Pedagogical process. pedagogical process. § learning as a core element of integrity

SECTION 3. PEDAGOGICAL PROCESS

The pedagogical process as a system

Pedagogical process - this is a specially organized, purposeful interaction of teachers and pupils, focused on solving developmental and educational problems.

Pedagogical process is viewed as a dynamic system that includes interrelated components and interacts with the wider systems in which it is included (for example, the school system, the education system).

In the pedagogical literature of past years, instead of the concept of "pedagogical process", the concept of "educational process" was used. However, in the works of P.F. Kapterov, A.I. Pinkevich, and Yu.K. The essential characteristic of the pedagogical process is the interaction of teachers and pupils regarding the content of education using a variety of pedagogical means.

The pedagogical process includes target, content, activity and result components.

Target Component presupposes the presence of the whole variety of goals and objectives of pedagogical activity - from the general goal of creating conditions for the versatile and harmonious development of the individual to the tasks of a particular lesson or event.

activity- includes various levels and types of interaction between teachers and pupils, the organization of the pedagogical process, without which the final result cannot be obtained.

Productive the component reflects the efficiency of its course, characterizes the achieved shifts in accordance with the goal. Of particular importance in the pedagogical process are the links between the selected components. Among them, an important place is acquired by the connections of management and self-government, cause-and-effect relationships, informational, communicative, etc.

According to the definition of M. A. Danilov, the pedagogical process is an internally connected set of many processes, the essence of which is that social experience is melted into the qualities of a formed person. However, this process is not a mechanical combination of the processes of education, training and development, but a new quality of education, subject to special laws. All of them are subject to a single goal and form the integrity, commonality and unity of the pedagogical process. At the same time, the specificity of each individual process is preserved in the pedagogical process. It is revealed when highlighting their dominant functions.

Communication of the pedagogical process with:

Upbringing- So, the dominant function of education is the formation of relationships and social and personal qualities of a person. Upbringing provides developing and educational functions, training is unthinkable without upbringing and development.

Education- teaching methods of activity, the formation of skills and abilities; development - the development of a holistic personality. At the same time, in a single process, each of these processes also performs related functions.

The integrity of the pedagogical process is also found in the unity of its components: goals, content, means, forms, methods and results, as well as in the interconnection of the stages of flow.

Patterns of the pedagogical process regarded as objective, steadily repeating connections between various phenomena.

1. Basic the regularity of the pedagogical process is its social conditionality, i.e. dependence on the needs of society.

2. In addition, we can distinguish such a pedagogical pattern as progressive and the successive nature of the pedagogical process, which manifests itself, in particular, in the dependence of the final learning outcomes on the quality of intermediate.

3. Another pattern emphasizes that the effectiveness of the pedagogical process depends on its flow conditions(material, moral-psychological, hygienic).

4. No less important is the pattern content compliance, forms and means of the pedagogical process to the age capabilities and characteristics of students.

5. Regularity is objective connection of the results of education or training with the activities and activity of the students themselves.

In the pedagogical process, other regularities also operate, which then find their concrete embodiment in the principles and rules for constructing the pedagogical process.

Pedagogical process is a cyclical process, including the movement from the goal to the result.

In this movement, one can distinguish general stages : preparatory, main and final.

1. On preparatory stage goal-setting is carried out on the basis of diagnosing the conditions of the process, there is a forecast of possible means to achieve the goal and objectives, design and planning of the process.

2. Stage of implementation of the pedagogical process (basic) includes the following interrelated elements: setting and explaining the goals and objectives of the forthcoming activity; interaction between teachers and students; use of the intended methods, means and forms of the pedagogical process; creation of favorable conditions; implementation of various measures to stimulate the activities of schoolchildren; providing links with other processes.

3. The final stage involves an analysis of the results achieved. It includes the search for the causes of the identified shortcomings, their understanding and building on this basis a new cycle of the pedagogical process.

Exercise. Scheme "The structure of the pedagogical process"

We already know that the Latin word "processus" means "moving forward", "change". The pedagogical process is the developing interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educators. In other words, the pedagogical process is a process in which social experience is melted into personality qualities. In the pedagogical literature of previous years, the concept of "educational process" was used. P.F. Kapte-reva, A.I. Pinkevich, Yu.K. Babansky and other teachers have shown that this concept is narrowed and incomplete, not reflecting the complexity of the process and, above all, its main distinguishing features - integrity and generality. Ensuring the unity of education, upbringing and development on the basis of integrity and community is the main essence of the pedagogical process. Otherwise, the terms "educational process" and "pedagogical process" and the concepts they denote are identical.

Consider the pedagogical process as a system (Fig. 5). The first thing that catches your eye is the presence in it of many subsystems embedded one into another or interconnected by other types of connections. The system of the pedagogical process is not reducible to any of its subsystems, no matter how large and independent they may be. The pedagogical process is the main, unifying system. It combines the processes of formation, development, education and training together with all the conditions, forms and methods of their flow.

Pedagogical theory has taken a progressive step by learning to represent the pedagogical process as a dynamic system. In addition to clearly identifying the constituent components, such a representation makes it possible to analyze the numerous connections and relationships between the components, and this is the main thing in the practice of managing the pedagogical process.

The pedagogical process as a system is not identical to the process flow system. The systems in which the pedagogical process takes place are the system of public education, taken as a whole, the school, the class, the lesson, and others. Each of these systems operates in certain external conditions: natural-geographical, social, industrial, cultural and others. There are also specific conditions for each system. Intra-school conditions, for example, include material and technical, sanitary and hygienic, moral and psychological, aesthetic and other conditions.

Structure (from Latin structura - structure) is the arrangement of elements in the system. The structure of the system consists of elements (components) selected according to the accepted criterion, as well as links between them. It has already been emphasized that understanding the connections is most important, because only knowing what is connected with what and how in the pedagogical process, it is possible to solve the problem of improving the organization, management and quality of this process. Relationships in a pedagogical system are not like connections between components in other dynamic systems. The expedient activity of the teacher appears in organic unity with a significant part of the means of labor (and sometimes with all of them). The object is also the subject. The result of the process is directly dependent on the interaction of the teacher, the technology used, and the student.

To analyze the pedagogical process as a system, it is necessary to establish an analysis criterion. Such a criterion can be any sufficiently weighty indicator of the process, the conditions for its flow, or the magnitude of the results achieved. It is important that it meets the goals of studying the system. It is not only difficult, but there is no need to analyze the system of the pedagogical process according to all theoretically possible criteria. Researchers choose only those, the study of which reveals the most important connections, provides insight into the depths and knowledge of previously unknown patterns.

What is the goal of a student who first gets acquainted with the pedagogical process? Of course, first of all, he intends to understand the general structure of the system, the relationship between its main components. Therefore, the systems and criteria for their selection should correspond to the intended goal. To isolate the system and its structure, we use the well-known in science criterion of row arrangement, which allows us to distinguish the main components in the system under study. Let's not forget about the process flow system, which will be the “school”.

The components of the system in which the pedagogical process takes place are teachers, educators, and the conditions of education. The pedagogical process itself is characterized by goals, objectives, content, methods, forms of interaction between teachers and students, and the results achieved. These are the components that form the system - target, content, activity, and result.

