The essence of the concept of "pedagogical process"

The pedagogical process is one of the fundamental categories of pedagogy. The Latin word - "processus" means "moving forward."

In the Modern Dictionary of Foreign Words, the meaning of the word "process" is explained as follows:

• 1. sequential change of states, the course of development of something;
• 2. a set of sequential actions to achieve a result.

Based on this, the concept of "Pedagogical process" can be defined as follows.

The pedagogical process is a developing interaction between educators and the educated, not directed towards achieving a given goal and leading to a pre-planned change in the state, transformation of the properties and qualities of the educated.

The main properties of the pedagogical process are its integrity and community.

The integrity of the pedagogical process is understood as the interconnection and interdependence of all processes and phenomena in it that arise and occur, in the relationship of all subjects of the pedagogical process, in the connections of the pedagogical process with the phenomena of the external environment.

Pedagogical process - an integral process of the implementation of education in its broad sense by ensuring the unity of teaching and education (in its narrow special sense). The unity of teaching, upbringing, development, the pedagogical process is ensured by implementing such functions as educational, upbringing and developmental.

The generality of the pedagogical process is expressed in the fact that both the upbringing process (upbringing event) and the learning process (lesson) are realized in the form of a pedagogical process.

The meaning of the concept "pedagogical process" can be expressed by the formula "Teaching to educate, educating to teach". Education and upbringing as the basis of the educational process carry out the development of the personality. Hence, it is possible to clarify the essence of the pedagogical process: it is the development of the personality on the basis of the integrity of training and education.

Pedagogical process as a system

It is advisable to consider the pedagogical process as an integral dynamic system, the system-forming factor of which is the goal of pedagogical activity - the education of a person. The general quality of all components of the system is the interaction of the teacher and students, in which the tasks of teaching, upbringing and personal development are realized in their unity and interconnection.

K. D. Ushinsky expressed the idea of ​​the pedagogical process as a unity of administrative, educational and educational elements of pedagogical activity. The authors of modern concepts believe that the essence of the pedagogical process can be revealed only on the basis of the system approach methodology.

The systems approach considers pedagogical objects as systems. The composition, structure and organization of the main components should be determined, the leading relationships between them should be established, the external connections of the system should be identified, the main one should be distinguished from them, the functions of the system and its role among other systems should be determined, and on this basis the patterns and trends in the development of the system towards its integrity should be established. The pedagogical process is generated by the interaction of the components of the pedagogical system, that is, the system is created and functions in order to ensure the optimal course of the pedagogical process.

The pedagogical process as a system functions in certain external conditions: natural-geographical, social, industrial, cultural, the environment of the school and its microdistrict. Within the school conditions are educational and material, school hygienic, moral, psychological and aesthetic conditions.

As a system of five elements, the pedagogical process is presented by N.V. Kuzmina:

• 1) the purpose of teaching (why teach?);
• 2) the content of educational information (what to teach?);
• 3) methods, techniques of teaching, means of pedagogical communication (how to teach?);
• 4) teacher;
• 5) student.

E.L. Belkin presents pedagogical the process as a pedagogical system is a part of the social system. Its pedagogical system consists of six elements and is presented in the form of an inverted tree (all elements are interconnected):

Learning and upbringing goals

Teaching and education technologies (methods, techniques, forms)

Organizational forms

Student

The pedagogical process is created by the teacher. Regardless of the place of flow, its creator, it always has the same structure:

PURPOSE - PRINCIPLES - CONTENT - METHODS - MEANS - FORMS.

The goal reflects the end result of pedagogical interaction to which the teacher and the student are striving. This is the backbone factor of the pedagogical process. The goal is inherent in pedagogically interpreted social experience, it is necessarily present in the means and activities of teachers and pupils.

The principles are intended to define the main directions for achieving the goal.

Methods are the actions of the teacher and the student through which content is transmitted and received.

Means as materialized subject ways of "working" with content are used in unity with methods.

The forms of organization of the pedagogical process, reflecting the external features of interaction, give it a logical completeness.

Perhaps a different representation of the structure of the integral pedagogical process, if we approach the pedagogical process from the perspective of the activities of the educator and pupil (subjects of activity).

Proceeding from the fact that the pedagogical process is an activity of interaction between a teacher and a pupil, the following components can be distinguished in the structure of the pedagogical process.

Target component includes the goals (strategic and tactical) of educational and extracurricular activities.

The activity component involves the organization of joint activities of teachers and students, characterizes the forms, methods, means of organizing and implementing cognitive and educational interaction aimed at realizing goals, mastering the content.

The effective component reflects the results achieved and the degree of effectiveness of the pedagogical process.

The resource component is responsible for the implementation of socio-economic, moral-psychological, sanitary-hygienic and other conditions for the course of the pedagogical process. The resource component includes: financial, personnel, information, regulatory and legal support.

The structure of the pedagogical process is universal: it is inherent in both the learning process in general and any local process of educational interaction.

The absence of one of the components violates the integrity of the pedagogical system.

The means of activity, forms, methods of communication between the subjects of pedagogical interaction serve as the basis for managing the educational process. This structure is set from the standpoint of the activity approach.

Regularities of the pedagogical process

The patterns reflect the objective, necessary, essential, repetitive connections. In view of the fact that the pedagogical process is a complex, dynamic system, there are a lot of significant, repetitive, objective connections in the process of functioning of this system.

Especially many connections are established in the exchange of information between educators and children. These are organizational and activity ties, communication ties.

The links between management and self-government are very important in the pedagogical process. The successful course of the whole process depends on their correct ratio. In turn, management communications are based on information, organizational, activity and other types of communications.

So consider the basic laws of the pedagogical process.

• 1. The regularity of the dynamics of the pedagogical process. The magnitude of all subsequent changes depends on the magnitude of the changes in the previous stage. This means that the pedagogical process, as a developing interaction between teachers and students, has a gradual, “stepwise” character; the higher the intermediate achievements, the more significant the final result.
• 2. The regularity of personality development in the pedagogical process. The pace and the achieved level of personality development depend on the following factors:
• 1) heredity;
• 2) educational and learning environment;
• 3) the inclusion of the individual in educational activities;
• 4) the means and methods of pedagogical influence used.
• 3. The regularity of the management of the educational process.

The effectiveness of pedagogical influence depends on:

• 1) the intensity of feedback between the educated and the teachers;
• 2) the magnitude, nature and validity of corrective actions on children.
• 4. The regularity of incentives. The productivity of the pedagogical process depends on:
• 1) the actions of internal stimuli (motives) of educational activities;
• 2) the intensity, nature and timeliness of external (social, pedagogical, moral, material and other) incentives.
• 5. The regularity of the unity of sensory, logical and practice in the pedagogical process. The effectiveness of the educational process depends on:
• 1) the intensity and quality of sensory perception;
• 2) logical comprehension of the perceived;
• 3) practical application of meaningful.
• 6. The regularity of the unity of external (pedagogical) and internal (cognitive) activities. The effectiveness of the pedagogical process depends on: 1) the quality of pedagogical activity; 2) the quality of their own teaching and educational, educated activities.
• 7. The regularity of the conditionality of the pedagogical process. The course and results of the educational process depend on:
• 1) the needs of society and individuals;
• 2) opportunities (material, technical, economic and others) of society;
• 3) the conditions of the process (moral and psychological, sanitary and hygienic, aesthetic and others).

It should be warned against the erroneous idea that the stated patterns exhaust the connections operating in the pedagogical process. There are much more of the latter, and researchers are just approaching the study of deep connections.

The driving forces of the development of the pedagogical process

The internal driving force of the pedagogical process is the resolution of the contradiction between the requirements put forward and the real possibilities of the pupils to implement them. This contradiction becomes a source of development if the requirements put forward are in the zone of proximal development (L.S.Vygotsky) of students' capabilities (A.S. Makarenko's pedagogical system, pedagogical systems in Athens and Sparta). If the tasks turn out to be too difficult or easy, the tasks turn out to be too difficult or easy, then this contradiction will not contribute to the optimal development of the system. In this regard, it is necessary to study students well, skillfully design near, middle and distant development prospects, turn them into specific teaching and educational tasks. The effectiveness of the organization of the pedagogical process is based on the motivation of students' activities.

Among existing contradictions can be conditionally distinguished external and internal contradictions.

External contradictions are sometimes called socio-pedagogical. These are the contradictions between the organization of the pedagogical process and the leading social processes: economic, political, spiritual and moral, everyday, cultural. The named social processes play a dominant role in relation to the pedagogical process. In this regard, the existing contradictions are reflected in the public consciousness as the lag of pedagogy from the demands of life. External contradictions, as a rule, are objective.

The resolution of these contradictions leads to the improvement of the pedagogical process.

Internal contradictions reflect the dialectics of the pedagogical process itself. They are called pedagogical proper. Actually, pedagogical contradictions can be objective and subjective.

Examples of objective internal contradictions:

• · The contradiction between the active-active nature of the child and the socio-pedagogical conditions of his life.
• · The contradiction between social requirements for the personality of the child and his own interests.
• · The contradiction between the rapid growth of scientific knowledge and the ability to convey it to students in the educational process.

Examples of subjective internal contradictions:

• · The discrepancy between the integral intellectual and emotional nature of the child, the activity nature of the child and the formalization of the activity approach.
• · Inconsistency between the practical orientation in the nature of the child and the provision of information in most cases by verbal methods.
• · The discrepancy between the increasing role of subjects in the humanitarian cycle and the lack of formation of methods of teaching them or the inability to resolve issues of personnel policy.
• · The discrepancy between the uniform requirements for basic general education and the growing need for individual development of the personality.

