Operational regulation and correction of the educational process. Regulation and correction of the educational process. Technology of pedagogical regulation, correction and control of the educational process. Stages of diagnostic activity
685. Task ((794)) TK 1 Topic 1-1-0
The technology of establishing pedagogically expedient relationships involves:
£ Adjusting the personal qualities of the teacher
R Certain tools for pedagogical requirements
R Support for public opinion collective
R adequate assessments of knowledge, skills, skills, student behavior
£ Refusal of pedagogical requirements in favor of the free self-determination of students
686. Task ((795)) TK 2 Topic 1-1-0
Set match. In the process of observing the session, the watch must be guided by the principles:
| Non-interference | You need to talk about errors after classes, the teacher itself must correct them, which, if necessary, can also be monitored |
| Contact | The manifestation of the maximum of benevolence and tactics in relation to the verifiable teacher, students |
| Accounting for specific features of the educational subject and individual characteristics of the teacher | There can be no secondary details in classes; Regardless of the time of visits, the entire course of classes is observed and fixed. |
| Accounting for all training sessions | To be able to approach the observation and analysis of each training session differentially, even relying on the same strictly defined requirements and rules. |
687. Task ((796)) TK 3 Topic 1-1-0
Set match. When using a system of claims to control classes, lesson must comply with a number of principles:
688. Task ((1200)) TK No. 1200
Complete
In the process of observing the session, the observer should be guided by the principle of non-interference, when it is necessary to speak about errors after classes, they must be corrected in the subsequent ... that if necessary, you can check.
Right answer options:teacher; teacher; teacher;
689. Task ((1201)) TK No. 1201
Complete
The manifestation of the maximum of benevolence and tactics towards the verifiable teacher, students, is the principle ....
Right answer options:correctness;
Educational process control technology
690. Task ((1173)) TK No. 1173
The method of monitoring the activities of subject teachers and class managers suggests:
R Visit training activities
£ Analysis of the living conditions of teachers
R Visit of extracurricular events
R Visit and analysis of electives, circles, etc.
£ analysis of data on the state of health teachers
691. Task ((1325)) TK No. 1325
Set match. Types of intraschool control:
692. Task ((798)) TK 5 Topic 1-2-0
Restore the sequence. The activity system when implementing the control function includes:
1: collection of information
2: ordering information
3: analysis of information
4: evaluation of information
693. Task ((799)) TK 6 Theme 1-2-0
Restore the sequence. Monitoring the activities of subject teachers and class teachers as a control method includes the implementation of the following steps:
1: Visit studying
2: Analysis of training sessions
3: Visit of extracurricular events
4: Analysis of extracurricular activities
5: Visit and analysis of electives, circles, etc.
694. Task ((1202)) TK No. 1202
Restore the sequence. The analysis mechanism in the control structure includes:
1: object or phenomenon
2: decomposition for smaller elements
3: studying small elements
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
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Control of the educational process. Technol.aboutgiapedagogical regulation and correction of educationalaboutcesSa
Control and diagnostics The collection and preliminary processing (systematization) of information on the status of a managed system, about the changes occurring in it, the progress of the managed process (Yu. A. Konarzhevsky, T. I. Shamova, P. I. Tretyakov et al.).
Types of control.
Preliminary (introductory) control is aimed at identifying the state of the object of study before the implementation of a certain segment pedagogical process. For example, preliminary control can be carried out to identify the level of formation of certain training skills before implementing some technology.
Current control is a systematic verification of learning, skills and skills at each lesson. It is prompt, flexible, diverse on methods, forms, means.
Thematic control is carried out after large sections, programs, current training. It takes into account the current control data.
The final control is carried out on the eve of the translation to the next class or the learning stage. His task is to fix the minimum of preparation that further learning.
All types of control are interconnected, only the use of all types of control allows to obtain reliable information about the educational process and the development of the child's personality.
Regulation and correction The pedagogical process is closely related to control and diagnostics. The need for regulation and correction is due to the fact that a holistic pedagogical process is based on contradictions: on the one hand, it seeks to the organization (organized by the targeted activities of teachers and students), and on the other - to the disorganization, due to the influence of various external and internal factors, to consider which It is impossible in advance. The causes of the disorganization of the pedagogical process can be, for example, bringing into its structure of new forms, methods and contents, displacement of the space-time framework of a particular activity, changes in the contingent of pedagogical workers and students.
Efficiency (timeliness and optimality) regulationsbutnia The educational process is based on the analysis. In turn, the analysis of the situation is based on data obtained as a result of control and diagnostics. Thus, the regulation of the pedagogical process should be carried out as the final link in the chain "Control and diagnostics\u003e Analysis of the results of control and diagnostics\u003e Regulation and correction".
In particular, T. I. Shamova as one of the effective forms of regulation and correction in school management proposes dAY DRR (diagnostics, regulation and correction), including the following main stages:
1) carrying out microde;
2) analysis of the results of microde and identification of trends;
3) development of pedagogical consultation (the group of the most competent in this issue of teachers) of the regulatory and correction program;
4) Adoption of a managerial decision on the implementation of the developed program.
Among the requirements for regulation educational process and the correction of learning material assimilation, stand out:
accounting and correction by the teacher of his own errors made in the previous management cycle (for example, in the preparation and conduct of the lesson, the system of lessons on the topic, section, during the training quarter, half year, year);
regulation of relations within the student team in the learning process;
pedagogical support, psychological-therapeutic impact on children experiencing difficulties in carrying out certain tasks;
work on errors admitted to students in solving cognitive and practical tasks;
differentiation tasks Taking into account the individual pace of teaching, gaps in the knowledge system and experience in a particular student and others.
Regulation and correction are usually considered not as independent technologies, but as elements of other technologies, stages of the educational process. For example, in the lesson there may be a stage of the correction of the learning of a new material, and in the course of group problematic work it is necessary to regulate the interactions of pupils. In both examples, regulation and correction are auxiliary with respect to other activities.
However, several aspects of the pedagogical process can be distinguished, in which regulation and correction are the main activity: Correctional educational control of the school
regulation and correction as school management functions;
regulation and correction of the relationship of the student to school, a separate teacher, relationships in the student team;
prevention and elimination of didactic causes of failure (P.I. I. I. I.
correction of negative influences on the family school, teachers, other students;
self-correction of activities and behavior as a function of self-government;
stimulating the self-education of schoolchildren (P. N. Osipov) as the path of development of the experience of self-regulation and self-correction.
Some of their these areas correspond to the described teaching technologies.
Technology "Training Communication". Training is widely used in psychology and pedagogy mainly as a form correctional work. S. D. Polyakov believes that communication training can be used as teaching technology, noting that the development of training for communication as educational technology is largely due to often arising in educational process The need to correct the negative impact of the environment to the child (for correction of relations).
The main correctional educational tasks of the training of communication: the removal of psychological barriers to communicate, the destruction of individual and group negative installations, prejudices, the creation of positive images "I" and "We".
In the most general form, the training of communication includes the following technological steps:
input
warm-up
basic exercise
complete reflection.
Input part Training is the word lead-coach about the essence and rules of training. The tasks of the introductory part: to introduce pupils with the rules of the training of communication, motivate them on activity and openness during the training. Basic Training Rules:
the rule of participation (everything should be involved in the exercises);
the rule "here and now" (in the training it is necessary to talk only about what is happening in the class);
feedback rule (each participant of the training has the right to know the opinions of others about themselves, to obtain an assessment of his actions, provided that he will express such a request; without the permission of the participant of his action and the words are discussed and not being evaluated);
the rule of the circle (equality of all participants, the integrity of their group during the training; This is usually emphasized by placement in the circle of participants in the training);
the rule of the magic word (for example, the participant may refuse to say something or perform the action in turn, saying the "magic" word "I miss").
Workout it is several simple psychophysical exercises (usually 2-3). The main task of the warm-up: through psychophysical exercises to make the first steps to the atmosphere of confidence, to the consciousness "we". In the psychophysical exercises of the movement, the change of poses, facial expressions, etc. combined with the observation of their mental state, its understanding, description, discussion. When warm up, external actions and internal (mental) processes and conditions are usually discussed at the end of the stage. For discussion, the presenter offers training participants to use unfinished suggestions of the type "On the warm-up I felt ...", "performing an exercise (which one), I noticed that ..." or similar questions.
Basic exercise Percentage of several steps and takes the bulk of the training time. In the fulfillment of the main exercise, the lead-coach can participate (for some exercises, the participation of the coach in the exercise is a mandatory or desirable condition).
Final reflection - the final stage of the training of communication. At the beginning of this stage, the presenter asks to remember and call everything that was in class, not forgetting not a single stage or exercise. Then he offers pupils to express their opinion about the classes in the form of I-statements: "I realized that ...", "I think that ...", "I felt that ...".
The dialogue "Pedagogue is a pupil" as a technology of pedagogical correction. Justifying this pedagogical technology, S. D. Polekov indicates that the stages of the "teacher - pupil" dialogue are allocated and described by L. B. Filonov, as the stages of establishing trust contact with adolescent and correction of his relationship to the teacher. This attitude needs to be corrected if the pupil demonstrates distrust, in one degree or another, a pronounced readiness for aggression directed to the teacher.
In the technology of the Dialogue "Pedagogue - Pupil" there are six stages.
1. The stage of accumulation of consent. The goal of the stage consists in building the number of harmony: affirmative positive reactions of the pupil, both verbal and non-verbal. For this, the teacher uses the following techniques:
neutral statements that are not touching schoolboy problems (preferably without question intonation);
request obvious necessary assistance;
polite and respectful appeal to the pupil;
curly humor, directed to neutral and phenomena, etc.
Sign of the possibility of transition to the next stage: agreement with the teacher does not cause the pupil of internal resistance.
2. Stage of finding interests. Purpose: Creating a positive emotional background of communication "Pedagogue - Pupil". The main way is to appeal to the actual interests of the teenager. Some receptions:
undressing the features, the originality of the saying of the teenager ("You've gotten up healthy (noted, said, did)");
request for detail ("remind, please");
fixation of emotional coincidences ("I also liked");
providing opportunities for manifestation of his competence (appeal to the question, the answer to which a teenager probably knows);
non-verbal techniques of "accession" to the state of the pupil (gestures, facial expressions, speaking rhythm, pose, etc.).
Sign of the possibility of transition to the next step: the designation of the pupil before the teacher of its interests.
3. Stage of adoption of special qualities. Purpose: contact contact to the level of relative personal openness. It is important to remember: special qualities - does not mean only "bad". Fundamental rules:
demonstrate the adoption of both the pupil in general and the qualities declared in particular;
it is impossible to object, argue, otherwise evaluate the quality pupil;
it is impossible to demonstrate doubt in the presence of these qualities.
Sign of the possibility of transition to the next stage: the appearance of a teenager critical comments in the statements in the statements of critical comments against himself or signs of self-criticism (self-irony, easy doubt in the correctness of his act, etc.).
4. Stage of clarification of "dangerous" qualities (qualities unfavorable for interaction). The content of the teacher's activities at this stage is cautious asked about the details of situations in which the teenager submits himself in a disadvantageous light, as well as a discussion of the pupils committed and possible consequences.
Sign of the possibility of transition to the next step: the stories of the pupil about the past events of their lives, about the people around him.
