a child to grow and develop freely, according to its nature, and not impose his views and beliefs, ready-made moral rules. Natural education is free upbringing. The educator, on the theory of Rousseau, should convince children by the logic of the natural course of things, the method of "natural consequences - the child himself would have felt the result of his wrong actions, inevitably arising because of this harmful consequences for him." The educator should give a child a universal, and not a class, not professional upbringing.

Rousseau installed four age periods in the life of the child, and in accordance with this indicated that the focus of the educator should be sent to: the first period - from birth to 2 years, before the emergence of speech (the main attention should be paid to the physical education of the child); The second is from 2 to 12 years old (it is figuratively called "Sleeping Mind", when the child is not yet able to the abstract thinking, so during this period it is necessary to develop its external feelings); On the third period - from 12 to 15 years - it is necessary to focus mental and labor education.

At the age of 15 years before the age of majority, belonging to the fourth period, in the "period of storms and passions" to the forefront should be put forward to the moral education of the young man. According to Rousseau, each woman is obliged to confess the religion of his mother, and the wife is a religion of her husband. Thus, Rousseau denied a woman in independence, despite the demand for the free upbringing of an independent citizen from the boy. The ideas of Rousseau about the upbringing of an active, thoughtful, free man had a huge positive impact on the pedagogical theory and practice, however, later they were mainly rejected.

Claude Adrian Gelving Posted by the book "On the mind", which was forbidden and sentenced to burn. In more detail, Helvetia developed his ideas in the book "On a man, his mental abilities and his upbringing", which was published after his death. He first in the history of pedagogy revealed factors forming a person. All ideas and concepts in humans, according to Gelving, are formed on the basis of sensual perceptions, and thinking comes down to the ability to feel. The man, he believed, is formed under the influence of the medium and is a product of circumstances and upbringing.

Helvetius formulated a single goal of education for all citizens, stressing the huge role of education in the reorganization of society. He demanded the conclusion of public education from the clergy, demanded clarity of learning, use, if possible, the personal experience of the child and bringing the simplicity and clearer science to the level of students. Helvetia believed that independently of the floor everything should receive an equal formation.

Denis Didro resolutely opposed religion and considered the source of knowledge of the feeling. Unlike Gelving, he believed that the second step of knowledge is the processing of sensations by reason. He substantiated her point of view of the upbringing in the "systematic refutation of the book Gelvetia" about man. " Didro rejected the approval of Gelving on the omnipotence of the upbringing and the absence of individual natural differences in people, emphasized the importance of the physical organization and anatomical and physiological features for the formation of a person.

Didro considered mental operations depend on which natural deposits and features people have, what kind of brain organization has a person; And the manifestation of the physiological characteristics of people is entirely depends on social reasons, including the education. Didro believed that the educator, seeking to develop data from nature to the child's ability and deposit, can achieve large results and drown out bad inclinations.

Didro demanded a deep knowledge of the knowledge of the subject, modesty, honesty and other high moral qualities of the teacher. He believed that the teacher needs to create good material conditions. Johann Heinrich Pestozzi Dedicated his life to upbringing and learning children from the people. Pestalozzi wanted "for the very last poor to make it possible to properly develop physical, mental and moral abilities."

Pestalotski just like Rousseau and Komensky, was a supporter of the nature of the nature of the upbringing. According to the Pestalozzi, the natural forces and deposits of the child inherent in the development of the development, and to ensure the development of the child in harmony with its nature, elementary education is needed, including physical, labor, moral, aesthetic and mental education. At the heart of the theory of elementary education, Pestalotzi lies the requirement to start typing a child with the simplest elements and gradually increasingly complicate.

Physical education should develop all the natural physical challenges of the child, to work out the corresponding skills and skills, contribute to the formation of the human person, the development of his mind, moral feelings and volitional qualities. Teachers should develop the physical strength of the child by performing such simple movements that it produces during walking, eating, drinking, lifting weights, i.e. everyday, domestic movements. Pestozzci closely tied physical education with labor, giving him great importance in the development of the child. In his opinion, labor activity develops human dignity in children, hard work, perseverance, good faith and other qualities.

The purpose of the moral education of Pestalocci was determined as the formation of active love in children. Later - as agreed - the moral education of children should be carried out at school, which will be facilitated by the relationship of the teacher and students who are built on the basis of deceic love. Pestalotski assigned an important place for the close relationship of the moral education and physical development of the child, the requirement to achieve moral behavior of children not only by instructions, but exercises in moral actions.

The rapid development of industry at the end of the XVIII - early XIX century. In Western Europe, accompanied by the exacerbation of social contradictions. Robert Owen He was a supporter of the public education of citizens from an early age, he organized the first preschool institutions for children workers, raising them in the spirit of collectivism, instilling labor skills to them, taking into account their interests and using games and entertainment in working with them. Owen created schools where the education free from religion was combined with physical education and productive labor, as well as the assimilation of high moral principles.