The presence of these groups of contradictions indicates that within the framework of the pedagogical system, in particular, the dialectical law of the unity and struggle of opposites operates in the pedagogical process. The scientific organization of the pedagogical process must take into account other laws of dialectics: the law of the transition of quantitative changes into qualitative ones and the law of negation of negation.

Pedagogical process as pedagogical interaction

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

Term"Pedagogical interaction" reflects the mutual activity of the teacher and the educated person in the pedagogical process. It includes the unity of pedagogical influence, its active perception, assimilation by the object of social experience, the student's own activity, which manifests itself in direct or indirect responses to the teacher and to himself (self-education).

As in other labor processes, objects, means, products of labor are allocated in the pedagogical process. The objects of the teacher's activity are a developing personality, a collective of pupils. In addition to complexity, consistency, self-regulation, objects of pedagogical labor also have such a quality as self-development, which determines the variability, variability, and unrepeatability of pedagogical processes. The peculiarity of the object of pedagogical activity also lies in the fact that it develops not in direct proportional dependence on the pedagogical influence on it, but according to the laws inherent in its psyche - the peculiarities of perception, understanding, thinking, the formation of will and character

The subject of pedagogical work is the organization of such interaction, in which the formation of personality traits takes place.

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

Product pedagogical work, the creation of which the pedagogical process is directed, is a well-mannered, prepared for life in society, person.

The pedagogical process, like any other labor process, is characterized by the levels of organization, management, efficiency, manufacturability, economy, the allocation of which opens the way for substantiating the criteria that make it possible to give not only qualitative, but also quantitative assessments of the levels achieved. The cardinal characteristic of the pedagogical process is time. It acts as a universal criterion that makes it possible to reliably judge how quickly and efficiently a given process proceeds.

Thus, an integral pedagogical process is a complex pedagogical phenomenon, understanding the essence of which will help the teacher to carry out its organization consciously and in the interests of the student's personality.

Questions for self-test

• 1. What key concepts are used to explain the essence of the concept of "pedagogical process"?
• 2. Give a description of the pedagogical process as a system.
• 3. Thoughtfully and carefully study the general laws of the pedagogical process. Try not just to memorize, but to understand their all-encompassing effect. To do this, under each regularity, summarize the facts, examples you know, and also try to find a logical explanation for the events that you have recently observed in the school, university pedagogical process.
• 4. List the components of the pedagogical process.
• 5. What is the integrity and commonality of the pedagogical process?
• 6. Illustrate with examples the internal and external contradictions of the pedagogical process.
• 7. Describe the pedagogical interaction that occurs during the pedagogical process.

Lecture 7... SYSTEM OF PEDAGOGICAL PRINCIPLES

General scientific concept "principle". The essence of pedagogical principles, their implementation

In order for the pedagogical process to achieve its goal, it is necessary to build a strict theoretical concept, starting from which it is possible to understand and effectively implement the process itself, therefore, the question arises about some laws and patterns that introduce a stable order between its elements.

Laws and patterns give a general understanding of the picture of the pedagogical process and do not contain direct instructions for the teacher's practical activity. Pedagogical principles are a kind of bridge between knowledge of regularities and pedagogical practice.

Pedagogical principles are the main ideas, the adherence to which helps in the best way to achieve the set goals. Principles - "translators" (VS Bezrukova), determining the mechanisms of interaction of the structural components of the pedagogical process. The links between components are carried out through the implementation of principles.

Pedagogical principles serve as a normative basis for the choice of content, forms, methods, means that ensure the construction of relationships in the pedagogical process. This is their main and main function.

It follows from the above that pedagogical principles are an obligatory component of the pedagogical process.

Principles are implemented through a system of rules reflecting the particular provisions of the principle and extending to its individual sides.

The rule(in the pedagogical interpretation) is a description of pedagogical activity based on general principles in certain conditions to achieve a set goal. The rules define the typical way the educator should act in typical situations.

The logical relationship of the considered concepts can be represented as a chain:

REGULATIONS - LAWS - PRINCIPLES - RULES

For the organization of the pedagogical process, both the principles of education and the principles of teaching should be considered. It should be remembered that the division of all principles into separate constituent parts of the integral pedagogical process is conditional. Consider a system of didactic principles.

System of didactic principles

The principles can be distinguished in their relation to the assimilation of the content of training (on the ideological side) and to the organization of the learning process (on the procedural and technical side). In the first case, these are the principles of upbringing and all-round development, scientific character, conscientiousness, the connection between teaching and practice, individualization in teaching. And in the second case, we will single out the principles of visibility, systematicity and consistency of training, accessibility, strength. It should be noted that today there is no strict system of principles.

Yu.K. Babansky carried out work on the systematization of the principles, revealed a system-forming connection. In his opinion, the system of principles in its totality should ensure the optimization of all components of training. Yu.K. Babansky defined the relationship between the principles of teaching and the structure of the educational process. This made it possible to create a specific sequence of principles that corresponds to the order of the main links of the learning process.

As a result of the research carried out, a modern system of didactic principles was formed, which includes:

• 1.the principle of scientific character and accessibility;
• 2. the principle of systematic and consistent learning;
• 3. the principle of upbringing and all-round development of the individual;
• 4. the principle of clarity;
• 5. the principle of consciousness and activity;
• 6. the principle of strength and development of cognitive powers;
• 7. the principle of individualization in teaching;
• 8. The principle of linking learning with life and practice.

Let's consider the essence and mechanisms of implementation of some didactic principles.

The principle of visibility of teaching. It is one of the most well-known and intuitively accepted teaching principles and has been practiced since ancient times. Today this principle has been scientifically substantiated, regularities of different sensitivity of the sense organs to external stimuli have been revealed. For most people, the organs of vision are the most sensitive. The theory suggests practice to implement this principle through the following rules:

• · Memorization of objects presented in nature (images, models) is better, easier and faster than memorization, presented in verbal form;
• · To guide the cognitive activity of the student in the process of using visual aids;
• · The golden rule: everything that is possible should be provided for perception by the senses (visible - by sight, heard - by hearing, smells - by smell, give the opportunity to perceive by touch, taste);
• · Not be limited to visualization, visualization is not a goal, but a means of teaching;
• · Use visualization as an independent source of knowledge to create problem situations, etc.

Accessibility principle... The principle of accessibility is due to the patterns of age development of students, organization and implementation of the didactic process in accordance with the level of development of students. This principle was developed by centuries of practice - only that which corresponds to his volume of accumulated knowledge, skills, ways of thinking is available to a person (the law of the thesaurus). Many rules for the practical implementation of this principle were formulated by Ya.A. Komensky. The theory and practice of modern education has supplemented this list:

• · Follow from easy to difficult;
• · Go from the known to the unknown from simple to complex;
• · Take into account the age and individual characteristics of students, their level of training, features of working capacity;
• · Teach at the optimal pace, dose the study of new material, choose the optimal level of complexity of the educational material;
• · Use comparison, opposition, examples when explaining new material;
• · Present educational material clearly, convincingly, emotionally;
• · Teach in dialogue;
• · Rely on the experience of students.

The principle of systematicity and consistency... The principle is based on many natural principles: effective knowledge is possible only when there is a clear picture of the external world, representing a system of interrelated concepts; a universal way of forming a system of scientific knowledge is a certain way of organized training; if skills are not systematically practiced, they are lost, etc. The important rules for implementing this principle are as follows:

• · To divide the content of educational material into logically completed steps;
• · Study the material in small logical portions;
• · Show intersubject and intrasubject connections;
• · Use diagrams, plans, reference notes, structural and logical diagrams;
• · Organize the repetition of educational material;
• · Use lessons of generalization and systematization of knowledge;
• · Adhere to the logic of the subject.

The principle of consciousness and activity... Actively and consciously carried out educational and cognitive activity helps pupils to master the material and develop their mental potential. If at the same time the teacher creates situations of independent search, a creative approach by the pupil, then the pedagogical interaction will give a positive result in the self-actualization of both parties. But it should be remembered that cognitive activity induces activity under the following conditions:

• · Clarity of tasks of the forthcoming work;
• · Creation of conditions for understanding what is happening;
• · Avoid mechanical execution of actions;
• · Diversify the types of cognitive activity (comparison, generalization, classification);
• · Use peer learning, teach to learn;
• · Use questions to determine cause-and-effect relationships;
• · Use problem situations, examples, argumentation;
• · Organize the application of the knowledge gained in practice;
• · Use the independent work of students;
• · Training should be aimed at teaching how to ask questions and listen to answers;
• · Use creative assignments.

The principle of strength... The assimilation and memorization of any material is influenced by many factors, including the subjective attitude of students to the content of educational material, training, and teacher. The student's memory is selective, therefore there is a direct relationship: the more important and interesting for them this or that material, the more firmly this material is fixed and preserved. Let's list some rules for the implementation of this principle:

• · Thinking should take precedence over memory;
• · Specially organize the material that needs to be remembered;
• · Organize regular repetition of the material, the frequency of repetition should correspond to the course of the forgetting curve (at first - more often, then - less often);
• · Generate interest in the study of new material;
• · Follow the logic of the presentation of the material;
• · Develop the arbitrariness of memory;
• · To acquaint with various mnemonics;
• · Use a vivid emotional presentation of educational material;
• · When studying educational material, rely on the experience and knowledge of students;
• · Organize independent repetition of educational material.

All principles of a holistic pedagogical process are interconnected and complement each other.

Self-test questions

• 1. Why is there no clear distinction between the concepts of “law” and “regularity” in pedagogy?
• 2. What, in your opinion, will the failure to comply with the established principles of education and upbringing lead to?
• 3. Illustrate each didactic principle with specific examples from the practice of education and training (based on examples from real life).
• 4. Prove that all the principles of a holistic pedagogical process are interconnected.

