Introduction.

The main idea of ​​the activity approach in education is not connected with the activity itself as such, but with activity as a means of the formation and development of the child's subjectivity. That is, in the process and as a result of the use of forms, techniques and methods of educational work, not a robot is born, trained and programmed to accurately perform certain types of actions, activities, but a Man who is able to choose, evaluate, program and design those activities that are adequate to his nature, satisfy his needs for self-development, self-realization. Thus, as a common goal, a person is seen who is able to transform his own life activity into an object of practical transformation, to relate to himself, evaluate himself, choose the methods of his activity, control its course and results.

The active approach in the upbringing of a growing person in a directly practical aspect goes back to the depths of history. Human-creating, personality-creating, ennobling the functions of activity, realized at first only in the form of productive labor, were appreciated at the dawn of human culture and civilization. Labor as a material transforming object-related activity was the primary reason and prerequisite for the separation of man from nature, the formation and development of all human qualities in the course of history. Human activity, taken as a whole, in the fullness of its types and forms, gave birth to culture, poured into culture, itself became a culture - the environment that grows and nourishes the individual. Such an assessment of the role of activity and, in particular, labor was first carried out within the framework of German classical philosophy. It was assimilated by Marxism, it is also adhered to by modern domestic humanities, the subject of which in one aspect or another is activity. Psychology and pedagogy in particular.

The formation of the activity approach in pedagogy is closely related to the emergence and development of ideas of the same approach in psychology. The psychological study of activity as a subject was begun by L.S. Vygotsky.

The foundations of the active approach in psychology were laid by A.N. Leontiev. He proceeded from the distinction between external and internal activities. The first consists of specific actions for a person with real objects, carried out by the movement of hands, feet, fingers. The second occurs through mental actions, where a person operates not with real objects and not through real movements, but uses their ideal models, images of objects, ideas about objects for this. A.N. Leont'ev considered human activity as a process, as a result of which the psychic "in general" appears as a necessary moment. He believed that internal activity, being secondary in relation to external, is formed in the process of interiorization - the transition of external activity to internal. The reverse transition - from internal to external activity - is denoted by the term "exteriorization".

By making the role of activity, especially external, in the formation of the personality, the psychological "in general," absolute, A. N. Leont'ev proposed to put the category of "activity" at the basis of the construction of all psychology. Development and educational psychology and school pedagogy in general were built on this theoretical foundation. Thus, the theoretical position of A.N. Leontiev, which was based on the scheme of the formation of the child's psyche in the form of "interiorization - exteriorization", was the starting point and foundation for the appearance in pedagogical practice and theory of not only an activity approach in teaching and upbringing, but also a general strategies for building the education system in the form of a labor, polytechnic school. In the new provisions of his theory, A.N. Leontiev outlined in the book “Activity. Consciousness. Personality ".

However, subsequent studies, especially those of A. N. Leontiev's opponents, showed the illegality of identifying activity as the sole basis and source of the development of the human psyche. The inner world, the child's subjectivity begins, arises, is not formed at all from objective grounds and not on some one basis, whether it is communication, activity, consciousness. The history of culture also shows that activity is not the only and exhaustive basis of human existence, so if the basis of activity is a goal formulated consciously, then the basis of the goal itself lies outside of activity - in the sphere of human motives, ideals and values, expectations, claims, and so on.

Research by S.L. Rubinstein, they made serious adjustments to the ideas about the mechanisms of the formation of the child's subjectivity in the process of activity. He showed that any external causes, and activity in the first place, act on the child not directly, but are presented through internal conditions. The child's psyche is extremely selective.

An even more decisive step towards the correction of the theory of interiorization was made by humanistic psychology. In accordance with her ideas, the child's mental development is carried out not according to the formula "from the social to the individual" (or even more generally from the external to the internal) and not only by assimilating external circumstances through internal conditions. The position of humanistic psychology is more radical: the development of a child has its own internal laws, its own internal logic, is a passive reflection of the reality in which this development is carried out. The concepts of the internal logic of development, which are key for humanistic psychology, captures the fact that a person, acting as a self-regulating object, in the process of his life acquires such properties that are unambiguously predetermined neither by external circumstances, including external activity, nor by internal conditions, including internal activities. In accordance with this view, an indispensable condition for the effectiveness of upbringing in the context of the activity approach is reliance on the child's own forces, on the internal logic of his development, on that layer of human being, which is called spirit. The same view of the mechanism of the formation and formation of the child's subjectivity allows us to see the Activity approach to education as a personality-oriented approach.

Subject activity increasingly appears not only as an immediate cause, but mainly as a necessary condition, a prerequisite for the formation of thinking, consciousness, and subjectivity in general. A child for a teacher - a subject of educational, cognitive, educational activity - is seen as an activity integrity, as a kind of variety of properties, states, qualities, the unity of which is achieved in the main types of activity - in work, communication, cognition, in the self-education of his inner world. Activity already acts as an integrating basis for mental properties and functions. In the light of such ideas about human activity, an activity approach in pedagogy is being developed.

The essence of the activity approach in pedagogy.

In its most general form, the activity approach means the organization and management of the purposeful educational and educational activities of the student in the general context of his life activity - the orientation of interests, life plans, value orientations, understanding the meaning of education and upbringing, personal experience in the interests of the formation of the student's subjectivity.

The activity approach, in its predominant orientation on the formation of the pupil's subjectivity, seems to compare in functional terms both spheres of education - training and upbringing: when implementing the activity approach, they equally contribute to the formation of the child's subjectivity.

At the same time, the activity approach, implemented in the context of the life of a particular student, taking into account his life plans, value orientations and his other parameters of the subjective world, is essentially a personal - activity approach. Therefore, it is quite natural, in order to comprehend its essence, by distinguishing two main components - personal and activity.

The activity-based approach to upbringing in the aggregate of components proceeds from the idea of ​​the unity of the individual with her activities. This unity is manifested in the fact that activity in its diverse form directly mediates changes in personality structures; the personality, in turn, simultaneously directly and indirectly carries out the choice of adequate types and forms of activity and the transformation of activity that satisfy the needs of personal development.

The essence of upbringing from the point of view of the activity approach is that the focus is not just on activity, but on the joint activity of children with adults, in the implementation of jointly developed goals and objectives. The teacher does not provide ready-made samples of moral and spiritual culture, creates, develops them together with younger comrades, a joint search for norms and laws of life in the process of activity and makes up the content of the educational process, implemented in the context of the activity approach.

The educational process in the aspect of the activity approach proceeds from the need to design, construct and create a situation of educational activity. They leave part of the educational process and the realization of the pupil's life, social life in general, and is characterized by the unity of the activities of educators and pupils. Situations are created in order to combine the means of teaching and upbringing into unified educational complexes that stimulate the many-sided activities of a modern person. Such situations make it possible to regulate the child's life activity in all its integrity, versatility and literacy, and thereby create conditions for the formation of the student's personality as a subject. different types activities and their life in general.

The situation of upbringing activity should contain: social factors that initiate the emergence of various spiritual needs and the formation of motives for socially useful and personally significant creative activity that requires continuous reflection; the possibility and necessity of carrying out various types of such activities, requiring creativity, continuous search for new tasks, means, actions, volitional acts of subjects of activity, communication, active life position, adherence to principles, cognition in defending one's views, disinterested risk, over-normative activity, readiness not only to follow towards the intended goal, but also to design new, more interesting and productive goals and meanings already in the process of activity. The organization of the situation of upbringing activity was an established practice of the Soviet school. Such situations were most fully represented by Timurov's movements.

The activity approach focuses on the senestial periods of the development of schoolchildren as the periods in which they are most "sensitive" to the acquisition of language, the development of methods of communication and activity, object and mental actions. This orientation determines the need for a continuous search for the appropriate content of education and upbringing, both objective and of the same, symbolic nature, as well as appropriate methods of teaching and upbringing.

The activity approach in upbringing takes into account the nature and laws of the change in the types of leading activity in the formation of the child's personality as the basis for the periodization of child development. The approach, in its theoretical and practical foundations, takes into account the scientifically grounded provisions that all psychological neoplasms are determined by the leading activity carried out by the child and the need to change this activity.

The activity approach in education is implemented in line with the key idea of ​​modern pedagogy about the need to transform a pupil from a predominantly object of the educational process into a subject. In this case, upbringing is understood as "the ascent to subjectivity." In the growth of the child's subjective properties, E.V. Bondarevskaya. She also considers subjective properties as the core of human culture.

According to V.V. Serikov, the child's becoming a subject is not a moment of upbringing, but its essence. Such a view of education and the place in it of the phenomenon of the formation of subjectivity allows us to conclude: the activity approach in education is, in essence, a subjective - activity approach.

Basic concepts of the activity approach.

Consideration of the categorical apparatus is feasible through the content of the category and basic concepts. To this end, we will carry out a very conditional classification of these categories, based on their various aspects of the activity approach.

As the first aspect, let us name the activity-oriented nature of the approach. The specified attribute most fully represents the category of activity. Of course, in its psychological and pedagogical sense. It is important to add the following to the content of "activity", which was partially disclosed in the previous chapter. Human activity is a special important form of activity, as a result of the implementation of which there are transformations of the material included in the activity (external objects, the inner reality of a person), the transformation of the activity itself and the transformation of the one who acts, that is, the subject of activity. The most profound researcher of the problems of mental activity in their unity with the problems of pedagogy V.V. Davydov noted: “Not all manifestations of vital activity can be attributed to activity. Genuine activity is always associated with the transformation of reality. " Let's add: external go internal for a person. Naturally, one cannot classify such a form of activity as dreams or fantasies as an activity. The variety of types of activity (and this primarily refers to internal activity and the corresponding category) reflect such concepts as "spiritual activity", "interaction", "communication", "goal setting as an activity", "meaning-forming activity", "life creation as an activity ". The activity of the educator, the manager and organizer of the activity of the pupils, is reflected in the category of “meta-activity”, or “non-objective activity”. The need to maintain such a category is due to the fact that the teacher, as it were, rises above all types and forms of activity available to him and his pupils, assimilates them at a professional level in order to effectively use them in the interests of educating pupils as subjects in activity and life in general. Thus, upbringing appears as an activity for organizing other types of activity, in which the teacher himself is brought up to an equal degree. Some authors attribute the category of meta-activity to the description of the pupil's personal life. This refers to the fact that the pupil organizes his own activity and finds his meaning in it, thereby transforming his value-semantic sphere. Upbringing in this understanding appears as meta-activity to transform the pupil's value-semantic sphere through the self-organization of activity.

"Interaction" is one of the integral and essential characteristics of upbringing in the context of the activity approach. The universality of this category is that it represents and describes the joint activities of pupils, their communication as a form of activity as a condition, means, goal, driving force and, in essence, education. This category directly adjoins the concept of "educational interaction". The mechanism of such interaction, and in fact, the mechanism of education, is seen in the combination of the ability not only to act, but also to perceive the actions of others. The criterion for genuine upbringing interaction is positive changes in the value-semantic sphere of the interacting subjects. In this case, we are talking about the interaction of pupils, both among themselves and with the teacher.

“Spiritual activity” is the most undeveloped and not fully comprehended by scientific consciousness form of N.Ye.'s inner activity. Shurkova, one of the most consistent researchers of the problems of spirituality in education, believes. That a person's gaze directs spiritual activity to the whole life, as it becomes clear “my” essence of life and my place in it. This is the same value-oriented activity aimed at comprehending (giving meaning), phenomena of external and internal reality and, mainly, at establishing the personal meanings of ongoing events, phenomena, types and methods of activity of one's feelings, ideals, goals, and the like. Spiritual activity does not have a materialized result and is fundamentally different precisely with an invisible product: an idea, knowledge, principles, relationships, is immaterial and manifests itself in such a way that it can be perceived by another person.