The target component of the process includes the whole variety of goals and objectives of pedagogical activity: from the general goal - the comprehensive and harmonious development of the personality - to the specific tasks of the formation of individual qualities or their elements. The content component reflects the meaning invested both in the overall goal and in each specific task, and the activity component reflects the interaction of teachers and students, their cooperation, organization and management of the process, without which the final result cannot be achieved. This component in the literature is also called organizational or organizational and managerial. Finally, the resultant component of the process reflects the efficiency of its flow, characterizes the shifts achieved in accordance with the goal (Fig. 6).

Many systems of the pedagogical process are allocated for the analysis of the connections that appear between the components of the system. Of particular importance are information, organizational, activity, communication links, manifested in the process of pedagogical interaction. An important place is occupied by the connections of management and self-government (regulation and self-regulation). In many cases, it is useful to take into account causal relationships, highlighting the most significant among them. For example, an analysis of the reasons for the insufficient effectiveness of the pedagogical process makes it possible to reasonably design future changes and avoid repeating the mistakes made. It turns out to be useful to take into account genetic ties, i.e., to identify historical trends and traditions in teaching and upbringing that ensure proper continuity in the design and implementation of new pedagogical processes.

The last decades of the development of pedagogical theory are characterized by the desire to single out functional connections between the objects of pedagogical systems, to use formalized means for their analysis and description. This brings tangible results so far only in the study of the simplest acts of training and education, characterized by the interaction of a minimum number of factors. When trying to functionally model more complex, multifactorial pedagogical processes approaching the real, excessive schematization of reality is obvious, which does not bring any noticeable benefit to cognition. This shortcoming is stubbornly overcome: they use more subtle and precise formalized descriptions of the process of introducing new sections of modern mathematics and the possibilities of computer technology into pedagogical research.

In order to more clearly imagine the pedagogical process taking place in the pedagogical system, it is necessary to clarify the components of the public education system as a whole. In this regard, the approach outlined by the American educator F.G. Coombs in The Crisis of Education. System Analysis. In it, the author considers the main components of the education system: 1) goals and priorities that determine the activities of systems; 2) students whose training is the main task of the system; 3) management that coordinates, manages and evaluates the activities of the system; 4) the structure and distribution of study time and the flow of students in accordance with various tasks; 5) content - the main thing that schoolchildren should receive from education; 6) teachers; 7) teaching aids: books, blackboards, maps, films, laboratories, etc.; 8) premises necessary for the educational process; 9) technology - all the techniques and methods used in teaching; 10) control and assessment of knowledge: admission rules, assessment, examinations, quality of training; 11) research work to increase knowledge and improve the system; 12) costs of system performance indicators 1 .

Professor I.P. Rachenko in the education system that has developed in our country identifies the following components:

1. Goals and objectives that determine the operation of the system.

3. Pedagogical staff, ensuring the implementation of the goals and objectives of the content of training and education.

4. Scientific personnel providing scientifically substantiated functioning of the system, continuous improvement of the content and methods of organizing training and education at the level of modern requirements.

5. Pupils, whose education and upbringing is the main task of the system.

6. Logistics (premises, equipment, technical facilities, teaching aids

7. Financial support of the system and indicators of its effectiveness.

8. Conditions (psychophysiological, sanitary and hygienic, aesthetic and social).

9. Organization and management.

In this system, the place of each component is determined by its value, role in the system and the nature of relationships with others.

But it is not enough to see the system in general. It is necessary to understand its development - to see the outgoing past, and the present, and the coming future by its constituent elements, to see the system in its dialectical development.

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

As in other labor processes, objects, means, and products of labor are singled out in the pedagogical process. The objects of the teacher's activity are a developing personality, a team of pupils. The objects of pedagogical work, in addition to complexity, consistency, self-regulation, also have such a quality as self-development, which determines the variability, variability, and uniqueness of pedagogical processes.

The subject of pedagogical work is the formation of a person who, unlike a teacher, is at an earlier stage of his development and does not have the knowledge, skills, skills, and experience necessary for an adult. The peculiarity of the object of pedagogical activity also lies in the fact that it develops not in direct proportion to the pedagogical influence on it, but according to the laws inherent in its psyche - the features of perception, understanding, thinking, the formation of will and character.

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

The products of pedagogical labor, the creation of which is directed by the pedagogical process, have already been discussed in the previous sections. If what is “produced” in him is presented globally, then this is an educated, prepared for life, social person. In specific processes, "parts" of the general pedagogical process, particular tasks are solved, individual qualities of the individual are formed in accordance with the general target setting.

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

I I. Fill in the blanks

PEDAGOGICAL PROCESS is a holistic educational process in the unity and interconnection of education and training, characterized by joint activities, cooperation and co-creation of its subjects, contributing to the most complete development and self-realization of the personality of the pupil. The process that realizes the goals of education and upbringing in the conditions of ped. systems in which educators and students interact in an organized manner (educational, educational, vocational and educational institutions, children's associations and organizations).

Pedagogical dictionary. - M.: Academy. G. M. Kodzhaspirova, A. Yu. Kodzhaspirov. 2005 .

See what the "PEDAGOGICAL PROCESS" is in other dictionaries:

Pedagogical process- specially organized interaction of the older (training) and younger (trained) generations with the aim of passing on by the older and mastering the social experience necessary for life and work in society. The expression "pedagogical process" ... ... Wikipedia

PEDAGOGICAL PROCESS- purposeful, content-rich and organizationally formalized interaction of teachers and students, aimed at the conscious and lasting assimilation of knowledge, skills and abilities by the latter, the formation of the ability to apply them in practice. ... ... Professional education. Dictionary

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

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

Pedagogical process- successive change of states of the pedagogical system. (Pedagogy. Textbook, edited by L.P. Krivshenko. M., 2005. P. 418) Ch312.1 ... Pedagogical terminological dictionary

Pedagogical process Dictionary-reference book on educational psychology

Pedagogical process- this is a system in which the processes of upbringing, development, formation and training of the younger generation, along with all the conditions, forms and methods of their flow, are merged together on the basis of integrity and commonality; purposefully, consciously Glossary of terms on general and social pedagogy

Pedagogical process- directed and organized interaction between adults and children, realizing the goals of education and upbringing in the conditions of the pedagogical system ... Dictionary of Educational Psychology

Military-pedagogical process- the category of military pedagogy, denoting the cumulative, organized and purposeful activities of commanders and chiefs in the training, education, development and psychological preparation of soldiers, as well as the activities of military personnel, military ... ... Psychological and pedagogical dictionary of the officer of the educator of the ship unit

Pedagogical dialogue in a survey situation- educational speech situation with the task of testing the knowledge, skills and abilities of students. The questioning situation, like any other educational speech situation, includes a set of semantic components that, being interdependent, determine ... ... Pedagogical speech science

Books

The pedagogical process in higher education, VN Zaichenko. The manual was developed taking into account the requirements for the training of highly qualified specialists and is designed to contribute to the understanding of the guidelines and main directions of the psychological and pedagogical ... Buy for 320 rubles electronic book
Russian Literature and the World Literary Process, . The collection "Russian Literature and the World Literary Process" reflects one of the areas of scientific work of teachers and graduate students of the Department of Foreign Literature of the Leningrad State Pedagogical Institute. A. I. Herzen.…

Introduction

In order for human society to develop, it must pass on its social experience to new generations.

The transfer of social experience can occur in different ways. In primitive society, this was carried out mainly through imitation, repetition, copying of the behavior of adults. In the Middle Ages, such transmission was carried out most often through memorization of texts.