In order to achieve the intended goal, training and education must be organized. In other words, training and education must be given the form of a controlled process, in which the interaction of teachers and students (educators and pupils) will be properly connected. This process is called educational or pedagogical.

Pedagogical process Is an organized and purposeful activity of people (teachers and students, educators and pupils) in order to form the necessary knowledge, practical skills and abilities, moral, political, psychological and physical qualities of an individual and a group. This activity is inextricably linked with all other social processes: economic, political, moral, cultural, etc. The essence, content and direction of such activities depend on the state of society, the real interaction of productive forces and production relations.

In the course of the pedagogical process, there is a gradual processing of the experience, knowledge and efforts of the teacher into the pre-planned personal qualities of the student. A necessary condition of the pedagogical process is its integrity, which is understood as the preservation of all the constituent parts of the process.

The essence of the pedagogical process consists in an interconnected set of training, education and upbringing, aimed at achieving a single goal of forming a harmoniously developed personality. All components of the pedagogical process are closely interconnected, without losing their autonomy, features inherent only in this internal process. Thus, the dominant function of upbringing is upbringing, the function of education is education, and the function of training, respectively, is training. However, it is impossible to become an educated person without receiving proper education, the learning process in general is closely connected with upbringing and education, carrying out developmental activities and cognitive activity of a person. Carrying out the pedagogical process, it is necessary to clearly distinguish that part of the pedagogical influence that dominates at the current moment. When teaching, where the main goal is to transfer certain knowledge to students, the teacher needs to be clearly aware that what is acquired in the learning process will have a direct impact on education, and especially a person's self-education. The upbringing of a person largely determines his attitude to education, gives rise to motivation for the latter, forms goals, which may include the desire to receive education.

Integrity, community, unity are the main characteristics of the pedagogical process, emphasizing the subordination of all its constituent processes to a single goal. The complex dialectic of relations within the pedagogical process consists of: 1) the unity and independence of the processes that form it; 2) the integrity and subordination of the separate systems included in it; 3) the presence of the general and the preservation of the specific.

The pedagogical process must be controlled and managed. At each stage and in each direction, control and management are carried out using appropriate methods that have their own specifics. Each of the internal processes pursues one common global goal - the formation of a personality possessing the given qualities, methods inherent in the process, methods and using specially prepared materials.

There are general patterns of the pedagogical process.

• 1. The regularity of the dynamics of the pedagogical process. The magnitude of all subsequent changes depends on the magnitude of the changes in the previous stage. This means that the pedagogical process, as a developing interaction between teachers and students, has a gradual, "stepwise" character; the higher the intermediate achievements, the more significant the final result. The consequence of the operation of the law can be seen at every step: the student who has better intermediate results has higher overall achievements.
• 2. The pattern of personality development in the pedagogical process. The pace and the achieved level of personality development depend: 1) on heredity; 2) educational and learning environment; 3) inclusion in teaching and educational activities; 4) the means and methods of pedagogical influence used.
• 3. The regularity of the management of the educational process. The effectiveness of pedagogical influence depends: 1) on the intensity of feedback between educators and children; 2) the magnitude, nature and validity of corrective actions on children.
• 4. Regularity of incentives. The productivity of the pedagogical process depends: 1) on the action of internal stimuli (motives) of educational activity; 2) the intensity, nature and timeliness of external (social, pedagogical, moral, material, etc.) incentives.
• 5. The regularity of the unity of sensory, logical and practice in the pedagogical process. The effectiveness of the educational process depends: 1) on the intensity and quality of sensory perception; 2) logical

comprehension of the perceived; 3) practical application of meaningful.

• 6. The regularity of the unity of the external (pedagogical) and internal (cognitive) activities. The effectiveness of the pedagogical process depends: 1) on the quality of pedagogical activity; 2) the quality of their own teaching and educational activities.
• 7. The regularity of the conditionality of the pedagogical process. The course and results of the educational process depend: 1) on the needs of society and the individual; 2) opportunities (material, technical, economic, etc.) of society; 3) the conditions of the process (moral and psychological, sanitary and hygienic, aesthetic, etc.).

Wherever the pedagogical process takes place, no matter what teacher is created, it will have the following structure: purpose - principles - components - methods - means - forms.

Target reflects the final result of pedagogical interaction to which the teacher and the student are striving.

Pedagogical purpose- this is a prediction by the teacher and the student of the results of their interactions in the form of generalized mental formations, in accordance with which all other components of the pedagogical process are then correlated with the pedagogical goal.

There are the following types of pedagogical goals.

• 1. Regulatory government goals - these are the most general goals, defined in government documents and state education standards.
• 2. Public purposes - the goals of various sectors of society, reflecting their needs, interests and requests for vocational training.
• 3. Initiative goals - these are goals that are directly developed by practicing teachers themselves and their students, taking into account the type of educational institution, the profile of specialization and the subject, the level of development of students, the preparedness of teachers. Each such goal has its own subject, i.e. what is supposed to be developed in the pupil. Based on this, three groups of goals are distinguished:
  • – the goals of the formation of consciousness and behavior, those. the goals of the formation of knowledge, skills, abilities;
  • – the goals of forming relationships to the most diverse aspects of life: society, work, lesson topic, profession, friends, parents, art, etc .;
  • – the goals of the formation of creative activity, development of abilities, inclinations, interests of students.

Organizational goals are set by the teacher in his managerial function (for example, the goal is to use self-government in organizing the educational activities of students).

Methodological goals associated with the transformation of teaching technology and extracurricular activities of students (for example, changing teaching methods, introducing new forms of organizing the educational process).

The teacher's functions are to form students' goal-setting procedures; study and know the goals of each of them, contribute to the implementation of useful goals.

The goals of the students should enter the pedagogical process on a par with the goals set by the teacher. The coincidence of the goals of the teacher and the students is the most important condition for the success of the pedagogical process.

Developing a goal - a logical-constructive process, the essence of which is:

• 1) compare, summarize certain information;
• 2) make a choice of the most significant information;
• 3) on the basis of the latter, formulate a goal, i.e. determine the object and subject of the goal and the necessary specific actions;
• 4) make a decision to achieve the goal, implement the goal.

Object of pedagogical purpose – a specific student or group of students in specific role positions.

Subject of pedagogical purpose - this is the side of the pupil's personality that must be transformed in this pedagogical process.

To determine the main directions for achieving the goal of the pedagogical process, they are intended principles, among which, in particular, the following can be distinguished.

• 1. The principle of socially significant target orientation of the educational process, presupposing the all-round development of every child, preparation of all children for participation in the reorganization of society, for life in a democratic state governed by the rule of law.
• 2. The principle of an integrated approach to organizing children's activities, allowing to build the latter in organic ties with the worldview that is developing among schoolchildren, socially valuable motives of behavior, moral attitude towards learning, work, nature, oneself, and other people.
• 3. The principle of holistic and harmonious personality formation in the process of education and upbringing, presupposing its simultaneous development, both in accordance with social needs and requirements, and in relation to the inclinations inherent in it, physical and spiritual characteristics.
• 4. The principle of teaching and educating children in a team, providing for a consistent combination of mass, collective, group, individual forms of work with them.
• 5. The principle of unity of exactingness and respect for children, implying that active participation in important public affairs and responsibility contribute to self-affirmation, elevate the child in his own eyes, inspire and inspire him.
• 6. The principle of combining the leadership of the life of children with the development of their initiative and creativity in teaching and upbringing, transforming the spontaneous social formation of a personality into a purposeful pedagogical process.
• 7. The principle of giving an aesthetic focus to all life, education and upbringing of children, giving them the opportunity to know the true beauty of social aesthetic ideals.
• 8. The principle of the leading role of teaching and upbringing of schoolchildren in relation to their development, assuming the ability to develop the inclinations inherent in a child by nature into a wide variety of abilities.
• 9. The principle of bringing the methods and techniques of children's activities in line with the goals of their education and upbringing, ensuring the inclusion in the existing system of work of new, innovative methods and techniques that correspond and meet the goals of educational work.
• 10. The principle of taking into account the age and individual characteristics of children in the process of educational work, contributing to the formation of each of them a unique active and creative individuality.
• 11. The principle of consistency and systematicity in teaching and upbringing, giving the opportunity to clearly build the pedagogical process, increase its effectiveness.
• 12. Accessibility principle, facilitating work with children, making it more understandable for the latter.
• 13. The principle of strength, allowing to carry out the pedagogical process more productively and efficiently.

The pedagogical process has its own structure.

The first components of the pedagogical process are its subjects and objects(teacher and student), forming a dynamic system "teacher - student" with the leading role of the teacher.

As a subject of the pedagogical process, the teacher receives a special pedagogical education, realizes himself responsible to society for the training of the younger generations. The teacher as an object of the pedagogical process as a result of continuous education, self-education, communication with students is exposed to educational influences and strives for self-improvement, forms his pedagogical culture.

Culture a teacher (educator) is such a generalizing characteristic of his personality, which reflects the ability to persistently and successfully carry out educational activities in combination with effective interaction with students and pupils. Outside of culture, pedagogical practice turns out to be paralyzed and ineffective.

The culture of the teacher (educator) performs a number of functions, including:

• a) the transfer of knowledge, skills and abilities, the formation of a worldview on this basis;
• b) development of intellectual powers and abilities, emotional-volitional and effective-practical spheres of the psyche;
• c) ensuring the conscious assimilation of the students of moral principles and skills of behavior in society;
• d) the formation of an aesthetic attitude to reality;
• e) strengthening the health of children, developing their physical strength and abilities.