"Goal setting". According to the presentation of the activity approach to education, this category substantiates the legitimacy of identifying "positing" as a necessary type of activity, both for the educator and for the pupils. Its product is its goal. The peculiarity of the activity approach is. That goal-setting is carried out, firstly, in the interests of the educational process as a whole, in the interests of each pupil individually, according to the periods of his development; Secondly. In the interests of the educator, taking into account his personal meanings of pedagogical activity, taking into account his abilities, principles of being, ideals, in the interests of his self-realization. In the context of the activity approach, a pupil is not just a performer, he is a subject of activity through which his self-realization is carried out. Such a differentiation of goals requires taking into account not only the types of leading activities and the laws of their change, but also taking into account sensitive periods, and especially. Determination of the "sizes" of individual zones of proximal development. At the same time, the position formulated by L.S. Vygotsky: “… while exploring what the child will accomplish on his own, we are examining the development of yesterday. By exploring what a child can accomplish in collaboration, we shape the development of tomorrow. ”

The concept of “meaning-creating activity” represents a definition of upbringing, specific for the activity approach, as a process of meaning-making, meaning-determination in the world of activities. The discovery and construction of the meanings of one's being, the meaning of one's actions, the actions of certain types of activity, their awareness and emotional perception constitute the essence of meaning-creating activity. This type of activity is highly motivated, it has an independent goal - self-determination in the world of activities. The category of self-determination precisely reflects the fact of finding one's vocation, in which a person acquires the meaning of his life.

The above integration (content) of the block of categories and basic concepts means a decisive rejection of the vulgar ideas about the activity approach as labor education. Without rejecting the role of substantive material activity, productive labor in the upbringing of a person, the activity-based approach transfers true priorities and accents to the sphere of internal activity, to the sphere of forming needs, motives, interests, ideals, and beliefs, which are the true subject of upbringing.

As the second aspect of the content of the category and the basic concepts of the activity approach, let us single out its personal orientation. This block includes the following categories and basic concepts: "personality", "personal meaning", "internal potential", "self-actualization", "self-determination", "meaning of life", "subjectivity", "subjective personality traits", "sanity", "Dignity" and others.

The specificity of the activity approach in education and training lies in its predominant orientation towards helping the pupil in his formation as a subject of his life. This fact determines the saturation of the conceptual apparatus with subjective problems. What kind of reality is the “subject” in psychology and pedagogy? This concept is considered in two meanings:

as a subject of activity, capable of mastering and creatively transforming;

as a subject of his life, inner world, able to plan, build, evaluate his actions, actions, strategy and tactics of his life.

The vital meaning of the orientation of pedagogy on the formation of the child's subjectivity is as follows. A person must perform this or that activity, creatively transform it not as a result of the influence on him of circumstances, but as a result of an internal urge emanating from the realized necessity of this action. From the belief in its truth, value, significance for him, society, for loved ones. The shortcoming of all the preceding theory and practice of upbringing consisted precisely in the fact that activity was understood as any activity of the child, mainly - reactive activity carried out in response to the teacher's demands. In the context of the activity approach, only the activity of a self-determining personality, that is, a subject, is understood. Only in this way can activity be considered as a factor in education. The concept of the subject goes to the related concept of sanity, which has been largely forgotten by the theory and practice of education. In fact, sanity is one of the subjective properties of a person. To be sane means to be able and ready to be responsible for your actions, actions, results of activities, communication. This personality trait is easy to distinguish in real everyday behavior, especially when someone tries to justify the unseemly consequences of his act by “objective” circumstances and in fact denies himself the right to be called a person due to the fact that he does not impute his own act, refuses it. This is an example of insanity, evidence of the underdevelopment of the subjective principle, the absence of subjective properties. By disclosing the concept of sanity, it is easy to reach another subjective characteristic of a person, provided by the concept of "dignity of a person". The dignity of a person is determined precisely by what a person imputes to himself, what he takes under his responsibility. If he is not able to become responsible even for his act, each time thinking up on whom to shift its consequences, then is it possible to talk about the dignity of such a person. Dignity and sanity as the subjective characteristics of a person are, as it were, merged, they can only be talked about in interrelation. Insanity is like a sentence in the refusal to be a person, in the inability to be responsible for something. Dignity, that is, a measure of the value of an individual, is defined as a person's skills and abilities, not the presence of talent or skills.

The dignity of the individual as a subjective property is manifested in the ability to take responsibility for a deed, for an act. And the more essential the deed, the deed, imputed to oneself, the higher the dignity of the individual. It is in this sense that dignity is a measure of the value of an individual. Hence, two important conclusions can be drawn for assessing the activity approach from the standpoint of morality:

the concepts of sanity and dignity represent the approach as focused on the moral foundations of a child's being;

reveal the most sensitive aspects and "places" for the application of the educational efforts of the teacher: the acquisition of the qualities of sanity and dignity is the most attractive prospect for an adolescent and a young man.

Subjective personality traits are also manifested in a person's ability to communicate, interact, establish personal contacts, and understand. The ability to enter into a dialogue and maintain it, most importantly, in the developed abilities to make semantic transformations not only in oneself, but in others. To become a subject means to represent oneself to others, to be reflected in others, to continue oneself in them, to “be sealed”. The deep meaning of pedagogical interaction lies in the possibility of broadcasting, the interchange of subjectivity. The noted personality traits are represented by a whole "family" of concepts that reflect the subject's focus on the realization of his "self" - "self-esteem", "self-education", "introspection", "self-restraint", "self-identification," self-determination, "self-education".

Let us single out the third block of basic concepts, taking as a basis the methodological and methodological components of the approach, that is, what is designated as organization and management in the definition of the approach. The concepts of "organization" and "management" are interpreted in approximately the same way as is accepted in most successfully implemented concepts of education, namely, as the organization of the educational process and management of personality development by creating favorable conditions for him, which include the educational environment. The motivation of the teacher and the pupil, the personality of the educator. At the same time, the concepts of different authors note flexibility, mediation, a variety of forms of this management process, which allows us to speak not so much about strict regulation as about a carefully organized direction of development. This block includes categories and concepts: educational space, method, mechanisms of education, organization of the educational process, space of activity, result of education, situation of activity, situation of education, socio-cultural educational space, means of education, subject space, management of personality development, forms of education, goal education.

The peculiarity of the above list lies in its saturation with the ideas of situational education. The basic category in this regard is the situation of activity, which is a modification of the concept of a pedagogical situation. The specific position of the activity approach in education regarding the relationship between the subject and the situation of activity is the fundamental inadaptation to be a person, the subject means to emancipate from the situation, to be above it, to strive for its transformation. At the same time, “being above it” and “emancipating” is not only not depending on the facts of the situation, but also raising by means of overcoming, “overfulfilling” tasks, to move above the situation, enriching the situation with a set of possible activities. The concept of "upbringing mechanism" reflects the individual's own activity, included in the upbringing process as a subject and co-author. However, in the case of an activity-based approach, it is not enough to point out “one's own activity”. Not all activity is an activity in the educational aspect. The upbringing mechanism is focused on "non-adaptive activity", which manifests itself in the phenomena of creativity, cognitive activity, in the creative transformation of the situation, in self-development, in the readiness not only to follow the intended goal, but also in the process of activity to construct new, more significant and interesting goals and meanings ... The upbringing mechanism is also concentrated in "oversituational activity" as the readiness of a person not only to independently and consciously perform various actions and deeds, but also to strive for something new, unplanned within the framework of an already ongoing activity.

The concept of "content of education" includes a joint search for values, norms and laws of life, their study in specific activities. it is important to clarify in this definition that the form of search is a modern reflective dialogue between a teacher and a pupil, in which the meanings of activity and life itself are acquired, and the subject of the search is new forms, means, combinations and connections.

The concept of "the result of education" is associated with the category of quality. This is due to the fact that upbringing differs from other pedagogical processes in its orientation not on quantitative, but on qualitative transformations of the pupil (as, incidentally, of the educator himself). The child is attached not so much to knowledge, but mainly to the meaning of activities, events, his life, which is the essence of a new quality of a person.

Principles as an integral part of the activity approach.

The specific principles of the activity approach are as follows:

the principle of subjectivity of education;

the principle of accounting for the leading types of activity and the laws of their change;

the principle of accounting for sensitive periods of development;

the principle of co - transformation;

the principle of overcoming the zone of approaching development and the organization of joint activities of children and adults in it;

the principle of enrichment, strengthening, deepening of child development;

the principle of designing, constructing and creating a situation of educational activity;

the principle of mandatory effectiveness of each type of activity;

the principle of high motivation for any kind of activity;

the principle of obligatory reflectivity of any activity;

the principle of moral enrichment of the types of activity used as a means;

the principle of cooperation in the organization and management of various activities.

Implementation of the activity approach in the practice of education.

The general orientation in using the methods of educational activity is due to theoretical orientations, in fact, according to which the leading type of activity and the various types of activity derived from it are the greatest educational effect. The dynamics of the change in the methods used is subordinated to the basic idea of ​​the activity approach, which is expressed by the very definition of the essence of upbringing, as an ascent to subjectivity. Therefore, the definition by this method of considering the methodology of education in the light of the movement of the child's personality along the path of the formation of subjectivity is presented.

If at preschool age the leading type of activity is play, then the methods of educational work take the form of play: collective games with peers, play with parents. At the same time, the child builds various types of games - director's game, story game, game by the rules, which allows creating various combinations of play activities as the basis of upbringing methods.

The main mistake that lies in wait for the educator at this stage, as well as subsequent ones, lies in the absolutization of the leading type of activity. The name itself says that the leading type of activity is not the only one. So, along with play as the leading type of activity in preschool age, various forms of productive activity are formed (drawing, modeling, design, application, and others), organized classes are practiced that open up unlimited possibilities for a variety of educational methods.

For the adolescent (junior schoolchild), the educational type of activity becomes the leading type of activity. Therefore, educational methods that contribute to the formation of the child's subjectivity are concentrated mainly in educational activities. The result of the child's educational activity is, first of all, changes in the student himself, his development. The subject of change becomes the child himself as a subject carrying out this activity, which turns the child on himself, requires reflection, self-assessment. Naturally, in such a psychological situation, the most adequate methods of upbringing are the methods of introspection, self-assessment, self-criticism, self-control, and the like.

Relations between children in the classroom are built mainly through the teacher, he organizes their joint activities and communication. Therefore, the methods of organizing the children's collective come to the fore: collective uniform requirements, collective self-government, collective self-service, collective competition, and so on. Adequate for this situation is the method of collective perspective, which is a long-term goal that generates aspiration and voluntary fascinating activity.

The younger student has not yet lost interest in the game, although it has ceased to be the leading type of activity. The game will accompany a person throughout his life. The specificity of the method of upbringing by playing activity is that children give preference to playing according to the rules. Younger schoolchildren are extremely sensitive to the implementation of the rules, and their exactingness in this regard extends not only to their peers, but also to the teacher.

Methods of everyday communication, business, comradely, trusting interaction: the method of respect for the child's personality, pedagogical requirement, persuasion, trust, sympathy, and so on, are extremely relevant for primary schoolchildren.

The adolescent's high assessment of his learning activity makes him extremely sensitive to those assessments that are given to him by significant adults, primarily a teacher, parents, and acquaintances. Therefore, in elementary school, favorable conditions are objectively created for the use of not only influencing and interacting methods of education, but also methods that take into account the assistance of children to the educator. These include methods of supporting the initiative, methods of self-organization of interaction, joint learning activities. At the same time, the psychological basis for the unity of teaching and upbringing is the presence of interconnections between educational and other types of activity, especially with difficulty, which contributes to the formation of the moral qualities of the personality of a younger student.

The transition from adolescence to adolescence is marked by a crisis of adolescence, which means the formation of the subject of social relations. The problem of leading activity - in the crisis of adolescence, in the formation of the child as a subject of social relations in Russian psychology remains open. In the process of such activity, does the teenager satisfy to the greatest extent his need to establish himself in the system of social relations, to know himself, to become on a par with adults? There are different answers to this question:

communication with peers, which is a kind of reproduction of relationships that exist between adults;

socially significant activity that contributes to the satisfaction of the need for communication with peers and adults, with the recognition by adults of independence, self-affirmation and self-esteem;

assimilation of various models of adulthood;

search for new types and forms of socially significant activities.

