Technologies of pedagogical influence. Regulation and correction of the educational process. Technology of pedagogical regulation, correction and control of the educational process

PEDAGOGICAL PROCESS

Questions studied at the seminar

1. The concept of technologies for monitoring and diagnosing the pedagogical process.

2. Technologies of pedagogical diagnostics in the educational process.

3. Diagnostics of good breeding.

4. The concept of regulation and correction of the educational process. Self-regulation and self-correction.

5. Communication training.

6. Dialogue "teacher - pupil" as a technology of pedagogical correction.

Key concepts: pedagogical diagnostics; control; pedagogical regulation, correction.

Theoretical background

Monitoring and diagnostics ensures the identification and elimination of shortcomings in the work of the school, a prompt response to negative trends in the pedagogical process, the consolidation and development of successes, the maintenance of useful initiatives of teachers and students.

Monitoring and diagnostics involve the collection and preliminary processing (systematization) of information about the state of the controlled system, about the changes occurring in it, about the course controlled process(Yu. A. Konarzhevsky, T. I. Shamova, P. I. Tretyakov and others).

Control of learning as a part of the didactic process and the didactic procedure raises problems about the functions of checking and its content, types, methods and forms of control, about measurements, and, therefore, about the criteria for the quality of knowledge, measuring scales and measuring instruments, about the success of learning and student failure.

Types of control.

1. Preliminary (introductory) control is aimed at identifying the state of the object of study before the start of a certain segment of the pedagogical process. For example, preliminary control can be carried out to identify the level of formation of certain educational skills before the implementation of a certain technology.

2. Current control is a systematic check of the assimilation of knowledge, abilities and skills at each lesson. It is efficient, flexible, diverse in methods, forms, means.

3. Thematic control is carried out after major sections, programs, current training. It also takes into account monitoring data. 24

4. Final control is carried out on the eve of transfer to the next class or level of study. Its task is to capture the minimum training that provides further training.

All types of control are interrelated, only the use of all types of control allows obtaining reliable information about the educational process and the development of the child's personality.

Control performs an educational, upbringing and developmental function, but the main function is diagnostic.

Pedagogical diagnostics is an area of activity of a teacher, educator, the content of which includes a purposeful study of the characteristics and capabilities of a student's personality in order to optimally solve pedagogical problems.

The essence of pedagogical diagnostics is in the study of the actual state (quality, character) of various elements and parameters of the pedagogical system in order to optimally solve pedagogical problems.

The object of pedagogical diagnostics is the educational process and its subjects (personality, group).

Stages diagnostic activities:

1) statement of the diagnostic problem;

2) carrying out a diagnostic procedure;

3) setting a pedagogical diagnosis;

4) forecasting;

5) communication of the results of diagnostics to persons who need this information to increase the effectiveness of the pedagogical process (to the subjects themselves, their teachers, parents); the volume of the reported information must be dosed, and the form of reporting the results must be tactful, inoffensive, so as not to harm the examined child;

6) control of the impact on the student (group) of diagnostic information.

The central technological link of pedagogical diagnostics is the procedure diagnostic study of personality with the subsequent formulation of a pedagogical diagnosis.

Diagnostic study- a research process aimed at obtaining reliable knowledge about the state (nature, quality) of any element of the pedagogical system. If, as a result of scientific research, objectively new knowledge about the object under study is obtained, then the diagnostic study relies on a system of normative descriptions of the object under study previously obtained by other sciences and reveals its individual characteristics within the normal range and fixes the deviation from the norm.

Methods of pedagogical diagnostics: general scientific (observation), socio-psychological (survey, conversation, interview, questionnaire), psychodiagnostic (personality questionnaires, tests, methodology design), pedagogical (study of school documentation, labor products).

Diagnostics of the educational process has existed since the emergence of specially organized pedagogical relations and is traditionally described in terms of "verification", "control", " test"," Exam "," lesson analysis "and has a pronounced didactic orientation. The subject of this section of pedagogical diagnostics is learning outcomes, academic performance and its gradation, the initial knowledge of students, the didactic procedures themselves.

When implementing monitoring of learning and diagnostics of learning opportunities students N.A. Sorokina recommends focusing on the following requirements:

Individual character control and diagnostic activities;

Systematicity, regularity of its implementation;

A variety of forms of control and diagnostics;

Coverage by control of all aspects of the content of education;

Objectivity of monitoring and evaluation;

Differentiation, taking into account the specifics teaching material and individual characteristics students;

Unity of requirements for students.

Diagnostics of training(didactic diagnosis) is carried out with the aim of timely identification, assessment and analysis of the course educational process due to its productivity.

It includes control, verification, evaluation, accumulation of statistical data, their analysis, identification of dynamics, trends, forecasting further development events.

Monitoring learning as a part of the didactic process and the didactic procedure, it raises problems about the functions of testing and its content, types, methods and forms of control, about measurements, and, therefore, about the criteria for the quality of knowledge, measuring scales and measuring instruments, about the success of learning and student failure.

Control has an educational, upbringing and developmental function, but the main function is diagnostic.

The most important principles of diagnosis are objectivity, consistency, publicity.

It is necessary to diagnose, control, check, evaluate the knowledge and skills of students in the logical sequence in which they are studied.

1. Preliminary identification of the level of knowledge of trainees.

2. Ongoing check in the process of assimilating each studied topic.

3. Re-check. (In parallel with the study of new material, students repeat what they have learned earlier. Re-examination helps to strengthen knowledge).