5. Stage of Joint Analysis. Other Title: Stage Detection of Personal Identification. Personal identification is a correlation of oneself with other people, both attractive and antipathetic. In other words, at this stage, the teenager will have to "see its qualities in other people", "see on yourself from the content of the teacher's activities are to support the speaking, discussion of the teenager themes of the significance of people and their roles in the events of his life, assistance in analyzing actions and relationships . Possible actions of the teacher:
analysis of the teacher in communicating with a teenager of its motives and intentions in the commission of certain actions;
joint analysis of the causes of the imperfect of a teenager of certain actions;
please compare yourself with a middle person and a joint discussion of this comparison.
The completion of this stage is the conclusion that self-control and self-government is needed by their actions and behavior and proposal to the teacher's teenager in mastering the methods of control and self-control.
Sign of the possibility of transition to the next step: adoption by the pupil of the proposed teacher assistance in the development of rules and methods of control and self-control.
6. Stage of Selection of Action. Joint with a pupil Development of rules and ways of action in a particular situation in life in general. Logic of actions: from specific problematic situations for a teenager - to common program Self-education.
The main sign of achieving the results of the technology is: the desire of a schoolboy to communicate with the teacher who applied this technology to discuss their affairs and problems with him.
Possible (estimated, but not guaranteed) effects: joint business teacher and schoolchildren based on common interests, educational assistance to the teacher, changing the circle of communication of the teenager or the position of the teenager in the same circle of communication and so on.
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Pedagogical process
Questions studied at the seminar
1. The concept of technologies for monitoring and diagnosing the pedagogical process.
2. Technologies of pedagogical diagnosis in the educational process.
3. Diagnostics of pupils.
4. The concept of regulation and correction of the educational process. Self-regulation and self-correction.
5. Training communication.
6. Dialogue "Pedagogue - Pupil" as a technology of pedagogical correction.
Key concepts: Pedagogical diagnostics; control; Pedagogical regulation, correction.
Theoretical certificate
The implementation of control and diagnosis ensures the identification and elimination of deficiencies in the work of the school, the operational response to negative trends in the pedagogical process, consolidation and development of success, maintaining useful initiatives of teachers and students.
Control and diagnostics are assumed to collect and pre-process (systematization) information on the status of a managed system, about changes in it, on the progress of the managed process (Yu. A. Konarzhevsky, T. I. Shamova, P. I. Tretyakov et al.).
Training control as part of the didactic process and the didactic procedure puts the problems of the functions of testing and its content, types, methods and forms of control, measurements, and, it means, the criteria for the quality of knowledge, measuring scales and means of measurement, on the success of learning and the failure of students.
Types of control.
1. Preliminary (introductory) control is aimed at identifying the state of the object of study before the implementation of a certain segment of the pedagogical process. For example, preliminary control can be carried out to identify the level of formation of certain training skills before implementing some technology.
2. Current control is a systematic verification of learning, skills and skills at each lesson. It is prompt, flexible, diverse on methods, forms, means.
3. Thematic control is carried out after large sections, programs, current training. It takes into account the current control data. 24.
4. The final control is carried out on the eve of the translation into the next class or the learning stage. His task is to fix the minimum of preparation that further learning.
All types of control are interconnected, only the use of all types of control makes it possible to obtain reliable information about the educational process and the development of the child's personality.
The control performs the educational, educational and developing function, but the main function is diagnostic.
Pedagogical diagnostics - the scope of the teacher's activity, the educator, to which the purposeful study of the peculiarities and the possibilities of the personality of the student in order to optimally solve pedagogical problems.
The essence of pedagogical diagnosis is to study the current state (quality, character) of various elements and parameters of the pedagogical system in order to optimally solve pedagogical problems.
The object of pedagogical diagnosis is the educational process and its subjects (identity, group).
Stages of diagnostic activity:
1) formulation of the diagnostic problem;
2) conducting a diagnostic procedure;
3) formulation of pedagogical diagnosis;
4) forecasting;
5) the message of the results of the diagnosis of persons in need of this information to increase the effectiveness of the pedagogical process (the examined themselves themselves, their teachers, parents); The volume of information must be dosed, and the form of the results of the results should be tactical, not clean, not to harm the child to the survey;
6) Control of the impact on the student (group) of diagnostic information.
The central technological link of pedagogical diagnostics is the procedure. diagnostic study of personality with the subsequent formulation of pedagogical diagnosis.
Diagnostic study - The study process aimed at obtaining reliable knowledge about the status (character, quality) of any element of the pedagogical system. If, as a result of scientific research, there is an objectively new knowledge of the object being studied, the diagnostic study relies on the system of regulatory descriptions of the object in advance by other sciences and identifies its individual characteristics within the normal range and fixes the deviation from the norm.
Methods of pedagogical diagnostics: general scientific (observation), socio-psychological (survey, conversation, interview, survey), psychodiagnostic (personal questionnaires, tests, methods design), pedagogical (study of school documentation, labor products).
The diagnosis of the educational process exists from the moment of the appearance of specially organized pedagogical relations and is traditionally described in terms of "checking", "control", "test work", "Exam", "Analysis of the lesson" and has a pronounced didactic orientation. The subject of study of this section of pedagogical diagnostics are the results of training, academic performance and its gradation, the initial knowledge of students, the didactic procedures themselves.
Under exercise control of training and diagnosis of educational opportunities Pupils N. A. Sorokina recommends focusing on the following requirements:
Individual nature of monitoring and diagnostic activities;
Systematicity, regularity of it;
A variety of forms of control and diagnostics;
Coverage by controlling all parties to the content of education;
Objectivity of control and evaluation;
Differentiation, accounting specifics of educational material and individual features students;
Unity of school requirements.
Diagnostics of training (Didactic diagnostics) is carried out with the aim of timely detection, assessment and analysis of the flow of the educational process due to its productivity.
It includes control, verification, evaluation, accumulation of statistical data, their analysis, identification of dynamics, trends, predicting the further development of events.
Training control As part of the didactic process and the didactic procedure sets the problems of the functions of checking and its content, types, methods and forms of control, measurements, and, it means, the criteria for the quality of knowledge, measuring scales and measurement tools, the success of learning and the failure of students.
The control has an educational, educational and developing function, but the main function is diagnostic.
The most important principles of diagnosis are objectivity, systematic, publicity.
Diagnose, control, check, evaluate knowledge, the skills of students are needed in the logical sequence in which their study is carried out.
1. Pre-identification of the level of knowledge of the students.
2. Current check in the process of assimilation of each topic under study.
3. Re-check. (In parallel with the study of a new material, students repeat the studied earlier. Re-test contributes to the hardening of knowledge).
4. Periodic testing of knowledge, students' skills on a whole section or course topic.
5. Final verification and accounting of knowledge, skills acquired at all stages of the didactic process.
The diagnosis of trainee is aimed at identifying the educational capabilities of students.
The most important components of trainee are:
1) potential training capabilities;
2) the validation fund;
3) the generalization of thinking;
4) the pace of learning.
Similar information.
Regulation and correction are the necessary control function. Thanks to them, the ordering of the DOU control system is supported, disorganization factors are eliminated.
Regulation is determined by us as a type of activity based on making adjustments through operational methods, means and impacts in the process of managing the pedagogical system to maintain it at a progenuous level.
The effectiveness of the management process can be enhanced if each function in the management cycle system begins to interact with other types of management activities. For example, the work on the implementation of an examination of DOU (or intrasadian control) turns into a function only if the examination data (or control) serve as the basis for pedagogical analysis, and through it and for regulation and correction, which will lead to the assimilation of the results (examination or intraschool control) management cycle as a whole.
For the process of controlling the DW, generally characteristic is a contradiction between statics and dynamics. To translate the Dow system to a new quality condition, it is necessary to preserve its relative stability.
It is impossible to give the opportunity to internal and external disorganisy effects to change the system so that it has lost its main system signs.
But at the same time, the translation of the DOU system to a new state requires a change, further development of these signs towards their improvement.
The transition of the Dow system from the old state into a new control subject (control system) is carried out on the basis of progressive trends, accounting for modern tasks facing it. An example of such promotion based on regulation dOU activities There will be a development on the basis of conventional kindergartens of various types of DOU with a priority activity (intellectual, artistic and aesthetic, physical, etc.), the creation of elementary school complexes - kindergarten, child development centers, the work of pre-school institutions for various programs and technologies.
In the management cycle, in initially a contradiction between the functions of the organization and regulation, the organization's function to a certain extent reflects the purposeful functioning of the DOW system in specific conditions. The task of the control function and correction is to support one or another level of the system organization in this situation. But as soon as the situation changes, the regulatory function violates the stability of the organizational structure, leading it to the new conditions.
For a modern process of controlling the DOA, a certain extent is characteristic of the contradiction between the fact that the management entity is able to theoretically comprehend the requirements for updating its management activities and the fact that in most situations he does not know how to achieve it in practice.
In this case, a large field of activity for the organization of regulation and correction.
A personal-oriented approach in these processes occupies a special role. Correction is impossible without establishing the reasons for deviations in expected, designed results. Signs of such deviations may be unreasonably compiled plans and errors in them, the weakness of the forecasts, the lack of necessary and timely information, errors in the decisions made, poor performance, disadvantages in controlling and evaluating the final results.
The effectiveness of organizational regulation is measured primarily how rationally it is possible to organize the processes to be controlled with it.
Organizational regulation in the education system is based on the principles of social management and legal norms of the state.
So, organizational structure (managing and managed subsystems) optimally regulates the external and internal parties to management in the system of activities of the DOU. Such a structure contains the number, types and purpose of controls, the number of control stages and subordination directions in the management structure. It is the basis for the distribution of areas of activity (task distribution).
The distribution of the fields of activity, based on the purposes, includes the separation of controls on complex groups for each of the control subsystems at any level to be fulfilled in each case a certain link.
The distribution of the field of activity in the DOU system should be complemented by the distribution of workplaces oriented functions taking into account a personal-oriented approach to the organization of activities.
In the functionality, the content and volume of official powers are accurately determined. This is reflected in the document (order), which has a legal action.
In order to improve the efficiency of the pre-school institution, the improvement of relations in its democratization is being developed by the Charter of the DOW.
The purpose of working on the rationalization of management activities is to improve the quality of management, more efficient use of specialists, opening existing reserves.
To solve issues of rationalization of management processes, the days of diagnosis, regulation and correction (DRC) are promoted. Their task is operational diagnosis, the development of measures to regulate the processes of maintaining the DOU control system at a given level or transfer it to higher.
More on the topic regulation and correction of DOU control processes:
- Methods of conducting days of diagnosis, regulation and correction (DRC)
- Self-control and evaluation of the performance of the Dow Management
- Part III Problems of Unity of the Item, Method and Process of Legal Regulation Sections and heads of the monograph "Legal regulation: subject, method, process"
- 1. Modernization strategy of public administration: historical experience and modernity Modernization and management of the construction process of the Union State Russia - Belarus
4.4.1. Technologies forming the structure of activities.
The need to form operational thinking of students is due to a number of objective circumstances. Modern university is primarily a school independent, creative thought; Development of abilities and other individual psychological properties of the individual, which ensure the success of its heuristic educational and cognitive activity. According to many authors (V. S. Ilina, N. V. Kuzmina, Yu. N. Kulyuttkin, G. S. Sukobskaya, L. A. Regosh, V. A. Salahinin, etc.) one of the negative sides of modern higher education It is the dominant development of verbal logical thinking to the detriment of the synthetic creative, professional.
The problem of the development of professional thinking of the teacher is related to the works on the general theory of thinking and is based on studies of the peculiarities of practical thinking.