Pedagogical culture presupposes the presence of:

• - pedagogical orientation in the personality of the teacher (educator), reflecting his predisposition to educational activities and the ability to achieve significant and high results during the latter;
• - a broad outlook, psychological and pedagogical erudition and competence of a teacher (educator), i.e. such his professional qualities that allow him to understand well enough and effectively in teaching and educational activities;
• - a set of personal qualities of a teacher (educator) that are important in educational work, i.e. such his features as love for people, the desire to respect their personal dignity, integrity in action and behavior, high efficiency, endurance; calmness and purposefulness;
• - the ability to combine teaching and educational work with the search for ways to improve it, allowing him to constantly improve in his own activities and improve teaching and educational work;
• - harmony of the developed intellectual and organizational qualities of the teacher (educator), i.e. a special combination of the high intellectual and cognitive characteristics that have formed in him (the development of all forms and methods of thinking, the breadth of imagination, etc.), organizational qualities (the ability to induce people to action, influence them, unite them, etc.) and the ability to show these characteristics for the benefit of the organization and to increase the effectiveness of teaching and educational activities;
• - pedagogical skill of a teacher (educator), which involves the synthesis of highly developed pedagogical thinking, professional pedagogical knowledge, skills, abilities and emotional-volitional means of expressiveness, which, in conjunction with the highly developed personality traits of a teacher and educator, allow them to effectively solve educational problems.

Pedagogical skill is the most important and structure-forming component of pedagogical culture and is expressed in stable psychological and pedagogical knowledge, pedagogical exactingness and pedagogical tact of the teacher and educator. The main purpose of the pedagogical culture of a teacher and educator is to contribute to the improvement of the educational process, the growth of its productivity.

A student as an object of the pedagogical process is an individuality, developed and transformed in accordance with pedagogical goals. As a subject of the pedagogical process, the student is a developing personality endowed with natural needs and tasks, striving for creative self-manifestation, satisfying his needs, interests and aspirations, capable of actively assimilating pedagogical influences or resisting them.

There is continuous interaction in the "teacher - student" system, i.e. constantly recreated pedagogical situations, which arise only as a result of purposeful, meaningful, interested interaction of students with the teacher, among themselves, with the phenomena of the surrounding world. This situation leads to the envisaged educational changes in the personality of a growing person: the formation of his worldview, socially valuable material and spiritual needs, value orientations, motives, incentives, skills and habits of behavior, qualities and character traits. It is important to note that the pedagogical situation is always an active mutual combination and unity of manifestations of all the main components of the pedagogical process, the actions of the teacher and the student, the specific historical content of life in the state, pedagogical and social environment.

Second a component of the pedagogical process is its content, which is carefully selected, subjected to pedagogical analysis, generalized, evaluated from the point of view of the worldview, and brought into line with the age-related capabilities of children. The content of the pedagogical process includes the foundations of human experience in the field of social relations, ideology, production, labor, science, culture.

Third the structural component of the pedagogical process is the organizational and managerial complex, the core of which is the forms and methods of education and training.

Fourth a component is pedagogical diagnostics - using special techniques to establish the state of "health" and the viability of the pedagogical process as a whole and its individual parts. Methods and methods of diagnostics include: testing knowledge, skills, and abilities; the results of the labor, social activities of children; their manifestations in life, especially extreme situations, fixation of moral choices, actions, behavior; the fruits of independent productive work.

Fifth component - criteria for the effectiveness of the pedagogical process, which include assessments of knowledge, abilities and skills, expert assessments and characteristics of the beliefs, character traits, personality traits inculcated in children.

Sixth the structural component of the pedagogical process is the organization of interaction with the social and natural environment. Social life is the most important factor in education. The pedagogical process, separating itself into a special purposeful system, is not isolated from life. The purpose of this process is to organize the attitude towards the latter pupils, in the desire to spread their influences, pedagogy of the social living environment. The pedagogically organized environment can be considered the activities of the family, public organizations, labor collectives, and informal associations that are coordinated with the pedagogical goals.

Methods- these are the actions of the teacher and the student, through which the content of the pedagogical process is transmitted and received.

Funds how materialized objective ways of working with the content of pedagogical and educational activities are used in unity with methods.

Forms the organization of the pedagogical process gives it a logical completeness, completeness.

The dynamism of the pedagogical process is achieved through the interaction of its three structures:

• - pedagogical;
• - methodical;
• - psychological.

To create a methodological structure, the goal is divided into a number of tasks, in accordance with which the sequential stages of the teacher's and student's activities are determined.

The pedagogical and methodological structures of the pedagogical process are organically interconnected.

The psychological structure includes: the processes of perception, thinking, comprehension, memorization, assimilation of information; students' manifestation of interest, inclinations, motivation for learning, dynamics of emotional mood; rise and fall of physical neuropsychic tension, dynamics of activity, efficiency and fatigue. Consequently, in the psychological structure of the pedagogical process, three substructures can be distinguished: cognitive processes; motivation for learning; voltage.

In order for the pedagogical process to "set in motion", management is necessary.

Pedagogical management- this is the process of transferring a pedagogical situation from one state to another, corresponding to the set goal.

The components of the management process are goal setting; information support (diagnosing the characteristics of students); formulation of tasks depending on the goal and characteristics of students; design, planning of activities to achieve the goal; project implementation; monitoring the progress of implementation; adjustment; summarizing.

There are such patterns of management of the pedagogical process as the dependence of the effectiveness of the functioning of the management system of educational work on the level of structural and functional ties between the subject and the object of management; conditionality of the content and methods of managing educational work by the nature of the content and methods of organizing the pedagogical process. Among the leading patterns of intra-pedagogical management are also called analyticity, expediency, humanity, democratic management and the readiness of pedagogical leaders for various types of management activities.

The pedagogical process is a labor process. It is carried out to achieve socially significant tasks. The specificity of this process is that the work of educators and educated people merges together, forming a kind of relationship between the participants - pedagogical interaction.

If the economic basis of society contributes to the development of productive forces, the level of production and culture is progressively growing, then the pedagogical process, the school, sensitively reflecting social needs, are able to play an active role in the development of production, culture and the strengthening of advanced social relations. If production relations restrain the active manifestation of productive forces, hinder their normal development, phenomena of stagnation and decomposition arise, contradictions that negatively affect the pedagogical process become aggravated, the need for decisive changes in society and reform of the school arises.

With the implementation of the economic reform, the democratization of social relations in our country, the role of the school, the pedagogical process in the formation of the personality, and, therefore, in the improvement of the entire social life increases.

The main stages of the pedagogical process are:

• - preparatory;
• - basic;
• - final.

On preparatory stage the following tasks are solved: goal-setting, diagnostics of conditions, forecasting of achievements, design and planning of the development of the process.

Stage of implementation of the pedagogical process (main) can be viewed as a relatively isolated system, which includes important interrelated elements: setting and clarifying the goals and objectives of future activities; interaction between teachers and students; the use of the intended means and forms of the pedagogical process; creation of favorable conditions; implementation of various measures to stimulate the activities of schoolchildren; ensuring the connection of the pedagogical process with other processes.

An important role at this stage is played by feedbacks, serving as the basis for making operational management decisions. Operational feedback in the course of the pedagogical process contributes to the timely introduction of corrective amendments that give the pedagogical interaction the necessary flexibility.

The cycle of the pedagogical process ends stage of analysis of the results achieved (final).

The pedagogical process is implemented through teaching activities, which is a special type of socially useful activity of adults, deliberately aimed at preparing the younger generation for life in accordance with economic, political, moral, aesthetic goals.

People and their groups who carry out pedagogical activities are her subjects, which include:

• – society, those. that social environment (state, nations, classes, religious confessions) in which the pedagogical influence on people is carried out;
• – group, those. a small community of people in the environment of which pedagogical activity is carried out;
• – teacher, those. a person who organizes and directs pedagogical activities.

The functions of pedagogical activity that determine the main mechanisms implementations include:

• – control, those. organization and implementation of teaching activities;
• – upbringing, those. the formation in people of stable views on the surrounding reality and life in society;
• – education, those. the formation of knowledge, skills and abilities in people, taking into account the requirements of modern life and activity;
• – development, those. the process of functional improvement of mental and physical activity of people in accordance with the requirements of their activities and living conditions;
• – psychological preparation, those. the process of forming in people an inner readiness to overcome difficulties encountered on the way.

The constituent parts, with the help of which the pedagogical activity is carried out, usually act as the components of the latter. The following components of pedagogical activity are distinguished:

• – design, presupposing the setting of such specific goals and objectives of pedagogical activity, as a result of the achievement of which it is possible to form certain personality traits in people;
• – organizational, including the main directions for the careful organization of pedagogical activity, on the implementation of which its effectiveness depends;
• – informative, ensuring the maximum productivity of the intellectual and cognitive activity of objects and subjects of pedagogical activity;
• – communicative, assuming a careful organization and effective manifestation of communication and interaction of objects and subjects in the course of pedagogical activity;
• – research, providing for the study and improvement of the very process of pedagogical activity.

Objects pedagogical activity - these are people and their groups, with their inherent individual and socio-psychological characteristics.

Result pedagogical activity - the impact on each specific person in the interests of his development and improvement in the intellectual, procedural, emotional and moral-worldview spheres.

Allocate a certain circle of problems which are in the field of pedagogical activity and which include the following:

• 1) the degree of compliance of pedagogical activity with the requirements of the laws of education as a social phenomenon, as well as the content, forms and methods of teaching and education, with the requirements of the practical side of social relations;
• 2) the connection of pedagogical activity with the laws and data of related sciences (physiology, psychology, philosophy), which allows you to control the knowledge of children, taking into account their interests;
• 3) the directly proportional dependence of successful pedagogical activity on the relationship between teachers and their pupils, which requires pedagogy to constantly study and correct the developing interaction;
• 4) the presence of subjective-objective conditions for the effective flow of pedagogical activity, which make it possible to formulate initial recommendations for the effective use of all forms of organization of children's life;
• 5) receiving, processing and transmitting feedback information to teachers, i.e. diagnostics in order to correct pedagogical activity;
• 6) development of new systems for organizing teaching and educational work, organizing large-scale experiments;
• 7) the study of advanced pedagogical experience, the conditions for its dissemination and effective implementation, a separate method that functions in modern life, a set of educational interaction.