4. Periodic testing of knowledge and skills of students in a whole section or topic of the course.

5. Final check and accounting of knowledge and skills acquired at all stages of the didactic process.

Learning ability diagnostics is aimed at identifying the learning capabilities of students.

The most important learning components are:

1) the potential capabilities of the student;

2) a foundation of effective knowledge;

3) generalization of thinking;

4) the rate of assimilation of knowledge.

Regulation and correction is a necessary control function. Thanks to them, the orderliness of the school management system is maintained, the factors of disorganization are eliminated.

Regulation is defined by us as a type of activity based on making adjustments using operational methods, means and influences in the process of managing the pedagogical system to maintain it at the programmed level.

The effectiveness of the management process can be increased if each function in the system of the management cycle begins to function, i.e. interact with other types management activities... For example, the work of conducting an examination of a school (or intra-school control) turns into a function only if the data of the examination (or control) will serve as the basis for the function of pedagogical analysis, and through it, for the function of regulation and correction, the implementation of which, in turn , should lead to an improvement in the results (examination or in-school control) of management as a whole.

The process of school management is characterized by the contradiction between its statics and dynamics. To transfer the school system to a qualitatively new state, it is necessary to maintain its relative stability for a certain period of time.

It is impossible to allow internal and external disruptive influences to change the system so that it loses its main systemic features. At the same time, the transfer of the school system to a new state requires a change and further development of these features towards their improvement.

The transition of the general education school system to a new state is carried out on the basis of progressive trends, taking into account modern problems. An example of such a promotion would be development on the basis of conventional general education schools various specialized schools (lyceum schools, gymnasium schools, school-university complexes, etc.) with in-depth study of individual subjects, with special curricula and programs.

In the management cycle, the initial tension is between the functions of organization and regulation. The function of the organization, to a certain extent, reflects the purposeful functioning of the school system in specific conditions. The task of the regulation and correction function is to maintain one or another level of organization of the system in a given situation. But as soon as the situation changes, the regulatory function disturbs the stability of the organizational structure, bringing it in line with the new conditions.

To a certain extent, the modern school management process is characterized by a contradiction between the fact that the subject of management is able to theoretically comprehend the requirements for updating his management activities, and the fact that in most situations he does not know how to achieve this in practice.

There is a large field of activity for organizing regulation and correction. A student-centered approach plays a special role in these processes. Correction is not possible without identifying the reasons for the deviations in the expected projected results. Signs of such deviations can be unreasonably made plans and errors in them, weak forecasts, lack of necessary and timely information, errors in decisions taken, poor performance, deficiencies in monitoring and evaluating the end results.

The effectiveness of organizational regulation is measured, first of all, by how rationally it is possible with its help to organize the processes to be controlled.

Organizational regulation in the education system is based on the principles of social management and legal norms of the state.

So, the organizational structure of the governing and controlled subsystems optimally regulates the external and internal aspects of management in the system of organizing the school's activities. Such a structure contains the nomenclature, types and purposes of management bodies, the number of management levels and directions of subordination in the management structure. It is the basis for the distribution of areas of activity (distribution of tasks).

The distribution of areas of activity, based on goals, includes the division of management into complexes of specific subgoals for each of the management subsystems at any level to be performed in each case by a certain link. The distribution of areas of activity in the school system should be complemented by the distribution of job-oriented functions, taking into account a personality-oriented approach to the organization of activities.

In the functional plan, the content and scope of official powers are precisely defined. This is reflected in the document (order) that has legal effect. In order to increase the efficiency of the school, improve relations in the conditions of its democratization, the collective is developing the charter of a general education school.

The aim of the work on the rationalization of management activities is to improve the quality of management, more efficient use of education specialists, and the opening of available reserves.

The days of diagnostics, regulation and correction (DKR) held in schools contribute to the solution of issues of rationalization of management processes. Their task is operational diagnostics, development of measures to regulate the processes of maintaining the school management system at a given level or transferring it to a higher level.

4.4.1. Technologies that shape the structure of activities.

The need for the formation of students' operational thinking is due to a number of objective circumstances. A modern university is, first of all, a school of independent, creative thought; development of abilities and other individual psychological properties of a person, which ensure the success of his heuristic educational and cognitive activity. According to many authors (V.S.Ilyina, N.V. Kuzmina, Yu.N. Kuliutkin, G. S. Sukhobskaya, L.A. negative sides modern higher education is the dominant development of verbal-logical thinking to the detriment of synthetic, creative, professional.

The problem of the development of teacher's professional thinking is associated with works on the general theory of thinking and is based on research into the features of practical thinking.

The origins of the problem lie in the studies of E. N. Thorndike, W. Keller, K. Buhler, K. Kofka, N. A. Ruger, M. Ya. Basov, S. L. Rubinstein. Although these authors studied actions in a practical situation, everyday life reality ("practical-effective thinking"), however, even then S. L. Rubinstein identified some characteristics inherent in professional thinking: sophisticated observation, the ability to use special and single a given problem situation, the ability to quickly move from thinking to action and back, the immediate need for the subject to immediately get out of the difficulty in which he found himself able to see the problem, reliance on "naive physics", empirical experience.

The problems of practical thinking have attracted the interest of researchers relatively recently. In foreign psychology, thinking included in practical activity was viewed as an elementary, non-creative, secondary in relation to the theoretical form. Thus, it was assumed that there were no complex forms of thinking in various professions or the predominance in them of the simplest, visual-effective components of thinking.