The origins of the problems lie in the studies of E. N. Torndayka, V. Keller, K. Bülera, K. Kofki, N. A. Ruger, M. Ya. Basova, S. L. Rubinstein. Although the named authors studied the action in a practical situation, everyday household reality ("practically effective thinking"), but even then S. L. Rubinstein has highlighted some characteristics peculiar to professional thinking: sophisticated observation, the ability to use to solve the problem is special and one in This problem situation, the ability to quickly move from thinking to action and back, direct need for a subject to immediately get out of the difficulty in which he turned out to be a skill to see the problem, support for "naive physics", empirical experience.
Problems of practical thinking interested researchers relatively recently. In foreign psychology, thinking included in practical activity was considered elementary, non-macatic, secondary to theoretical, form. Thus, it was assumed the absence of complex forms of thinking in various professions or the predominance of the simplest, clear-effective components of thinking.
The scientific decision of the problem of practical thinking was obtained in domestic psychology. The beginning of their research was found in the work of B. M. Teplova "Mind of the Command", which made perfectly
a new look at the practical thinking (1990). Although the work is devoted to the analysis of thinking in concrete activitiesNevertheless, it has a general relevant value. B. F. Lomov notes that
B. M. Teplov developed the theory of the so-called practical thinking, opening its multifaceted, active and very dynamic process. Characteristic, given B. M. Thermal practical mind of the commander has a fundamental importance for the development of professional thinking theory and can be used to construct the theoretical model of the teacher's thinking, which is a special case of practical thinking.
The similarity of the thinking of the teacher and the practical mind of the commander was indicated by F. N. Gonobolin, N. V. Kuzmina. In particular, N. V. Kuzmina writes: "Since the teacher constantly deals with the solution of practical problems, it is natural that practical pedagogical activities require the ability to practical thinking" (1970). It finds similarity in the essence of the tasks and processes of their solution, the ability of the foresight, the ability to allocate the main links, the knowledge of the psychology of teams, the ability to penetrate into the inner world of man, the need to continuously study and update knowledge.
Practical thinking is interpreted by B. M. Teplov based on the unity of the main mechanisms of thinking (analysis, synthesis, comparison, classification, generalization, abstraction, concretization). It is understood as a special form of mental activity, whose originality is determined by the specifics of the tasks facing a person in practical activity. He writes: "Human intelligence is one and one of the basic mechanisms of thinking, but various forms of mental activity are different because there are different tasks in the other case before the man's mind" (1990).
The work of the practical mind is directly "woven" into practical activities, is its natural component. And it determines the entire course of thinking. It is subordinated to the objectives of the implementation, solving private, specific tasks. The mind of a practitioner is constantly looking for and solves these tasks.
The teacher in his work is constantly looking for a lot of private tasks: the collection and processing of information, the search for a solution, which is carried out with the help of the same mechanisms: analyzing, synthesizing, generalizations. However, these operations have their own specifics. Analysis is a systematizing, for him typically "appeal" to all kinds of incoherent material and is characterized by the ability to quickly carry out systematization. Synthesis not only follows the analysis, but also precedes him. Practical thinking builds its special generalizations other than those who find a scientist (theorist), since, first of all, they are aimed at practice. These operations synthesize theoretical and practical knowledge (experience).
The results of the decision are the plans are ready for implementation. And these are special plans - these are "action plans." The mind of the teacher is constantly engaged in planning. Planning features flow from the properties of an indefinite (stacking), dynamic setting. Plans should be varying simplicity and clarity, flexibility, should not be too detailed and should not get far forward. They can not be
something unchanged, frozen, dead. They should be in a sense like a living organism, every instant changing, updating and precisely thanks to this preserving its performance and viability.
The thinking of the teacher relies on complex, systematically organized knowledge, which (quoting according to K. E. Osipova, 1997) includes:
· Knowledge of government standards defining school development at each stage public Development;
· Knowledge of theoretical concepts that make up the methodological basis of all sciences;
· Knowledge of theoretical foundations of training and education;
· Knowledge of psychological and pedagogical and methodological foundations of training and education;
· Knowledge of the anatomo-physiological, age and psychological characteristics of schoolchildren;
· Knowledge of the essence of learning and education processes, content, forms and methods for managing students' activity;
· Knowledge of special service;
· Knowledge of methods of teaching special services, conducting extracurricular work on special work;
· Knowledge of methods and methods for analyzing and taking into account the results of students and their own;
· Knowledge of methods of scientific research of psychological and pedagogical and special-concrete factors, phenomena, laws;
· Knowledge obtained from experience, etc.
B. M. Teplov notes the most important feature Available knowledge professional practices is their readiness for use, action. The method of acquiring these knowledge is based on "insatiable curiosity", "tirelessness to satisfy it." "Packaging" knowledge in practical thinking is such that in a minute of need, even at an unconscious level, without thinking about them, the teacher acts in the spirit of their requirements. Knowledge of the teacher is an alloy of theoretical and practical elements. It is changeable, movable, constantly rebuilt in accordance with the task being solved, are active. Accumulated knowledge makes the possibility of foresight. Anticipate - it means through the dusk of the unknownness and the fluidity of the situation, see the main meaning of the events committed, catch their main trend and, based on this, understand where they go. According to B. M. Teplova there are two ways leading to a successful anticipation: firstly - the calculation that suggests a large stock of knowledge and the ability to find the main, crucial point, going from which this calculation is produced; Secondly, the "acquaintance" of the enemy. The ability becomes at its point of view, arguing and deciding for it.
For professional practitioner, a high culture of the mind is characterized, under which there is a stock margin and a kind of readiness for their immediate use, a powerful analytical and synthetic ability, high productivity of thinking, the ability to solve new, unexpected tasks. The specifics of the teacher's thinking is not extremely the result of its "natural strength", and there is a result of a systematic exercise, permanent training.
In research B. M. Teplova, a fairly complete characteristic of professional thinking is given. D. N. Zavalishin, A. I. Kitov, V. G. Kondratieva, Yu. K. Kornilov, T. V. Kudryavtsev, K. K. Platonov,
A. S. Popov, V.N. Pushkin, A. V. Rodionov, V. V. Chebyshev et al., Developing the ideas of B. M. Teplov, clarify "practical thinking" using it to designate the specifics of the content, structures and Mental mechanisms for regulation of activities in various professions. Representatives of almost all professions, act as a commander or teacher, in conditions of large variability, increased responsibility, incompleteness of data, time deficit.
4.4.2. Technologies of the correction of the educational process; auxiliary technologies; Additional tasks and tasks: technology stimulating interpersonal contacts.
Special value B. professional activity Teachers occupy operational thinking.
V.N. Pushkin in his work "Operational thinking in large systems" (1965) investigated these problems in general and use in various professions in particular.
The very concept of "operational" is used usually in three senses:
1) activities consisting of operations;
2) activities flowing quickly;
3) T. K. Opera (Lat.) - work, then the operational thinking can be called thinking directly woven into human labor.
All these shades of the concept of "operational" in one degree or another refer to operational thinking. Indeed, the teacher's labor activity makes high requirements for the speed of its implementation, and as any labor activity, which is performed through day a day, it inevitably should include certain more or less clearly fixed operations. The operational thinking of the teacher as a regulator of the system consists of the following operations: planning, control and development of adjustment measures, solving problems to eliminate sharp disorders in the pedagogical process.
Planning is a mental activity to create a functioning plan for a managed object on a specific time cut. The basis of all activities is the general plan, which develops at the beginning of the day based on the knowledge of the educational program. During the day, the teacher plans its activities for 2-3 hours ahead. This is a private planning that is based on the assessment of the emerging dynamic situation and the correlation of the results of this assessment with information on the real course of the pedagogical process. Such, planning in which includes and evaluating the various possible options and the choice among them is the best is an important part of the professional promotional thinking of the teacher.
Control and regulation as special activity acts when ensuring the implementation of the work out of the plan. Control activities suggest high degree Readiness at every moment to intervene during the pedagogical process to eliminate the possible deviations from the program. Deviations in the functioning of managed objects from the planned lead to the need to change the plan. In the process of managing the teacher, for each moment there should be several spare options for the plan and adjustment measures for it is possible to more quickly eliminate the occurrence.
Solving tasks to eliminate sharp deviations in managed processes. In the work of the teacher, situations may arise in which, on the one hand, a sharp contradiction is found between the programmed and the actual progress of the pedagogical process, on the other - the teacher does not have a clear idea of \u200b\u200bwhat needs to be done to eliminate this contradiction, because There is no way of action. At the same time, 2 options are possible:
the teacher does not know the method of action at all, because This situation has not met earlier in his personal experience and is not provided for by the instructions;
in the second case, despite the unusualness, its disposal has separate adjustment techniques, the combination of which makes it possible to solve the problem.
Respectively thinking process In situations of this kind, it leads to the opening of a new method or to create a combination of known techniques, which has not been used earlier.
It is not difficult to see that in order for the system optimally worked, a person performing the function of the regulator in this system (in our case, the teacher), it is necessary to solve problems.
For our study, the most acceptable theoretical Conceptwhich determines the professional thinking of the teacher as a process of continuous solution of tasks (Kuzmina N. V.; Kulyuttin Yu. N., Sukhoboga ,; Osipova E. K. et al.).
Allocation of the psychological and pedagogical problem as the main structural component In the activities of the teacher, as well as its essence itself determine the use of the educational psychological and pedagogical task as one of the effective means of forming professional (pedagogical) thinking.
The activities of the teacher proceeds in concrete conditions of the educational process. The combination of these conditions currently forms a pedagogical situation at the moment. The most characteristic feature of any individual situation is some mismatch between the goal and the possibility of its immediate advantage, so any situation must contain one or another degree of problemability, i.e. It acts as a problem situation.
As S. L. Rubinstein emphasizes - a problem is called a certain objective situation in which the process of thinking originates. The setting of the problem (its wording) is the result of the fact that the problem situation containing some unpaid links is subject to analysis from a person, subject. The problem of the pedagogical situation is justified by the fact that it puts theoretical and practical issues (problems) of various difficulties in connection with the search for pedagogical decisions and planning actions.
Pedagogical situations are extremely mobile, "fluid", they seem to transfix one to another, all the components that form them are changed. Therefore, the teacher has to constantly analyze the situation, to extract missing knowledge, systematize them and evaluate from the point of view of the goal of their work.
There is no single concept of a psychological and pedagogical task in the literature. So, N. V. Kuzmina (1967) determines the task as a pedaging detectable contradiction between the already achieved and initial level of training and the educational student's student pupils with which the teacher works. In her opinion, the pedagogical task occurs whenever it is necessary to translate students from one state to another, to introduce to a certain knowledge, to form skill, skill (did not know - I learned, I didn't know how to me - I learned, I did not understand - I understood) or altered one knowledge system , skills, skills (incorrectly formed) to another.
Yu. N. Kulyutkin and G. S. Sukobsky believes that the task is a model of a problem situation containing the requirement to "relieve mismatch" and find means of exiting the situation (1981).
A. M. Savor (1980) considers the task as a motive to fill in a certain vacuum so that the information fill in the vacuum complies with a certain condition or requirement and logically consisted with information known to human.
A. F. Esaulov (1972) gives the following definition: "The task is more or less defined systems of information processes, an inconsistent or even controversial relationship, between which causes the need for their transformation. The essence of the solution is exactly in search of ways to overcome Such disagreement, which in some tasks can reach a pronounced contradiction. "
V.N. Pushkin (1965) proposes to describe the solution of tasks as such activities that manifests itself in cases where the mismatch between the manufacturing process program and the real position on the managed object and when the regulator has no regulatory set to eliminate this mismatch . As a result, a new, not applied earlier, actions, which leads to the elimination of the mismatch that has arisen.