Over time, humanity has come to believe that rote repetition or memorization are not the best ways to convey social experience. The greatest effect is achieved with the active participation of the person himself in this process, when included in his creative activity aimed at understanding, mastering and transforming the surrounding reality.

Modern life has put forward a whole range of requirements for a person that determine the range of tasks and several fundamental directions for their implementation. I will name the most significant of them:

tasks of mental development, involve the assimilation by children of knowledge, skills and abilities common to all, which simultaneously ensure mental development and form in them the ability of active independent thinking and creativity in social and industrial activities;
tasks of emotional development, which includes the formation in children of an ideological-emotional, aesthetic attitude to art and reality;
the tasks of moral development, focused on the assimilation by pupils of simple norms of universal morality, habits of moral behavior, on the development of moral will in the child, freedom of moral choice and responsible behavior in life relationships;
the tasks of physical development aimed at strengthening and developing the physical strength of children, which are the material basis of their vitality and spiritual existence.
tasks of individual-personal development, which requires the identification and development of natural talents in each child with the help of differentiation and individualization of learning and perception processes;
tasks of culturological education based on the highest values of world artistic culture, opposing the destructive development of mass anti and pseudo-culture.

The active implementation of these tactical goals will make it possible to realistically and effectively solve strategic tasks, to carry out the comprehensive development of the individual - the general goal of a holistic pedagogical process.

1. Pedagogical process as an integral system

The pedagogical process is the developing interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educators. In other words, the pedagogical process is a process in which social experience is transformed into the qualities of a formed person (personality). This process is not a mechanical connection of the processes of education, training and development, but a new high-quality education. Integrity, commonality and unity are the main characteristics of the pedagogical process.

In pedagogical science, there is still no unambiguous interpretation of this concept. In the general philosophical understanding, integrity is interpreted as the internal unity of an object, its relative autonomy, independence from the environment; on the other hand, integrity is understood as the unity of all components included in the pedagogical process. Integrity is an objective, but not permanent property of them. Integrity can arise at one stage of the pedagogical process and disappear at another. This is typical for both pedagogical science and practice. The integrity of pedagogical objects, of which the most significant and complex is the educational process, is built purposefully.

The pedagogical process is a holistic process

What is meant by integrity?

educational:

in extracurricular activities;

Educational ( manifests itself in everything):

Developing:

The pedagogical process has a number of properties.

The structure of the pedagogical process.

Stimulus-motivational. The pedagogical process is a holistic process.

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

What is meant by integrity?

The components of a holistic pedagogical process are the processes of education, training, development.

Thus, the integrity of the pedagogical process means the subordination of all the processes forming it to the main and single goal - the comprehensive, harmonious and holistic development of the individual.

The integrity of the pedagogical process is manifested:

In the unity of the processes of training, education and development;

In the subordination of these processes;

In the presence of a general preservation of the specifics of these processes.

The pedagogical process is a multifunctional process.

The functions of the pedagogical process are: educational, educational, developing.

Educational:

implemented primarily in the learning process;

in extracurricular activities;

in the activities of institutions of additional education.

Educational (manifested in everything):

in the educational space in which the process of interaction between the teacher and the pupil takes place;

in the personality and professionalism of the teacher;

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

Developing:

Development in the process of education is expressed in qualitative changes in a person's mental activity, in the formation of new qualities, new skills.

The pedagogical process has a number of properties

The properties of the pedagogical process are:

a holistic pedagogical process enhances its constituent processes;

a holistic pedagogical process creates opportunities for the penetration of teaching and upbringing methods;

a holistic pedagogical process leads to the merging of pedagogical and student teams into a single school-wide team.

The structure of the pedagogical process

Structure - the arrangement of elements in the system. The structure of the system consists of components selected according to a certain criterion, as well as the links between them.

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

Stimulus-motivational - the teacher stimulates the cognitive interest of students, which causes their needs and motives for educational and cognitive activity;

The teacher stimulates the cognitive interest of students, which causes their needs and motives for educational and cognitive activity;

This component is characterized by:

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

the motives of their activities (the motives of pupils);

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

Target - awareness by the teacher and acceptance by students of the goal, objectives of educational and cognitive activity;

This component includes the whole variety of goals, tasks of pedagogical activity from the general goal - "all-round harmonious development of the personality" to specific tasks of the formation of individual qualities.

Associated with the development and selection of educational content.

Operational-effective - most fully reflects the procedural side of the educational process (methods, techniques, means, forms of organization);

It characterizes the interaction of teachers and children, is associated with the organization and management of the process.

Means and methods, depending on the characteristics of educational situations, are formed into certain forms of joint activity of educators and pupils. This is how the desired goals are achieved.

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

Reflective - introspection, self-assessment, taking into account the assessment of others and the determination of the further level of their educational activities by students and pedagogical activities by the teacher.

The principle of integrity is the basis of the pedagogical process

So, integrity is a natural property of the educational process. It objectively exists, since there is a school in society, a learning process. For example, for the learning process, taken in an abstract sense, such characteristics of integrity are the unity of teaching and learning. And for real pedagogical practice - the unity of educational, developmental and educational functions. But each of these processes also performs accompanying functions in a holistic educational process: upbringing performs not only educational, but also developing and educational functions, and training is unthinkable without the accompanying upbringing and development. These connections leave an imprint on the goals, objectives, forms and methods of formation of the educational process. So, for example, in the learning process, the formation of scientific ideas, the assimilation of concepts, laws, principles, theories, which subsequently have a great influence on both the development and upbringing of the individual, are pursued. The content of education is dominated by the formation of beliefs, norms, rules and ideals, value orientations, etc., but at the same time, representations of knowledge and skills are formed. Thus, both processes lead to the main goal - the formation of personality, but each of them contributes to the achievement of this goal by its inherent means. In practice, this principle is implemented by a set of lesson tasks, the content of training, i.e. activities of the teacher and students, a combination of various forms, methods and means of teaching.

In pedagogical practice, as in pedagogical theory, the integrity of the learning process, as the complexity of its tasks and means of their implementation, is expressed in determining the correct balance of knowledge, skills and abilities, in coordinating the process of learning and development, in combining knowledge, skills and abilities in a unified system of ideas about the world and ways to change it.

2. Patterns of the pedagogical process

Every science has as its task the discovery and study of laws and regularities in its field. The essence of phenomena is expressed in laws and patterns, they reflect essential connections and relationships.

To identify the patterns of a holistic pedagogical process, it is necessary to analyze the following relationships:

connections of the pedagogical process with broader social processes and conditions;

connections within the pedagogical process;

links between the processes of training, education, upbringing and development;

between the processes of pedagogical guidance and amateur performance of educatees;

between the processes of educational influences of all subjects of education (educators, children's organizations, families, the public, etc.);

connections between tasks, content, methods, means and forms of organization of the pedagogical process.

From the analysis of all these types of connections, the following patterns of the pedagogical process follow:

The law of social conditionality of goals, content and methods of the pedagogical process. It reveals the objective process of the determining influence of social relations, the social system on the formation of all elements of education and training. It is a question of using this law to fully and optimally transfer the social order to the level of pedagogical means and methods.

The law of interdependence of training, education and activities of students. It reveals the relationship between pedagogical guidance and the development of students' own activity, between the ways of organizing learning and its results.