The scientific solution to the problem of practical thinking was obtained in Russian psychology... The beginning of their research was laid in the work of BM Teplov "The mind of a commander", which made absolutely

take a fresh look at practical thinking (1990). Although the work is devoted to the analysis of thinking in specific activities nevertheless, it has general theoretical significance. B.F.Lomov notes that

BM Teplov developed the theory of the so-called practical thinking, revealing its multifaceted, active and very dynamic process. The characteristic given by BM Teplov to the practical mind of a commander is of fundamental importance for the development of the theory of professional thinking and can be used to construct a theoretical model of the teacher's thinking, which is a special case of practical thinking.

FN Gonobolin and NV Kuzmina pointed out the similarity of the mentality of the teacher and the practical mind of the commander. In particular, N. V. Kuzmina writes: "Since the teacher constantly deals with the solution of practical problems, it is natural to conclude that practical pedagogical activity requires the ability to practical thinking" (1970). She finds similarities in the essence of tasks and the processes of solving them, the ability to foresee, the ability to highlight the main links, knowledge of the psychology of collectives, the ability to penetrate into the inner world of a person, the need for constant study and renewal of knowledge.

Practical thinking is interpreted by BM Teplov proceeding from the unity of the basic mechanisms of thinking (analysis, synthesis, comparison, classification, generalization, abstraction, concretization). It is understood as special form mental activity, the originality of which is determined by the specifics of the tasks facing a person in practical activity. He writes: "Human intelligence is one and the basic mechanisms of thinking are the same, but the forms of mental activity are different, since the tasks facing the human mind in either case are different" (1990).

The work of the practical mind is directly "woven" into practical activity, it is its natural part of... And this determines the whole course of thinking. It is subordinated to the goals of implementation, the solution of particular, specific tasks. The mind of a professional practitioner is constantly looking for and solving these problems.

The teacher in his work is constantly looking for and solving many particular problems: collecting and processing information, finding a solution, which is carried out using the same mechanisms: analysis, synthesis, generalization. However, these operations have their own specifics. Analysis - systematizing, it is typical for him to "appeal" to all kinds of incoherent material and is characterized by the ability to quickly carry out systematization. Synthesis not only follows analysis, but also precedes it. Practical thinking builds its own special generalizations, different from those found by the scientist (theorist), since, first of all, they are aimed at practice. These operations synthesize theoretical and practical knowledge (experience).

Solution results - plans ready for implementation. Moreover, these are special plans - these are "action plans". The mind of the teacher is constantly busy with planning. The specifics of planning follow from the properties of an uncertain (stochastic), dynamic environment. Plans should be simple and clear, flexible, not overly detailed, and should not run too far ahead. They cannot be

something unchanging, frozen, dead. They should be in a sense similar to a living organism, changing every moment, renewing itself and, thanks to this, retaining its efficiency and vitality.

The teacher's thinking is based on complex, systematically organized knowledge, which (to quote from K. E. Osipova, 1997) includes:

Knowledge of state standards that determine the development of the school at each stage social development;

· Knowledge of theoretical concepts that form the methodological basis of all sciences;

· Knowledge of the theoretical foundations of training and education;

· Knowledge of the psychological, pedagogical and methodological foundations of training and education;

Knowledge of anatomical and physiological, age and psychological characteristics schoolchildren;

· Knowledge of the essence of the processes of teaching and upbringing, the content, forms and methods of managing the activities of students;

· Knowledge of a special subject;

· Knowledge of the methodology of teaching a special subject, carrying out extracurricular work on a special subject;

· Knowledge of the methodology and methods of analysis and accounting of the results of students' work and their own;

· Knowledge of methods of scientific research of psychological, pedagogical and special subject factors, phenomena, laws;

· Knowledge gained from experience, etc.

B. M. Teplov notes essential feature available knowledge of a professional practitioner - their readiness for application, action. The way of acquiring this knowledge is based on "insatiable curiosity", "indefatigability to satisfy it." The "packing" of knowledge in practical thinking is such that at a moment of need, even at an unconscious level, without thinking about it, the teacher acts in the spirit of their demand. The teacher's knowledge is a fusion of theoretical and practical elements. He is changeable, mobile, constantly rebuilt in accordance with the task at hand, and have an active character. The accumulated knowledge enables foresight. To anticipate means, through the darkness of uncertainty and fluidity of the situation, to discern the main meaning of the events taking place, to catch their main tendency and, proceeding from this, to understand where they are going. According to BM Teplov, there are two paths leading to successful foresight: first, calculation, which presupposes a large store of knowledge and the ability to find that main, decisive point, starting from which this calculation is made; secondly, the "feeling" of the enemy. The ability becomes on his point of view, to reason and decide for him.

A professional practitioner is characterized by a high culture of mind, which is understood as a stock of knowledge and a kind of readiness for their immediate use, a powerful analistic-synthetic ability, high productivity of thinking, the ability to solve new, unexpected problems. The specificity of the teacher's thinking is not solely the result of his "natural strength", but is the result of systematic exercise, constant training.

In the studies of BM Teplov, a fairly complete description of professional thinking is given. D. N. Zavalishina, A. I. Kitov, V. G. Kondratyeva, Yu. K. Kornilov, T. V. Kudryavtsev, K. K. Platonov,

A. S. Popov, V. N. Pushkin, A. V. Rodionov, V. V. Chebysheva and others, developing the ideas of B. M. Teplov, clarify "practical thinking", using it to designate the specifics of content, structure and mental mechanisms of regulation of activity in various professions. Representatives of almost all professions act as a commander or teacher in conditions of great variability, increased responsibility, incomplete data, and lack of time.