The most widespread definition of the problem was given by A. N. Leontiev (1981). It can be used to characterize any type of tasks, regardless of their specific content: "The task is the purpose given under certain conditions." Since the achievement of a goal in a problem situation cannot be direct and immediately, it is necessary to find some means with which it would be possible to implement the goal in these conditions of activity. This tool is a desired object, and the requirement to determine (choose, construct) is formulated as a task requirement.
The modern concept of reforming the highest school, the social conditions of our society, to the fore, put forward the problem of changing the type of thinking, access to a higher professional stage and transition from reproductive to creative thinking. Operational thinking of the teacher takes a large niche in these problems.
Contradictions between the need for school practice and insufficient learning of theoretical developments identified the problem that is developed at the Department of Psychology of Development of the Tula Pedagogical University. Monitoring assumed to develop a process for the formation of operational professional thinking of the future teacher in solving them a system of educational and educational tasks in the cycle of psychological and pedagogical disciplines.
The selection and introduction into the educational process of students of psychological and pedagogical tasks gradually became more complicated by:
· Increasing semantic complexity;
· Health of difficulties, accuracy, adequacy;
· Increasing the number of sudden, non-standard tasks requiring the right and rapid solution.
The results of the experiment reliably show that the operational professional thinking of students is moderately interconnected with such mental and psychomotor properties as memory, attention, type of higher nervous activity, various types of sensorotor reactions. This proves the social and biological nature of the studied phenomenon available for development.
The development of operational professional thinking of students passes through three stages, each of which represents the development of the integral properties of the personality of the future teacher.
At the first stage, the fund of knowledge and skills is accumulated from the humanitarian, natural-scientific and special disciplines.
In the second stage, the level of manageability of accumulated funds is raised. That is, the more student accumulated all sorts of knowledge and skills than they are more diverse by types and qualities, the wider are generalized, the easier it is to solve the decision of the psychological and pedagogical task (situations of the school lesson), what are the unexpectedly, they would not be.
At the third stage of the development of the operational thinking of the student, they deliberately "face" with a variety of and unforeseen psychological and pedagogical tasks, put it in conditions that require fully adequate, fast and rational solutions.
Theoretical prerequisites (N. A. Bernstein, 1947) and our studies show that with the directional formation of the operational professional thinking of the teacher, various psychological and pedagogical knowledge and skill in the memory funds, without knowing how to quickly and adequately use them. This ability to cause the necessary funds at the desired moment and confidently control them is significantly increased by a suitable pedagogical impact.
The development of professional operational thinking in pedestrous students is necessary to prepare the future teacher to successful professional activities in the real pedagogical process, where there is a constant change of problem situations, in conditions of stress, suddenness, time deficit and increase the intellect of modern schoolchildren.
Control functions
Management should ensure the stable functioning of the preschool educational institution and at the same time its development, i.e. Changes, restructuring in accordance with new pedagogical ideas and the doctrine of the country's education.
K.Y. BELAYA under the "management" understands "targeted activities of the head to create the necessary conditions for the optimal functioning and development of a preschool educational institution", which does not disperse with the definitions given above.
Management activities in a preschool educational institution has a cyclical nature, i.e. It is a combination of interconnected stages constituting the completed circle of development.
Yu.A. Karzhevsky claims that the management cycle is considered as a holistic set of companies oriented on achieving one goal, performed simultaneously or in some sequence interacting with each other managerial functions that make a complete range of development and limited by certain, subject-spatial and temporary frameworks.
V.G. Afanasyev highlights these interacting and interrelated functions - operations arising from the management cycle:
development and adoption of the management decision (here he refers and planning as one of the forms of the management decision);
organization;
regulation, correction;
accounting and control.
L.M.Dyakina to the functions of the Control: Forecasting, Programming, Planning, Organization, Regulation, Control, Analysis, Adjustment, Stimulation, etc.
According to N.S. Sunzova, "The most accurate specificity of the intra-school management is expressed in four functions - planning, organization, control and coordination."
Yu.A. Konarzhevsky, A.N. Troyan, VS Lazarev, M.M. Potchik and other authors in addition to these four are considering pedagogical analysis as one of the functions of managing the educational institution. For example, Yu.A. Karzhevsky gives the definition of pedagogical analysis as a school management function to "... to study the state, trends, development, on an objective assessment of the results of a pedprocession and developing recommendations on the streamlining system or conduct it in a higher quality state."
K.Yu. White, revealing the management structure, preschool educational institution, notes that the head, driving a kindergarten, performs certain functions: informational and analytical, motivational target, planning-prognostic, organizational, executive, regulatory and control and diagnostic.
A.F. Pejerev The structure of the basic functions of the management system of the educational institution is in such a sequence:
The study of the actual state of the object (managed system).
Designing the promising state of the object.
Setting the priority goals and objectives of the transaction of the facility from the current state to designed.
Planning activities to achieve the goals and objectives.
Organization of planned activities.
Motivation of activities.
Regulation of contradictions.
Control and correction of activities.
Analysis and evaluation of results.
V.S. Lazarev allocates four types of managerial actions: planning, organization, management and control, based on the fact that in the aggregate these actions form a complete management cycle from the setting of goals before they are achieved and therefore are necessary and sufficient. At the same time, it considers these actions as complex, having its own structure and including other actions in it as components.
Interest to build management in a preschool educational institution represent the classification of Yu.A. Konarzhevsky, P.I. Tretyakova and G.K. Chekmarova.
Yu.A. Karzhevsky substantiated the system of interrelated activities of the school leader. It highlights features such as pedagogical analysis, planning, organization, intraschool control, regulation.
Pedagogical analysis is acting as a system-forming function. In the last works, the author as rod functions in the managerial cycle allocates collecting and working out information and adopt on their basis management solution.
P.I. Tretyakov and G.K. Chekmayv as independent, but interrelated control functions allocate:
motivational target;
planned prognostic;
organizational and performing;
assessment;
control and diagnostic;
regulatory correctional.
The dual name focuses on the intention of these functions.
Learning and analysis of literature shows that at present, the choice of the cycle links in the management of the educational institution is not established, and uniformity is not observed in the names.
V.S. Lazarev considers the control functions as a relationship between the control system and the managed object requiring the control system of a certain action to ensure the focus and organization of managed processes)
Regulation and correction are the necessary control function. Thanks to them, the ordering of the school management system is supported, disorganization factors are eliminated.
Regulation is determined by us as a type of activity based on making adjustments through operational methods, means and impacts in the process of managing the pedagogical system to maintain it on the programmed level.
The effectiveness of the management process can be improved if each function in the management cycle system begins to function, i.e. to interact with other types of management activities. For example, the work on the examination of the school (or intraschool control) turns into a function only when the examination data (or control) serve as the basis for the function of pedagogical analysis, and through it for the regulation and correction function, the implementation of which, in turn It should lead to an improvement in the results (examination or intra-school control) of the Office as a whole.
For the school management process, the contradiction between its static and dynamics is characteristic. To translate the school system to a qualitatively new state, it is necessary to preserve its relative stability.
It is impossible to give the opportunity to internal and external disorganisy effects to change the system so that it has lost its main system signs. At the same time, the translation of the school system in a new condition requires a change and further development of these signs towards their improvement.
The transition of a secondary school system into a new state is carried out on the basis of progressive trends, accounting for modern tasks. An example of such promotion will be the development on the basis of conventional general education schools of various specialized schools (school-lyceum schools, school-gymnasiums, schools "school - university", etc.) with in-depth study of individual items, with special curricula and programs.
In the managerial cycle, it is originally a contradiction between the functions of the organization and regulation. The organization's function to a certain extent reflects the purposeful functioning of the school system in specific conditions. The task of the regulation and correction functions is to maintain a particular level of the system organization in this situation. But as soon as the situation changes, the regulatory function violates the stability of the organizational structure, leading it to the new conditions.
For a modern process management process, a certain extent is characterized by a contradiction between the fact that the management entity is able to theoretically comprehend the requirements for updating its management activities, and the fact that in most situations he does not know how to achieve in practice.
Here is a large field of activity for the organization of regulation and correction. A personality-oriented approach in these processes plays a special role. Correction is impossible without establishing the reasons for deviations in the expected designed results. Signs of such deviations may be unreasonably compiled plans and errors in them, the weakness of the forecasts, the lack of necessary and timely information, errors in the decisions made, poor performance, disadvantages in controlling and evaluating the final results.
The effectiveness of organizational regulation is measured, first of all, how rationally it is possible to organize the processes to be managed with it.
Organizational regulation in the education system is based on the principles of social management and legal norms of the state.
Thus, the organizational structure of the managing and managed subsystems optimally regulates the external and internal parties to management in the system of organization of school activities. Such a structure contains the nomenclature, types and purpose of the controls, the number of management steps and subordination directions in the management structure. It is the basis for the distribution of areas of activity (task distribution).
The distribution of the fields of activity, based on the purposes, includes the separation of controls on complex groups for each of the control subsystems at any level to be fulfilled in each case a certain link. The distribution of the field of activity in the school system should be complemented by the distribution of function-oriented functions, taking into account a personal-oriented approach to the organization of activities.
In the functionality, the content and volume of official powers are accurately determined. This is reflected in the document (order), which has a legal action. In order to increase the efficiency of the school, improving relations in its conditions of democratization, the charter is being developed by the Charter of the General Education School.
The goal of working on rationalizing management activities is to improve the quality of management, more efficient use of education specialists, opening existing reserves.
To solve the issues of rationalization of management processes, the days of diagnosis, regulation and correction (DCR) are promoted in schools. Their task is the operational diagnosis, the development of measures to regulate the processes of maintaining a school management system at a given level or transfer it to a higher level.
Regulation and correction are the necessary control function. Thanks to them, the ordering of the DOU control system is supported, disorganization factors are eliminated.
Regulation is determined by us as a type of activity based on making adjustments through operational methods, means and impacts in the process of managing the pedagogical system to maintain it at a progenuous level.
The effectiveness of the management process can be enhanced if each function in the management cycle system begins to interact with other types of management activities. For example, the work on the implementation of an examination of DOU (or intrasadian control) turns into a function only if the examination data (or control) serve as the basis for pedagogical analysis, and through it and for regulation and correction, which will lead to the assimilation of the results (examination or intraschool control) management cycle as a whole.
For the process of controlling the DW, generally characteristic is a contradiction between statics and dynamics. To translate the Dow system to a new quality condition, it is necessary to preserve its relative stability.
It is impossible to give the opportunity to internal and external disorganisy effects to change the system so that it has lost its main system signs.
But at the same time, the translation of the DOU system to a new state requires a change, further development of these signs towards their improvement.
The transition of the Dow system from the old state into a new control subject (control system) is carried out on the basis of progressive trends, accounting for modern tasks facing it. An example of such promotion on the basis of the regulation of the DOW operation will be the development on the basis of conventional kindergartens of various types of DOU with a priority activity (intellectual, artistic and aesthetic, physical, etc.), the creation of elementary school complexes - kindergarten, child development centers, work pre-school institutions for different programs and technologies.
In the management cycle, in initially a contradiction between the functions of the organization and regulation, the organization's function to a certain extent reflects the purposeful functioning of the DOW system in specific conditions. The task of the control function and correction is to support one or another level of the system organization in this situation. But as soon as the situation changes, the regulatory function violates the stability of the organizational structure, leading it to the new conditions.