The study of pedagogical activity is necessary to improve the entire system of education and training of the younger generation.

A specific manifestation of pedagogical activity is educational work- direct implementation of the goals and objectives of pedagogical activity, the pedagogical process.

The subject of educational work is a teacher who has received special pedagogical education, who realizes himself responsible to society for the preparation of the younger generations, constantly develops his worldview and develops moral and aesthetic principles, continuously improving his personal abilities for active communication with children, organizing their life and psychological pedagogical influence on them.

The object of educational work is a student (pupil), who is a personality, developed and transformed in accordance with the pedagogical goals of training and education.

The goal of educational work is to achieve the comprehensive development of students, the formation of certain socio-political and psychological qualities in them, a comprehensive and complete mastery of the complex of knowledge necessary for life and activity, based on the use of various forms and methods of teaching and upbringing by the teacher, skills and abilities.

In the course of educational activities, they are implemented pedagogical technologies , which are a set of psychological and pedagogical attitudes that determine a special selection and arrangement of forms, methods, methods, educational techniques and means, thanks to which students acquire knowledge, skills and abilities much more efficiently.

Pedagogical technology is used in conjunction with the general methodology, goals and content, organizing the entire educational process, and is implemented in technological processes that are focused on a specific pedagogical result. For example, technological processes are:

• 1) organization of competitions;
• 2) the system of educational work at school;
• 3) a system of forms and means of studying a specific topic of the training course.

Various technological approaches are used in teaching and educational activities:

• 1) tests to measure mental abilities;
• 2) a variety of visual aids and schemes for obtaining and practicing skills;
• 3) organizational structures for the formation of self-government, competition, uniform requirements for self-service.

Subject pedagogical technologies are specific interactions between teachers and students in any field of activity. As a result of these interactions, a stable positive result is achieved in the assimilation of knowledge, skills and abilities.

TO tasks pedagogical technology and technical processes are usually attributed to the following:

• 1) development and consolidation of knowledge, skills and abilities in any areas of activity;
• 2) the formation, development and consolidation of socially valuable forms and habits of behavior;
• 3) awakening students' interest in mental activities, the development of abilities for intellectual work and mental activity, comprehension of the facts and laws of science;
• 4) training in actions with technological tools;
• 5) development of independent planning, systematization of their educational and self-educational activities;
• 6) fostering the habit of strictly following the requirements of technological discipline in the organization of training sessions and socially useful work.

Pedagogical technology has the following features:

• 1) different pedagogical chains differ in their educational potential; some suppress creative initiative due to strict requirements for the sequence of the main elements of the program, while others create a fertile ground for the development of active conscious mental work;
• 2) the ability of the content of training or education to be coded without losing its educational and teaching capabilities; the introduction of coded physical and chemical formulas into the learning process increases the efficiency of mastering educational subjects;
• 3) creative refraction of pedagogical technology through the personality of the teacher and students;
• 4) each technological link, system, chain, technique needs to determine an appropriate place in the pedagogical process, but no technology can replace live human communication;
• 5) pedagogical technology is closely related to psychology; any technological link is more effective if it has a psychological rationale and practical solutions.

In educational activities, they are productively implemented pedagogical tasks. There are three main approaches to understanding them:

• 1) the pedagogical task is associated with a progressive change in the knowledge, attitudes, skills of the student or pupil;
• 2) the pedagogical task finds its expression in the planned effects of growth, development, promotion of students or pupils, in which the ability to successfully solve life, educational and educational problems is manifested;
• 3) the pedagogical task acts as a certain symbolic model of the pedagogical situation and changes in accordance with the logic of the goals of the pedagogical process.

Classification pedagogical tasks can be presented in the following form:

• 1) strategic tasks (super-tasks, which reflect the general goal of education, are formed in the form of some reference ideas about the qualities of a person, are set from the outside, follow from the objective needs of social development, determine the initial goals and final results of pedagogical activity);
• 2) tactical tasks (retain their focus on the final results of upbringing and education of students, timed to any stage of solving strategic tasks);
• 3) operational tasks (current, immediate, facing the teacher at each separately taken moment of pedagogical activity).

• 1) the tasks of arousal (identifying the actual state of the formed qualities of the individual and the team);
• 2) the tasks of anticipation (forecasting changes in the formed qualities of the individual and the team);
• 3) the task of transforming (transferring) the formed qualities of the individual and the team to a new, higher level of development.

It is important to have an idea of ​​what the process of solving pedagogical problems should be, which in its development goes through a number of stages:

• 1) analysis of the pedagogical situation, including an assessment of the initial conditions of pedagogical actions, explanation and foresight of pedagogical phenomena, development and adoption of diagnostic decisions, diagnostics of an individual or group act, diagnostics of an individual and a team, forecasting the results of training and education, the possibility of difficult answers of students and their responses;
• 2) goal setting and planning(goal-setting is guided by the analysis of the available means for checking the initial assumptions and the achievement of the result, the design of pedagogical influences);
• 3) design and implementation of the pedagogical process(the pedagogical process involves a reasonable choice of various types of student activities, programming of the teacher's control actions and pedagogically expedient actions of pupils);
• 4) regulation and correction, thanks to which the assessment of success or failure in the implementation of the pedagogical process and pedagogical actions, their correction and processing is carried out;
• 5) final control and accounting of the results obtained(the solution of the pedagogical problem ends with the final accounting and comparison of the results with the initial data, the analysis of the achievements and shortcomings of pedagogical actions, the effectiveness of methods, means and organizational forms of educational work).

The most important prerequisite for improving the content and increasing the effectiveness of teaching and educational activities in schools and other educational institutions is study and generalization of advanced teaching experience. Let's highlight its main directions.

• 1. Studying the problems of education. In the process of teaching and upbringing of schoolchildren in various regions of our country, many problems arise, experience in solving them is accumulating, new and old forms of education are emerging and old forms of education are being improved, and innovative teachers appear.
• 2. Studying the experience of education. Comprehension and generalization of the experience of pedagogical activity of teachers in all constituent entities of Russia and of innovative teachers, its distribution to the entire education system of the country makes it possible to improve the quality of the educational process in the education system.
• 3. Organization and management of the educational process in different educational institutions, in different regions of the state, they have their own specifics, positive and negative sides. Purposeful and well thought out comprehension and generalization of this activity is of great value, and the dissemination of best practices in this area increases the likelihood of overcoming similar difficulties in other educational institutions.
• 4. Improving the pedagogical culture of educators. The pedagogical culture of a teacher (educator) is an integrative characteristic of his personality, which reflects the ability to persistently and successfully carry out educational activities, combining it with effective interaction with students and pupils. Culture in this case presupposes the presence of such components of its components as a broad outlook, psychological and pedagogical erudition and the competence of a teacher and educator, an effective manifestation of a set of developed personal intellectual and organizational qualities that are important in educational work, the ability to combine educational work with the search for ways her improvement, pedagogical skills. The promotion of the experience of improving teachers and teachers, the development of their pedagogical culture are the most important conditions and prerequisites for increasing the effectiveness of the educational process in educational institutions of the country.

• - in the study of the goals and objectives of teaching practice;
• - collection of materials from the experience of teaching and upbringing in many regions of the country;
• - the implementation of a theoretical analysis of the collected materials and the advancement of scientifically grounded proposals on ways to optimize teaching and educational work;
• - theoretical generalization of empirical and experimental materials and the development of evidence-based recommendations for all categories of teachers and educators;
• - the introduction of the developed recommendations into the practice of teaching and educating people.

The methodological requirements for the study and generalization of advanced pedagogical experience are always:

• - to study pedagogical phenomena not in isolation from other facts of social life, but in close connection and interaction with them;
• - consider any pedagogical experience in development, movement and change, take into account the conditions, place and time of the implementation of pedagogical activities;
• - to penetrate into the inner essence of phenomena and facts, revealing essential connections and relationships between them;
• - to study new things, relying on a system of facts, and not snatching out some of the latter and building generalizations on them;
• - remember that pedagogical theory, being closely related to practice, should not be reduced to practicality, ready-made recipes suitable for all conditions;
• - correctly determine the goals, objectives and methods of pedagogical research and carry them out purposefully.

By dissemination and implementation in practice best practices of teaching and educational work can be:

• - conducting demonstration and instructor-methodical classes, open lessons, mutual visits to classes;
• - use of conferences, meetings of teachers and educators, refresher courses for teachers in order to disseminate advanced pedagogical experience;
• - provision of individual assistance to teachers by education officials;
• - systematic control over the work on the implementation of advanced experience, improving the quality and efficiency of this type of pedagogical activity;
• - organization of lecture halls, schools of advanced experience in the system of public education bodies of the country.

Forms of implementation of best practices in teaching and educational practice are usually:

• - specially prepared and periodically held scientific and practical conferences;
• - organization of professional development of teachers and educators;
• - exchange of best practices of teachers and educators on specific problems of training and development of schoolchildren;
• - training and retraining of teachers and educators in universities.

The pedagogical process, teaching and educational activities cannot develop productively if they do not provide for and do not implement in practice methods for teachers and educators to improve their knowledge of psychology and pedagogy, among which the following are distinguished.