4.4.2. Technologies for correcting the educational process; assistive technology; additional tasks and tasks: technologies that stimulate interpersonal contacts.

Of particular importance in professional activity the teacher takes operational thinking.

VN Pushkin in his work "Operational thinking in large systems" (1965) investigated these problems in general and their use in various professions in particular.

The very concept of "operational" is usually used in three senses:

1) an activity consisting of transactions;

2) activity proceeding quickly;

3) since opera (lat.) Is labor, then operational thinking can be called thinking directly interwoven into a person's labor activity.

All these shades of the concept of "operational" relate to one degree or another to operational thinking. Indeed, the labor activity of a teacher makes high demands on the speed of its implementation, and like any labor activity that is performed day after day, it inevitably must include certain more or less clearly fixed operations. The operative thinking of a teacher as a regulator of the system consists of the following operations: planning, control and development of regulatory measures, solving problems to eliminate sharp violations in the pedagogical process.

Planning is a mental activity to create a plan for the functioning of a controlled object for a certain period of time. The basis of all activities is overall plan, which is formed at the beginning of the day based on knowledge of the program of the educational process. During the day, the teacher plans his activities 2-3 hours in advance. This is private planning, which is carried out on the basis of an assessment of the emerging dynamic situation and the correlation of the results of this assessment with information about the real course of the pedagogical process. Such planning, which includes evaluating various possible options and choosing the best among them, is an important part of the professional operational thinking of a teacher.

Control and regulation as a special activity acts to ensure the implementation of the developed plan. Control activity involves high degree readiness to intervene at every moment during the pedagogical process to eliminate possible deviations from the program. Deviations in the functioning of the managed objects from the planned ones lead to the need to change the plan. In the process of management, the teacher at every moment should have several backup options for the plan and adjusting measures for the fastest possible elimination of the disturbance that has arisen.

Solving problems to eliminate sharp deviations in controlled processes. V labor activity Situations may arise in which, on the one hand, there is a sharp contradiction between the programmed and real course of the pedagogical process, on the other hand, the teacher does not have a clear idea of what needs to be done to eliminate this contradiction, because there is no way of doing it. In this case, 2 options are possible:

the teacher does not know the method of action at all, because this situation has not previously occurred in his personal experience and is not provided for in the instructions;

in the second case, despite the unusualness, he has at his disposal separate methods of adjustment, the combination of which makes it possible to solve the problem.

Respectively thinking process in situations of this kind, it leads either to the discovery of a new method or to the creation of a combination of known techniques that has not been used previously.

It is easy to see that in order for the system to work optimally, the person performing the function of the regulator in this system (in our case, the teacher) needs to solve problems.

For our study, the most acceptable theoretical concept, which defines the professional thinking of a teacher as a process of continuous problem solving (Kuzmina N.V.; Kuljutkin Yu.N., Sukhobskaya G.S .; Osipova E.K., etc.).

Allocation of psychological and pedagogical tasks as the main one structural component in the teacher's activity, as well as its very essence, determine the use of educational psychological and pedagogical tasks as one of the effective means of forming professional (pedagogical) thinking.

The teacher's activity takes place in the specific conditions of the educational process. The totality of these conditions, prevailing in this moment time forms a pedagogical situation. Most characteristic feature any particular situation is a certain mismatch between the goal and the possibility of its immediate achievement, therefore every situation necessarily contains one or another degree of problematicity, i.e. acts as a problem situation.

As S. L. Rubinstein emphasizes, a certain objective situation is called problematic, in which the process of thinking begins. The statement of the problem (its formulation) is the result of the fact that the problem situation, containing some undisclosed links, is analyzed by a person, a subject. The problematic nature of the pedagogical situation is justified by the fact that it poses theoretical and practical questions (problems) of various difficulties to the teacher in connection with the search for information for making pedagogical decisions and planning actions.

Pedagogical situations are extremely mobile, "fluid", they seem to overflow one into another, all the components that form them change. Therefore, the teacher has to constantly analyze situations, obtain the missing knowledge, systematize it and evaluate it from the point of view of the purpose of his work.

In the literature, there is still no single concept of a psychological and pedagogical task. Thus, N.V. Kuzmina (1967) defines the task as a contradiction revealed by the teacher between the already achieved and the initial level of training and upbringing of the collective of students with whom the teacher works. In her opinion, the pedagogical task arises whenever it is necessary to transfer students from one state to another, to attach to a certain knowledge, to form a skill, skill (did not know - learned, did not know how - learned, did not understand - understood) or to remake one system of knowledge , skills, skills (incorrectly formed) to another.

Yu. N. Kuljutkin and GS Sukhobskaya believe that the task is a model of a problem situation, containing the requirement to "remove the mismatch" and find a way out of this situation (1981).

A. M. Sokhor (1980) considers the task as an incentive to fill a certain vacuum so that the information filling the vacuum corresponds to a certain condition or requirement and logically agrees with the information known to man.

AF Esaulov (1972) gives the following definition: "A task is more or less definite systems of information processes, inconsistent or even contradictory attitude, between which causes the need for their transformation. The essence of the solution lies precisely in the search for ways to overcome such inconsistency, which in some tasks can reach a pronounced contradiction. "

V.N. Pushkin (1965) proposes to characterize the solution of problems as such an activity that manifests itself in cases when a mismatch has arisen between the program of the production process and the actual position on the controlled object and when the regulator does not have the necessary set of regulatory actions to eliminate this mismatch ... As a result, a new, not previously applied, scheme of action appears, which leads to the elimination of the resulting mismatch.