The law of integrity and unity of the pedagogical process. It reveals the ratio of the part and the whole in the pedagogical process, necessitates the unity of the rational, emotional, reporting and search, content, operational and motivational components in learning.

The law of unity and interconnection of theory and practice.

The regularity of the dynamics of the pedagogical process. The magnitude of all subsequent changes depends on the magnitude of the changes in the previous step. This means that the pedagogical process, as a developing interaction between the teacher and the student, has a gradual character. The higher the intermediate movements, the more significant the final result: a student with higher intermediate results also has higher overall achievements.

The pattern of personality development in the pedagogical process. The pace and level of personal development achieved depend on:

1) heredity;

2) educational and learning environment;

3) the means and methods of pedagogical influence used.

The pattern of management of the educational process. The effectiveness of pedagogical influence depends on:

the intensity of feedback between the student and teachers;

the magnitude, nature and validity of corrective actions on students.

Pattern of stimulation. The productivity of the pedagogical process depends on:

actions of internal incentives (motives) of pedagogical activity;

intensity, nature and timeliness of external (social, moral, material and other) incentives.

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

1) the intensity and quality of sensory perception;

2) logical understanding of the perceived; practical application of the meaningful.

The regularity of the unity of external (pedagogical) and internal (cognitive) activities. From this point of view, the effectiveness of the pedagogical process depends on:

quality of pedagogical activity;

the quality of the students' own educational and upbringing activities.

The regularity of the conditionality of the pedagogical process. The course and results of the pedagogical process depend on:

the needs of society and the individual;

opportunities (material, technical, economic and others) of society;

conditions of the process (moral-psychological, aesthetic and others).

Many learning patterns are discovered empirically, and thus learning can be built on the basis of experience. However, the construction of effective learning systems, the complication of the learning process with the inclusion of new didactic tools requires theoretical knowledge of the laws by which the learning process proceeds.

External regularities of the learning process and internal ones are distinguished. The first (described above) characterize the dependence on external processes and conditions: the socio-economic, political situation, the level of culture, the needs of society in a certain type of personality and the level of education.

Internal patterns include links between the components of the pedagogical process. Between goals, content, methods, means, forms. In other words, it is the relationship between teaching, learning and the material studied. Quite a lot of such regularities have been established in pedagogical science, most of them are valid only when the mandatory conditions for learning are created. I will name some of them, while continuing the numbering:

There is a natural connection between teaching and upbringing: the teaching activity of a teacher is predominantly educational in nature. Its educational impact depends on a number of conditions in which the pedagogical process takes place.

Another pattern suggests that there is a relationship between the interaction between the teacher and the student and the learning outcome. According to this provision, training cannot take place if there is no interdependent activity of the participants in the learning process, there is no unity between them. A private, more concrete manifestation of this regularity is the relationship between the activity of the student and the results of learning: the more intense, the more conscious the educational and cognitive activity of the student, the higher the quality of education. A particular expression of this pattern is the correspondence between the goals of the teacher and students, with a mismatch of goals, the effectiveness of learning is significantly reduced.

Only the interaction of all components of training will ensure the achievement of results corresponding to the goals set.

In the last pattern, as it were, all the previous ones are connected into a system. If the teacher correctly chooses tasks, content, methods of stimulation, organization of the pedagogical process, takes into account the existing conditions and takes measures to improve them, then lasting, conscious and effective results will be achieved.

The patterns described above find their concrete expression in the principles of the pedagogical process.

3. The concepts of educational space and educational system

Social space of the educational process. Any phenomenon of life unfolds in space, and for each accomplishment there is its corresponding space.

The educational process as a socio-psychological phenomenon is constructed, located and developed in a well-defined society, which has its own spatial framework.

In turn, society is located in a geographic space that has a great influence on the physical, mental well-being of people, which means that when speaking about social space, one should not forget about space in general as a certain extent of objects.

The practice of school education freely uses the specific characteristics of natural space: for children living near the sea, school life is connected with the sea life; children live with the sea; schoolchildren born in the steppe have a somewhat different content of life: they live in the steppe, interact with the steppe, master, assimilate and appropriate the steppe as vital; urban children, growing up in the stone bags of modern architecture, perceive the world through the prism of urbanization and have a different state of health from a child living in the bosom of nature.

Social space is the extent of social relations that daily unfold in front of the child either in the form of words, actions, deeds of people, or in a certain way of things, interior, architectural ensemble, transport, apparatus and other things.

The multicoloredness of social relations contains historical experience, fixed in traditions, material values, art, morality, science; includes the achievements of human culture, reflected in the forms of behavior, clothing, achievements of civilization, works of individual creativity, lifestyle; stores in itself a real reversal of new relations that are taking shape in the present. And all this overflow of social relations of this moment, which is important for the growing and entering the world personality, creates a social situation for the development of the child. For each child, this situation of development has its own individual version, containing in its special combination universal, cultural, historical, national, family, group elements, and unfolds before the child as a microenvironment, and for the child himself as the only possible and only the existing environment as a characteristic of the life into which it enters.

3.1 Educational system

Many scientists, both here and abroad, have come to the conclusion that upbringing is a special area and cannot be considered as a supplement to training and education. The presentation of upbringing as part of the structure of education belittles its role and does not correspond to the realities of the social practice of spiritual life. The tasks of training and education cannot be effectively solved without the teacher entering the sphere of education. In this regard, the modern school is considered as a complex system in which education and training act as the most important constituent elements of its pedagogical system.

The pedagogical system of the school is a purposeful, self-organizing system, in which the main goal is the inclusion of the younger generations in the life of society, their development as creative, active individuals who master the culture of society. This goal is realized at all stages of the functioning of the pedagogical system of the school, in its didactic and educational subsystems, as well as in the field of professional and free communication of all participants in the educational process.

The theoretical concept is implemented in three interconnected, interpenetrating, interdependent subsystems: educational, didactic and communication, which, developing, in turn, influence the theoretical concept. Pedagogical communication as a way of interaction between teachers and pupils acts as a connecting component of the pedagogical system of the school. This role of communication in the structure of the pedagogical system is due to the fact that its effectiveness depends on the relationship that develops between adults and children (relationships of cooperation and humanism, common care and trust, attention to everyone) in the course of joint activities.

The educational system is an integral social organism that functions under the condition of the interaction of the main components of education (subjects, goals, content and methods of activity, relationships) and has such integrative characteristics as the lifestyle of the team, its psychological climate

3.2 Education in Russia and global development trends

The system of general education is understood as a set of institutions of preschool education, general education schools, boarding schools, orphanages, institutions for educational work with children, as well as all institutions of higher education and secondary vocational education.

The principles of building the education system in Russia are as follows:

1. Connection of education with specific conditions and goals of state policy in the context of the transition to market relations. Using the traditional general requirements for the school, additional adjustments are made to the content of education, the organizational and managerial structure of the entire education system, the conditions for its financing, the rights and guarantees of citizens to receive education.

2. Preservation of the main provisions that have developed in the Russian school, namely: the priority of the educational sphere, the secular nature of education, joint education and upbringing of both sexes, a combination of collective, group and individual forms of the educational process.

3. Professional self-determination of young people, taking into account social needs, regional, national and general cultural traditions of the peoples of Russia, as well as the abilities, national and individual characteristics of young people.

4. The diversity of educational institutions, the diversity of forms of education in state and non-state educational institutions with and without interruption from work.