A great contribution to the development of Russian pedagogical thought M.V. Lomonosov (1711-1765). "Not the amount of knowledge, but the correct way of thinking and moral education is the purpose of learning," wrote Lomonosov. He created a number of educational books: "Rhetoric" (1748), "Russian grammar" (1755) and others. Publisher of the first in Russia magazine "Children's reading for the Heart and Mind" N.I.Novikov (1744-1818) For the first time in Russian pedagogical literature, pedagogy was declared in science. The first didactic system developed in Russia K.D. Shushinsky (1824-1870). In the work "Man as a subject of education.

The experience of pedagogical anthropology "(1868-1869) He gave an analysis of psychological mechanisms of attention, interest, memory, imagination, emotions, will, thinking, substantiated the need for their accounting in the learning process. Special attention to K.D. Shushinsky drew on the influence of unintentional education, the influence of the public environment, the "spirit of time", his culture and advanced public ideals.

The purpose of education in Ushinsky is the formation of an active creative personality, the preparation of a person to physical and mental work as the highest form of human activity. Considering the role of religion in the formation of public morality positive, he advocated the independence of her school and science. The system of moral education of Ushinsky was built on patriotism, the power of a positive example, on the reasonable activity of the child.

He demanded from a teacher for the development of active love for man, creating an atmosphere of a partnership. The new pedagogical idea of \u200b\u200bthe Ushinsky was the idea to teach students to learn. "... An apprentice should be transferred not only to certain knowledge, but also to develop a desire and ability in it on their own, without a teacher, to acquire new knowledge." Ushinsky approved the principle of raising learning: "The upbringing should act on one increase in the stock of knowledge, but also on the conviction of a person."

Pedagogical principles K.D. Shushinsky

1) Training should be based on the age and psychological characteristics of the child's development. It must be satisfactory and consistent.

2) Training should be based on the principle of visibility.

3) The course of training from a particular abstract, abstract, from ideas to thought is natural and is based on the clear psychological laws of human nature.

4) Training should develop mental forces and ability of students, as well as give knowledge necessary in life.

Pedagogical process - Specially organized interaction of the training and trained in order to transfer the elders and the development of the younger social experience necessary for life and labor in society. The pedagogical process, as well as human learning and education processes, is a special function of society, which is implemented in a separate pedagogical system.

Structure (from lat. Structura - structure) of the pedagogical process is the location of the elements in the system. The most important understanding of the links between the components constituting the structure of the system. The pedagogical communication system does not look like connections between components in other dynamic systems. Here the object is also the subject. Objects of pedagogical work - the team of students, a developing personality. It is inherent in the complexity, systemic, self-regulation and, moreover, self-development, and from this - the variation and non-definability of pedagogical processes. The subject of the teacher's activities is the formation of a person. It does not have the knowledge, skills and experience of an adult. It develops according to the laws of his psyche - the peculiarities of perception, thinking, understanding, formation of will and character. This is not a direct proportional dependence on pedagogical impact.

The result of the process depends on the interaction of the teacher used by technology and the student. Each system contains the following elements. The goal is the end result. Principles are the main directions of achieving the goal. Content - educational material. Methods are the actions of the teacher and the student on transmission, processing and perception of content. Tools are specific ways to implement the content. This knowledge and experience of the teacher, the impact of his personality on educated, as well as the activities that he will be able to switch students, methods of influence and ways of cooperation. These spiritual means of labor.

Forms of training (external outlines, outdoor species, structure of something) - the external side of the process organization (individual, group, front, audit, extracurricular, etc.). The product of pedagogical labor, its logical completion of the process - educated, prepared for the life of a person. Specific processes are formed individual qualities of the personality corresponding to the goal. The pedagogical process combines the processes of formation, development, education, training together with all conditions, forms and methods of their flow. This is a dynamic system.

With the low efficiency of the pedagogical process, the analysis of its causes allows you to make changes to avoid previous errors. Taking into account genetic ties, traditions in training and education. This ensures continuity when planning new pedagogical processes. In addition to the clear allocation of components, such a presentation makes it possible to analyze various connections and relationships between components. Pedagogical is characterized by control levels, productivity, efficiency, etc., the definition of which makes it possible to justify the criteria that give qualitative and quantitative assessments achieved.

Time acts as a universal criterion, allowing to determine how quickly and efficiently flows this process. In the practice of managing the pedagogical process, this is the main thing. The pedagogical process is not a mechanical connection of education, development, training, but a new quality education, which obeys special patterns. Its main characteristics are integrity, community, unity - emphasize the subordination of all its components of a single goal.

The essential characteristic of the concept of the "pedagogical process" (definition of the concept, the structure of the pedagogical process, the pedagogical process as a system)

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

What should be understood under integrity?