For a modern process of controlling the DOA, a certain extent is characteristic of the contradiction between the fact that the management entity is able to theoretically comprehend the requirements for updating its management activities and the fact that in most situations he does not know how to achieve it in practice.
In this case, a large field of activity for the organization of regulation and correction.
A personal-oriented approach in these processes occupies a special role. Correction is impossible without establishing the reasons for deviations in expected, designed results. Signs of such deviations may be unreasonably compiled plans and errors in them, the weakness of the forecasts, the lack of necessary and timely information, errors in the decisions made, poor performance, disadvantages in controlling and evaluating the final results.
The effectiveness of organizational regulation is measured primarily how rationally it is possible to organize the processes to be controlled with it.
Thus, the organizational structure (managing and managed subsystems) optimally regulates the external and internal parties to manage the activities of the DOU's activities. Such a structure contains the number, types and purpose of controls, the number of control stages and subordination directions in the management structure. It is the basis for the distribution of areas of activity (task distribution).
The distribution of the field of activity in the DOU system should be complemented by the distribution of workplaces oriented functions taking into account a personal-oriented approach to the organization of activities.
In the functionality, the content and volume of official powers are accurately determined. This is reflected in the document (order), which has a legal action.
In order to improve the efficiency of the pre-school institution, the improvement of relations in its democratization is being developed by the Charter of the DOW.
The purpose of working on the rationalization of management activities is to improve the quality of management, more efficient use of specialists, opening existing reserves.
To solve issues of rationalization of management processes, the days of diagnosis, regulation and correction (DRC) are promoted. Their task is operational diagnosis, the development of measures to regulate the processes of maintaining the DOU control system at a given level or transfer it to higher.
More on the topic regulation and correction of DOU control processes:
- Methods of conducting days of diagnosis, regulation and correction (DRC)
- Self-control and evaluation of the performance of the Dow Management
- Part III Problems of Unity of the Item, Method and Process of Legal Regulation Sections and heads of the monograph "Legal regulation: subject, method, process"
- 1. Modernization strategy of public administration: historical experience and modernity Modernization and management of the construction process of the Union State Russia - Belarus
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Control of the educational process. Technol.aboutgiapedagogical regulation and correction of educationalaboutcesSa
The implementation of control and diagnosis ensures the identification and elimination of deficiencies in the work of the school, the operational response to negative trends in the pedagogical process, consolidation and development of success, maintaining useful initiatives of teachers and students.
Control and diagnostics The collection and preliminary processing (systematization) of information on the status of a managed system, about the changes occurring in it, the progress of the managed process (Yu. A. Konarzhevsky, T. I. Shamova, P. I. Tretyakov et al.).
Training control as part of the didactic process and the didactic procedure puts the problems of the functions of testing and its content, types, methods and forms of control, measurements, and, it means, the criteria for the quality of knowledge, measuring scales and means of measurement, on the success of learning and the failure of students.
Types of control.
Preliminary (introductory) control is aimed at identifying the state of the object of study before the implementation of a certain segment of the pedagogical process. For example, preliminary control can be carried out to identify the level of formation of certain training skills before implementing some technology.
Current control is a systematic verification of learning, skills and skills at each lesson. It is prompt, flexible, diverse on methods, forms, means.
Thematic control is carried out after large sections, programs, current training. It takes into account the current control data.
The final control is carried out on the eve of the translation to the next class or the learning stage. His task is to fix the minimum of preparation that further learning.
All types of control are interconnected, only the use of all types of control allows to obtain reliable information about the educational process and the development of the child's personality.
Regulation and correction The pedagogical process is closely related to control and diagnostics. The need for regulation and correction is due to the fact that a holistic pedagogical process is based on contradictions: on the one hand, it seeks to the organization (organized by the targeted activities of teachers and students), and on the other - to the disorganization, due to the influence of various external and internal factors, to consider which It is impossible in advance. The causes of the disorganization of the pedagogical process can be, for example, bringing into its structure of new forms, methods and contents, displacement of the space-time framework of a particular activity, changes in the contingent of pedagogical workers and students.
Efficiency (timeliness and optimality) regulationsbutnia The educational process is based on the analysis. In turn, the analysis of the situation is based on data obtained as a result of control and diagnostics. Thus, the regulation of the pedagogical process should be carried out as the final link in the chain "Control and diagnostics\u003e Analysis of the results of control and diagnostics\u003e Regulation and correction".
In particular, T. I. Shamova as one of the effective forms of regulation and correction in school management proposes dAY DRR (diagnostics, regulation and correction), including the following main stages:
1) carrying out microde;
2) analysis of the results of microde and identification of trends;
3) development of pedagogical consultation (the group of the most competent in this issue of teachers) of the regulatory and correction program;
4) Adoption of a managerial decision on the implementation of the developed program.
Among the requirements for regulating the educational process and the correction of the learning material assimilation are allocated:
accounting and correction by the teacher of his own errors made in the previous management cycle (for example, in the preparation and conduct of the lesson, the system of lessons on the topic, section, during the training quarter, half year, year);
regulation of relations within the student team in the learning process;
pedagogical support, psychological-therapeutic impact on children experiencing difficulties in carrying out certain tasks;
work on errors admitted to students in solving cognitive and practical tasks;
differentiation of learning tasks, taking into account the individual pace of teaching, gaps in the knowledge system and experience in one or another student and others.
Regulation and correction are usually considered not as independent technologies, but as elements of other technologies, stages of the educational process. For example, in the lesson there may be a stage of the correction of the learning of a new material, and in the course of group problematic work it is necessary to regulate the interactions of pupils. In both examples, regulation and correction are auxiliary with respect to other activities.
However, several aspects of the pedagogical process can be distinguished, in which regulation and correction are the main activity: Correctional educational control of the school
regulation and correction as school management functions;
regulation and correction of the relationship of the student to school, a separate teacher, relationships in the student team;
prevention and elimination of didactic causes of failure (P.I. I. I. I.
correction of negative influences on the family school, teachers, other students;
self-correction of activities and behavior as a function of self-government;
stimulating the self-education of schoolchildren (P. N. Osipov) as the path of development of the experience of self-regulation and self-correction.
Some of their these areas correspond to the described teaching technologies.
Technology "Training Communication". Training is widely used in psychology and pedagogy mainly as a form of correctional work. S. D. Polyakov believes that the training of communication can be used as technology upbringing, noting that the development of training for communication as educational technology is largely due to the need to correctly arise in the educational process to correct the negative impact of the environment on a child (for correction of relationships).
The main correctional educational tasks of the training of communication: the removal of psychological barriers to communicate, the destruction of individual and group negative installations, prejudices, the creation of positive images "I" and "We".
In the most general form, the training of communication includes the following technological steps:
input
warm-up
basic exercise
complete reflection.
Input part Training is the word lead-coach about the essence and rules of training. The tasks of the introductory part: to introduce pupils with the rules of the training of communication, motivate them on activity and openness during the training. Basic Training Rules:
the rule of participation (everything should be involved in the exercises);
the rule "here and now" (in the training it is necessary to talk only about what is happening in the class);
feedback rule (each participant of the training has the right to know the opinions of others about themselves, to obtain an assessment of his actions, provided that he will express such a request; without the permission of the participant of his action and the words are discussed and not being evaluated);
the rule of the circle (equality of all participants, the integrity of their group during the training; This is usually emphasized by placement in the circle of participants in the training);
the rule of the magic word (for example, the participant may refuse to say something or perform the action in turn, saying the "magic" word "I miss").
Workout it is several simple psychophysical exercises (usually 2-3). The main task of the warm-up: through psychophysical exercises to make the first steps to the atmosphere of confidence, to the consciousness "we". In the psychophysical exercises of the movement, the change of poses, facial expressions, etc. combined with the observation of their mental state, its understanding, description, discussion. When warm up, external actions and internal (mental) processes and conditions are usually discussed at the end of the stage. For discussion, the presenter offers training participants to use unfinished suggestions of the type "On the warm-up I felt ...", "performing an exercise (which one), I noticed that ..." or similar questions.
Basic exercise Percentage of several steps and takes the bulk of the training time. In the fulfillment of the main exercise, the lead-coach can participate (for some exercises, the participation of the coach in the exercise is a mandatory or desirable condition).
Final reflection - the final stage of the training of communication. At the beginning of this stage, the presenter asks to remember and call everything that was in class, not forgetting not a single stage or exercise. Then he offers pupils to express their opinion about the classes in the form of I-statements: "I realized that ...", "I think that ...", "I felt that ...".
The dialogue "Pedagogue is a pupil" as a technology of pedagogical correction. Justifying this pedagogical technology, S. D. Polekov indicates that the stages of the "teacher - pupil" dialogue are allocated and described by L. B. Filonov, as the stages of establishing trust contact with adolescent and correction of his relationship to the teacher. This attitude needs to be corrected if the pupil demonstrates distrust, in one degree or another, a pronounced readiness for aggression directed to the teacher.
In the technology of the Dialogue "Pedagogue - Pupil" there are six stages.
1. The stage of accumulation of consent. The goal of the stage consists in building the number of harmony: affirmative positive reactions of the pupil, both verbal and non-verbal. For this, the teacher uses the following techniques:
neutral statements that are not touching schoolboy problems (preferably without question intonation);
request for obvious assistance;
polite and respectful appeal to the pupil;
curly humor, directed to neutral and phenomena, etc.
Sign of the possibility of transition to the next stage: agreement with the teacher does not cause the pupil of internal resistance.
2. Stage of finding interests. Purpose: Creating a positive emotional background of communication "Pedagogue - Pupil". The main way is to appeal to the actual interests of the teenager. Some receptions:
undressing the features, the originality of the saying of the teenager ("You've gotten up healthy (noted, said, did)");
request for detail ("remind, please");
fixation of emotional coincidences ("I also liked");
providing opportunities for manifestation of his competence (appeal to the question, the answer to which a teenager probably knows);
non-verbal techniques of "accession" to the state of the pupil (gestures, facial expressions, speaking rhythm, pose, etc.).
Sign of the possibility of transition to the next step: the designation of the pupil before the teacher of its interests.
3. Stage of adoption of special qualities. Purpose: contact contact to the level of relative personal openness. It is important to remember: special qualities - does not mean only "bad". Fundamental rules:
demonstrate the adoption of both the pupil in general and the qualities declared in particular;
it is impossible to object, argue, otherwise evaluate the quality pupil;
it is impossible to demonstrate doubt in the presence of these qualities.
Sign of the possibility of transition to the next stage: the appearance of a teenager critical comments in the statements in the statements of critical comments against himself or signs of self-criticism (self-irony, easy doubt in the correctness of his act, etc.).
4. Stage of clarification of "dangerous" qualities (qualities unfavorable for interaction). The content of the teacher's activities at this stage is cautious asked about the details of situations in which the teenager submits himself in a disadvantageous light, as well as a discussion of the pupils committed and possible consequences.
Sign of the possibility of transition to the next step: the stories of the pupil about the past events of their lives, about the people around him.
5. Stage of Joint Analysis. Other Title: Stage Detection of Personal Identification. Personal identification is a correlation of oneself with other people, both attractive and antipathetic. In other words, at this stage, the teenager will have to "see its qualities in other people", "see on yourself from the content of the teacher's activities are to support the speaking, discussion of the teenager themes of the significance of people and their roles in the events of his life, assistance in analyzing actions and relationships . Possible actions of the teacher:
analysis of the teacher in communicating with a teenager of its motives and intentions in the commission of certain actions;
joint analysis of the causes of the imperfect of a teenager of certain actions;
please compare yourself with a middle person and a joint discussion of this comparison.