5. The democratic nature of the education system, the choice by students of the type of educational institution and educational program in accordance with their cognitive needs and social interests.

Trends in the world development of education. These features and trends are very branched and diverse, but one way or another they are reflected in the development of the education system in most countries of the world. The most significant of them are the following:

a) The growing interest of society in introducing the population to a higher level of education as a prerequisite for social and moral progress.

b) Expansion of the network of state secondary general education and vocational schools, as well as higher educational institutions that provide free education. In the US, for example, 90% of schools are public. This opens up the opportunity to receive the necessary education for all interested citizens, regardless of their property status.

c) The trend of paying for education continues to persist in private secondary general education and vocational schools, as well as in individual higher educational institutions. In the United States, private school fees range from $7,000 to $10,000 per year, and kindergarten fees range from $40 to $500 per month. In elite universities, it reaches 17-20 thousand dollars a year, which makes many students earn money for their maintenance and work.

d) Financing of the education system at the expense of the state budget is increasing. In the USA, for example, 12% of funds are allocated from the federal budget for the needs of education. In other countries, this percentage is much lower, which, of course, cannot but affect school education and hinders the growth of the quality of teaching and educational work.

e) Raising funds for the needs of education and schools from various sources. In the United States, 10% of funds allocated for the development of secondary education are federal government spending, 50% state government and 40% comes from private property taxes.

f) Expansion of the principle of municipal leadership of the school. The US federal government provides equal opportunity to all schools through financial and technical assistance, but does not direct or control their activities.

g) Expansion of different types of schools and their structural diversity. This trend is based on the fact that students have different inclinations and abilities, which are quite clearly defined at later stages of schooling. Naturally, it would be impractical for everyone to go through the same programs equally. Here, the characteristics of the region in which the school is located, as well as the needs of local production, matter. That is why in most countries of the world there is an extensive network of schools of various types with a peculiar internal structure.

h) The division of the subjects studied into compulsory and subjects studied at the choice of the students themselves. In many US schools in grades IX-XII two subjects English and physical education are compulsory. So, in the Newton Nore school, students are offered about 90 subjects to choose from.

i) The combination of school classes with independent work of students in libraries, classrooms. At the aforementioned Newton Nore school, classes per week are 22 hours (on Saturdays, classes are not held at the school). This allows students to work in the library for 1-2 hours daily, independently acquire or deepen their knowledge.

j) Continuity of educational institutions and continuity of education. This trend is increasingly making its way. It is due to the fact that the rapid development of science and technology, fundamental improvements in production technology, the emergence of new industries require manufacturers to have deeper knowledge, master new scientific achievements and continuously improve their professional skills.

4. Priority directions for the development of pedagogical science in modern conditions

The school is a social institution, a public-state system (see the Law of the Russian Federation "On Education" 1992), designed to satisfy the educational needs of society, the individual and the state. The school is the cradle of the people. The social order given to public education is unequivocal: to educate a creative, enterprising, independent person who actively participates in all public and state affairs.

Today the school is in a very problematic situation. If we proceed from the postulate that the teacher must "transfer" to the children knowledge, cultural norms, i.e. to use the "event" pedagogy of education, then this is a manifestation of terry authoritarianism. But another slogan "children on their own" is also meaningless. Children, left without the guiding activity of teachers, will either by inertia reproduce the dogmas developed by authoritarian pedagogy, or they will develop various forms of protest, indifference to learning. This is the pedagogical interpretation of the situation. We need new guidelines so that the school does not go by the method of "trial and error", we need recommendations developed on a scientific basis that help to learn democracy already at school, we need a new didactic system.

The democratization of society determines the democratization of the school. The democratization of the school is the goal, means and guarantee of the irreversibility of renewal, the transformation of the school, which should affect all aspects of school life. Democratization is a turn towards a person whose name is a schoolboy. Democratization is the overcoming of formalism, bureaucracy in the pedagogical process.

This is a humanistic idea of cooperative activities of children and adults based on mutual understanding, penetration into each other's spiritual world, collective analysis of the course and results of this activity, which is essentially aimed at the development of the individual.

The humanization of the democratic system means that the goal of the educational process is becoming more and more complete satisfaction of the cognitive and spiritual needs of students, that the nature and content of the educational work of schoolchildren are humanized, and the opportunities for the participation of all schoolchildren, together with teachers, in managing all school affairs are expanding. Thanks to this, the entire life of the school, all the content of the activities of teachers and students is put at the service of the student. More and more favorable conditions are being created for the harmonious development of the individual. The student acts as a subject of various, internally interconnected types of activity, and, above all, educational, playful, socially useful, labor. The practice of the work of innovative teachers and the results of scientific research by didactic scientists show that this contributes to the development of the desire and ability to learn in schoolchildren, the formation of their abilities and responsibility in mastering knowledge, and the fulfillment of socially significant assignments at school and outside it. In the school community, trusting relationships between teachers and students are being strengthened. Everyone's exactingness to their duties, intolerance to shortcomings is increasing: for teachers, this gives rise to joy and pride in the results of their work, the desire to make it even more fruitful; in students it strengthens the sense of independence, confidence in their abilities to solve problems that arise in the learning process in any educational and life situation. And this is due to the fact that the priorities in the current school are not programs, not academic subjects that need to be passed, not rules, formulas, dates, events that need to be remembered, but a child, a student, his intellectual, spiritual and physical development. These priorities should be concretely manifested in students' interest in knowledge, in their social activity, in diagnosing their abilities, in creating conditions for a free choice of profession, in protecting the rights of the child. This is the essence of student-centered learning.

The school rests on the joint interrelated activities of students and teachers, focused on achieving certain goals. At the same time, the main face of the transformation of school life is the teacher, but not in the Hegelian understanding of his mission, but a creative teacher, standing on the position of humanistic pedagogy.

The school is the source of social development, an institution of education and development, and not a system where one learns and acquires knowledge. The teacher should not so much convey information or advise students according to their spontaneously arising interests in something, but rather organize the learning process. It is no secret that some lessons are held with the full activity of students who help the teacher with their answers, while in other lessons the same students are seized with numbness, fear, negative reactions to the teacher's behavior sometimes reign there. There is no knowledge in such lessons. The style of the teacher's activity, his nature of communication with students completely changes the activity of schoolchildren.

In the pedagogical leadership, two polar, diametrically opposed styles of teachers' work are distinguished: authoritarian and democratic. The predominance of one or the other in communication in the lesson predetermines the essence, the nature of this or that didactic system.

The joint interconnected activity of students and teachers, built on democratic principles, was shown to us by innovative teachers who managed to help students realize the promising goals of learning, make the learning process desirable for children, joyful, build it on the basis of the development of their cognitive interests, the formation of ideological and moral qualities. A clear construction of educational material, the allocation of supports and reference signals, the concentration of material in large blocks, the creation of a highly intellectual background are ways to organize successful educational and cognitive activity of students, with the help of which they achieve learning without coercion. The relevance of these and similar approaches of innovative teachers and didactic scientists is great because now, as a result of the inept organization of the educational process, the sparks of knowledge in the eyes of our students are extinguished. What kind of cognitive interest can we talk about if, for 10 thousand lessons in his school life, a student knows that the same thing awaits him day after day: checking homework, questioning the previously studied will be followed by a dose of the new, then fixing it and homework . Moreover, in the presence of the whole class at the beginning of the lesson, the teacher will "torture" with his questions one or two children who do not always have an idea of what the teacher wants from them. For some guys, such minutes are equated with stressful situations, for others - an opportunity to assert themselves, for others, to gloat over the torment of their comrades.