The broadest definition of the problem was given by A. N. Leont'ev (1981). It can be used to characterize any kind of tasks, regardless of their specific content: "A task is a goal given under certain conditions." Since the achievement of the goal in a problem situation cannot be direct and immediate, it is necessary to find some means with which it would be possible to realize the goal in the given conditions of activity. This tool is the desired object, and the requirement to define it (select, design) is formulated as a requirement of the task.

Modern concepts of reform high school, the social conditions of our society, highlight the problem of changing the type of thinking, reaching a higher professional level and the transition from reproductive to creative thinking. Operative thinking of the teacher occupies a large niche in these problems.

Contradictions between the need for school practice and insufficient knowledge theoretical developments identified the problem that is being developed at the Department of Development Psychology of Tula pedagogical university... The monitoring proposed to develop the process of forming the operational professional thinking of the future teacher when he solves the system of educational and cognitive tasks in the cycle of psychological and pedagogical disciplines.

The selection and implementation of psychological and pedagogical tasks in the educational process of students gradually became more complicated due to:

· Increasing semantic complexity;

· Growth of difficulty, accuracy, adequacy;

· An increase in the number of sudden, non-standard tasks requiring a correct and quick solution.

The results of the experiment reliably show that the operational professional thinking of students is moderately interconnected with such mental and psychomotor properties as memory, attention, the type of higher nervous activity, different kinds sensorimotor reactions. This proves the socio-biological nature of the studied phenomenon, available for development.

The development of students' operational professional thinking goes through three stages, each of which represents the development of the integral properties of the personality of the future teacher.

At the first stage, there is an accumulation of a fund of knowledge and skills from the humanities, natural sciences and special disciplines.

At the second stage, the level of manageability of the accumulated funds rises. That is, the more a student has accumulated all kinds of knowledge and skills, the more diverse they are in types and qualities, the wider they are generalized, the easier it is to implement the solution of the psychological and pedagogical problem (the situation of a school lesson), no matter what and no matter how unexpected they are.

At the third stage of the development of operational thinking, the student is deliberately "confronted" with various and unforeseen psychological and pedagogical tasks, and is placed in conditions that require fully adequate, quick and rational decisions.

Theoretical background(N.A. Bernshtein, 1947) and our research shows that with the directed formation of the operational professional thinking of a teacher, it is not enough to accumulate various psychological and pedagogical knowledge and skills in the memory funds, not being able to use them quickly and adequately. This ability to call up the right funds at the right moment and confidently manage them is significantly increased through appropriate pedagogical influence.

The development of professional operational thinking among students of pedagogical universities is necessary to prepare a future teacher for successful professional activity in a real pedagogical process, where there is a constant change of problem situations, in conditions of stress, suddenness, lack of time and an increase in the intelligence of modern schoolchildren.

Control of the educational process. Technologies

pedagogical regulation and correction of the educational process

Control and diagnostics presuppose the collection and preliminary processing (systematization) of information about the state of the controlled system, about the changes occurring in it, about the course of the controlled process (Yu. A. Konarzhevsky, TI Shamova, PI Tretyakov, etc.).

Types of control.

Preliminary (introductory) control is aimed at identifying the state of the object of study before the start of a certain segment of the pedagogical process. For example, preliminary control can be carried out to identify the level of formation of certain educational skills before the implementation of a certain technology.

Current control is a systematic check of the assimilation of knowledge, abilities and skills at each lesson. It is efficient, flexible, diverse in methods, forms, means.

Thematic control is carried out after major sections, programs, current training. It also takes into account monitoring data.

Final control is carried out on the eve of transfer to the next class or level of study. Its task is to capture the minimum training that provides further training.

All types of control are interrelated, only the use of all types of control allows you to receive reliable information about the educational process and the development of the child's personality.

Regulation and correction the pedagogical process is closely related to control and diagnosis. The need for regulation and correction is due to the fact that the integral pedagogical process is based on contradictions: on the one hand, it strives for organization (organization is given to it by the purposeful activity of teachers and students), and on the other, it leads to disorganization due to the influence of various external and internal factors, which should be taken into account. it turns out to be impossible in advance. The reasons for the disorganization of the pedagogical process can be, for example, the introduction of new forms, methods and content into its structure, a shift in the space-time framework of a particular activity, changes in the contingent of teachers and students.

Efficiency (timeliness and optimality) of regulation the educational process is based on analysis. In turn, the analysis of the situation is based on the data obtained as a result of monitoring and diagnostics. Thus, the regulation of the pedagogical process should be carried out as the final link in the chain “control and diagnostics → analysis of the results of control and diagnostics → regulation and correction”.

In particular, T.I. Shamova, as one of the effective forms of regulation and correction in school management, suggests conducting days DRC(diagnostics, regulation and correction), including the following main stages:

1) conducting micro-research;

2) analysis of the results of micro-research and identification of trends;

3) development by a pedagogical council (a group of teachers who are most competent in this matter) of a regulation and correction program;

4) making a management decision on the implementation of the developed program.

Among the requirements for the regulation of the educational process and the correction of the assimilation of educational material, there are:

accounting and correction by the teacher of his own errors made in the previous management cycle (for example, during the preparation and conduct of the lesson, the system of lessons on the topic, section, during the academic quarter, half year, year);

regulation of relations within the student body in the learning process;

pedagogical support, psycho-therapeutic influence on children who have difficulties in performing certain tasks;

work on mistakes made by students in solving cognitive and practical problems;

differentiation of educational tasks, taking into account the individual pace of learning, gaps in the system of knowledge and experience of a particular student, etc.