The following fact also deserves consideration: the idea of ​​a social orientation of activity is central to horses, rotaries and other teenage associations of the West. The conclusion here can be this: the difficulties in identifying the leading type of activity are due to the real presence in adolescence of many other ways of resolving the crisis, a fan of activities in which the adolescent realizes his needs. However, the pedagogical conditions for resolving the development crisis on this stage growing up are obvious. They consist in the use of methods, means and forms of education that ensure the presence of community, compatibility in the life of a child and an adult, cooperation between them, in the process of which new ways of their social interaction are formed.

The central requirements of the methodology are the inadmissibility of imposing motives of activity inadequate to adolescence. It is expedient to try to impose the motive of educational activity in relation to knowledge in school in general, to general education. But the motive of educational activity can be revived when it comes to a socially prestigious specialty. In the conditions of modern Russian school, the problem of adequate motivation is complicated by the attitude of the majority of educators and teachers to be forced to study as the main way of interacting with a teenager. Motivation for educational activity can be the focus of an educator's attention when it comes to productive work, especially paid work, sports, social and political, artistic activities. The motives behind this activity are social affirmation among peers and adults. A special place in the system of upbringing methods is occupied by work together with adults and activities for the benefit of other people. The combination of paid forms of work with charitable activities contributes to the moral enrichment of the teenager's personality.

Adolescence is traditionally called transitional, difficult, critical. L.S. Vygotsky believed that the psychological nature of the crisis lies in the emergence of self-awareness. This gives rise to the desire for self-affirmation, self-expression, self-education. Blocking these needs also forms the basis of the growing up crisis. There is no doubt that methods that initiate introspection, self-criticism, self-control, self-restraint, and self-punishment become adequate methods of educational work in such conditions. This is all the more relevant since the adolescent is uncritical to the true volume of his knowledge, abilities, skills, experience of value-semantic activity. One of the central features of the adolescent is the intense search for himself. Often this search is irritating and imitative. "Meeting" as one of the unstable forms of being is most relevant in these situations. These meetings are not organized, they will take place, of course, with an active search for them. A critical attitude towards oneself, a choice of oneself can also take place during the realization of other forms of unstable life - disappointment, love, awakening, revelation. The life itself, the real being of the pupils is full of such unstable states, and the task of the educator is to replace them and make them a method, a form, a means of upbringing.

The adolescent has a heightened sense of maturity in relation to himself as an adult. Behind this lies a more private need for respect, trust, tact, recognition of human dignity and the right to independence. The most popular method of everyday communication, business, comradely, trusting interaction should include those that imply respect for the personality of a teenager, discussion of a variety of life issues, understanding, trust, sympathy. Conflict situations as a method of upbringing are also relevant due to the fact that adolescence is the age of not only unmet needs, but also of exorbitant claims, which often results in conflicts.

The main incentive for any activity organized by the educator is its effectiveness. A teenager strives for an immediate result, and this result is a source of new needs, a stimulus for new aspirations for activity. therefore, such methods of organizing a teenage collective as a collective perspective, the foreseen result must be combined with an everyday, albeit insignificant, result.

The adolescence crisis is marked by a sharp increase in the knowledge of the peer group in the process of the student's personality development. Along with the formation of adult models, the first contacts with smoking, alcohol, and drugs take place in such groups. The method of fostering immunity to bad habits is mostly situational in nature. But, given the fact that adolescents are becoming self-aware as a central neoformation, methods of addressing feelings - conscience, feelings of love, self-esteem, shame, disgust, and fear - become in demand and to a large extent effective. Of course, external objective activity in the directed saturation of the life of the group is important. But one should take into account the fact that external activity is often adaptive in nature, while internal activity is transformative.

Most often, those children who are preparing to enter a university study for high school. Therefore, the problem of motivation for learning fades into the background. In the foreground is the problem of assimilating a huge layer of knowledge in connection with the upcoming graduation and admission exams to the university. At the same time, not only didactic goals are realized, but mainly the goals of education, self-education, development and self-development. The student is transformed from a passive object of pedagogical influence into an active subject. Joint educational activity, preventing the formation of an individualistic orientation of teaching, forming a readiness for mutual assistance, solidarity, is the next important direction of the teacher's activity in the senior grades. The forms of joint educational activity are diverse. However, in the conditions of the intensive formation of new interests, motives, focused mainly on the future, extracurricular, cultural, educational and charitable activities are relevant. High school students give lectures, lead the work of circles, provide various moral and material assistance to needy students. This practice, to some extent, contributes to the professional self-determination of young men and women.

One of the constant psychological characteristics is “retirement from school”, feverish activity associated with various ideals of activity - communication, participation in youth movements, sports, artistic creativity. As a consequence of such a "departure" - skipping classes, a decrease in academic performance. The educator must understand and accept this natural "fermentation", the confusion of feelings, aspirations, doubts. There is a search for oneself, a sphere of self-determination, and a student for help in the form of sympathy, support, advice. Instructive notations, punishments in these conditions will be unacceptable.

Youth is a process of self-identification, self-acceptance. This is realized through the isolation of responsibility for its results in the activity of the individual. Important methods of satisfying the needs for self-identification are various assignments associated with constant natural activities within the school, microdistrict. Self-acceptance, self-identification needs approval, encouragement, as well as anticipation, but not hard-hitting criticism and ridicule.

At the same time, the tendency to manifest oneself in various forms, especially in the manner of dressing, moving, in a kind of assessments of the phenomena of everyday life, culture, which have the character of shocking, the desire to stand out not due to internal culture, but due to external effects need constant and delicate appeal to will, intellect, conscience, shame, pride, aesthetic feeling as methods of educational influence. At the same time, manifestation is a value-oriented activity, of course, in a caricature form. And the educator must take this into account, see in her a form of searching for oneself, a way of self-affirmation.

Along with self-identification as a value-orientating activity, search activity has revenge and identification activity. The Teacher as a social adult often acts as a real partner in community with whom a young man or girl identifies himself. The personal example as a method of education becomes a constantly acting fact that determines the nature of identification.

Thus, in spite of the real “departure” from school both in subject and value-semantic activity, the teacher-educator of high school students continues to organize and manage various types, types and forms of activity in the interests of the formation of human subjectivity. The space of organization and management is by no means shrinking, but, on the contrary, expands due to the circulation of internal types of activity.

Conclusion.

An important methodological and methodological position at this stage of the formation of personality subjectivity is the realization, comprehension of the fact that all quirks, all egoism, all narcissism and disobedience of early youth are structured around the main thing - around the value-orientational, value-semantic activity of self-determination. This is the essence of the type of activity in early adolescence. This fact acts as the main reference point for all previous educational activities, contributing to the formation of the individual as a subject of his life, his position, his search for a place in society, that is, self-determination.

List of used literature

1. Zaitsev V.N. Practical didactics. Moscow, 2000

2. Muravyova E.G. Design of teaching technologies. Ivanovo, 2001

3. Peterson L.G. What does it mean to be able to learn. Moscow, 2006

4. Selevko G.K. Modern educational technologies. Moscow, 1998

5. Stepanov E.N., Luzina L.M. To the teacher about modern approaches and concepts of education. Moscow, 2002

ACTIVITY APPROACH TO LEARNING AND BASIC CATEGORIES OF PEDAGOGY

Kuznetsov Yu. F.

In recent decades, for the overwhelming majority of psychological, pedagogical and especially didactic research, the concept of activity has played a key, methodologically central role. Whether we are talking about the content of education, where the subject must be considered not only as a system of knowledge, but also as an activity, or about didactic principles, forms and methods of teaching - everywhere the concept of activity carries a certain methodological and theoretical load and is considered in conjunction with other concepts of pedagogy ...

The founders of the activity approach in educational psychology are the largest Russian scientists - L.S. Vygotsky, S.L. Rubinstein, A.N. Leontiev and others.

Among their active supporters and successors are L.V. Zankov, D.B. Elkonin,

V.V. Davydov, P.Ya. Galperin, N.F.Talyzin, A.K. Markova, etc. Summarizing their views, the activity approach can be defined as such an organization of training and education, in which the student acts from the position of an active subject of cognition, work and communication , which purposefully form

Ekaterinburg

training skills in understanding the goal, planning the course of future activities, its implementation and regulation, self-control, analysis and evaluation of the results of their activities.

Research carried out in the second half of the 20th century in line with the activity approach, on which modern psychological and pedagogical science is based, led to a rethinking of all the main categories of pedagogy.

So, revealing the essence of the concept of "pedagogy", many modern scientists note that this is the science of man, studying purposeful activity for the development and formation of his personality; pedagogy "studies the essence, patterns, tendencies and prospects of the pedagogical process (education) as a factor and means of human development throughout his life, develops the theory and technology of organizing this process, forms and methods of improving the teacher's activities and various types of student activities, strategies and methods interaction between teacher and student "(General Pedagogy / Ed. by VA Slastenin,

2003, part 1, p. 12). Analysis of this definition allows us to single out the central core concept of pedagogy - “ pedagogical process". This process is the subject of the study of pedagogy, it is pedagogical science that investigates and develops it. Today this concept is recognized as the key one in pedagogy. It is directly related to the concept of "education", which is defined in the Law "On Education" as "a purposeful process of upbringing and training in the interests of a person, society, state, accompanied by a statement of achievement by a citizen (student) of educational levels (educational qualifications) established by the state."

What is the pedagogical process?

In works on traditional (informational and explanatory, authoritarian) pedagogy, as well as in teaching practice to this day, the term "pedagogical process" has hardly been used or used. Instead, the concept of "educational process" was used. A number of points should be noted here. First, “since education as a subject of pedagogy is a pedagogical process, the combination of the words“ educational process ”and“ pedagogical process ”are synonymous” (I. Ya. Lerner, p. 22). Secondly, I. Ya. Lerner points out that the concepts "pedagogical process" and "educational process" should not be considered synonyms: under the educational

process, one must understand the specific organization of educational and educational activities in a certain educational institution(a specific school, a specific class), and the "pedagogical process" is a concept that reflects the general essential features of this activity, wherever and with whom it is carried out. Thirdly, due to the dominance of the functional rather than personal

activity approach in pedagogical science until about the middle of the twentieth century, separately adjacent and isolated processes - educational and upbringing - were studied. Only at the turn of the 70-80s. In the twentieth century, the problem of the unity of the processes of teaching and upbringing grew into the problem of an integral pedagogical process.

Analysis of various definitions of the concept of "pedagogical process" shows that for him the central meaning-forming concept is interaction: "The pedagogical process is a specially organized interaction of teachers and pupils aimed at solving developing

and educational tasks ”(Ibid., p. 113). Scientists refer to the main components of the pedagogical process as teachers and pupils as figures and subjects. Thus, the basis of the modern pedagogical process is not subject-object, but subject-subject interaction. In addition, the components of the pedagogical process are also the content of education (the social experience accumulated by humanity assigned by the pupils) and the pedagogical means with the help of which the development of social experience takes place. The systematizing factor of the pedagogical process is its goal, understood as a multilevel phenomenon inherent in the social experience being mastered, the means, the activities of teachers and pupils.

In real teaching activities as a result of the interaction of teachers and pupils, various situations arise. Bringing goals into pedagogical situations gives the interaction purposefulness. The pedagogical situation, correlated with the purpose of the activity and the conditions for its implementation, is a pedagogical task. According to modern views, it is the pedagogical task that is the main unit of the pedagogical process. The pedagogical process can be presented as operational pedagogical tasks, an organically built series of which leads to the implementation of tactical, and then strategic tasks. All of them are solved according to a scheme that includes four interrelated stages: analysis of the situation and formulation of a pedagogical problem; design of solution options and selection of the optimal one for the given conditions; implementation of the plan for solving the problem in practice, including the organization of interaction, regulation and correction of the course of the pedagogical process; analysis and evaluation of the results of the decision (Ibid, pp. 113-115). All these stages can be combined into three main parts of the activity: the tentative part - the analysis of the situation and the formulation of the pedagogical problem, the design of the solution options and the choice of the option that is optimal for the given conditions; the executive part - the implementation of the plan for solving the problem in practice based on the interaction of the subjects of the pedagogical process; control and evaluation part - regulation and correction of the course of the pedagogical process, analysis of the results of the decision. Thus, the concept of "pedagogical process" is currently considered by scientists from the position

activities with components inherent in this category.