Such are the features of the practice of teaching in the pre-reform and newly reconstructed schools. It should be noted that if an atmosphere of trust, kindness, spiritual comfort, mutual understanding, communication is created at the lesson, then in the process of such a lesson a person will not only learn new material, but also develop and be enriched with moral values.

4.1 Education as a pedagogical process

Note that since education as a subject of pedagogy is a pedagogical process, the phrases “educational process” and “pedagogical process” will be synonymous. In its first approximation to the definition, the pedagogical process is a movement from the goals of education to its results by ensuring the unity of education and upbringing. Its essential characteristic, therefore, is integrity as the internal unity of its components, their relative autonomy.

Consideration of the pedagogical process as an integrity is possible from the standpoint of a systematic approach, which allows us to see in it, first of all, a system - a pedagogical system (Yu.K. Babansky).

The pedagogical system should be understood as a set of interconnected structural components united by a single educational goal of personality development and functioning in a holistic pedagogical process.

The pedagogical process, therefore, is a specially organized interaction of teachers and pupils (pedagogical interaction) regarding the content of education using the means of training and education (pedagogical means) in order to solve the problems of education aimed at meeting the needs of both society and the individual himself. in its development and self-development.

Any process is a successive change from one state to another. In the pedagogical process, it is the result of pedagogical interaction. That is why pedagogical interaction is an essential characteristic of the pedagogical process. It, unlike any other interaction, is a deliberate contact (long or temporary) between the teacher and pupils (pupil), which results in mutual changes in their behavior, activities and relationships.

Pedagogical interaction includes in unity the pedagogical influence, its active perception and assimilation by the pupil and the latter's own activity, manifested in the response of direct or indirect influences on the teacher and on himself (self-education).

Such an understanding of pedagogical interaction makes it possible to distinguish in the structure of both the pedagogical process and the pedagogical system two most important components of teachers and pupils, who are their most active elements. The activity of the participants in pedagogical interaction allows us to speak of them as subjects of the pedagogical process, influencing its course and results.

The traditional approach identifies the pedagogical process with the activity of a teacher, pedagogical activity is a special type of social (professional) activity aimed at realizing the goals of education: the transfer from older generations to younger generations of culture and experience accumulated by mankind, creating conditions for their personal development and preparing for the performance of certain social roles in society.

The purpose of education as a set of requirements of society in the field of spiritual reproduction, as a social order is a determinant (prerequisite) for the emergence of pedagogical systems. Within the framework of these systems, it becomes an immanent (intrinsic) characteristic of the content of education. In it, it is pedagogically interpreted in connection with taking into account, for example, the age of pupils, the level of their personal development and the development of the team, etc. It is explicitly and implicitly present in the means, and in the teacher and pupils, the goal of education functions at the level of its awareness and manifestation in activity.

Thus, the goal, being an expression of the order of society and interpreted in pedagogical terms, acts as a system-forming factor, and not an element of the pedagogical system, i.e. a force external to it. The pedagogical system is created with a goal orientation. The methods (mechanisms) of the functioning of the pedagogical system in the pedagogical process are training and education, from pedagogical instrumentation, which depend on those internal changes that occur both in the pedagogical system itself and in its subjects, teachers and pupils.

4.2 Correlation between pedagogical science and pedagogical practice in the social space

Today, no one questions the scientific status of pedagogy. The dispute moved into the plane of the relationship between science and pedagogical practice. The real achievements of educators turn out to be too ambiguous: in one case they are due to deep knowledge and skillful application of pedagogical theory, in the other case, success is brought by the high personal skill of the teacher, the art of pedagogical influence, flair and intuition. In recent decades, the inconsistency between school practice and pedagogical science has been especially acute. The latter was especially punished for not supplying the practice with progressive recommendations, out of touch with life, and not keeping up with fast-moving processes. The teacher stopped believing in science, there was an alienation of practice from theory.

The question is very serious. It seems that we have begun to forget that the true skill of a teacher, the high art of education, is based on scientific knowledge. If anyone could achieve high results without knowledge of pedagogical theory, this would mean the uselessness of the latter. But that doesn't happen. Some bridge over a stream or a simple hut can be built without special engineering knowledge, but modern buildings cannot be built without them. So it is in pedagogy. The more complex tasks the educator has to solve, the higher the level of his pedagogical culture should be.

But the development of pedagogical science does not automatically ensure the quality of education. It is necessary that theory be melted into practical technologies. So far, the convergence of science and practice is not going fast enough: according to experts, the gap between theory and practice is 5-10 years.

Pedagogy is rapidly progressing, justifying its definition as the most dialectical, changeable science. In recent decades, tangible progress has been made in a number of its areas, primarily in the development of new learning technologies. There has been progress in the creation of more advanced methods of education, technologies of self-education and self-education. In school practice, new scientific developments are used. Research and production complexes, author's schools, experimental sites - all these are significant milestones on the path of positive change.

Many theorists of pedagogy, following the principles of classification of sciences established by the German philosophers Windelband and Rickert, refer pedagogy to the so-called normative sciences. The reason for this is the peculiarities of the regularities known by pedagogy. Until recently, they were and in many ways still remain broad conclusions expressing general trends in the development of pedagogical processes. This makes it difficult to use them for specific forecasting, the course of the process and its future results can only be predicted in the most general terms. The conclusions of pedagogy are characterized by great variability and uncertainty. In many cases, it only sets the norm (“the teacher must, the school must, the student must”), but does not provide scientific support for the achievement of this norm.

It is not difficult to understand why the issue of the relationship between science and pedagogical skills is not removed from the agenda. Norms, even established on the basis of an analysis of the essence of pedagogical phenomena, are only abstract truths. Only a thinking teacher can fill them with living meaning.

The question of the level of theorization of pedagogy, i.e., of the limit at which it still does not lose sight of a person, but also does not rise too high in abstractions, turning into a collection of “dead”, “deserted” schemes, is very relevant. Attempts to divide pedagogy into theoretical and normative (practical) dates back to the last century. “As far as means are concerned,” we read in one pre-revolutionary monograph, “pedagogy is a theoretical science, since its means lie in the knowledge of the laws to which the physical and spiritual nature of man is subject; as far as goals are concerned, pedagogy is a practical science.

In the course of the ongoing discussion about the status of pedagogy, various approaches have been proposed to the analysis and structuring of the knowledge accumulated by science, to assessing their level and the degree of maturity of science itself. It is important for us that the majority of researchers around the world consider it justified and legitimate to single out theoretical pedagogy from the vast field of pedagogical knowledge, which contains basic scientific knowledge about the patterns and laws of upbringing, education, and training. The main components of the system of scientific pedagogy are also axioms and principles. Through specific recommendations and rules, theory is connected with practice.

5. The pedagogical process of the moral culture of the individual in the social space

In the process of educating a personality, the formation of its morality is of exceptional importance. The fact is that people, being members of a social system and being in a variety of social and personal relationships with each other, must be organized in a certain way and, to one degree or another, coordinate their activities with other members of the community, obey certain norms, rules and requirements. That is why in every society a wide variety of means are developed, the function of which is to regulate human behavior in all spheres of his life and activity - at work and at home, in the family and in relations with other people, in politics and science, in civic manifestations, games and etc. Such a regulatory function, in particular, is performed by legal norms and various decrees of state bodies, production and administrative rules at enterprises and institutions, charters and instructions, instructions and orders of officials, and, finally, morality.