Regulation and correction are usually considered not as independent technologies, but as elements of other technologies, stages of the educational process 1. For example, in the lesson there may be a stage of correcting the assimilation of new material, and in the course of group problem-solving work, it is necessary to regulate the interactions of pupils. In both examples, regulation and correction turn out to be auxiliary in relation to other types of activity.

However, there are several aspects of the pedagogical process in which regulation and correction are the main activity:

regulation and correction as functions of school management;

regulation and correction of the student's relationship to the school, to an individual teacher, relationships in the student collective;

prevention and elimination of didactic reasons for academic failure (PI Pidkasisty);

correction of negative influences on the student of the family, teachers, other students;

self-correction of activity and behavior as a function of self-management;

stimulation of self-education of schoolchildren (P. N. Osipov) as a way of developing their experience of self-regulation and self-correction.

Some of these areas correspond to the pedagogical technologies described below.

Communication training technology... Training is widely used in psychology and pedagogy mainly as a form of correctional work. S.D. Polyakov believes that communication training can be used as a technology of education, noting that the development of communication training as an educational technology is largely due to the educational process the need to correct the negative impact of the environment on the child (to correct the relationship).

The main correctional and educational tasks of communication training: removal of psychological barriers in communication, destruction of individual and group negative attitudes, prejudices, the creation of positive images of "I" and "We".

In its most general form, communication training includes the following technological stages:

introductory part,

warm-up,

main exercise,

final reflection.

Introductory part training is the word of the leader-trainer about the essence and rules of training. The tasks of the introductory part: to acquaint pupils with the rules of communication training, to motivate them to be active and open during the training. Basic training rules:

the rule of participation (everyone must participate in the exercises);

the rule "here and now" (at the training, you only need to talk about what is happening in the class);

feedback rule (each training participant has the right to find out the opinion of others about himself, to receive an assessment of his actions, provided that he makes such a request; without the participant's permission, his actions and words cannot be discussed and evaluated);

the rule of the circle (equality of all participants, the integrity of their group during the training; this is usually emphasized by placing the training participants in a circle);

the rule of a magic word (for example, a participant can refuse to say something or perform an action in turn by saying the “magic” word “I miss”).

Warm up is a few simple psychophysical exercises (usually 2-3). The main task of the warm-up: through psychophysical exercises to take the first steps towards an atmosphere of trust, towards the consciousness of "We". In psychophysical exercises, movements, changing postures, facial expressions, etc. are combined with observing your mental state, understanding it, describing it, and discussing it. During warm-up, external actions and internal (mental) processes and states are usually discussed at the end of the stage. For discussion, the facilitator suggests that the training participants use unfinished sentences such as "During the warm-up I felt ...", "While doing the exercise (which one), I noticed that ..." or similar questions.

Main exercise is performed in several steps and takes up the bulk of the training time. A leader-trainer can also participate in the main exercise (for some exercises, the participation of a trainer in the exercise is a mandatory or desirable condition).

Final reflection- the final stage of communication training. At the beginning of this stage, the facilitator asks to remember and name everything that was in the lesson, not forgetting a single stage or exercise. Then he invites the pupils to express their opinion about the lesson in the form of I-statements: "I understood that ...", "I think that ...", "I felt that ...".

Dialogue "teacher - pupil" as a technology of pedagogical correction. Justifying this pedagogical technology, SD Polyakov points out that the stages of the dialogue "teacher - pupil" are highlighted and described by LB Filonov as stages of establishing trusting contact with a teenager and correcting his attitude to the teacher. This attitude needs to be corrected if the pupil demonstrates distrust, to one degree or another expressed readiness for aggression directed at the teacher.

Six stages are distinguished in the technology of the dialogue "teacher - pupil".

1. The stage of accumulation of consent. The purpose of the stage is to increase the number of agreements: affirmative positive reactions of the pupil, both verbal and non-verbal. For this, the teacher uses the following techniques:

neutral statements that do not touch the student's problems (preferably without interrogative intonation);

a request for obviously necessary help;

polite and respectful address to the pupil;

harmless humor aimed at neutral things and phenomena, etc.

A sign of the possibility of transition to the next stage: agreement with the teacher does not cause internal resistance in the pupil.

2. The stage of searching for interests. Purpose: creation of a positive emotional background of communication "teacher - pupil". The main way is to appeal to the real interests of the teenager. Some tricks:

emphasizing the peculiarity, originality of the teenager's statements (“You came up with a great idea (noted, said, did)”);

request for details ("Please remind me");

fixation of emotional coincidences (“I liked it too”);

providing an opportunity for the pupil to demonstrate his competence (asking a question, the answer to which the teenager probably knows);

non-verbal techniques of “joining” the pupil's state (gestures, facial expressions, speaking rhythm, posture, etc.).

A sign of the possibility of moving to the next stage: the student's designation of his interests in front of the teacher.

3. The stage of accepting special qualities... Purpose: contact reaching the level of relative personal openness. It is important to remember that special qualities do not only mean "bad". Fundamental rules:

demonstrate acceptance of both the pupil in general and the qualities declared by him in particular;

one must not object, argue, otherwise evaluate the qualities declared by the pupil;

one cannot demonstrate doubt about the presence of these qualities.

A sign of the possibility of moving to the next stage: the appearance in the adolescent's statements of critical remarks about himself or signs of self-criticism (self-irony, slight doubt about the correctness of his action, etc.).