• 1. Study of psychology and pedagogy in the system of training and retraining of teachers and educators. In our country, a harmonious system of professional development exists and functions effectively. training and retraining of teachers, researchers and other categories of representatives of public education, including pedagogical universities, institutes for the improvement of teachers, refresher courses.
• 2. Organization of special psychological and pedagogical lectures. For the exchange of experience between public education workers, teachers, university professors, lectures are specially held at which the most important modern problems of teaching, upbringing and education are discussed.
• 3. Conducting conferences and seminars on the problems of psychology and pedagogy. To discuss the most important problems of constantly developing areas of scientific and practical knowledge - pedagogy and psychology - special scientific and practical conferences are held.
• 4. Independent work of a teacher and educator in the study of psychological and pedagogical literature. The teacher and educator must constantly improve their knowledge and skills. The most effective way to do this is to familiarize yourself with new literature and educational documents that are published in fairly large numbers in our country.
• 5. Study, generalization and dissemination of advanced teaching experience. In Russia, in many of its regions, directly in public education institutions, as well as abroad, pedagogical experience and the results of specific educational activities of teachers and psychologists are constantly accumulating, which are subjected to centralized study and generalization, and then promoted in various ways.
• 6. Involvement of teachers and educators in research work on the problems of psychology and pedagogy. In Russia, there are research institutions and organizations (for example, the Russian Academy of Education) that study pedagogical and educational activities within the framework of special scientific programs. Local teachers and educators are involved in this work, and the main research is carried out directly where these teachers perform their professional duties.
• 7. The activities of psychologists and teachers to promote psychological and pedagogical knowledge. The system of public education in our country is built in such a way as to facilitate the effective dissemination and promotion of psychological and pedagogical knowledge, professional pedagogical experience. On the one hand, teachers and psychologists working on the ground in specific educational institutions are interested, and on the other, they are actively involved in promoting the latest achievements of psychological and pedagogical science, specific applied knowledge that contributes to increasing the efficiency of their important work.

Pedagogical process- this concept includes the method and method of organizing educational relations, which consist in a systematic and purposeful selection and application of external factors in the development of subjects of instruction. The pedagogical process is understood as the process of teaching and educating the individual as a special social function, for the implementation of which the environment of a certain pedagogical system is necessary.

The concept "process" comes from the Latin word processus and means "forward movement", "change". The pedagogical process determines the constant interaction of subjects and objects of educational activity: educators and educators. The pedagogical process is aimed at solving this problem and leads to changes, planned in advance, to the transformation of the properties and qualities of students. In other words, the pedagogical process is a process where experience turns into a personality quality. The main feature of the pedagogical process is the presence of the unity of teaching, upbringing and development based on the preservation of the integrity and community of the system. The concepts of "pedagogical process" and "educational process" are unambiguous.

The pedagogical process is a system. The system consists of various processes, including formation, development, education and training, inextricably linked with all conditions, forms and methods. As a system, the pedagogical process consists of elements (components), in turn, the arrangement of elements in the system is a structure.

The structure of the pedagogical process includes:

1. The goal is to identify the final result.

2. Principles are the main directions in achieving the goal.

4. Methods are the necessary work of the teacher and the student with the aim of transferring, processing and perceiving the teaching content.

5. Means - ways of "working" with content.

6. Forms are a consistent receipt of the result of the pedagogical process.

The goal of the pedagogical process is to effectively predict the outcome and result of the work. The pedagogical process consists of various goals: the goals of teaching itself and the goals of learning in each lesson, each discipline, etc.

Russian normative documents present the following understanding of objectives.

1. The system of goals in the standard provisions on educational institutions (the formation of a general culture of the individual, adaptation to life in society, the creation of a basis for a conscious choice and development of a professional educational program, education of responsibility and love for the Motherland).

2. The system of diagnostic goals in certain programs, where all goals are divided into stages and levels of training and represent a display of the content of certain training courses. In the education system, such a diagnostic goal may be vocational skills training, thereby preparing the student for future vocational education. The definition of such professional goals of education in Russia is the result of important processes in the education system, where attention is paid, first of all, to the interests of the younger generation in the pedagogical process.

Method(from the Greek. sheShoskzh) of the pedagogical process is the ways of the teacher-student relationship, these are the practical actions of the teacher and students, contributing to the assimilation of knowledge and the use of learning content as experience. A method is a certain designated way to achieve a given goal, a way to solve problems that result in a solution to the problem.

Different types of classification of methods of the pedagogical process can be defined as follows: by the source of knowledge: verbal (story, conversation, instruction), practical (exercises, training, self-management), visual (showing, illustrating, presenting material), based on the structure of the personality: methods of formation consciousness (story, conversation, instruction, showing, illustration), methods of forming behavior (exercises, training, play, assignment, demand, ritual, etc.), methods of forming feelings (stimulation) (approval, praise, censure, control, self-control, etc.).

The components of the system are educators, learners and learning environments. As a system, the pedagogical process consists of certain components: goals, objectives, content, methods, forms and results of the teacher-student relationship. Thus, the system of elements is a target, meaningful, activity-based, effective component.

Target component process is the unity of all the various goals and objectives of educational activities.

Activity component- this is the relationship between the teacher and the student, their interaction, cooperation, organization, planning, control, without which it is impossible to come to the final result.

Effective component process shows how effective the process was, determines successes and achievements depending on the goals and objectives.

Pedagogical process- this is necessarily a labor process that is associated with the achievement and solution of socially significant goals and objectives. The peculiarity of the pedagogical process is that the work of the teacher and the student are combined together, making up an unusual relationship between the objects of the labor process, which is a pedagogical interaction.

The pedagogical process is not so much a mechanical unification of the processes of education, training, development, but a completely new qualitative system that can subordinate objects and participants to its laws. All constituent components are subordinated to a single goal - to preserve the integrity, community, unity of all components.

The peculiarity of pedagogical processes is manifested in the determination of the influential functions of pedagogical action. The dominant function of the learning process is teaching, upbringing - upbringing, development - development. Also, training, upbringing and development perform in a holistic process other interpenetrating tasks: for example, upbringing manifests itself not only in upbringing, but also in developmental and educational functions, and training is inextricably linked with upbringing and development.

Objective, necessary, essential connections that characterize the pedagogical process are reflected in its laws. The laws of the pedagogical process are as follows.

1. Dynamics of the pedagogical process. The pedagogical process presupposes a progressive nature of development - the general achievements of the student grow along with his intermediate results, which indicates precisely the developing nature of the relationship between the teacher and the children.

2. Personality development in the pedagogical process. The level of personality development and the pace of achieving the goals of the pedagogical process are determined by the following factors:

1) genetic factor - heredity;

2) pedagogical factor - the level of the upbringing and educational sphere; participation in teaching and educational work; means and methods of pedagogical influence.

3. Management of the educational process. In the management of the educational process, the level of effectiveness of the pedagogical influence on the student is of great importance. This category essentially depends on:

1) the presence of systematic and value feedback between teacher and student;

2) the presence of a certain level of influence and corrective actions on the student.

4. Stimulation. The effectiveness of the pedagogical process in most cases is determined by the following elements:

1) the degree of stimulation and motivation of the pedagogical process by students;

2) the appropriate level of external stimulation from the teacher, which is expressed in intensity and timeliness.

5. The unity of sensual, logical and practice in the pedagogical process. The effectiveness of the pedagogical process depends on:

1) the quality of the student's personal perception;

2) the logic of assimilation of the perceived by the student;

3) the degree of practical use of educational material.

6. The unity of external (pedagogical) and internal (cognitive) activities. The logical unity of two interacting principles - this is the degree of pedagogical influence and the educational work of students - determines the effectiveness of the pedagogical process.

7. Conditionality of the pedagogical process. The development and summing up of the pedagogical process depends on:

1) the development of the most versatile desires of a person and the realities of society;

2) the available material, cultural, economic and other opportunities for a person to fulfill their needs in society;

3) the level of conditions for the expression of the pedagogical process.

So, important features of the pedagogical process are expressed in the basic principles of the pedagogical process, which make up its general organization, content, forms and methods.

Let's define the main principles of the pedagogical process.

1. Humanistic principle, which means that in the direction of the pedagogical process a humanistic principle should be manifested, and this means a striving for the unity of development goals and life attitudes of a particular individual and society.

2. The principle of the relationship of the theoretical orientation of the pedagogical process with practical activities. In this case, this principle means the relationship and mutual influence between the content, forms and methods of education and teaching and educational work on the one hand, and changes and phenomena occurring in the entire social life of the country - economy, politics, culture, on the other hand.

3. The principle of combining the theoretical beginning of the processes of teaching and upbringing with practical actions. Determining the meaning of the implementation of the idea of ​​practical activity in the life of the younger generation implies subsequently the systematic acquisition of experience of social behavior and makes it possible to form valuable personal and business qualities.

4. The principle of scientific character, which means the need to bring the content of education in line with a certain level of scientific and technological achievements of society, as well as in accordance with the already accumulated experience of civilization.

5. The principle of orientation of the pedagogical process towards the formation in the unity of knowledge and skills, consciousness and behavior. The essence of this principle consists in the requirement of organizing activities in which children would have the opportunity to be convinced of the truthfulness of the theoretical presentation, confirmed by practical actions.

6. The principle of collectivism in the processes of training and education. This principle is based on the connection and interpenetration of various collective, group and individual methods and means of organizing the learning process.

7. Consistency, continuity and consistency. This principle implies the consolidation of knowledge, skills and abilities, personal qualities that have been mastered in the learning process, as well as their systematic and consistent development.

8. The principle of visibility. This is one of the important principles not only of the learning process, but of the entire pedagogical process. In this case, the basis for the visualization of teaching in the pedagogical process can be considered those laws and principles of the study of the external world, which lead to the development of thinking from the figuratively concrete to the abstract.