In pedagogical science, there is no unambiguous interpretation of this concept. In the general philosophical understanding, the integrity is interpreted as an internal unity of the object, its relative autonomy, environmental independence; On the other hand, under the integrity, the unity of all components belonging to the pedagogical process understand. Integrity is an objective, but not constant property. Integrity may occur at one stage of the pedagogical process and disappear on the other. This is characteristic of both pedagogical science and practice. The integrity of pedagogical objects is designed targeted. The components of the holistic pedagogical process are processes: upbringing, learning, development.

Thus, the integrity of the pedagogical process means the subordination of all the processes of its generators of the main and unified goal - the comprehensive, harmonic and integral development of the personality. The integrity of the pedagogical process manifests itself: -The unity of training, education and development processes; -In the cooding of these processes; - The presence of the overall preservation of the specifics of these processes.

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

Educational:

implemented primarily in the learning process;

in extracurricular work;

in the activities of additional education institutions.

Educational (manifests itself in everything):

in the educational space in which the process of interaction between the teacher and the pupil is going on;

in the person and professionalism of the teacher;

in curricula and programs, forms, methods and means used in the educational process.

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

The pedagogical process has a number of properties.

The properties of the pedagogical process are:

the holistic pedagogical process enhances the components of its processes;

a holistic pedagogical process creates opportunities for penetrating training and education methods;

the holistic pedagogical process leads to the merger of pedagogical and student teams into a single community team.

Structure of the pedagogical process.

Structure - Location of elements in the system. The structure of the system is the components isolated on a specific criterion, as well as the relationship between them.

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

Stimulically motivational- the teacher stimulates the cognitive interest of students, which causes them needs and motives for educational and educational activities;

This component is characterized by:

emotional relations between its subjects (educators - pupils, pupils-pupils, educators, educators, parents, parents' parents);

motives of their activities (motives of pupils);

the formation of motives in the right direction, the initiation of socially valuable and personally significant motives, which largely determines the effectiveness of the pedagogical process.

Target - awareness of the teacher and the adoption of the goals, tasks of educational and cognitive activity;

This component includes all the diversity of goals, tasks of pedagogical activity from the general purpose - "comprehensive harmonic development of the individual" to specific tasks of forming individual qualities.

Associated with the development and selection of the content of education. The content often offers and regulates the teacher, taking into account the learning goals, interests, students' inconsistencies; The content is specified in relation to both a separate personality and certain groups, depending on the age of the subjects, the features of pedagogical conditions.

Operating and effective - most fully reflects the procedural side of the educational process (methods, techniques, funds, forms of organization);

Characterizes the interaction of teachers and children, is associated with the organization and management of the process. Means and methods depending on the characteristics of educational situations add up to certain forms of joint activities of educators and pupils. So the desired goals are achieved.

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

Reflexive - Self-analysis, self-assessment, taking into account the assessment of others and determining the further level of its educational activities by students and pedagogical activities by the teacher.

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

According to I.P. The podagogological process is called "the developing interaction of educators and educated, aimed at achieving a given goal and leading to a predetermined change in the state, transformation of properties and qualities of educated".

According to V.A. Salazhenin, pedagogical process - "This is a specially organized interaction of teachers and pupils aimed at solving educational and educational tasks."

B.P. Barhaev sees the pedagogical process as "specially organized interaction of teachers and pupils about the content of education using educational and education to solve the tasks of education aimed at meeting the needs of society and the person in its development and self-development."

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

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

The purpose of the pedagogical process is the formation, development, training and education of the student: "Ensuring the unity of learning, education and development on the basis of integrity and generality is the main essence of the pedagogical process";

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

The purpose of the pedagogical process, as well as its achievement is due to the historical, public and cultural value of the pedagogical process, education as such;

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

The essence of the pedagogical process is traced through special organized forms of the pedagogical process.

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

According to I.P. Pedagogical process is built on target, substantial, activity and efficient components.

The target component of the process includes all the diversity of the goals and objectives of pedagogical activities: from the general purpose - the comprehensive and harmonic development of the person to the specific tasks of the formation of individual qualities or their elements. The meaningful component reflects the meaning invested both in the common goal and in each specific task, and the activity is the interaction of teachers and educated, their cooperation, organization and management of the process, without which the final result cannot be achieved. The resulting component of the process reflects the effectiveness of its flow, characterizes the achieved shifts in accordance with the goal.

The formulation of goals in education is a fairly specific and complex process. After all, the teacher meets with living children, and goals, as well reflected on paper, can diverge with the real state of affairs in an educational group, class, audience. Meanwhile, the teacher is obliged to know the common goals of the pedagogical process and follow them. In understanding the objectives of great importance, I have the principles of activity. They allow you to expand dry formulations of goals and adapt these goals to each teacher at yourself. In this regard, the work of B.P. Barhaeva, in which he is trying to make the basic principles in the construction of a holistic pedagogical process. We give these principles:

In relation to the choice of target formations, the principles act:

Humanistic orientation of the pedagogical process;

Links with life and production practice;

Connections of training and education with difficulty in general benefit.