In works on traditional pedagogy until the 60s of the XX century, in the definitions of "educational process", such words as "transfer", "arms" and the like were most often encountered, showing that the student is perceived as a passive object of external influence from the teacher - subject this process... Hence, the view on these relations as subject-object, characteristic of this approach to learning. According to modern concepts of psychological and pedagogical science, based on the activity approach to learning, the center of the learning process is the emerging personality of the child, his activity, which is organized and directed by the teacher. To clarify this important point, E.N. Shiyanov and I.B. Kotov analyzes four essential features of the learning process identified by S.P. Baranov. First, learning is, first of all, cognitive activity, from which it follows that the term “cognition” is broader in scope than the term “teaching”; training can be viewed as a form of human cognitive activity. Teaching (teacher's activity) and teaching (student's activity) are external form a two-way cognitive single process called learning. But not every cognitive human activity is related to the learning process. Therefore, the second essential feature of the learning process is that learning is a specially organized cognitive activity that differs from social

historical and scientific knowledge their tasks, content, forms and conditions. In the individual development of a person, learning does not arise spontaneously; it is organized and directed by adults. Learning arises to solve an important task - to speed up the knowledge of the world around in the course of a person's individual development, in order to quickly prepare him for an independent life. This is the third essential feature of the learning process: learning is the acceleration of cognition in individual development. In every historical moment there are certain rates of individual development of a person, which are formed on the basis of biological, psychological, social and other laws. A child, interacting with surrounding objects and phenomena, can independently identify and realize only their empirical signs and

properties, but cannot grasp the patterns, assimilate scientific system knowledge, which is already theoretical, and not empirical knowledge... Therefore, the fourth essential feature of the learning process is formulated as follows: learning is the assimilation of the laws fixed in the experience of mankind. Summarizing the named signs, it is concluded that training is "a specially organized cognitive activity with the aim of accelerating the individual mental and personal development of a person and mastering the known patterns of his being" (Shiyanov E.N., Kotova I.B. Personality development in learning , 1999, p. 14-16) \

Some researchers include in the definition of the concept of "learning process" such phrases as "the process of teaching and learning ...", "a set of sequential and interrelated actions of the teacher and students." etc. Although such definitions emphasize the two-sidedness (teaching and learning), the subject-subjectivity of the relationship between the learner and the learner, but, as V.K. Dyachenko, system analysis shows that it is impossible to understand the whole by studying each of its parts separately, since the parts themselves are determined primarily by the whole (Dyachenko V.K. Organizational structure educational process and its development, 1989, p. 16). In addition, it is important to take into account V.I. Zagvyazinsky that joint activity and two-sidedness in the educational process are obvious and constitute it outward signs, and “in order to reveal the essence of education, it is necessary to find out its generic and specific characteristics, goals, internal structure, to consider the process in dynamics” (Zagvyazinsky VI Teaching theory: Modern interpretation, 2001, p. 21).

Having analyzed these points, V.I. Zagvyazinsky gives the most acceptable, in our opinion, definition this concept: teaching - “a purposeful, socially and individually conditioned and pedagogically organized process of the development of the personality of trainees, taking place on the basis of mastering systematized scientific knowledge and methods of activity, all the wealth of spiritual and material culture.

1 It should be noted that V.K. Dyachenko and some other scientists consider not cognition, but communication to be a generic sign of learning, and Yu.K. Babansky, combining these views, points to the unity of knowledge and communication in teaching (Pedagogy / Ed. By Yu.K. Babansky, 1983, p. 133).

people ”(Ibid, p. 23). It should be noted that in these definitions the main goal of teaching is singled out as the development of the personality of students, and not as their mastery of a certain amount of knowledge, skills and abilities: develops them (in this sense, the old adage that "knowledge of the mind does not add" is true). Their development takes place in the process of formation and development of the educational activity itself, when, during the assimilation of theoretical knowledge, educational and mental actions arise and take shape ”(Davydov V.V. Theory of Developmental Education, 1996, p. 172). Thus, in order for the student's personality to develop in the learning process, it is necessary to create conditions for his mastery of educational activity with all its constituent parts: indicative, executive, control and evaluative.

Research in psychological

pedagogical science, carried out in line with the activity approach, have an impact on ideas about the principles of teaching. Under the principles of teaching, most modern researchers, following V.I. Za-Gvyazinsky, they understand “. An instrumental, given in the categories of activity, an expression of the pedagogical concept,.

expression of the known laws and patterns, knowledge of the goals, essence, content, structure of education, expressed in a form that allows them to be used as regulatory norms of practice "(VI Zagvyazinsky Teaching Theory: Modern Interpretation, 2001, p. 35). Specifying this definition, he very accurately formulates the essence of the principles of teaching, which consists in giving recommendations to teachers on ways to regulate relations between participants in the learning process, on ways to resolve contradictions, achieve measure and harmony that allow successfully solving educational and educational problems (Ibid., P. . 37).

In addition to clarifying the definition of the concept of "teaching principles", their nomenclature and content are being revised. Many traditional principles are supplemented with new content that takes into account the activity-based nature of the educational process. For example, the content of the principles of scientific character, accessibility, conscientiousness, clarity, etc. has been supplemented and revised. Thus, the well-known researcher of psychological and pedagogical problems L.Ya. Zorina showed that the implementation of the scientific principle and principle

systematicity in the form in which they are interpreted in traditional pedagogy cannot lead to systemic knowledge, since the concepts of “systematicity” (system) and “systematicity” (sequence)

have different meanings. Having subjected the principle of scientific teaching to an experimental study, she identified three interrelated conditions (features) that reflect the qualitative characteristics of the scientific content of education and lead to the implementation of the knowledge system: a) compliance with the level modern science; b) creating in students the correct ideas about general methods scientific knowledge; c) showing schoolchildren the most important patterns of the cognition process (Zorina L.Ya. Didactic foundations of the formation of the consistency of knowledge of senior pupils, 1978). For the formation of scientific systemic knowledge, according to scientists (V.V.Davydov, L.Ya. Zorin, I.Ya. Lerner, etc.), the ability to single out the essential properties and characteristics of the objects under study is not enough, as is customary in traditional pedagogy. Two more directions are important - to have a general idea of ​​the entire structure of the studied, i.e. be able to isolate the leading concepts and categories in the studied subject (material), establish and explain their connections (causal, functional, etc.) with other concepts and categories, and master the schoolchildren's methodological knowledge and skills, which is reflected in the last two conditions formulated by L .I AM. Zorina. It is precisely the methodological knowledge and skills of the student, according to modern concepts, that form the basis of his educational activity, since they help the student to create in his mind a generalized complete orienting basis of action (OOD) or to determine the directions of the search for ways of cognitive activity 2.

Another principle is the principle of accessibility in traditional pedagogy, when studying educational material, one must go from simple to complex, from concrete to abstract, from known to unknown, from facts to generalizations, etc. The same principle in the concept of developing education by V.V. Davydov and D.B. Elkonin is realized not from a simple, but from a general, not from a close, but from the main, not from

2 Methodological knowledge is understood as "information about the methods of activity, methods of cognition and the history of acquiring knowledge" (Pedagogy: Great modern encyclopedia / Compiled by ES Rapatsevich, 2005, p. 178).

elements, but from the structure, not from parts, but from the whole (Davydov V.V. Theory of developing education, 1996).

In addition to revising the content of traditional teaching principles, scholars identify and substantiate new didactic principles. For example, V.I. Zagvyazinsky analyzed the general principles of education and organization of activities, social functions and learning objectives and on this basis substantiated the idea of ​​the leading principle. Since knowledge in educational activities, he notes, is not a goal, but a means, a condition for the formation of a personality, then one of the leading principles should be the principle of developing and upbringing education, and all other principles should regulate the conditions and ways of implementing this leading principle ((Za- Gvyazinsky V.I. Teaching theory: Modern interpretation, 2001, p. 39).

According to scientists, the implementation of the following system of teaching principles corresponds to modern requirements:

The principle of developmental and educational training;

The principle of socio-cultural conformity (cultural conformity and nature conformity), which requires building education in accordance with nature, internal organization, the inclinations of a developing person, with the laws of the natural and social environment surrounding the child;

The principle of the scientific nature of the content and methods of the educational process, reflecting the connection between teaching and modern scientific knowledge and with the practice of life (the connection between theory and practice);

The principle of systematicity in mastering the achievements of science and culture and the principle of the systemic nature of educational activities, knowledge and skills of a student;

The principle of the consciousness and activity of schoolchildren in learning, which expresses the essence of the activity concept of learning;

The principle of visibility, reflecting the unity of the concrete and abstract, rational and emotional, reproductive and productive as an expression of an integrated approach;

The principle of accessibility, which requires that measure of learning difficulties that a student can overcome with the help of a teacher in the process of properly organized activities in the "zone of proximal development" of the student;

The principle of the effectiveness of training and development, which consists in thoroughness

and the strength of the assimilation of key elements, logic, structure of the studied disciplines, practical skills and abilities;

The principle of positive motivation and a favorable emotional climate of learning, which provides for business cooperation and co-creation of teachers and students on the basis of awareness of the common goals of the activity;

The principle of a rational combination of collective and individual forms and methods of educational work, ensuring the development of the personality, its individual self-realization (Ibid .: 38-47).

The ideas about the content of education have significantly changed, which was defined in traditional pedagogy most often as a set of knowledge, abilities and skills (ZUN) to be mastered by schoolchildren in the learning process. "To give knowledge", "to explain to students", "to achieve the assimilation of such and such a volume of knowledge by schoolchildren" - these are the most characteristic expressions found among adherents of traditional pedagogy. With such a knowledge-oriented approach to the content of education, the teacher's focus is on knowledge that is an absolute value and overshadows the person himself with his personal and individual properties.

Under the properly organized training of L.S. Vygotsky understood such, the content of which is not oriented towards current level development, and to the zone of proximal development, runs ahead of development, leads it along (Vygotsky L.S.Pedagogical Psychology, 1991, p. 449). Such training creates a zone of proximal development, sets in motion the internal processes of development, which at first are possible for the child only in the course of interaction with adults and cooperation with comrades, but gradually these processes become an internal property of the child himself (Ibid .: 388). In addition, in truly developing teaching and upbringing, only a reference point to the zone of proximal development is not enough; here, according to the active nature of cognition, adopted by L.S. Vygotsky, another condition suggests itself - "the student's personal activity, and all the art of the educator should be reduced to directing and regulating this activity" (Ibid .: 82).

The provision on the personal activity of a student in the assimilation of social experience is basic, therefore it has been studied by various scientists in some detail. This

the position is based on the principle of the activity approach to the psyche, postulating the inextricable connection of all mental neoplasms with human activity. N.F. Talyzina, warning teachers against the desire to "give students knowledge", wrote that "all the ideal wealth accumulated by mankind and represented by the system scientific concepts, the laws of the prevailing forms of thinking cannot be passed on to the next generation in finished form, by "transplanting" from one head to another. The new generation can learn all this only with the help of their own activities aimed at the world of things, the knowledge of which we want to pass on to it. The desire to convey new knowledge immediately in speech form, through one speech communication, bypassing the world of things and actions with them philosophically means considering the psyche as a reflection of not outside world, but as a reflection of the consciousness of people.

The role of the older generation is that it organizes the activity of the new with the world of things in such a way as to reveal to it those aspects of them, those laws that must be mastered "(Talyzina NF Management of the process of assimilation of knowledge, 1975, p. 34) ...