The completion of this stage is the conclusion that self-control and self-government is needed by their actions and behavior and proposal to the teacher's teenager in mastering the methods of control and self-control.
Sign of the possibility of transition to the next step: adoption by the pupil of the proposed teacher assistance in the development of rules and methods of control and self-control.
6. Stage of Selection of Action. Joint with a pupil Development of rules and ways of action in a particular situation in life in general. Logic of actions: from specific problematic situations for a teenager - to the general program of self-education.
The main sign of achieving the results of the technology is: the desire of a schoolboy to communicate with the teacher who applied this technology to discuss their affairs and problems with him.
Possible (estimated, but not guaranteed) effects: joint business teacher and schoolchildren based on common interests, educational assistance to the teacher, changing the circle of communication of the teenager or the position of the teenager in the same circle of communication and so on.
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Technology of pedagogical regulation, correction and control of the educational process
1. History of development of pedagogical diagnostics
Pedagogical diagnosis has as many years as all pedagogical activities. Who taught the systematically, always tried to identify the results of their efforts. This was done for several millennia of pedagogical activity with the help of methods that our current concepts are dadar. And only in the last two centuries, scientifically controlled methods began to be applied in an all-expressive extent.
The concept of "pedagogical diagnosis" was proposed by K. Inganamp, by analogy with medical and psychological diagnosis In 1968, within the framework of a single scientific project. In terms of its tasks, goals and scope, pedagogical diagnostics are independent. She borrowed its methods and in many ways the image of thoughts from psychological diagnosis.
There are various definitions of scientific diagnostics. There are diagnostics of studies, i.e. The consequences achieved results and trainee.
The diagnosis is invested wider and deeper meaning than in the traditional test of knowledge, the skills of the student. The check only states the results without explaining their origin. Diagnostation examines the results due to ways, ways to achieve them, identifies trends, dynamics of formation of learning products. Diagnostics includes control, check, evaluation, accumulation of statistical data, analysis, identification of dynamics, trends, predicting the further development of events. Thus, pedagogical diagnosis is called upon,
first, optimize the process of individual learning,
secondly, in the interests of society to provide proper definition learning outcomes and
thirdly, guided by the developed criteria, minimize the errors when transferring students from one study group to another.
Diagnostic tools was created over the past hundred years. The forerunner of the test of school performance was approximately in 1864. Scale Books (Books) Englishman George Fischer. In 1894, American J.M. Riene applied its tables to test the knowledge of spelling to study the effectiveness of didactic techniques.
As the earliest example of the diagnosis of personal academic performance, in the literature, Chinese examinations in the system of public services were mentioned in more than 1000 years BC. In most European states between 1790 and 1870. The exams were introduced for receiving public service. Publicly significant consequence of the introduction of exams was ensured by the equality of chances.
In the Middle Ages, the Tabel, being a document necessary to obtain a scholarship, performed completely different tasks. He was issued only to those in need of students as a certificate to obtain scholarships or other similar benefits and contained more information about attendance and behavior than about academic performance. With the transition to the graduation system in about the middle of the XIX century. and introducing a universal four-year-old elementary school in 1920, when school certificates with academic performance, abilities and interests were taken into account when transferring to schools of the second stage, the Tabel acquired an extreme importance that today has reached its culmination point in the practice of student selection for learning disciplines with a limited number of places.
After World War II during the first quarter of decades in the theory and practice of pedagogical diagnostics, there was almost no change, not counting the emergence of individual tests, the preparation of which was encouraged by the US military administration and that nevertheless were not widely used. Only with the advent of tests that determine the level of physical and mental Development Child needed to start school Education (Of these in 1960, there were already nine group tests), they followed their more active implementation.
2. Functions, requirements and control principles
Control as educational action It is carried out not as an inspection of the quality of assimilation under the final result of the training activities, but as a step of active trace of the eroshes of their thinking operations on its move and performed by the student.
Control is also a way to obtain information about the qualitative state of the educational process. The teacher's control is aimed at both the student's activities and the degree of interaction of students and teachers.
The control mechanism in the educational process plays a significant role in the cognitive activity of students. Control performs a training, diagnostic, educational, developing, prognostic, orienting and other functions.
The purpose of the controlling (managing) function is to establish feedback (external: student - teacher and internal: student - student), as well as accounting for control results.
The training function of control is to improve knowledge and skills, their systematization. In the process of checking, students repeat and fix the material learned. They not only reproduce the previously studied, but also apply knowledge and skills in new situations. Check helps schoolchildren to allocate the main thing, the main thing in the material studied, make the checked knowledge and skill with clearer and accurate. Control contributes to the generalization and systematization of knowledge.
Diagnostic function - obtaining information about errors, shortcomings and gaps in the knowledge and skills of students and generating their causes of students' difficulties in mastering educational materials, about the number, nature of errors. The results of diagnostic checks help choose the most intensive learning methodology, as well as clarify the direction of further improving the content of the methods and means of training.
The prognostic verification function serves to obtain advanced information about the educational process. As a result of the inspection, there is grounds for the progress of a certain segment of the educational process. The forecast results are used to create a model for further behavior of the student who makes this type of error today or having certain gaps in the system of intake of cognitive activity. The forecast helps to get faithful conclusions for further planning and implementation of the educational process.
The developing function of control consists in stimulating the cognitive activity of students, in the development of their creative abilities. In the process of control, it develops, memory, attention, imagination, will and thinking of schoolchildren, the motives of cognitive activity are formed. The control has a great influence on the development and manifestation of such personal qualities as abilities, inclinations, interests, needs.
Orienting function - obtaining information about the degree of achieving the goal of learning a separate student and class as a whole - how learned and how deeply studied learning material has been studied. Control orienses students in their difficulties and achievements.
The raising function of control is to educate the students responsible attitude towards the teachings, discipline, accuracy, honesty. Check prompts schoolchildren more seriously and regularly control themselves when performing tasks. It is a condition for the cultivation of solid will, perseverance, habits for regular work.
The emotional function is manifested in the fact that any type of assessment (including marks) creates a certain emotional student's reaction. Indeed, the assessment can inspire, send to overcoming difficulties, to support, but may also disappear, write down in the category of "lagging", aggravate low self-esteem, disrupt contact with adults and peers. The implementation of this most important function when verifying the learning outcomes is that the emotional reaction of the teacher must comply with the emotional reaction of the schoolchild (to delight together with him, upset together with Mime. The situation of success and emotional well-being - the prerequisites that the student will quietly accept the teacher's assessment, will analyze Together with him, mistakes and challenges the ways to eliminate them.
Social function is manifested in the requirements of the child to the level of preparing the child school age. During the control, the compliance with the student achieved by students, established by the state, the standard (standard), and the assessment expresses the reaction to the degree and quality of this compliance, i.e. Ultimately, the control and assessment system for the teacher becomes a tool of public alerts and the state on the state and problems of education in this society and at this stage of its development, this gives grounds for predicting the areas of development of formations in the nearest and distant prospects, making the necessary adjustments to the education system of the younger generations, providing the necessary assistance to both the student and the teacher.
So diverse control functions put forward and multifaceted requirements for it.
Comprehensiveness. This requirement involves the implementation of control in content, form (methods), depth, freedom and independence.
Individuality. The control should provide not just a personal assessment of each controlled, but its individual substantiation and individual analysis of the level of preparation of each.
Systemativity. This, of course, does not mean the school survey system at each lesson, but the control should be so regular to make it a clear stages and were mobilized, and forced to systematic work on themselves of each student.
Stimulating character. Control cannot and should not scare and disappoint, but, on the contrary, to encourage, maintain any movement forward, to encourage the effort.
Allocate five mains control principles:
* objectivity;
* systematically;
* clarity;
* comprehensiveness;
* Educational.
Objectivity lies in the scientifically reasonable content of diagnostic tests (tasks, questions), diagnostic procedures, equal, in a friendly of the teacher to all trainees, accurate, adequately established criteria for assessing knowledge, skills. The practical objectivity of the diagnosis means that the estimates coincide independently of the methods and means of controlling and teachers that are diagnosed.
The requirement of the principle of systematics is to carry out diagnostic control, at all stages of the didactic process - from the initial perception of knowledge and to their practical application. Systemativity is that all those trained from the first and until the last day of stay in an educational institution are subject to regular diagnostics.
The principle of visibility (publicity) is, first of all, in conducting open tests of all trainees in the same criteria. The rating of each student, installed in the diagnostic process, is visual, comparable. The principle of publicity also requires the announcement and motivation of estimates. Evaluation is a reference point for which students are judged by the standards of requirements for them, as well as about the objectivity of the teacher.
3. Classification of students' knowledge control forms
In modern pedagogy distinguish the following types of control:
Preliminary;
Thematic;
Friend (phased);
Final;
Final.
Preliminary control is necessary to obtain information about the initial level of cognitive activity of students, as well as before the study of certain topics of discipline. The results of such control should be used to adapt the educational process to the characteristics of the contingent of students.
Some teachers exercise preliminary control before studying. new topic Or at the beginning of the year, quarter. His goal is to familiarize themselves with the general level of student training on the subject. Preliminary check also hold teachers of the first classes, a set of students. Long before the school year, they study the readiness of children for school education, introduce parents with the requirements that will be presented to their children in grade 1, advise how best to prepare kids to school.
If the response or student's work at the beginning of the school year will deserve an excellent, good or satisfactory assessment (when compared with the standard), then the mark is set and accompanied by an estimated judgment from which they would be clearly visible.
the advantages of the answer, the work of the student or their shortcomings. If the student's response is weak and will deserve unsatisfactory assessment, then it is advisable to not extend the unsatisfactory mark so that at first it does not injure the student, but to limit the appropriate evaluation judgment or tactful suddenness. The student has a desire to take advantage of the opportunity to better master the educational material and get a positive assessment, i.e. This measure describes the stimulating evaluation function.
Current control is carried out in everyday school work and is expressed in the systematic observations of the teacher for the educational and educational activities of the student at each lesson. The information obtained during the avenue observation on how students learn the training material, how their skills and skills are formed, helps the teacher rational methods and acceptance of academic work.
During the school year, the actions of the teacher at the time of the assessment will be different than when evaluating at the beginning of the year. If the answer or work of the student is higher, then the assessment is set and accompanied by an appropriate estimated judgment.
If the answer or the student's job deserve, albeit a positive, but lower estimate, what he usually received (i.e., a good or satisfactory instead of the usual good), the teacher first finds out why the student answered worse than usual, and then carefully plays, sets the mark And in the estimated judgment indicates the weak side of the answer or work.
If the teacher comes to the conclusion that the answer does not make the right impact on the student (will not become an incentive or raising factor), he does not exhibit it. In this case, the teacher is limited to evaluation judgment.
When the response or work of the student will deserve a satisfactory assessment, it is necessary to find out the reason for bad work and only after that decide: to set a mark or apply the deferred evaluation method. In the latter case, it should be borne in mind that the reasons for a bad answer can be respectful and disrespectful.
The teacher should be borne in mind that the resulting "Two" in one student causes chagrin, the other one perceives it indifferently; One student she can stimulate to active learning activities, on the other acts paralyzu, and he completely "lowers hands," being confident in the hopelessness of the situation and in its inability to catch up.