4. The stage of identifying the "dangerous" qualities(qualities unfavorable for interaction). The content of the teacher's activities at this stage consists of careful inquiries about the details of situations in which the teenager presents himself in an unfavorable light, as well as discussion of the accomplished and possible consequences of the student's actions.

A sign of the possibility of moving to the next stage: the student's stories about the past events of his life, about the people around him.

5. Stage of joint analysis. Another name: the stage of revealing the personal identification of the pupil. Personal identification is about identifying yourself with other people, both attractive and disliked. In other words, at this stage the adolescent will have to “see his qualities in other people”, “look at himself from the outside”. The content of the teacher's activities is to support speaking, discuss the importance of people and their role in the events of his life, help in the analysis of actions and relationships. ... Possible teacher actions:

analysis by the teacher in communicating with the teenager of his motives and intentions when committing certain actions;

joint analysis of the reasons for the adolescent's failure to commit certain actions;

request to compare yourself with the average person and discuss this comparison together.

The end of this stage is the conclusion that self-control and self-control by one's actions and behavior is necessary and the teacher's offer to help the teenager in mastering the methods of control and self-control.

A sign of the possibility of moving to the next stage: acceptance by the pupil of the assistance offered by the teacher in the development of rules and methods of control and self-control.

6. The stage of choosing actions... Working out the rules and methods of action in a particular situation and in life in general together with the pupil. The logic of actions: from specific problematic situations for a teenager - to general program self-education.

The main sign of achieving the result of technology: the student's desire to communicate with the teacher who has applied this technology, to discuss his affairs and problems with him.

Possible (supposed, but not guaranteed) effects: joint affairs of a teacher and a student based on common interests, training aid a teacher, a change in the adolescent's social circle or the adolescent's position in the previous social circle, etc.

Regulation and correction of the educational process. Technology of pedagogical regulation, correction and control of the educational process

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Control of the educational process. TechnolOgiipedagogical regulation and correction of educational prOcessa

Types of control.

Current control is a systematic check of the assimilation of knowledge, abilities and skills at each lesson. It is efficient, flexible, diverse in methods, forms, means.

Thematic control is carried out after major sections, programs, current training. It also takes into account monitoring data.

Final control is carried out on the eve of transfer to the next class or stage of study. Its task is to record the minimum training that provides further training.

All types of control are interrelated, only the use of all types of control allows you to receive reliable information about the educational process and the development of the child's personality.

Efficiency (timeliness and optimality) regulationaniya the educational process is based on analysis. In turn, the analysis of the situation is based on the data obtained as a result of monitoring and diagnostics. Thus, the regulation of the pedagogical process should be carried out as the final link in the chain "control and diagnostics> analysis of the results of control and diagnostics> regulation and correction".

1) conducting micro-research;

2) analysis of the results of micro-research and identification of trends;

3) development by a pedagogical council (a group of teachers who are most competent in this matter) of a regulation and correction program;

4) making a management decision on the implementation of the developed program.

Among the requirements for the regulation of the educational process and the correction of the assimilation of educational material, there are:

regulation of relations within the student body in the learning process;

pedagogical support, psycho-therapeutic influence on children who have difficulties in performing certain tasks;

work on mistakes made by students in solving cognitive and practical problems;

differentiation study assignments taking into account the individual pace of learning, gaps in the system of knowledge and experience of a particular student, etc.

Regulation and correction are usually considered not as independent technologies, but as elements of other technologies, stages of the educational process. For example, in the lesson there may be a stage of correcting the assimilation of new material, and in the course of group problem-solving work, it is necessary to regulate the interactions of pupils. In both examples, regulation and correction turn out to be auxiliary in relation to other types of activity.

However, there are several aspects of the pedagogical process in which regulation and correction are the main activity: correctional educational control school

regulation and correction as functions of school management;

regulation and correction of the student's relationship to the school, to an individual teacher, relationships in the student collective;

prevention and elimination of didactic reasons for academic failure (PI Pidkasisty);

correction of negative influences on the student of the family, teachers, other students;

self-correction of activity and behavior as a function of self-management;

stimulation of self-education of schoolchildren (P. N. Osipov) as a way of developing their experience of self-regulation and self-correction.

Some of these areas correspond to the pedagogical technologies described below.

Communication training technology... Training is widely used in psychology and pedagogy mainly as a form correctional work... S. D. Polyakov believes that communication training can be used as a technology for education, noting that the development of communication training as an educational technology is largely due to the need to correct the negative influence of the environment on the child (for correcting relationships) that often arises in the educational process.

In its most general form, communication training includes the following technological stages:

introductory part,

warm-up,

main exercise,

final reflection.

the rule of participation (everyone must participate in the exercises);

the rule "here and now" (at the training, you only need to talk about what is happening in the class);

the rule of the circle (equality of all participants, the integrity of their group during the training; this is usually emphasized by placing the training participants in a circle);

the rule of a magic word (for example, a participant can refuse to say something or perform an action in turn by saying the “magic” word “I miss”).

Six stages are distinguished in the technology of the dialogue "teacher - pupil".

The purpose of the stage is to increase the number of agreements: affirmative positive reactions of the pupil, both verbal and non-verbal. For this, the teacher uses the following techniques:

neutral statements that do not touch the student's problems (preferably without interrogative intonation);

a request for clearly needed help;

polite and respectful address to the pupil;

harmless humor aimed at neutral things and phenomena, etc.