It follows from what has been said that knowledge arises only as a result of certain actions of the student himself with the object under study, from which it follows that knowledge is secondary in relation to actions. To know is not just to remember something, but to be able to carry out activities related to this knowledge. Thus, knowledge or the amount of knowledge is not the goal of learning, but its means. Knowledge is acquired in order to use it to perform actions, to carry out activities, and not just to be remembered. Primary in teaching is the activity, actions and operations with the help of which the student himself carries out cognitive actions in order to acquire the knowledge he needs. But, since the system of operations that ensures the solution of educational problems of a certain type is called a method of action, the ultimate goal of teaching is to form in schoolchildren methods of action that ensure the ability to learn, i.e. the formation of educational activities, in the process of which the most effective development of their entire personality occurs.

With an activity-based approach to determining the essence of the content of education, as I.Ya. Lerner, M.N. Skatkin,

A.V. Petrovsky V.S. Lednev and others, those who are not alienated from

the personality of knowledge, and the person himself. According to V.S. Lednev, the content of education is the content of the process of progressive changes in the properties and qualities of an individual, a necessary condition for which is a specially organized activity. He classifies the goal of education, the activity of a person and the experience that this person acquires in activity, to three main factors (determinants) that determine the structural components of the content of education. Target modern education- the development of those personality traits that are necessary for her and society to be included in socially valuable activities (Lednev V.S. The content of education: essence, structure, prospects, 1991).

Serious research on the content of education was carried out by domestic scientists I.Ya. Lerner and M.N. Skatki-nym. In the holistic process of personality development, researchers identify several main directions (lines, sides) along which the child's development is simultaneously carried out: development cognitive sphere, including the formation of intelligence and the development of cognitive mechanisms; development of activities, which includes the formation of goals, motives, and the development of their relationship, the development of methods and means of activity; personality development, involving the formation of personality orientation, its value orientations, self-awareness, self-esteem, interaction with social environment etc. (Winter I.A.Pedagogical psychology, 2001, pp. 101-102). All these directions of human development (intellectual, activity and personal) are interconnected and interdependent. Developed personality in the definition of I.Ya. Lerner is a person who has mastered knowledge, methods of activity (skills and abilities), experience creative activity and emotional attitude to the world.

AND I. Lerner and M.N. Skatkin, taking into account these directions, identified four interrelated structural elements social experience characterizing a developed personality:

a system of knowledge about nature, society, technology, thinking and ways of working (knowledge about thinking and ways of working refers to methodological knowledge);

experience in the implementation of methods of activity, in the process of which the skills and abilities of applying this knowledge in different conditions are formed (to know does not mean to be able, the student needs to master the skills and abilities of using the acquired

lost knowledge);

experience of creative activity, in the process of which a person learns to independently apply previously acquired knowledge and skills in non-standard and problematic situations, he forms new ways of activity based on already known ones (independent transfer of knowledge and skills to a new situation; vision of a new problem in a familiar situation; vision the structure of the object and its new function; independent combination of known methods of activity into a new one; finding different ways problem solving and alternative evidence; building a fundamentally new way to solve the problem, which is a combination of the known);

experience of emotional-value relations, which allows to form that system of assessments (rules, norms, views, ideals, values), on the basis of which a person builds his attitude to knowledge, skills and abilities, the world around him, to activities, to people, to himself, and, serving as indicators of a person's upbringing.

Thus, according to I. Ya. Lerner, the content of education is a pedagogically adapted system of social experience, including knowledge, skills and abilities, experience of creative activity and emotional-value attitude to the environment, the assimilation of which ensures the comprehensive development of a personality prepared for the preservation and development of social culture, for active participation in life society (Theoretical foundations of the content of general secondary education / Under the editorship of V.V. Kraevsky, I.Ya. Lerner, 1983, pp. 146-151).

In connection with the above, it is obvious that full development personality in the learning process is possible only if the above four elements of social experience that make up the content of education are reflected in academic subjects (programs, plans and textbooks). In different academic subjects, one or another type of educational content (an element of social experience) that is subject to assimilation by schoolchildren is revealed with greater or lesser depth. In accordance with this, scholars offer their didactic foundations for classifying academic subjects. So, according to I.K. Zhuravleva and L. Ya. Zorina, each academic subject has a multipurpose meaning, but among these values ​​in each one can see its main function, denoting its leading component, focusing on which

pouring six groups (types) of subjects. So, in academic subjects on the basics of sciences 3 (geography, history, biology, physics, chemistry, astronomy), the leading component is subject scientific knowledge, and the skills and abilities of practical, creative and evaluative activities in these subjects occupy an auxiliary function and are aimed at mastering the leading component is the system of scientific knowledge. In the second group of academic subjects (labor, physical education, drawing, a foreign language, a complex of technical disciplines), the leading component is the methods of activity, that is, skills that must be firmly mastered to the level of their free application, and knowledge is occupied here by the subordinate, auxiliary function and aimed at mastering skills. The leading component of the third group of subjects ( art, music) is education aesthetically

value attitude to the environment, a certain, for example, figurative, vision of the world, and knowledge, skills and abilities, occupying an auxiliary function, help to form adequate emotions and assessments in schoolchildren. Each of the following three groups of academic subjects is mixed, since it consists of two leading components - knowledge and methods of activity (mathematics); knowledge and vision of the world (literature); modes of activity and vision of the world (native language). I.K. Zhuravlev and L. Ya. Zorina quite rightly believe that when developing the content of an academic subject ( curricula, plans, textbooks), it is important to take into account, along with other provisions, its leading and auxiliary components, and suggest ways to implement this provision (Ibid .: 191-202, 211-244).

As you can see, the activity-based approach in psychological and pedagogical science also changes views on academic subjects, which are usually classified only in accordance with the division of sciences according to the object of study (science of nature and science of man) into three cycles of disciplines - natural sciences (ma-

3 According to L.Ya. Zorina, the foundations of science is understood as “a body of knowledge, consisting of two parts: the foundations of all modern fundamental theories and a certain set of knowledge reflecting facts, laws that have not yet been formalized into theory in science. The foundations of science are such knowledge that, differing from the knowledge recorded in science itself, in depth, volume, corresponds to them in the content and nature of the connections between their elements ”(Theoretical Foundations of Content., P. 217).

topics, physics, chemistry, biology, etc.), humanitarian (literature, native and foreign languages, history, social studies, economic geography, music, visual activity, etc.), labor and physical training. Classification I.K. Zhuravleva and L. Ya. Zorina is based on taking into account the main function, the leading component of the social experience that is realized in each academic subject.

Culture, the social experience of the people, reflected in the content of education, with different methodological systems of instruction, can be assimilated by schoolchildren at the empirical or theoretical levels. Under methodological system teaching is understood as "the unity of goals, content, internal mechanisms, methods and means of a specific way of teaching" (Zagvyazinsky VI Teaching theory: Modern interpretation, 2001, p. 75). Distinguish between informational and explanatory traditional

training system, developmental training system L.V. Zankov, the system of developing education by V.V. Davydov and D.B. Elkonin, a system of programmed and problem learning, etc.

V.V. Davydov and his followers note that with the traditional information and explanatory system of education, the vast majority of schoolchildren acquire knowledge, skills and abilities at the empirical level, at which there is no qualitative difference between everyday ideas and concepts characteristic of theoretical consciousness (Formation of educational activity of schoolchildren / Under ed.V.V.Davydov et al., 1982, pp. 14-15). The system of developing education V.V. Davydov and D.B. El-konina, pursuing the formation of educational activity, without rejecting the empirical path of cognition, its goal, the final result is aimed at mastering the content of education by schoolchildren theoretical level... V.V. Davydov points out that “the content of educational activity is theoretical knowledge, the mastery of which through this activity develops in schoolchildren the foundations of theoretical consciousness and thinking, as well as the creative level of the implementation of practical activities” (Theory of Developmental Education, 1996, pp. 146-147). According to V.V. Davydov and D.B. Elkonin, the content and teaching methods should be focused not so much on familiarization with the facts, as on the knowledge of the relationship between them, the establishment of cause-effect relationships, on the transformation of relations

niy in the object of study. Proceeding from this, they propose to restructure the content of educational subjects and the logic (methods) of its deployment in the educational process according to the principle: from the general to the parts and again to the general (deductive-inductive path of cognition).

Scientists, focusing on the derivation (interiorization) of individual activity from collective, when analyzing the forms of organization of educational activity, indicate that the individual form of its implementation begins to form in the collective. VV Davydov, draws attention to the importance of organizing, especially at the beginning of learning, collective learning activities in groups and the whole class (educational discussions, detailed communication like "students-students", "students-teacher") with the creation of conditions for its gradual transformation into an individual one (Ibid .: 249).

VC. Dyachenko, having analyzed the general class (frontal) and brigade (group) forms of education in accordance with the general criteria for collective work, indicates that they cannot be considered collective, since "only the" fact of presence "in a team is not yet collective activity" ( Organizational

structure of the educational process and its development, 1989, p. 79). He quite correctly believes that with such forms of education there is no single general goal of activity, but only the coincidence of individual goals. “Collective,” in his opinion, “can be called only such training in which a collective (a group of people) trains and educates each of its members and each member actively participates in the training and education of his comrades in joint educational work” (Ibid., P. 96). Understanding the organizational form of training as the structure of communication between teachers and students, V.K. Dyachenko identifies and substantiates in detail such four of its forms: individual, group, dynamic pair, individually isolated, for example, communication through written speech(Ibid, 1989).

The use of the activity approach in the analysis of pedagogical phenomena has significantly changed the idea of ​​teaching methods as methods of interrelated activities of a teacher and students, aimed at solving educational, upbringing and developmental problems in the learning process. In the traditional information and explanatory system of education, a classification is usually used that subdivides didactic methods depending on the basis

a new source of knowledge - verbal, visual, practical. This classification, as most modern researchers quite rightly point out, does not reflect the cognitive activity of a student in the educational process. In recent decades, about six more classifications of teaching methods have appeared that differ significantly from the traditional one. Two of them deserve special attention (Yu.K. Babansky and I.Ya. Lerner, M.N.

The classification presented by Yu.K. Babansky, based on a holistic approach to teaching methods, includes three groups of methods: methods of organizing and implementing educational and cognitive activities, which include four subgroups - according to the source of transmission and perception educational information(verbal, visual and practical), according to the logic of transmission and perception of information (inductive and deductive), according to the degree of independence of thinking of schoolchildren in mastering knowledge (reproductive, problem-search), according to the degree of management educational work(methods of independent work and work under the guidance of a teacher); methods of stimulating and motivating learning, including two subgroups - interest in learning (cognitive games, educational discussions, emotional and moral situations), duty and responsibility (beliefs in the importance of learning, making demands, exercises in fulfilling requirements, encouragement and punishment); methods of control and self-control in training, consisting of three subgroups - oral, written and laboratory

practical (Pedagogy / Ed. by Yu.K. Babanskiy, 1983, pp. 177-210).

But, considering this classification, one should agree that although it is attractive, it has not been fully developed (General Pedagogy / Edited by V.A. Slastenin, 2003, part 1, p. 276).

The most rational and reasonable is the classification of I.Ya. Lerner and M.N. Skatkin, who linked teaching methods with the content of education to be mastered by schoolchildren. They showed that each of the four elements of social experience that make up the content of education has its own specific content and requires its own way of assimilation and certain teaching methods, and sometimes their combinations. Having analyzed different classifications of teaching methods (according to sources,

niy; for didactic purposes; according to the components of the teacher's activity, etc.), they developed a classification, highlighting two main groups of methods in it: reproductive (explanatory-illustrative and reproductive proper) and productive (problem statement, heuristic and research).