The teacher is not the controller and not a fixer of the achievements or failures of students in training work. He needs not only knowledge, but also the search for methodological techniques, the use of which would encourage and developed interest in learning to teach, made training really developing and raising. It is impossible to injure the schoolchildren unsatisfactory marks, if he does not have time for the reasons independent of him, as much as possible, goodwill to his pupils in reasonable pedagogical requirements for them and as little formalism as possible - this is what is required from each teacher.
Thematic (periodic) control. The identification and assessment of the knowledge and skills of students learned not on one, but in several lessons, are provided by periodic control. His goal is to establish how successfully students own a system of certain knowledge, signs, the overall level of their assimilation, whether it is responsible for the requirements of the program. Periodic control is carried out, as a rule, after studying the logically completed part of the educational material - themes, subtopics, incomplete topics (partition) or the full course. If the material is checked on the lesson system, which covers a certain topic, then these are thematic control. His task is to check and evaluate the knowledge of students on each topic of the educational subject.
Students in the course of such an audit are taught logically to think, generalize the material, analyze it, highlighting the main thing, significant. Specificity of this type of control:
* The student is provided extra time to prepare and ensures that it is possible to revise, apply the material to correct the previously obtained mark.
* When setting a final mark, the teacher does not focus on the middle score, and only the final marks on the topic given, which "cancel" the previous, lower, which makes control more objective.
* The ability to get a higher evaluation of your knowledge. Clarification and deepening of knowledge becomes a motivated student's action, reflects his desire and interest in teaching.
Rubber control - checking the learning achievements of each student before the teacher proceeds to the next part of the educational material, the assimilation of which is impossible without assimilation of the previous part.
Final control - exams at the rate. This is the result of the study of the discipline passed, which reveals the ability of the student to further study.
Final control - graduation exams at school, protection of thesis in high school, passing state exams.
Depending on what is monitored by the results of students' activity, the following three types of control.
External (carried out by the teacher over the activities of the student).
Mutual (carried out by a student over the activities of a comrade).
Self-control (carried out by a student over its own activities).
Common for pedagogy questions is "How to control?". For pedagogical communication, control can be considered from different points of view:
* methods (traditional or non-traditional);
* character (subjective, objective);
* Using TSO (machine, abnormal);
* Forms (oral, written);
* time (preliminary, initial, source, current, phased, final, final);
* Massiness (individual, frontal, group);
* controlling persons (teacher, student - partner, self-control);
* Didactic material:
Control without didactic material (an essay, oral survey, dispute);
FROM didactic material (distribution material, tests, tickets, controlling programs);
Based on a familiar, worked and learned material;
Based on a new material similar in shape and content with the material learned earlier.
For the effective functioning of the pedagogical control system, compliance with several limiting conditions:
* Objectivity (i.e., there must be unified evaluation criteria for all teachers, and these criteria students should be known in advance);
* publicity so that any interested party can analyze the results and make the appropriate conclusions;
* Incompanity - the estimate issued by the teacher should not be questioned by each of the parties (even in the case conflict situation and creating a conflict examination commission examiner remains the same).
4. Organization of knowledge control
For the organization of objective control of knowledge of students, it is necessary to clearly imagine the requirements for the knowledge and levels of the necessary activities of students.
Requirements for knowledge Must be as follows:
* Unambiguity, i.e. The set of education should be unambiguously understood by everyone;
* Diagnosticity, i.e. must exist the possibility of checking the achievement of the goal;
The purpose of the secondary school is the formation of a human culture, so the purpose of teaching everyone academic disciplines It should be formulated in general cultural terms.
V.P. Bespalko allocated the following levels of activity:
Acquaintance (skill to identify the studied object, highlight it among other objects, to classify objects on a specified sign);
Playback (the ability to reproduce orally or writing material studied, solve the standard task of the known type);
Skill (ability to apply the well-known method in new, non-standard conditions, solve the non-type task);
Transformation, i.e. Creativity (the ability to create a new, unknown method or approach to solving the problem).
For each type of educational institutions (higher, secondary special, general education), state educational standards are developed and approved by the Ministry of Education of Russia, which determine not only the substantive part of education, but also the required level of activity of the student.
5. Traditional and non-traditional knowledge control forms
In school practice there are several traditional forms Control of knowledge and skills of students:
Brief independent work;
Written test;
Control laboratory work;
Oral offset on the topic studied;
Classic oral survey at the board and more ..
Dictation - form of written control of knowledge and skills of students. It is a list of questions that students should give immediate and brief replies. Time for each response is strictly regulated and enough, therefore, the formulated questions should be clear and demanding unambiguous, not requiring long reflection, answers. It is the shortness of dictation answers that distinguishes it from other forms of control. With the help of dictations, you can check the limited area of \u200b\u200bstudents' knowledge. The dictation does not allow you to check the skills that students were traded when studying a particular topic.
Thus, the speed of the dictation is both its dignity and disadvantage, since Limits the area of \u200b\u200bchecked knowledge. However, this form of monitoring knowledge and skills of students removes part of the load with other forms, as well as, as will be shown below, can be successfully applied in combination with other forms of control.
Short-term independent work. Here, students also ask a number of issues that are invited to give their reasonable answers. As tasks may act theoretical issues; tasks for checking the ability to solve problems on this topic; Specific situations formulated or shown in order to check the skill of students to recognize phenomena; Tasks for modeling (reproduction) of specific situations corresponding to scientific facts and concepts, except for creating concepts, because This requires more time. It is clear that short-term independent work requires much longer than previous forms of control, and the number of questions may be no more than 2-3, and sometimes independent work consists of one task.
Written testing is the most common form in school practice. Traditionally, test work is carried out in order to determine the final result in learning the ability to apply knowledge to perform the tasks of a specific type on this topic or section. In our opinion, the concept of "test work" should be expanded and included in it various types of tasks, if it is used by the teacher as a form of control of knowledge and skills of students at the end of the study of the topic.
The number of tests of test work is a controversial issue. The school uses 2, 4, 6 and even 8 options, because Teachers are trying as best as possible, to ensure the independence of the tasks by each student. An increase in the number of options leads to an increase in the amount of time required to test the test work by the teacher, as well as to the emergence of the difficulty associated with the preparation of a large number of options for the same complexity. On the other hand, such a mistrust to students seems unreasonable to us, because To write off them is not lazy or dishonesty, but insecurity in their abilities. Therefore, to increase autonomy when performing test work, it is not an increase in the number of options, but by improving the preparation of students to it.
Control laboratory work. Laboratory work - A rather unusual form of control, it requires not only knowledge, but also the ability to apply these knowledge in new situations, intelligence. Laboratory work activates cognitive activity Pupils, because From working with a handle and notebook, students go to work with real objects. Then the tasks are made easier and more willing.
The classic oral survey at the board is organized in different ways, depending on its purpose and on the content of the material being checked. Among the target checks, you can select the following: check your homework, identify the preparedness of students to study the new material, check the degree of understanding and learning new knowledge. Depending on the content, it is carried out according to the material of the previous lesson or by separate sections and themes.
The verification technique includes two main parts:
a) drawing up verification issues and their task;
b) the response of students to the questions.
Drawing up verification issues and tasks - important element Oral check. Quality of questions is determined by their content, the nature of the students being performed when answering mental actions, as well as verbal wording.
The oral inspection is considered effective if it is aimed at identifying the meaningfulness of the perception of knowledge and the awareness of their use, if it stimulates the independence and creative activity of students.
Quality of questions is determined by the nature of mental actions that are performed by students when answering the question. Therefore, among the verification tasks allocate questions that activate the memory (to reproduce the studied), thinking (on comparison, proof, generalization), speech.
The quality of the verification depends on the selection, sequence and formulation of issues.
The second component of the oral audit is the response of the student on questions. In the didactic literature, two conditions for the qualitative identification of the student's knowledge are distinguished:
* Nobody interferes with the student (the teacher and class comment on the answers then).
* The situation is created that provides best job His intellectual forces.
It is possible to interrupt the student only if it does not answer the question, but evades to the side. When assessing the response, the student pay attention to the correctness and completeness of the response, the sequence of presentation, the quality of speech.
Oral check techniques are used at various stages of the lesson.
Non-traditional forms of knowledge control and skill skills are diverse.
Matrix control
Matrix control is the firstborn of non-traditional forms of knowledge control. In this control, the multivarrence of answers is not allowed (unlike test); The student must give an accurate answer and get an accurate assessment; Choosing a question and answer is carried out arbitrarily.
The essence of the matrix control is as follows. The students are given different options for pre-harvested matrices with questions, and each of them chooses from all the answers offered in the matrix only one correct, fixing it with the sign "x" or "+". At the end of the work, the teacher collects the matrix with the answers of students and compares them with the control matrix, overlapping it alternately to all matrices with the responses of students. In a very short period of time, you can check all the work of students and evaluate their answers.
For each correct answer (or 2-3 replies), students are gaining 1 point; An empty place in the control matrix means the wrong answer and is estimated by zero.
This method of knowledge control allows you to analyze typical errors and adjust the learning process in time.
Summing up, it is possible to formulate the advantages and disadvantages of matrix knowledge control:
* Dignity
Time saving when checking students' responses;
The accuracy of the assessment of knowledge even in the event of the fatigue of the teacher;
* limitations
High time spent on the preparation of matrices and cards;
Large material costs (consumption of paper and paint on card replication).
Quiz-test
This form of control can only be current: by section section, on the topic.
The following conditions of the game are pre-offered to the class (evaluating criteria):
For each full response - 2 chips;
For a good addition to the answer - 1 chip.
The general list is made up 25 questions, i.e. The answer must be formulated and voiced 45-75 seconds. The theoretically possible number of chips is thus 50.
The student who scored 6 chips and more, receives a test on the topic or the top five in the magazine, who scored 4 chips - the four, 2 chips - the top three (provided that he agrees). The rest of the students remain inaccessible, and their knowledge on this topic will be detected at the end of a quarter or semester.
The test on the studied topic is the game "Intellectual Ring"
This form of credit is an intermediate between the collective knowledge control system and an individual survey.
The whole class (by mutual sympathies) is divided into two team groups; At the head of each selected captain. Groups are given ten-fifteen minutes to formulate 10 questions on the topic studied. Each group will retire in the opposite part of the classroom, so that the potential opponent has not overheard the questions. After the allotted time, the draw begins. The captain team, stretching the chip, begins to ask questions to the enemy. If the correct answer is received, this group is counted 2 points (the teacher fixes them on the board):
If the answer is incomplete, then the command, asking questions, should supplement the answer itself, and then each group is counted on 1 point.
If the group was not able to answer the question, the enemy responds himself, receives 2 points for response and asks "weaklings" the next question.
So continues until the table is full. Summarize. If the results are close, the winners in the journal are placed five, victims of the fours. If the difference in the amount of scored points is great, the losers are not exhibited at all, and they must report on this topic in front of the teacher in the consulting time.
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Consultation for executives educational institutions
Keywords displaying content (content) Consultation: regulation and correction of the management process, days of diagnosing regulation and correction, rationalization of management processes.
Brief abstract consultation content.
Consultation for managers on the issue of regulation and correction of processes of OU.
Request for counseling: How to regulate and adjust OU processes?
Consultative text.
Regulation and correction are the necessary control function. Thanks to them, the ordering of the formation management system is supported, disorganization factors are eliminated.