A sign of the possibility of transition to the next stage: agreement with the teacher does not cause internal resistance in the pupil.

emphasizing the peculiarity, originality of the teenager's statements (“You came up with a great idea (noted, said, did)”);

request for details ("Please remind me");

fixation of emotional coincidences (“I liked it too”);

providing an opportunity for the pupil to demonstrate his competence (asking a question, the answer to which the teenager probably knows);

non-verbal techniques of “joining” the pupil's state (gestures, facial expressions, speaking rhythm, posture, etc.).

A sign of the possibility of moving to the next stage: the student's designation of his interests in front of the teacher.

demonstrate acceptance of both the pupil in general and the qualities declared by him in particular;

one must not object, argue, otherwise evaluate the qualities declared by the pupil;

one cannot demonstrate doubt about the presence of these qualities.

A sign of the possibility of moving to the next stage: the student's stories about the past events of his life, about the people around him.

Another name: the stage of revealing the personal identification of the pupil. Personal identification is about identifying yourself with other people, both attractive and disliked. In other words, at this stage the adolescent will have to “see his qualities in other people”, “look at himself from the outside”. The content of the teacher's activities is to support speaking, discuss the importance of people and their role in the events of his life, help in the analysis of actions and relationships. ... Possible teacher actions:

analysis by the teacher in communicating with the teenager of his motives and intentions when committing certain actions;

joint analysis of the reasons for the adolescent's failure to commit certain actions;

request to compare yourself with the average person and discuss this comparison together.

The completion of this stage is the conclusion that self-control and self-control by one's actions and behavior is necessary and the teacher's offer to help the teenager in mastering the methods of control and self-control.

A sign of the possibility of moving to the next stage: acceptance by the pupil of the assistance offered by the teacher in the development of rules and methods of control and self-control.

The main sign of achieving the result of technology: the student's desire to communicate with the teacher who has applied this technology, to discuss his affairs and problems with him.

Possible (supposed, but not guaranteed) effects: joint affairs of a teacher and a student on the basis of common interests, educational assistance of a teacher, a change in the adolescent's social circle or the adolescent's position in the previous social circle, etc.

Posted on Allbest.ru

Control functions

The management must ensure the stable functioning of the preschool educational institution and at the same time its development, i.e. changes, restructuring in accordance with new pedagogical ideas and the doctrine of the country's education.

K.Yu.Belaya understands “management” as “purposeful activity of the head to create the necessary conditions for the optimal functioning and development of a preschool educational institution,” which does not disagree with the definitions given above.

Management activity in a preschool educational institution is cyclical, i.e. is a set of interconnected stages that make up a complete circle of development.

Yu.A. Konarzhevsky argues that the management cycle is considered as an integral set of management functions focused on achieving one goal, performed simultaneously or in a certain sequence, interacting with each other, completing a complete circle of development and limited by certain, subject-spatial and time frames.

V.G. Afanasyev distinguishes these interacting and interconnected functions - operations arising from the management cycle:

development and adoption of management decisions (here he also includes planning as one of the forms of management decisions);

organization;

regulation, correction;

accounting and control.

L.M.Denyakina refers to the management functions: forecasting, programming, planning, organization, regulation, control, analysis, correction, stimulation, etc.

According to N.S. Suntsova, “the specificity of intra-school management is most accurately expressed in four functions - planning, organization, control and coordination”.

Yu.A. Konarzhevsky, A.N. Troyan, V.S. Lazarev, M.M. Potashnik and other authors, in addition to these four, consider pedagogical analysis as one of the functions of managing an educational institution. For example, Yu.A. Konarzhevsky defines pedagogical analysis as a function of school management aimed "... at studying the state, trends, development, at an objective assessment of the results of the pedagogical process and on this basis developing recommendations for streamlining the system or bringing it to a higher quality state."

K.Yu. Belaya, revealing the structure of management of a preschool educational institution, notes that the head, managing the kindergarten, performs certain functions: information and analytical, motivational and target, planning and prognostic, organizational and executive, regulatory and corrective and control and diagnostic functions.

A.F. Pelenev presents the structure of the main functions of the educational institution management system in the following sequence:

Investigation of the current state of the object (controlled system).

Designing the perspective state of the object.

Setting priority goals and objectives for the transfer of an object from an actual state to a designed one.

Planning activities to achieve the goals and objectives.

Organization of planned activities.

Activity motivation.

Regulation of contradictions.

Control and correction of activities.

Analysis and evaluation of results.

V.S. Lazarev identifies four types of management actions: planning, organization, leadership and control, based on the fact that, taken together, these actions form a complete management cycle from setting goals to achieving them and therefore are necessary and sufficient. At the same time, he considers these actions as complex, having their own structure and including other actions in it as components.

Classifications of Yu.A. Konarzhevsky, P.I. Tretyakov and G.K. Chekmareva.

Yu.A. Konarzhevsky substantiated the system of interrelated activities of the head of the school. He highlights such functions as pedagogical analysis, planning, organization, intra-school control, regulation.

Pedagogical analysis acts as a system-forming function. In recent works, the author singles out the collection and processing of information and the adoption of management decisions on their basis as the core functions in the management cycle.

P.I. Tretyakov and G.K. Chekmarev as independent but interrelated management functions are distinguished:

motivational-targeted;

planned prognostic;

organizational and executive;

control and evaluation;

control and diagnostic;

regulatory and corrective.

The double name emphasizes the intended purpose of these functions.

The study and analysis of the literature shows that at present the choice of links in the cycle in the management of an educational institution is not firmly established, and there is no uniformity in the names.

V.S. Lazarev considers control functions as a relationship between the control system and the controlled object, requiring the control system to perform a certain action to ensure the purposefulness and organization of controlled processes)

Children and Education - Information Portal