Each of these methods, in their opinion, has its own elements of the social experience being mastered, its own characteristics of the activities of the teacher and students. With the explanatory-illustrative method, the teacher communicates ready-made information by various means (spoken word, text, visualization, etc.), and schoolchildren perceive, comprehend and remember it. This is the most economical way of transferring knowledge, but when using this method, the skills and abilities to use the knowledge gained are not formed. Such skills and abilities are acquired using the reproductive teaching method. Here the teacher shows a sample of the performance of the activity, using instruction reminders (algorithms, rules), organizes multiple repetitions this method activities, including programmed learning, and students follow the pattern. With the problem method, the teacher identifies, classifies and poses problems to the pupils, formulates hypotheses, shows ways to test them, and schoolchildren follow the logic and content of evidence, receive models of reasoning, development of cognitive action. At heuristic method the teacher, with questions and tasks, leads the students to the formulation of the problem problem, its division into parts (a number of particular problems), stimulates them to search for evidence, formulate conclusions from the given facts, compare these facts with the conclusion, shows how the evidence is found, conclusions are drawn, etc. ., and schoolchildren actively participate in heuristic conversations, master the techniques of analyzing educational material in order to formulate a problem and find ways to solve it, etc. Each step presupposes the cognitive activity of schoolchildren, but the ability to see and solve the whole problem on their own has not yet been formed. In the research method, the teacher presents the students with new problems for them, develops and gives the students research tasks, etc., and the students perceive the problems and master the techniques of independently posing problems, finding ways to solve them, etc. (Pedagogy / Edited by P.I. . Pudgy,

2001, p. 253-256). A positive point is that the authors of this classification quite correctly insist “on the need to use in teaching in general plan and even in relation to specific units of material, combinations of receptive

reproductive and productive methods of teaching and the corresponding types of learning, and not one of any of these methods and types of learning ”(Ilyasov II Struktura process of learning, 1986, p. 146).

Research by a number of scientists led to the identification of modeling as a method of constructing and working with analogs, substitutes for the objects under study. The researchers point out that modeling is at the same time one of the training activities, which are part of educational activities, and a method that is very important for the mastering of systemic scientific knowledge by schoolchildren (Davydov V.V. Theory of developing education, 1996; Salmina N.G. Types and functions of materialization in teaching, 1981; Fridman L.M. Visibility and modeling in teaching, 1984; etc.).

Thus, all the main didactic categories over the past decades have undergone a serious revision, based on research carried out from the position of the activity approach, adopted by modern psychological and pedagogical science. The activity-based approach is understood as such an organization of learning in which the student acts from the position of an active subject of cognition, work and communication, in which educational skills are purposefully formed in understanding the goal, planning the course of future activities, its execution and regulation, self-control, analysis and assessment of the results of his activities.

The learning process is considered as a purposeful, specially organized process of the development of the personality of trainees, taking place on the basis of mastering systematized scientific knowledge and methods of activity, all the wealth of the spiritual and material culture of mankind (V.I. Zagvyazinsky). The methodological system of training means the unity of goals, principles, content, forms, methods and means of a specific method (type, type) of training (V.I. Zagvyazinsky). The content of education is viewed as a pedagogically adapted system of all social experience, including knowledge about nature, society, technology, thinking and ways of acting (methodological knowledge); experience in the implementation of known activities based on assimilated knowledge; experience of creative activity; experience emotionally

value attitude to the world (I.Ya. Lerner). The principles of teaching are understood as an expression of the pedagogical concept, which reflects the learned laws and patterns of teaching about its goals, essence, content, structure, and acts as regulators practical activities training (V.I. Zagvyazinsky). The organizational form of training means the structure of communication between the teacher and schoolchildren, the structure of communication used in the educational process (V.K.Dyachenko). Teaching methods are understood as ways of orderly interrelated activities of the teacher and students, aimed at solving educational, upbringing and developmental problems in the learning process (Yu.K. Babansky).

© Yu. F. Kuznetsov, 2006

Philosophy Abstract

Activity approach

Artist: Martsinkevich Svetlana Yurievna

Head: Belyaeva Lyudmila Alexandrovna

Doctor of Philosophy, Professor

3. Human activities

5. Activity approach in psychology

7. Methodological functions of the activity

8.1 Transformative activities

8.3 Value-Oriented Activity

9. Activity learning method

Bibliography

1. Concept of activity

The concept of activity includes both the biological life activity of a person and his socio-cultural, specifically human, activity. The activity covers all aspects of human life, internal and external processes, various types of operations performed by people: both intellectual, and material-practical, and spiritual; activity can be called mental work, and physical, and mental, and spiritual.

· Activity is a specific form of social and historical life of people, their purposeful transformation of natural and social reality. Unlike the laws of nature, the laws of society are revealed only through human activity, which creates new forms and properties of reality, transforms some initial material into a product. (Russian Pedagogical Encyclopedia: In 2 volumes / Ed. V.V.Davydov. - M .: Great Russian Encyclopedia, 1993. - T. 1-608 p.)

· Activity - active interaction with the surrounding reality, during which a living being acts as a subject, purposefully influencing the object, thus satisfying its needs. (Pedagogical encyclopedic Dictionary/ Ch. ed. B.M. Bim-Bad - M .: Great Russian Encyclopedia, 2002 .-- 528 p.)

· Activity - the most important form of manifestation of human life, his active relationship to the surrounding reality [Pedagogical Dictionary: 2 vols. / Ch. ed. I.A. Kairov. - M .: Publishing house of the Academy ped. Sciences, 1960. - Vol. 1- 774 p.].

· Activity is a specifically human form of relationship to the surrounding world, the content of which is its purposeful change and transformation. (A short pedagogical dictionary of a propagandist / Under the general editorship of M.I.Kondakov, A.S. Vishnyakov - 2nd ed., Additional and revised - Moscow: Politizdat, 1988. - 367 p.)

· Activity is a form of mental activity of a person, aimed at cognition and transformation of the world and the person himself [Kodzhaspirova, G.М. Pedagogical Dictionary: For students. higher. and Wednesday. ped. study. institutions / G.M. Kodzhaspirova, A.Yu. Kojaspirov. - M .: Publishing Center "Academy", 2001. - 176 p.].

· Activity - a system of actions performed with the help of tools and aimed at meeting the material and spiritual needs of people [Dictionary-reference book on social psychology/ Comp. V. Krysko. - SPb .: Peter, 2003. - 416 p.]

· “By“ human activity ”, we mean, first of all, a conscious, purposeful human activity, which can unfold both in physical space and in the space of mental images” [Rean, A.A. Psychology and pedagogy / A.A. Rean, N.V. Bordovskaya, S.I. Rozum. - SPb .: Peter, 2001 .-- 432 p. p. 178].

Activity is a complex multifaceted phenomenon, and therefore is studied by a number of disciplines. So, the socio-historical side of the activity is investigated from the standpoint of such sciences as philosophy, cultural studies, sociology, economics and a number of others. In common usage, “activity” is understood as any kind of practical human activity.

The activity covers both material and practical, and intellectual, spiritual operations; both external and internal processes; activity is the work of thought as much as the work of the hand, the process of cognition as much as human behavior. (Kagan M.S.Human activity. M., Politizdat, 1974 - 328s.)

Activity is a specifically human way of relating to the world - “objective activity” (Marx); is a process during which a person reproduces and creatively transforms nature, thereby making himself an active subject, and the phenomena of nature mastered by him - the object of his activity. It is activity, labor that a person owes, both for his initial formation, and for the preservation and development of all human qualities in the course of the historical process. In activity, a person treats each object not as a bearer of a need and a goal that is alien to this object, but adequately to its nature and characteristics: he masters the object, makes it the measure and essence of his activity. At the same time, a person does not just interact with nature, but gradually includes it itself in the composition of his material and spiritual culture. Change in the external world is only a prerequisite and condition for human self-change. In production, even if it is directly and consciously directed only at the material-energetic and informational result, people always reproduce themselves differently than they entered this process. Thus, activity as an integral process also includes communication. In its essence, activity is precisely socially successive being that addresses itself to people and generations. The secret of creativity lies in the dynamics of activity. Historically, its first act is the production of tools with the help of tools. Activity is the unity of objectification and de-objectification: it continuously passes from the form of a person's active ability to the form of objective embodiment and back. The laws of history are ultimately the laws of activity, although during the division of labor and its alienation in a class society, they supposedly act as governing the behavior of people from the outside, in the form of the domination of alienated forces over them. Human activity reproduces the sides of an object mastered by it both in reality, recreating the object itself, and ideally - as the properties of another object, acting in the sign function of the first: it produces the ideal. Only from the point of view of activity in its integrity can one understand what a subject and an object, thinking and all categories of dialectics in general are. Both theoretical activity and the material and technical process of real transformation of an object are only moments of integral activity endowed with relative independence as a system, where the real transformational process determines the ideal transformational one. In this regard, theoretical activity is a socially creative process aimed at changing the world of human culture. However, under the conditions of the division of labor, illusions arise that “purely practical” and “purely theoretical” functions are in themselves the essence of activity. Only under communism activity becomes for everyone an integral self-activity, acts as the goal and need of life (Communist labor). The philosophical category of objective activity is of great ideological and methodological significance for everyone. social sciences, especially sociology, psychology, pedagogy, etc. (Philosophical Dictionary / Under the editorship of I.T. Frolov. - 4th ed.-M .: Politizdat, 1981. - 445 p.)

2. Historical and philosophical analysis of activities

Note that the category of activity was actively studied in ancient philosophy. The concepts of activity and its elements in Plato and Aristotle passed through the history of philosophy almost unchanged. Thus, Aristotle associated activity with concepts such as "goal" and "fulfillment." In his work "Metaphysics" he wrote: "Deed is the goal, and activity is the deed, why is 'activity' (energeia) derived from 'deed' (ergon) and is aimed at 'accomplishment' (entelecheia)" Aristotle identified two main types of activity - external, objective, aimed at “what is being created (for example, construction is in what is being built)” and internal, in the case when “activity is in what is acting (for example, vision is in the one who sees , speculation is in the one who deals with it, and life is in the soul). ( Aristotle. Compositions. In 4 volumes: Vol. 1. / Aristotle / Under. total ed. V.F.Asmus. - M .: Mysl, 1976 .-- 550 p.)

It is interesting that the ancient philosopher associated this type of activity with the perception of pleasure and displeasure as a driving force "to strive for something or to avoid something" [Aristotle]. And if the experience of contentment or displeasure was presented to him as "the activity of the focus of feelings", then avoidance and striving in action represented activities "aimed at good or evil as such" [Aristotle]. At the same time, it was noted that the ability of striving and the ability of avoidance do not differ from each other, they are something single ("single focus"), the existence of which is diverse. Thus, Aristotle showed the dialectical unity of "pleasure" and "displeasure", "striving" and "avoidance" as a source and method of manifestation of human activity. Aristotle's categories of form and material were closely related to the analysis of activity. In introducing these categories, he turned to examples of activities. Considering the origin of the statue, Aristotle called the copper, from which it is made, the material, and the formation of the statue by the imposition of the form on the material. The history of the study of activity more and more prompts various researchers to think that the way out of many difficulties and the solution of the failures that mankind has encountered in the study of activity lies in the path of using material and form as the main means. In the 14th and 19th centuries, the concept of activity was developed by Kant, Fichte, Hegel and Marx. For the first time, the question of the active nature of cognition was actually raised by I. Kant, who made the principle of the activity of the subject of cognition one of the central ones in his philosophy. However, this principle was fully embodied by I.G. Fichte, in whose philosophical teaching the subject ("I") creates the world ("not-I") as a product of pure initiative. Hegel interpreted activity as the free activity of the Absolute Idea.

Introduction.

The main idea of ​​the activity approach in education is not connected with the activity itself as such, but with activity as a means of the formation and development of the child's subjectivity. That is, in the process and as a result of using forms, techniques and methods educational work it is not a robot that is born, trained and programmed to accurately perform certain types of actions, activities, but a Man who is able to choose, evaluate, program and design those activities that are adequate to his nature, satisfy his needs for self-development, self-realization. Thus, as a common goal, a person is seen who is able to transform his own life activity into an object of practical transformation, to relate to himself, evaluate himself, choose the methods of his activity, control its course and results.

The active approach in the upbringing of a growing person in a directly practical aspect goes back to the depths of history. Human-creating, personality-creating, ennobling the functions of activity, realized at first only in the form of productive labor, were appreciated at the dawn of human culture and civilization. Labor as a material transforming object-related activity was the primary reason and prerequisite for the separation of man from nature, the formation and development of all human qualities in the course of history. Human activity, taken as a whole, in the fullness of its types and forms, gave birth to culture, poured into culture, itself became a culture - the environment that grows and nourishes the individual. Such an assessment of the role of activity and, in particular, labor was first carried out within the framework of German classical philosophy. It was assimilated by Marxism, and modern domestic humanitarian sciences, the subject of which in one aspect or another is activity. Psychology and pedagogy in particular.