9. The principle of aestheticization of the processes of education and upbringing in relation to children. Revealing and developing in the young generation a sense of a beautiful, aesthetic attitude to the environment makes it possible to form their artistic taste and see the uniqueness and value of social principles.

10. The principle of the relationship between pedagogical management and the independence of schoolchildren. It is very important from childhood to teach a person to perform certain types of work, to encourage initiative. This is facilitated by the principle of combination of effective pedagogical management.

11. The principle of the conscientiousness of children. This principle is intended to show the importance of the active position of students in the pedagogical process.

12. The principle of a reasonable attitude towards a child, in which demands and rewards are combined in a reasonable ratio.

13. The principle of combination and unity of respect for one's own personality, on the one hand, and a certain level of exactingness towards oneself, on the other hand. This becomes possible when there is a fundamental reliance on the strengths of the individual.

14. Availability and affordability. This principle in the pedagogical process assumes a correspondence between the construction of the work of students and their real capabilities.

15. The principle of the influence of the individual characteristics of students. This principle means that the content, forms, methods and means of organizing the pedagogical process change in accordance with the age of the students.

16. The principle of the effectiveness of the results of the learning process. The manifestation of this principle is based on the work of mental activity. As a rule, those knowledge that are acquired independently become durable.

Thus, defining step by step the unity of education and training in the pedagogical process, the goal as a system-forming component of the educational system, the general characteristics of the education system in Russia, as well as the features, structure, patterns, principles of the pedagogical process, we were able to reveal the main idea of ​​the lecture and find out how the process of education, being fundamental, systemic, purposeful and uniting the processes of education and training, has an impact on the development of the individual, and, therefore, on the development of society and the state.

| |

Pedagogical process - developing interaction between educators and children, aimed at achieving a given goal and leading to a pre-planned change in the state, transformation of the properties and quality of the educated.

Pedagogical process is a process in which social experience is melted into personality traits.

Ensuring the unity of teaching, upbringing and development on the basis of integrity and community is the main essence of the pedagogical process.

Figure 1.3. The pedagogical process as a pedagogical system.

The pedagogical process is considered as a system (Figure 1.3.).

In the pedagogical process, there are many subsystems interconnected by other types of connections.

Pedagogical process is the main system that unites all subsystems. In this main system, the processes of formation, development, education and training are combined together with all the conditions, forms and methods of their course.

The pedagogical process is a dynamic system. Highlighted the components, their relationships and connections, which is necessary for the management of the pedagogical process. The pedagogical process as a system is not identical to the process flow system. The pedagogical process takes place in systems (educational institution) that function under certain conditions.

Structure is the arrangement of elements in the system. The structure of the system is made up of the elements (components) selected according to the accepted criterion and the connections between them.

System components , in which the pedagogical process takes place - teachers, educated, conditions of upbringing.

The pedagogical process is characterized by: goals, objectives, content, methods, forms of interaction between teachers and students, the results achieved.

Components that make up the system: 1. Target, 2. Substantial, 3. Active, 4. Efficient.

1. The target component of the pedagogical process includes the goals and objectives of pedagogical activity: from the general goal (comprehensive and harmonious development of the personality) to specific tasks of the formation of individual qualities or their elements.
2. The content component reflects the meaning invested both in the overall goal and in each specific task.
3. The activity component reflects the interaction of teachers and students, their cooperation, organization and management of the process, without this the final result cannot be achieved. This component can also be called organizational or organizational and managerial.
4. The effective component of the process reflects the efficiency of its course, characterizes the progress achieved in accordance with the set goal.

The following relationships exist between the components of the system:

Informational,

Organizational and activity,

Communicative connections,

Communication of management and self-government, regulation and self-regulation,

Causal relationships,

Genetic links (identification of historical trends, traditions in training and education).

Connections are manifested in the process of pedagogical interaction.

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

In the pedagogical process (as in other labor processes), the following are distinguished:

1) objects, 2) means, 3) products of labor.

1. Objects of pedagogical work (a developing personality, a collective of pupils) are characterized by such qualities as complexity, consistency, self-regulation, which determine the variability, variability, uniqueness of pedagogical processes.

The subject of pedagogical work is the formation of a person who, unlike a teacher, is at an earlier stage of his development and does not have the experience necessary for an adult ZUN. The originality of the object of pedagogical activity also lies in the fact that it develops not in direct proportional dependence on the pedagogical influence on it, but according to the laws inherent in its psyche, characteristics, the formation of will and character.

2. Means (tools) of labor - this is what the teacher places between himself and the subject of labor in order to achieve the desired impact on this subject. In the pedagogical process, the tools of labor are also very specific. These include: the teacher's knowledge, his experience, personal impact on the student, the types of activities of the students, ways of cooperation with them, the method of pedagogical influence, spiritual means of labor.

3. Products of pedagogical work. Globally, this is a well-mannered, prepared for life, social person. Specifically, this is the solution of particular problems, the formation of individual personality traits in accordance with the general goal setting.

The pedagogical process, as a labor process, is characterized by the levels of organization, management, productivity (efficiency), manufacturability, economy. This makes it possible to justify criteria for assessing (qualitative and quantitative) levels achieved.

The cardinal characteristic of the pedagogical process is time. It acts as a universal criterion that makes it possible to judge how quickly and efficiently a given process proceeds.

Thus,

1. the pedagogical process is a system that combines the processes of education, training, development;
2. the components of the system in which the pedagogical process takes place are: a) teachers, b) conditions and 3) educated;
3. the components of the pedagogical process are: a) target, b) meaningful, c) activity, d) effective (goals, content, activity, results);
4. there are connections between the components that must be identified and taken into account (G.F.Shafranov - Kutsev, A.Yu.Derevnina, 2002; A.S. Agafonov, 2003; Yu.V. Kaminsky, A.Ya. Osin, S.N. . Beniova, N. G. Sadova, 2004; L. D. Stolyarenko, S. N. Samygin, 2005).

In the structure of the pedagogical system, the central place is occupied by the teacher (subject - 1) and the student (subject - 2). Subject - 1 carries out pedagogical activity (teaching), and subject - 2 - educational activity (teaching).

The interaction between subjects (subject - subjective or intersubjective) is carried out through conditions, including content, methods, methods, forms, technologies, teaching aids. Intersubjective communication is two-way. The factors initiating activity are the needs and motives, goals and objectives, which are based on value-semantic orientations. The result of joint activities is realized in training, education and development (OVD) in a holistic pedagogical process. The presented structure of the pedagogical system serves as the basis for the formation of optimal interpersonal relations and the development of pedagogical cooperation and co-creation (Figure 1.4.).

The integrity of the pedagogical process. The pedagogical process is an internally connected set of many processes, the essence of which is that social experience turns into the quality of a formed person (M.A. Danilov). This process is not a mechanical connection of processes that obeys its own special laws.

Integrity, community, unity are the main characteristics of the pedagogical process, which are subordinated to a single goal. The complex dialectic of relations within the pedagogical process consists of:

1. in the unity and independence of the processes that form it;
2. in the integrity and subordination of the separate systems included in it;

In the presence of the general and the preservation of the specific.

Figure 1.4. The structure of the pedagogical system.

Specificity is revealed when the dominant functions are singled out. The dominant function of the learning process is teaching, upbringing - upbringing, development - development. But each of these processes in the integral pedagogical process also performs accompanying functions: upbringing carries out not only an upbringing, but also a developmental and educational function, and teaching is unthinkable without the accompanying upbringing and development.

The dialectic of interconnections leaves an imprint on the goals, objectives, content, forms and methods of implementing organically inseparable processes, in which dominant characteristics are also distinguished. In the content of training, the formation of scientific ideas, the assimilation of concepts, laws, principles, theories prevail, which subsequently have a great influence on the development and upbringing of the individual. The content of education is dominated by the formation of beliefs, norms, rules, ideals, value orientations, attitudes, motives, etc., but at the same time, ideas, knowledge, and skills are formed.

Thus, both processes (training and education) lead to the main goal - the formation of the personality, but each of them contributes to the achievement of this goal by its inherent means.

The specificity of the processes is clearly manifested in the choice of forms and methods for achieving the goal. In training, they use mainly strictly regulated forms of work (classroom - lesson, lecture - practical, etc.). In upbringing, freer forms of a different nature prevail (socially useful, sports, artistic activity, communication, work, etc.).

There are unified methods (ways) of achieving the goal: when teaching, they mainly use methods of influencing the intellectual sphere, while upbringing - means of influencing the motivational and effectively - emotional, volitional sphere.

The methods of control and self-control used in teaching and upbringing have their own specifics. In training, oral control, written control, tests, exams, etc. are necessarily used.

The results of upbringing are less regulated. Teachers obtain information from observing the course of activities and behavior of students, public opinion, the volume of the program of education and self-education from other direct and indirect characteristics (S.I. Zmeev, 1999; A.I. Piskunov, 2001; T.V. Gabai, 2003; S.I. Samygin, L.D. Stolyarenko, 2003).

Thus, the integrity of the pedagogical process lies in the subordination of all processes that form it to a common and single goal - the formation of a comprehensively and harmoniously developed personality.

Pedagogical processes are cyclical. In the development of all pedagogical processes, there are the same stages. The stages are not constituent parts (components), but the sequence of the development of the process. The main stages are: 1) preparatory, 2) main and 3) final (table 1.11.).

At the stage of preparation of the pedagogical process or the preparatory stage, appropriate conditions are created for the process to proceed in a given direction and at a given speed. At this stage, important tasks are being solved:

Targeting,

Diagnostics of conditions,

Forecasting achievements,

Design of the pedagogical process,

Planning the development of the pedagogical process.

Table 1.11.