There are significant differences in how various legal norms, laws, administrative rules and instructions of officials, on the one hand, and morality, on the other, influence people's behavior. Legal and administrative norms and rules are binding, and a person bears legal or administrative responsibility for their violation. Violated, for example, a person this or that law, was late for work or did not follow the relevant official instructions - bear legal or administrative responsibility. Even special bodies have been created in society (court, prosecutor's office, police, various inspections, commissions, etc.) that monitor the implementation of laws, various resolutions and mandatory instructions and apply appropriate sanctions to those who violate them.

Another thing is morality, or morality. The norms and rules that relate to its sphere do not have such a binding character, and in practice their observance depends on the individual himself.

When this or that person violates them, society, acquaintances and strangers have only one means of influencing him - the power of public opinion: reproaches, moral censure and, finally, public condemnation, if immoral actions and deeds become more serious.

Comprehending the essence of the morality of a person, it should be borne in mind that the term morality is often used as a synonym for this concept. Meanwhile, these concepts must be distinguished. In ethics, morality is usually understood as a system of norms, rules and requirements developed in society that apply to a person in various spheres of life and activity. The morality of a person is interpreted as the totality of his consciousness, skills and habits associated with the observance of these norms, rules and requirements. These interpretations are very important for pedagogy. The formation of morality, or moral education, is nothing more than the translation of moral norms, rules and requirements into knowledge, skills and habits of behavior of the individual and their steady observance.

But what do moral (moral) norms, rules and requirements for the behavior of a person mean? They are nothing more than an expression of certain relations prescribed by the morality of society to the behavior and activities of the individual in various spheres of public and private life, as well as in communication and contacts with other people.

The morality of society covers a great variety of these relations. If we group them, then we can clearly imagine the content of educational work on the formation of morality of students. In general, this work should include the formation of the following moral attitudes:

a) attitude to the policy of our state: understanding the course and prospects of world development; correct assessment of events within the country and in the international arena; understanding of moral and spiritual values; striving for justice, democracy and freedom of peoples;

b) attitude towards the motherland, other countries and peoples: love and devotion to the motherland; intolerance to national and racial hostility; goodwill towards all countries and peoples; culture of interethnic relations;

c) attitude to work: conscientious work for the common and personal benefit; observance of labor discipline;

d) attitude towards the public domain and material values: concern for the preservation and multiplication of the public domain, frugality, nature protection;

e) attitude towards people: collectivism, democracy, mutual assistance, humanity, mutual respect, care for the family and raising children;

f) attitude towards oneself: a high consciousness of public duty; self-esteem, integrity.

But for moral education it is necessary to be well oriented not only in its content. It is no less important to comprehend in detail what kind of person can be considered moral and in what, in fact, the real essence of morality in general is manifested. When answering these questions, at first glance, the conclusion suggests itself: a moral person is one who, in his behavior and life, adheres to moral norms and rules and fulfills them. But you can do them under the influence of external coercion or in an effort to show your "morality" in the interests of a personal career or wanting to achieve other advantages in society. Such external "moral plausibility" is nothing but hypocrisy. At the slightest change in circumstances and living conditions, such a person as a chameleon quickly changes his moral coloring and begins to deny and scold what he used to praise.

In the conditions of social circumstances being renewed in the country, democratization and freedom of society, it is extremely important that the person himself strives to be moral, that he fulfills moral norms and rules not due to external social incentives or coercion, but due to an internal attraction to goodness, justice, nobility and deep understanding their need. This is what N.V. had in mind. Gogol, when he stated: “Untie everyone's hands, and not tie them; it is necessary to stress that everyone should control himself, and not that others should hold him; so that he would be stricter to himself several times the law itself.

5.1 Professional activity and personality of the teacher

The meaning of the teaching profession is revealed in the activities carried out by its representatives and which is called pedagogical. It is a special type of social activity aimed at transferring the culture and experience accumulated by mankind from older generations to younger ones, creating conditions for their personal development and preparing them to fulfill certain social roles in society.

Obviously, this activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, as well as, to a certain extent, the mass media. However, in the first case, this activity is professional, and in the second, general pedagogical, which, voluntarily or involuntarily, each person carries out in relation to himself, engaging in self-education and self-education. Pedagogical activity as a professional activity takes place in educational institutions specially organized by society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, advanced training and retraining.

To penetrate into the essence of pedagogical activity, it is necessary to turn to the analysis of its structure, which can be represented as a unity of purpose, motives, actions (operations), results. The system-forming characteristic of activity, including pedagogical, is the goal (A.N. Leontiev).

The purpose of pedagogical activity is connected with the realization of the goal of education, which is still considered by many today as the universal ideal of a harmoniously developed personality, coming from the depths of centuries. This general strategic goal is achieved by solving specific tasks of training and education in various areas.

As the main objects of the goal of pedagogical activity, the educational environment, the activities of the pupils, the educational team and the individual characteristics of the pupils are distinguished. The realization of the goal of pedagogical activity is connected with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, and the development of an individual's individuality.

The main functional unit, with the help of which all the properties of pedagogical activity are manifested, is pedagogical action as a unity of purpose and content. The concept of pedagogical action expresses the general that is inherent in all forms of pedagogical activity (lesson, excursion, individual conversation, etc.), but is not limited to any of them. At the same time, pedagogical action is that special one that expresses both the universal and all the richness of the individual. Appeal to the forms of materialization of pedagogical action helps to show the logic of pedagogical activity. The pedagogical action of the teacher first appears in the form of a cognitive task. Based on the available knowledge, he theoretically correlates the means, the subject and the expected result of his action. The cognitive task, being solved psychologically, then passes into the form of a practical transformational act. At the same time, a certain discrepancy between the means and objects of pedagogical influence is revealed, which affects the results of the teacher's actions. In this regard, from the form of a practical act, the action again passes into the form of a cognitive task, the conditions of which become more complete. Thus, the activity of a teacher-educator by its nature is nothing more than a process of solving an innumerable set of problems of various types, classes and levels.

A specific feature of pedagogical tasks is that their solutions almost never lie on the surface. They often require hard work of thought, analysis of many factors, conditions and circumstances. In addition, the desired is not presented in clear formulations: it is developed on the basis of the forecast. The solution of an interrelated series of pedagogical problems is very difficult to algorithmize. If the algorithm still exists, its application by different teachers can lead to different results. This is explained by the fact that the creativity of teachers is associated with the search for new solutions to pedagogical problems.

Traditionally main types of pedagogical activity carried out in a holistic pedagogical process are teaching and educational work.

Educational work is a pedagogical activity aimed at organizing the educational environment and managing various activities of pupils in order to solve the problems of harmonious development of the individual. And teaching is a kind of educational activity that is aimed at managing the predominantly cognitive activity of schoolchildren.

Conclusion

This means that, summarizing all of the above, we can conclude the following:

The teacher should focus not on individual principles of teaching, but on their system, providing a scientifically based choice of goals, selection, content, methods and means of organizing students' activities, creating favorable conditions and analyzing the educational and educational process.