The formation of the activity approach in pedagogy is closely related to the emergence and development of ideas of the same approach in psychology. The psychological study of activity as a subject was begun by L.S. Vygotsky.

The foundations of the active approach in psychology were laid by A.N. Leontiev. He proceeded from the distinction between external and internal activities. The first consists of specific actions for a person with real objects, carried out by the movement of hands, feet, fingers. The second occurs through mental actions, where a person operates not with real objects and not through real movements, but uses their ideal models, images of objects, ideas about objects for this. A.N. Leont'ev considered human activity as a process, as a result of which the psychic "in general" appears as a necessary moment. He believed that internal activity, being secondary in relation to external, is formed in the process of interiorization - the transition of external activity to internal. The reverse transition - from internal to external activity - is denoted by the term "exteriorization".

By making the role of activity, especially external, in the formation of the personality, the psychological "in general," absolute, A. N. Leont'ev proposed to put the category of "activity" at the basis of the construction of all psychology. Development and educational psychology and school pedagogy in general were built on this theoretical foundation. Thus, the theoretical position of A.N. Leontiev, which was based on the scheme of the formation of the child's psyche in the form of "interiorization - exteriorization", was the starting point and foundation for the appearance in pedagogical practice and theory of not only an activity approach in teaching and upbringing, but also a general strategies for building the education system in the form of a labor, polytechnic school. In the new provisions of his theory, A.N. Leontiev outlined in the book “Activity. Consciousness. Personality ".

However, subsequent studies, especially those of A. N. Leontiev's opponents, showed the illegality of identifying activity as the sole basis and source of the development of the human psyche. The inner world, the child's subjectivity begins, arises, is not formed at all from objective grounds and not on some one basis, whether it is communication, activity, consciousness. The history of culture also shows that activity is not the only and exhaustive basis of human existence, so if the basis of activity is a goal formulated consciously, then the basis of the goal itself lies outside of activity - in the sphere of human motives, ideals and values, expectations, claims, and so on.

Research by S.L. Rubinstein, they made serious adjustments to the ideas about the mechanisms of the formation of the child's subjectivity in the process of activity. He showed that any external causes, and activity in the first place, act on the child not directly, but are presented through internal conditions. The child's psyche is extremely selective.

An even more decisive step towards the correction of the theory of interiorization was made by humanistic psychology. In accordance with her ideas, the child's mental development is carried out not according to the formula "from the social to the individual" (or even more generally from the external to the internal) and not only by assimilating external circumstances through internal conditions. The position of humanistic psychology is more radical: the development of a child has its own internal laws, its own internal logic, is a passive reflection of the reality in which this development is carried out. The concepts of the internal logic of development, which are key for humanistic psychology, captures the fact that a person, acting as a self-regulating object, in the process of his life acquires such properties that are unambiguously predetermined neither by external circumstances, including external activities, nor by internal conditions, including internal activities... In accordance with this view, an indispensable condition for the effectiveness of upbringing in the context of the activity approach is reliance on the child's own forces, on the internal logic of his development, on that layer of human being, which is called spirit. The same view of the mechanism of the formation and formation of the child's subjectivity allows us to see the Activity approach to education as a personality-oriented approach.

Subject activity increasingly appears not only as an immediate cause, but mainly as a necessary condition, a prerequisite for the formation of thinking, consciousness, and subjectivity in general. A child for a teacher - a subject of educational, cognitive, educational activity - is seen as an activity integrity, as a kind of variety of properties, states, qualities, the unity of which is achieved in the main types of activity - in work, communication, cognition, in the self-education of his inner world. Activity already acts as an integrating basis for mental properties and functions. In the light of such ideas about human activity, an activity approach in pedagogy is being developed.

The essence of the activity approach in pedagogy.

In its most general form, the activity approach means the organization and management of the purposeful educational and educational activities of the student in the general context of his life activity - the orientation of interests, life plans, value orientations, understanding the meaning of education and upbringing, personal experience in the interests of the formation of the student's subjectivity.

The activity approach, in its predominant orientation on the formation of the pupil's subjectivity, seems to compare in functional terms both spheres of education - training and upbringing: when implementing the activity approach, they equally contribute to the formation of the child's subjectivity.

At the same time, the activity approach, implemented in the context of the life of a particular student, taking into account him life plans, value orientations and its other parameters of the subjective world, in its essence is a personal - activity approach. Therefore, it is quite natural, in order to comprehend its essence, by distinguishing two main components - personal and activity.

The activity-based approach to upbringing in the aggregate of components proceeds from the idea of ​​the unity of the individual with her activities. This unity is manifested in the fact that activity in its diverse form directly mediates changes in personality structures; the personality, in turn, simultaneously directly and indirectly carries out the choice of adequate types and forms of activity and the transformation of activity that satisfy the needs of personal development.

The essence of upbringing from the point of view of the activity approach is that the focus is not just on activity, but on the joint activity of children with adults, in the implementation of jointly developed goals and objectives. The teacher does not provide ready-made samples of moral and spiritual culture, creates, develops them together with younger comrades, a joint search for norms and laws of life in the process of activity and makes up the content educational process implemented in the context of the activity approach.

The educational process in the aspect of the activity approach proceeds from the need to design, construct and create a situation of educational activity. They leave part of the educational process and the realization of the pupil's life, social life in general, and is characterized by the unity of the activities of educators and pupils. Situations are created in order to combine the means of teaching and upbringing into unified educational complexes that stimulate the many-sided activities of a modern person. Such situations make it possible to regulate the child's life in all its integrity, versatility and literacy, and thereby create conditions for the formation of the student's personality as a subject of various types of activity and his life in general.

An activity-based approach to learning

Denshchikova N.S.

teacher primary grades

1. The essence of the activity approach in learning

For many years the traditional goal school education was the mastery of the system of knowledge that constitutes the basis of the sciences. The students' memory was loaded with numerous facts, names, concepts. That is why graduates of Russian schools in terms of the level of factual knowledge are noticeably superior to their foreign peers. However, the results of international comparative studies make you wary and think. Russian schoolchildren better than students in many countries perform tasks of a reproductive nature, reflecting the mastery of subject knowledge and skills. However, their results are lower when performing tasks on the application of knowledge in practical, life situations, the content of which is presented in an unusual, non-standard form, in which it is required to analyze or interpret them, formulate a conclusion or name the consequences of certain changes. Therefore, the question of the quality of education knowledge has been and remains relevant.

The quality of education at the present stage is understood as the level of specific, supra-subject skills associated with self-determination and self-realization of an individual, when knowledge is acquired not "for future use", but in the context of a model of future activity, life situation as "learning to live here and now." The subject of our pride in the past is that a large amount of factual knowledge requires rethinking, since in today's rapidly changing world any information quickly becomes outdated. It is not the knowledge itself that becomes necessary, but the knowledge of how and where to apply it. But even more important is the knowledge of how to obtain information, interpret, transform.

And these are the results of activities. Thus, wishing to shift the emphasis in education from assimilation of facts (result-knowledge) to mastering ways of interacting with the outside world (result - skills), we come to the realization of the need to change the nature of the educational process and the ways of activities of teachers and students.

With this approach to teaching, the main element of students' work is the development of activities, especially new types of activity: educational - research, search and design, creative, etc. In this case, knowledge becomes a consequence of the assimilation of methods of activity. In parallel with the development of the activity, the student will be able to form his own system of values, supported by the society. From a passive consumer of knowledge, the student becomes a subject educational activities... The category of activity with this approach to learning is fundamental and meaningful.

The activity approach is understood as such a way of organizing the educational and cognitive activity of students, in which they are not passive "receivers" of information, but they themselves actively participate in the educational process. The essence of the activity-based approach to learning is to direct “all pedagogical measures to

organization of intensive, constantly increasing complexity of activity, because only through his own activity a person assimilates science and culture, methods of cognition and transformation of the world, forms and improves personal qualities ”.

The personal-activity approach means that the center of learning is the personality, its motives, goals, needs, and the condition for the self-realization of the personality is the activity that forms the experience and ensures personal growth.

The activity-based approach to learning from the perspective of a student consists in the implementation of various types of activities to solve problematic tasks that have a personal and semantic character for the student. Learning tasks become an integrative part of the activity. In this case, the most important component of actions is mental actions. In this regard, special attention is paid to the process of developing strategies of action, educational actions, which are defined as ways of solving educational problems. In the theory of educational activity, from the position of its subject, the actions of goal-setting, programming, planning, control, and evaluation are distinguished. And from the standpoint of the activity itself - transforming, performing, controlling. Great attention in general structure learning activities are assigned to the actions of control (self-control) and assessment (self-assessment). Self-control and assessment of the teacher contributes to the formation of self-esteem. The function of the teacher in the activity approach is manifested in the activity of managing the learning process.

2. Implementation of an activity-based approach in learning

junior schoolchildren

The goal of elementary school teachers is not just to teach the student, but to teach him to teach himself, i.e. educational activities. At the same time, the student's goal is to master the skills to learn. Educational subjects and their content act as a means of achieving this goal.

An important feature EMC "School of Russia" is that it allows you to successfully solve one of the priority tasks primary education- to form the main components of educational activities.

This position is clearly presented in the table, which compares the positions of the teacher and the student:

Components of learning activities

(teacher position)

Questions answered by the student (student position)

Motive of activity

"Why am I studying this?"

Formulation of an educational problem, its acceptance by students

"What are my successes and what am I failing?"

Discussion of the course of action in solving the educational problem

"What should I do to solve this problem?"

Exercise control

"Am I solving this problem correctly?"

Correlation of the obtained result with the goal (standard, sample)

"Did I complete the learning task correctly?"

Process and outcome assessment

"What educational challenge do I have before me?"

The forms, means and methods of teaching the teaching materials are aimed at the formation of the prerequisites in the younger schoolchild (in the first half of the first grade), and then the skills of educational activity.

Learning skills are formed gradually, this process covers the entire primary school... The formation of educational skills in junior schoolchildren is carried out at each lesson of any academic subject. Academic skills do not depend on the content of a particular course and from this point of view are general educational skills.

I begin to solve the problem of the formation of educational activity literally from the first lessons of the 1st grade. For the successful course of educational activity, a motive, a goal, specific actions and operations, control and evaluation of the result are necessary.

I pay special attention to the development of educational and cognitive motives. The content of the teaching materials is available to every student. This keeps the children interested in learning because it brings joy, pleasure, and success.

The content of the texts, illustrations, tasks of the textbooks of the "School of Russia" programs evokes an emotionally positive attitude of students - surprise, empathy, joy of discovery and a desire to learn.

At each lesson, such a motive is realized in learning goal- awareness of the question that is required, it is interesting to find the answer. In this case, I direct my activities to creating conditions for the formation of active goal-setting in the lesson. In this regard, it becomes necessary to develop techniques that contribute to the formation of educational motivation in the classroom. All techniques are based on the active thought-speech activity of students.

I classify techniques according to the prevailing channel of perception.

Visual:

topic-question

work on the concept

bright spot situation

exception

speculation

problem situation

grouping

Auditory:

leading dialogue

collect the word

exception

problem of the previous lesson

Topic-question

The topic of the lesson is formulated as a question. Students need to build an action plan to answer the question. Children put forward many opinions, the more opinions, the better the ability to listen to each other and support the ideas of others, the more interesting and faster the work goes.

Working on the concept

I offer students for visual perception the name of the lesson topic and ask them to explain the meaning of each word or find in " Explanatory dictionary For example, the topic of the lesson is “Accent.” Further, from the meaning of the word, we determine the task of the lesson. The same can be done through the selection of related words or through the search in a complex word for word constituents. For example, the topics of the lessons are “Phrase”, “Rectangle”.

Leading dialogue

At the stage of updating the educational material, a conversation is conducted aimed at generalization, concretization, and the logic of reasoning. I bring the dialogue to what children cannot talk about due to incompetence or insufficiently complete justification of their actions. This creates a situation for which additional research or action is needed.