Regulation is determined by us as a type of activity based on making adjustments using operational methods, means and impacts in the process of managing the pedagogical system to maintain it on the programmed level.
The effectiveness of the management process can be improved when each function in the management cycle system will start functioning, i.e. Start interacting with other types of managerial activities. For example, work on conducting an expert: OU turns into the SHORT TERM LOAN AGREEMENT TEMPLATE function only if the examination data (or control) serves as the basis for the function of pedagogical analysis, and through it for the function of regulation and correction, the implementation of which its turn should Lead to improve the result (examination or control) by the Office as a whole.
For the education management process as a whole characteristic is a contradiction between its static dynamics. To translate the education system into a qualitatively new state, it is necessary to preserve its relative stability.
It is impossible to give the opportunity to internal and external disorganisy effects to change the system so that it has lost its main system signs. But at the same time, the translation of the education system into a new state requires a change, further development of this sign in the direction of their improvement.
The transition of the education management system into a new state is carried out on the basis of progressive trends, accounting for modern tasks. An example of such promotion will be the development on the basis of conventional general education schools of various specialized schools with in-depth study of individual subjects of school-lyceum schools, school-gymnasiums, school-university complexes and others with special curricula and programs.
In the managerial cycle, it is originally a contradiction between the organization's functions and regulation. The organization's function to a certain extent reflects the targeted functioning of the education system in specific conditions. The task of the correction function of the correction consists of Acquired Loans in supporting one or another level of the system organization in this situation. But as soon as the situation changes, the control function violates the stability of the organizational structure, its drive into line with new conditions.
For the modern process of education management to a certain extent, a contradiction is characteristic between the fact that the management entity is able to theoretically comprehend the requirements for updating its management activities, and the fact that in most situations he does not know how to achieve it in practice.
In this case, a large field of activity for the organization of regulation and correction. A personality-oriented approach in these processes plays a special role. Correction is impossible without establishing the reasons for deviations in expected, designed results. Signs of such deviations may be unreasonably compiled plans and errors in them, the weakness of the forecasts, the lack of the necessary and timely information, the error 15,000 Loan Calculator in the decisions made, poor performance, disadvantages in the control and evaluation of the final results.
The effectiveness of organizational regulation is measured primarily how rationally it is possible to organize the processes to be controlled with it.
Organizational regulation in the education system is based on the principles of social management and legal norms of the state.
Thus, the organizational structure (managing and managed subsystems) optimally regulates the external and internal parties to managing the system of organization of OU. Such a structure contains the number, types and purpose of controls, the number of control stages and subordination directions in the management structure. It is the basis for the distribution of areas of activity (task distribution).
The distribution of the fields of activity, based on the purposes, includes the separation of controls on complex groups for each of the control subsystems at any level to be fulfilled in each case a certain link.
The distribution of the activities in the management system should be complemented by the distribution of function-oriented functions, taking into account a personal-oriented approach to the organization of activities.
In the functionality, the content and scope of official powers is accurately determined. This is reflected in the document (order), which has a legal action. In order to improve the effectiveness of the activities of the management bodies, the improvement of relations in its renewers is being developed about the education management body.
The purpose of working on the rationalization of management activities is to improve the quality of management, more efficient use of education specialists, opening existing reserves.
The decision of the Rationalization of Management Processes contributes to the Diagnostics and Correction Diagnostics and Correction.
The task is operational diagnosis, the development of measures to regulate the processes of maintaining the OU control system at a given level or the translation of it to higher.
Methodology dRK Day on the problem of "Health of students in the day of the OU"
Purpose: reveal the state and level of health levels in day mode.
Tasks:
- Determine the well-being of students.
- Estimate and identify positive and negative trends that affect the well-being and health of students.
- Note management decisions on regulation and correction of factors affecting the well-being and health of students.
Object of study: EHF system in OU.
Subject of study: Conditions and factors stimulating and preventing the improvement of the level of well-being and health of children in OU day.
Working hypothesis: If sanitary and hygienic standards are created in the OU, systemic physical education and health work with parents to comply with the unity of requirements for the regime of the day, regular prophylactic examination of medical workers, propaganda has been propaganda a healthy lifestyle, rational food is organized, then all this improves student health and health.
Research methods:
observation (microde research number 1);
questioning (microde research number 2),
timberry (microde study number 3).
Program Walking Day DRC
- Instructing participants: a) class students; b) subject teachers, class managers, medical personnel, Deputy Director for OHP.
- Approximate distribution of Online Payday Lenders Bad Credit Functional Responsibilities: Deputy Director for UVP is responsible for organizing research and processing materials; Cool leaders - for conducting survey among students and parents; School doctor - for the objectivity of medical records; Deputy AHC and the school doctor - for analyzing the sanitary and hygienic state of the school; All information is processed by the Expert Council appointed by the school principal.
- Approximate deadlines for the day of the DRC: from 8.00 to 17.00.
- Analysis of materials and identification of trends.
- Adoption of management decisions based on the results of the work of the Expert Commission.
- Session of the pedsove or pedconsilium.
MicroCourcing number 1.
Observation
- Analysis of the class journal: a) the total number of missing; b) of them by illness,
- Analysis of the documentation of the school physician: a) the type of disease (ORZ, influenza injury, etc.), the number of students; b) Exemption by illness from physical education: for a long time or temporarily.
- Analysis of the sanitary and hygienic state of the school: a) gym; b) dining room; c) cool room; d) recreation. Consides: cleaning quality, illumination, thermal and air regime, furniture selection.
Score in points: 3 - optimal level; 2 - permissible; 1 - low.
MicroCourcing number 2.
Questionnaire 1. "My Health"
Purpose: To identify the attitude of schoolchildren to their health, understanding the importance of physical improvement.
Put an appropriate score next to the position with which you agree: 3 - Yes, 2 - partially, 1 - no.
- Do you often miss sick classes, for other reasons?
a) due to colds; b) due to lack of hardening; c) for other reasons. - Do you do in the morning physical charging?
- Do you visit physical education lessons regularly?
- Do you do in physical education class?
a) with full return; b) without desire; c) just did not swear. - Are you doing sports for a long time?
a) in the school section; b) in a sports school. - Establish the degree of fatigue in the lessons today: a) on mathematics; b) on physical education; c) on history; d) in chemistry; e) in physics.
- Were physical pauses on your lessons?
MicroCourcing number 2.
Questionnaire 2. For parents
Purpose: To study the opinion of the parents about the influence of the school regime on the child's health.
- How often are your child:
a) every month; b) once a year and less often; c) times a quarter. - Evaluate the importance (importance) of physical charging for your child's health.
- Evaluate the fulfillment of freezing by your child.
- Rate compliance with the day of the day in school.
- Rate the implementation of the regime by your child at home.
- Evaluate the influence of physical education lessons on your child's health.
- Rate your child's participation in extracurricular sports activities.
Observation of the doctor over the state of individual parameters of the condition of the child's body.
Morning End of the school day
1. Pulse
2. Pressure
3. Self-sex
Approximate microdemey topics:
- "Causes of lack of students on the day of the DRC";
- "The degree of fatigue of students on different lessons: medium score, amount of estimates on subjects, etc. ";
- "The state of the sanitary and hygienic regime in the school room";
- "Observation of the doctor for the state of individual parameters of the state of the body of students."
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- Intrashkogol Management: Questions of theory and Practice / Ed. T.I. Shamova. M., 2005.
- Yeroshin V.I. School economy. M., 2005.
- Zvereva V.I. Organizational and pedagogical activities of the director of the school. M., 2007.
- Zvereva V.I. School self-saturation. M., 2009.
- Konarzhevsky Yu.I. Inthest school management. M., 2009.
- Management in school management / ed. TM Shamova. M., 2002.
- Tretyakov P.I. Practice management of the modern school. M., 2005.
- Management of development of innovative processes in school / ed. T.I. Shamova, P.I. Tretyakova. M., 2005.
- Shamova T.I., Tyula G.M., Litvinenko E.V. Assessment of management activities of school leaders. Vologda, 2005.
- Shishov S.E., Callae V.A. Monitoring the quality of education at school. M., 2004.
1.6. Internet resources:
Management in pedagogy is management (planning, regulation, control), management, pedagogical production, its organization. As already known, educational processes proceed in dynamic systems. Recall that the system is a combination of elements between which certain relations are manifested. The structure of the system is elements (components) that can be highlighted on various features, most often - in place and function. The pedagogical system is an ordered set of interrelated and interdependent structural and functional components, each of which in turn represents a very complex education and can be considered as an independent system.
setting goals, tasks;
process planning;
analysis of the results.
The essence of the scientific organization of labor (notes) in pedagogy - the creation of optimal conditions for the achievement of high results of educational work. Optimal are the conditions that contribute to the preparation of a pedagogical product. high Quality With rational time spent, forces and means of teachers and students. The notes are considered as an organization of activities that ensure a higher pedagogical effect by introducing new scientific advances in practice.
Each large component of the pedagogical system becomes an independent control object. The highest meaning of pedagogical management is to associate all the components with logical dependencies and direct them with the overall impact on the achievement of the maximum effect. The main tasks of pedagogical management:
setting goals, tasks;
process planning;
resource provision of the process;
ensuring high motivation of participants;
control and correction of the process;
analysis of the results.
The essence of the scientific organization of labor (notes) in pedagogy - the creation of optimal conditions for the achievement of high results of educational work. Optimal is the conditions that contribute to the preparation of a high-quality pedagogical product with rational time spent, forces and funds of teachers and students. The notes are considered as an organization of activities that ensure a higher pedagogical effect by introducing new scientific advances in practice. Soviet period. The collegiates of the management assumed the combination of the head of the head with a power of public opinion. At all levels, from the ministry to school, organs were created under the leaders; Colleges and advice, members of which participated in the discussion of decisions on the main areas of joint activities.
The relations of managers and collegial bodies (they are advisory) strictly regulated. The uniqueness was observed: the head carried personal responsibility for the state of all the work of the institution entrusted to him.
Management functions are the meaningful role of operating managers. Educational Systems Management Functions: Analysis, Iconscious, Planning, Organization, Control, Regulation (Correction). Motors of Intrah-school management OU: the highest body - pedsovet, director, injuries on BP, UR primary, middle-sized school, leaders of methods. The concept of "management culture" contains a combination of democratic management style and the creation of corporate interests and traditions in the OU. The success of the team's activities, satisfaction of work, a favorable microclimate depends on the personal qualities of the managerial. This is his legal knowledge, managerial and psychological knowledge of personnel management, the ability to foresee the prospect of the development of the entire team and personally everyone, the knowledge of modern trends in educational policy, the skill and ability to provide a material and technical base, to enjoy authority. The study and satisfaction of the needs and interests of the participants in the pedagogical process is the key to solving many pedagogical problems, the basis of pedagogical management. And here the stimulation appears to the fore. The stimulus is closely related to the satisfaction of needs and interests. Control is the process of ensuring the achievement of the educational institution's objectives through the assessment and analysis of the results of activities, operational intervention in the educational process and the adoption of corrective measures. The control is also defined as a mechanism for checking the execution of regulatory tasks, plans and solutions. Control is the final stage of management activities, allowing to compare the results achieved with the planned.
The main tasks of control:
determination of the actual state of the process (system) at the moment of time;
prediction of the state and behavior of the system (process) for the future period of time;
changing the status or behavior of the process to ensure the optimal value of the characteristics;
collection, transmission, processing of information about the state of the process;
ensuring the sustainable state of the system when the critical characteristics of the process characteristics are achieved.