Stages of the pedagogical process

PEDAGOGICAL PROCESS
Preparatory stage	The main stage	The final stage
Organization	Implementation
Goal setting Diagnostics Forecasting Design Planning	Pedagogical interaction Feedback organization Regulation and correction of activities Operational control	Identification of deviations that have arisen Identifying errors Designing corrective measures Planning

1. Goal setting (justification and goal setting). The essence of goal setting is the transformation of a general pedagogical goal into a specific goal that must be achieved at a given segment of the pedagogical process and in specific conditions. Goal-setting is always "tied" to a specific system for the implementation of the pedagogical process (practical lesson, lecture, laboratory work, etc.). Contradictions are revealed between the requirements of the pedagogical goal and the specific capabilities of the trainees (of a given group, department, etc.), therefore, ways of resolving these contradictions in the projected process are outlined.

2. Pedagogical diagnostics is a research procedure aimed at “clarifying” the conditions and circumstances in which the pedagogical process will take place. Its main goal is to get a clear idea of ​​the reasons that will help or hinder the achievement of the intended results. In the process of diagnostics, all the necessary information is collected about the real capabilities of teachers and students, about the level of their previous training, the conditions of the pedagogical process, and many other circumstances. The initially planned tasks are adjusted according to the results of the diagnosis. Very often, specific conditions force them to revise, bring them in accordance with real possibilities.

3. Forecasting the course and results of the pedagogical process. The essence of forecasting is to preliminarily (before the start of the process) assess its possible effectiveness and the existing specific conditions. We can learn in advance about what does not exist yet, theoretically weigh and calculate the process parameters. Forecasting is carried out according to rather complex methods, but the costs of obtaining forecasts are paid off, because teachers get the opportunity to actively intervene in the design and course of the pedagogical process, to prevent low efficiency and undesirable consequences.

4. The project of the organization of the process is developed on the basis of the results of diagnostics and forecasting, the correction of these results. Further development is required.

5. The plan for the development of the pedagogical process is the embodiment of the revised project of the organization of the process. The plan is always tied to a specific pedagogical system.

In pedagogical practice, various plans are used (plans for a practical lesson, lectures, extracurricular activities of students, etc.). They are valid only for a certain period.

A plan is a final document that clearly defines who, when, and what needs to be done.

The main stage or stage of the implementation of the pedagogical process includes important interrelated elements:

1. Pedagogical interaction:

Setting and clarifying the goals and objectives of the upcoming activities,

Interaction of teachers and trainees,

The use of the intended methods, forms of the pedagogical process and means,

Creation of favorable conditions,

Implementation of the developed measures to stimulate the activities of trainees,

Ensuring the connection of the pedagogical process with other processes.

2. In the course of pedagogical interaction, operational pedagogical control is carried out, which plays a stimulating role. Its focus, volume, goal should be subordinated to the general goal and direction of the process; other circumstances of the implementation of pedagogical control are taken into account; it should be prevented (pedagogical control) from turning from a stimulus into a brake.

3. Feedback is the basis of high-quality management of the pedagogical process, making operational management decisions.

The teacher must give priority to the development and strengthening of feedback. With the help of feedback, it is possible to find a rational ratio of pedagogical management and self-management of their activities on the part of the educated. Operational feedback in the course of the pedagogical process contributes to the introduction of corrective amendments that give the pedagogical interaction the necessary flexibility.

The final stage or analysis of the results achieved. Why is it necessary to analyze the course and results of the pedagogical process after its completion? Answer: in order not to repeat mistakes in the future, to take into account the ineffective moments of the previous one. Analyzing - we learn. The teacher grows who benefits from the mistakes made. Discerning analysis and introspection is the right path to the heights of teaching excellence.

It is especially important to understand the reasons for the mistakes made, the incomplete correspondence of the course and results of the pedagogical process to the original concept (project, plan). Most of all errors appear when the teacher ignores the diagnosis and forecasting of the process and works “in the dark”, “by touch,” hoping to achieve a positive effect. It follows that the generalization of the results allows the teacher to formulate a general idea of ​​the dynamics of the stages of the pedagogical process (V.G. Kudryavtsev, 1991; N.V. Bordovskaya, A.A. Rean, 2000; A.A. Rean, N.V. Bordovskaya , 2004; A.Ya. Osin, T.D. Osina, M.G. Shegeda, 2005).

Thus, a pedagogical process is organized at the LMU, which in its structure corresponds to the modern requirements of an educational institution. It is viewed as a multi-component pedagogical system and pedagogical work process. It is based on a model of pedagogical cooperation and co-creation, which ensures optimal interpersonal relations of subjects of training, education and development. A holistic pedagogical process is aimed at achieving the main goal - the formation of a self-developing personality of a future specialist. Despite the particular didactic features of the disciplines taught, the pedagogical process is built according to the same stages of its deployment, course and completion.

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

The pedagogical process is a system, and like any system it has a certain structure. Structure Is the arrangement of elements (components) in the system, as well as the connections between them. Understanding the connections is very important, because knowing what is connected with what and how in the pedagogical process, it is possible to solve the problem of improving the organization, management and quality of this process. Components the pedagogical process are:

goal and tasks;

organizing and managing it;

methods of implementation;

results.

The pedagogical process is labor process, and, as in other labor processes, in the pedagogical one distinguishes objects, means and products of labor. An object of the teacher's labor activity is a developing personality, a collective of pupils. Funds(or tools) of labor in the pedagogical process are very specific; these include not only teaching aids, demonstration materials, etc., but also the teacher's knowledge, his experience, his spiritual and mental capabilities. To create product pedagogical work, in fact, is the direction of the pedagogical process - this is the knowledge, abilities and skills acquired by students, the level of their upbringing, culture, that is, the level of their development.

Regularities of the pedagogical process- these are objective, significant, repetitive connections. In such a complex, large and dynamic system as the pedagogical process, a large number of various connections and dependencies are manifested. Most general patterns of the pedagogical process the following:

¦ the dynamics of the pedagogical process suggests that all subsequent changes depend on changes at the previous stages, therefore the pedagogical process is multi-stage in nature - the higher the intermediate achievements, the more significant the final result;

¦ the pace and level of personality development in the pedagogical process depend on heredity, environment, means and methods of pedagogical influence;

¦ the effectiveness of pedagogical influence depends on the management of the pedagogical process;

~ ¦ the productivity of the pedagogical process depends on the action of internal stimuli (motives) of pedagogical activity, on the intensity and nature of external (social, moral, material) stimuli;

¦ the effectiveness of the pedagogical process depends, on the one hand, on the quality of pedagogical activity, on the other hand, on the quality of the students' own educational activity;

¦ the pedagogical process is determined by the needs of the individual and society, material, technical, economic and other possibilities of society, moral and psychological, sanitary and hygienic, aesthetic and other circumstances in which it is carried out.

The laws of the pedagogical process find concrete expression in the basic provisions that determine its general organization, content, forms and methods, that is, in principles.

Principles in modern science, these are the basic, starting points of a theory, guiding ideas, basic rules of behavior, actions. Didactics regards principles as recommendations guiding pedagogical activity and the educational process - they cover all its aspects and give it a purposeful, logically consistent beginning. For the first time, the basic principles of didactics were formulated by Ya. A. Komensky in The Great Didactics: consciousness, clarity, gradualness, consistency, strength, and feasibility.

Thus, principles of the pedagogical process- these are the basic requirements for the organization of pedagogical activity, indicating its direction and shaping the pedagogical process.

The task of comprehending and regulating such a ramified and multifaceted activity as pedagogical requires the development of a fairly wide range of norms of different orientations. As well as general pedagogical principles(for example, the principles of the connection between teaching and life and practice, combining education and upbringing with work, the humanistic orientation of the pedagogical process, etc.) distinguish other groups of principles:

¦ principles of education- discussed in the section on education;

¦ principles of organizing the pedagogical process- the principles of training and education of the individual in a team, continuity, etc.;

¦ principles of teaching leadership- the principles of combining management in the pedagogical process with the development of initiative and independence of students, combining exactingness towards students with respect for their personality, using the positive qualities of a person, the strengths of his personality, as a support;

¦ teaching principles- principles of scientific nature and feasible difficulty of teaching, systematic and consistent teaching, consciousness and creative activity of students, visibility of teaching, strength of learning outcomes, etc.

At the moment, pedagogy does not have a unified approach to determining the composition and system of principles of the pedagogical process. For example, Sh. A. Amonashvili formulated the following principles of the pedagogical process:

"1. Cognition and assimilation by a child in the pedagogical process is truly human. 2. The child's cognition in the pedagogical process of himself as a person. 3. Coincidence of the interests of the child with common human interests. 4. Inadmissibility of the use in the pedagogical process of means capable of provoking a child to antisocial manifestations. 5. Providing the child in the pedagogical process of public space for the best manifestation of his individuality. 6. Humanizing circumstances in the pedagogical process. 7. Determination of the qualities of the forming personality of the child, his education and development from the qualities of the pedagogical process itself. "

When selecting systems of teaching principles in higher education should be considered features of the educational process this group of educational institutions:

- in higher education, not the foundations of sciences are studied, but the sciences themselves in development;

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

- the unity of scientific and educational processes in the activities of teachers is characteristic;

- the teaching of sciences is characterized by professionalization. Proceeding from this, S.I. Zinoviev, the author of one of the first monographs on the educational process in higher education, principles of higher education didactics considered:

Scientificness;

Connection of theory with practice, practical experience with science;

Consistency and consistency in the training of specialists;

Consciousness, activity and independence of students in their studies;

Combining an individual search for knowledge with educational work in a team;

Combining abstract thinking with clarity in teaching;

Availability of scientific knowledge;

The strength of the assimilation of knowledge.