Collect the word

The technique is based on the ability of children to highlight the first sound in words and synthesize into a single word. Reception is aimed at developing auditory attention and concentration of thinking to perceive new things.

For example, the topic of the lesson is "Verb".

– Collect the word from the first sounds of the words: "Thunder, caress, neat, voice, island, catch."

If there is an opportunity and need, you can repeat the studied parts of speech on the proposed words, solve logical problems.

The "bright spot" situation

Among the many similar objects, words, numbers, letters, figures, one is highlighted in color or size. Through visual perception, attention is focused on the selected object. The reason for the isolation and generality of everything proposed is jointly determined. Next, the topic and objectives of the lesson are determined.

Grouping

I suggest that children divide a number of words, objects, figures, numbers into groups, justifying their statements. The classification will be based on external signs, and the question: "Why do they have such signs?" will be the task of the lesson.

For example, the topic of the lesson " Soft sign in nouns after hissing "can be considered on the classification of words: ray, night, speech, watchman, key, thing, mouse, horsetail, stove. A mathematics lesson in grade 1 on the topic" Two-digit numbers "can start with the sentence:" Divide by two groups of numbers: 6, 12, 17, 5, 46, 1, 21, 72, 9.

Exception

The technique can be used through visual or auditory perception.

First view. The basis of the "bright spot" technique is repeated, but in this case, children need to find what is superfluous through the analysis of the common and the different, justifying their choice.

Second view. I ask the children a series of riddles or just words, with the obligatory repeated repetition of guesses or a suggested series of words. By analyzing, children easily identify what is superfluous.

For example, the lesson of the surrounding world in the 1st grade on the topic of the lesson "Insects".

– Listen and remember a series of words: "Dog, swallow, bear, cow, sparrow, hare, butterfly, cat."

– What do all words have in common? (Animal names)

– Who is superfluous in this row? (Of the many well-founded opinions, the correct answer will surely sound.)

Speculation

1) The topic of the lesson is offered in the form of a diagram or an unfinished phrase. Students need to analyze what they saw and determine the topic and purpose of the lesson.

For example, in a Russian language lesson in grade 1 on the topic "Proposal", you can propose a scheme:

2) The topic of the lesson and the words "helpers" are offered:

Let's repeat ...

Let's explore ...

Let's find out ...

Let's check ...

With the help of words - "helpers" children formulate the tasks of the lesson.

3) An active cognitive activity is organized to search for patterns in the construction of a number of constituent elements and the assumption of the next element of a given series. Proving or refuting the assumption is the task of the lesson. For example: for the topic "Number 9 and its composition", observation is carried out over a number of numbers: 1, 3, 5, 7, ...

4) Determine the reason for combining words, letters, objects, analyzing patterns and relying on your knowledge. For a mathematics lesson on the topic "The order of arithmetic in expressions with brackets" I offer the children a number of expressions and ask the question: "What unites all expressions? How to carry out a calculation?"

(63 + 7)*10

24*(16 – 4 * 2)

(42 – 12 + 5)*7

8 * (7 – 2 * 3)

The problem of the previous lesson

At the end of the lesson, the children are offered an assignment, during which difficulties should arise with the implementation, due to lack of knowledge or lack of time, which implies continuation of work on next lesson... Thus, the topic of the lesson can be formulated the day before, and in the next lesson it can only be remembered and substantiated.

Practice shows that under certain conditions, first grade students can formulate a topic and define the tasks of a lesson. The time spent in the lesson on understanding the topic and objectives of the lesson is replenished by the effectiveness of educational work, the success of students, and conscious reflection of the lesson.

The proposed techniques are effective, interesting and accessible to my students. The process of goal-setting forms not only a motive, a need for action, but also teaches purposefulness, meaningfulness of actions and deeds, develops cognitive and Creative skills... The student realizes himself as a subject of activity and his own life. The process of goal-setting is a collective action, each student is a participant, an active figure, everyone feels like a creator of a common creation. Children learn to express their opinions, knowing that they will be heard and accepted. They learn to listen and hear another, without which interaction will not work.

At the stage of generalizing knowledge, the lesson can begin with "revitalizing the student experience." I express a problematic question for discussion, taking into account the following requirements:

a problem arises if a sample of its solution is not given;

the problem cannot be solved at the reproductive level;

brainstorming is required to solve the problem.

For example, in the lesson of the surrounding world, you can ask the children the question: "If you saw off the stems of a bush and leave only one, will it become a tree?"

In this case, a dialogue arises, during which different points of view are expressed, their evidence is discussed, the essential ones are selected from them, and the participants come to a common opinion. Conclusions are made that are convincing for everyone.

Performing actions to acquire the missing knowledge is the next condition for the implementation of the activity approach. Learning actions with the help of which schoolchildren solve learning problems in the structure of learning activities are as follows:

perception of messages (listening to a teacher or students, a teacher's conversation with students, reading and assimilating the text of a textbook or other source of information);

observations organized in the classroom at or outside the school;

collection and preparation of materials on the topic proposed by the teacher or student;

substantive and practical actions;

oral or written presentation of the acquired material;

linguistic, subject-practical or any other embodiment of situations that reveal the content of a particular educational task, problem;

preparing, conducting and evaluating experiments, proposing and testing hypotheses;

performing various tasks and exercises;

assessment of the quality of action, event, behavior.

Revealing and mastering the method of action for the conscious application of knowledge (for the formation of conscious skills) is the third condition of the activity-based approach to learning, associated with the performance of conscious educational actions by children.

The formation of a system of conscious actions should take place in the required sequence, step by step, taking into account the gradual growth of students' independence. In practice, I am convinced that the most effective way of forming the required skills (the ability to apply the acquired knowledge in practice), or, as they say today, competencies, is achieved if the training follows the path not of accumulating the sum of individual skills, but in the direction from general to private.

At the same time, I direct my efforts to helping children not in memorizing individual information, rules, but in mastering a method of action that is common for many cases. I try to achieve not only the correctness of the solution of a particular task, not just the correctness of the result, but the correct implementation of the required method of action. The right way action leads to the correct result.

Like many teachers, I face this problem. The child quite successfully mastered each operation separately, and memorizing the entire sequence of actions causes difficulty in him. Hence the mistakes. When working with such children, it is necessary Additional tasks to work out the algorithm of the rules. I offer children additional schemes, models, the purpose of which is to help remember the sequence of the operation. For example:

The order of parsing a word by composition:

highlight the ending

highlight the basis

highlight the root

highlight the prefix and suffix

An important part of the learning process is monitoring and evaluation activities.

I pay great attention to the tasks that children perform in pairs, in small groups. In the process of such work, control and self-control develops, because without mutual control, a joint task cannot be completed. I gradually increase the number of tasks built on the principle of self-control, when the student checks the correctness of the result of the activity himself. This is facilitated by work with the headings "Check yourself", tasks "Compare your answer with the text", "Find a mistake", etc.

In my practice I use tasks of a creative nature. I think the technique of creative storytelling is very interesting and effective. In the lessons of the surrounding world, I use the following types of stories:

storytelling based on direct perception ("The streets are full of surprises", "Bird's dining room", etc.);

a descriptive story based on comparison ("Modern and Old School", "Forest and Meadow", etc.);

story-study - a small vivid figurative description of an object (phenomenon);

story-composition about an event (“What I learned from nature”, etc.);

story - dialogue - a rather difficult kind of story, combining story - description with dialogue ("A man's conversation with a tree", "What are the sparrows chirping about?", etc.)

I really like my students to carry out creative assignments using music and painting. The value of these tasks is that they are based on a combination of two of the most emotional activities: listening to music and looking at reproductions of paintings.

Tasks can be as follows:

Compare the character of the piece with the mood of the painting. (from three pictures "Golden Autumn", "Summer Day", "February Azure" choose the one that corresponds to the mood of PI Tchaikovsky's play from the cycle "Seasons").

Determining the nature of a piece of music and creating an imaginary picture for it.

Another type of creative assignment is educational role-playing games. In grades 1-2, an educational role-playing game is compulsory. structural component the lesson of the surrounding world. (Examples of role-playing games - "In the store", "We are passengers", "In a Slavic settlement", etc.). "Trying on the role" of real persons, animals, plants, objects of the surrounding world, students develop imagination, creative thinking, communication skills.

The implementation of the technology of the activity method in teaching practice is ensured by the following system of didactic principles:

The principle of activity is that the student, receiving knowledge not in a finished form, but, obtaining it himself, is aware of the content and forms of his educational activity, understands and accepts the system of its norms, actively participates in their improvement, which contributes to active successful the formation of his general cultural and activity abilities, general educational skills.

The principle of continuity means continuity between all stages and stages of training at the level of technology, content and methods, taking into account age psychological characteristics development of children.

The principle of integrity - involves the formation by students of a generalized systemic view of the world (nature, society, oneself, the socio-cultural world and the world of activity, about the role and place of each science in the system of sciences).

The minimax principle is as follows: the school should offer the student the opportunity to master the content of education at the maximum level for him (determined by the zone of proximal development of the age group) and ensure at the same time its mastering at the level of a socially safe minimum (state standard of knowledge)

The principle of psychological comfort - involves the removal of all stress-forming factors of the educational process, the creation of a friendly atmosphere at school and in the classroom, focused on the implementation of the ideas of cooperation pedagogy, the development of dialogue forms of communication.

The principle of variability - implies the formation of students' abilities for a systematic enumeration of options and adequate decision-making in situations of choice.

The principle of creativity - means the maximum orientation towards creativity in the educational process, the acquisition by students of their own experience of creative activity.

Using this method in practice allows me to competently build a lesson, to include each student in the process of "discovering" new knowledge.

The structure of lessons for introducing new knowledge usually looks like this:

I. Motivation for learning activities ( Organizing time) -

1-2 minutes

Purpose: inclusion of students in activities at a personally significant level.

This stage of the learning process involves the student's conscious entry into the space of learning activities in the classroom. For this purpose, at this stage, his motivation for educational activities is organized, namely:

the requirements for it from the side of educational activities (“it is necessary”) are updated;

conditions are created for the emergence

understanding the internal need for inclusion in educational activities (“want”);

a thematic framework is established (“can”).

How to work:

the teacher at the beginning of the lesson expresses good wishes to the children, invites to wish each other good luck (claps in the palm of the hand);

the teacher invites the children to think about what is useful for successful work, the children speak out;

motto, epigraph ("With little luck, great success begins", etc.)

II. Actualization and fixation of an individual difficulty in a trial learning action -

4-5 minutes

Purpose: repetition of the material studied, necessary for the "discovery of new knowledge", and identification of difficulties in the individual activities of each student.

Emergence problem situation

Staging methods learning problem:

prompting, leading dialogues;

motivating technique "bright spot" - fairy tales, legends, fragments from fiction, cases from history, science, culture, everyday life, jokes, etc.)

III. Statement of the educational problem -

4-5 minutes

Purpose: discussion of the difficulty ("Why are there difficulties?", "What do we not yet know?")

At this stage, the teacher organizes the students to identify the place and cause of the difficulty. To do this, students must:

restore the performed operations and fix (verbally and symbolically) the place - step, operation, where the difficulty arose;

correlate your actions with the method of action used (algorithm, concept, etc.) and, on this basis, identify and fix in external speech the cause of the difficulty - those specific knowledge, skills or abilities that are not enough to solve the original problem and problems of this class or type generally.

IV. Discovery of new knowledge (building a project for a way out of difficulty) -

7-8 minutes

At this stage, students in a communicative form think about the project of future educational actions: they set a goal (the goal is always to eliminate the difficulty that has arisen), agree on the topic of the lesson, choose a method, build a plan for achieving the goal and determine the means - algorithms, models, etc. This process is guided by the teacher: at first with the help of a leading dialogue, then with a stimulating one, and then with the help of research methods.

V. Primary anchoring -

4-5 minutes

Purpose: reciting new knowledge, (recording as a reference signal)

frontal work, work in pairs;