It is advisable for the teacher to consider each principle and their system as recommendations on the implementation of the system of basic laws and strategic goals that form the core of the modern concept of school education (all-round harmonious development of the personality, individuality, activity and personal approaches, unity of training and education, optimization of the educational process.

The teacher must see the opposite sides, conjugated, interacting elements of the pedagogical process (mastery of knowledge and development, elementarism and consistency in knowledge, the relationship between the abstract and the concrete, etc.) and skillfully regulate their interaction, based on the laws and principles of teaching and achieving a harmonious pedagogical process.

In modern pedagogical science, there are several different points of view on understanding the essence of the pedagogical process (Yu.K. Babansky, B.P. Bitinas, Z.I. Vasilieva, I.Ya. Lerner, B.T. Likhachev, V.A. Slastenin , G.I. Shchukina etc.). You can highlight and compare different author's positions on this issue, presented in the textbooks.

Such a general definition makes it possible to single out the leading characteristics and features of the pedagogical process of the kindergarten.

As can be seen from the definition, the leading characteristics of the pedagogical process are:

purposefulness;

Integrity;

The presence of connections between the participants;

Consistency and procedural (activity character).

Let's consider these characteristics in more detail.

Purposefulness of the pedagogical process. All authors consider the pedagogical process as a process to achieve special pedagogical goals. However, the very purpose of the pedagogical process is understood in different ways.

The nature of the goals of the pedagogical process of the kindergarten is due to modern trends in the development of pedagogical science and the practice of preschool education. In its most general form, the characteristic of the goal of the pedagogical process is determined by a number of simple questions - why does a child need a kindergarten? Why do parents bring their child to preschool?

To begin with, let's express our own position and refute the widespread opinion that kindergarten is the time and place that prepares the child for school. Such, unfortunately, an extremely common point of view, leads to the fact that the goals of the pedagogical process of the kindergarten become associated not with the development of the child, but with preparing him for passing the entrance examinations to school. With this understanding of the tasks of preschool education, this period does not become a valuable stage in a person's life, but a preparatory step before the start of the next one; and the life of a child with its unique values and meanings that can be lived only at preschool age begins to increasingly acquire the features of a school.

a preschool educational institution is considered as a unique space for the child to accumulate experience of interaction with the world - the experience of learning and penetration into culture, acquaintance and familiarization with human relations. At preschool age, processes take place that allow children to discover the world for themselves and at the same time reveal themselves to the world. Therefore, the goals of the pedagogical process of the kindergarten are primarily related to the development of the integral nature of the child, his uniqueness, individual originality. In this regard, the actual pedagogical process becomes a set or complex of pedagogical conditions aimed at developing the child's personality, revealing his individual world, abilities and inclinations, accumulating experience in communication and interaction with the world of people and culture.

What is the mechanism for determining the goals of the pedagogical process? Or, in other words, where do the goals of the pedagogical process come from?

The reasons for the appearance of the goals of the pedagogical process are understood in modern pedagogy ambiguously - from the dictated social order of society to following the personal needs and interests of the child. The goals of the pedagogical process are often identified with the goals of the teacher's activity, which is interpreted by different authors very broadly - from the activity of formation, management and leadership - to the activity of assistance, assistance and support.

It is important for the teacher to know that the goals of the pedagogical process are formed by combining four components at a single point:

The value position of the teacher. The goals of the pedagogical process are determined by the peculiarities of your pedagogical position, your interpretation of the philosophy of childhood, the originality of your value attitude towards the child, your understanding of the priority tasks of preschool education.

Target settings of the educational institution. The goals of the pedagogical process are determined by those regulatory documents that contain a social order for what society wants to see a graduate of a given educational institution. At the stage of school and vocational education, such documents are primarily state educational standards. Kindergarten - as an educational institution of a special type, less subject to standardization. Its target settings are determined by regulatory documents, and, of course, by the objectives of the selected educational program.

Taking into account the possibilities, needs, interests and inclinations of children. The goals of the pedagogical process are determined by the individual characteristics of the pupils. The modern diagnostic tools available in the arsenal of pedagogical science and practice, your pedagogical intuition and skill allow you to study your pupils, adjust the goals of their development and education, in fact, turning the pedagogical process into an individual educational route for the child.

Accounting for the social needs of parents. The goals of the pedagogical process are determined taking into account how parents see their child's stay in kindergarten. This may be the desire to look after and care for the child, organize his communication and games with peers, early special education and preparation for school.

The complexity of determining the goals of the pedagogical process lies in finding a harmonious unity of often contradictory components. We emphasize that they are equivalent and their equivalent consideration ultimately determines the effectiveness of the pedagogical process.

The integrity of the pedagogical process. One of the leading characteristics of the pedagogical process is its integrity. Integrity as an internal unity and consistency of all components of the pedagogical process characterizes the highest level of its organization.

Integrity is a characteristic feature of the kindergarten pedagogical process. Indeed, unlike the system of school education, in the pedagogical process of the kindergarten there is no clear boundary in the forms of organization of the processes of upbringing and education of the child. However, in modern science and practice of preschool education, the problem of the integrity of the pedagogical process is considered as one of the leading ones. The integrity of the pedagogical process is understood as the integrity of the processes of socialization and individualization of a preschooler, the preservation of the nature of the child and its development in culture, the enrichment of individual cultural experience in the process of inclusion in sociocultural experience, the unity of development and education.

So, what kind of pedagogical process can be called holistic? Or what are the essential characteristics of the integral pedagogical process of the kindergarten?

Firstly, this is a pedagogical process in which the integrity of the medical, psychological and pedagogical support of the child is ensured. The age characteristics of a preschooler, flexibility, mobility and sensitivity in the development of somatics, physiology, and the psyche require a special kind of support for the baby in the pedagogical process. The presence of a complex of reliable information about the state of health, the development of mental processes, the manifestation of special inclinations, the achievements and problems of each child makes it possible to design the lines of his individual holistic development. The use of the system of medical, psychological and pedagogical support in the pedagogical process turns it at the stage of practical implementation into an individual educational and developmental route for a preschooler.

Secondly, this is a pedagogical process in which the integrity of educational, educational and developmental tasks is ensured. In the pedagogical process of kindergarten, a large number of teachers interact with children. In modern preschool institutions, there are more and more additional educational services, which means an increasing number of specialists who, as a rule, solve narrowly focused tasks. It is necessary to coordinate the work of teachers, the choice of common priority tasks of development and education, a holistic vision of the child in terms of interaction with different specialists and the design of a single pedagogical process. The implementation of the health-saving function of the pedagogical process in modern conditions is associated with finding ways to integrate different types of children's activities, organizing the educational process, synthesizing the work of different specialists.

Thirdly, This is a pedagogical process in which the integrity of the child's life is ensured. Macro- and meso-factors, the modern socio-cultural environment have changed the life of a child, filled it with new cultural attributes. The objective world surrounding the preschooler has changed, new sources of information have become available. The integrity of the pedagogical process can be ensured if the enrichment of the child's sociocultural experience occurs on the basis of, and taking into account the already existing experience, an individual subculture, the source of which is not only the pedagogical process of the kindergarten, but the living environment surrounding the preschooler.

Fourth, it is a pedagogical process in which integrity is ensured in the process of interaction of the child with the world of adults. The effectiveness of the pedagogical process, the optimization of its developmental potential is possible if the teacher is well informed about the uniqueness of the child's life in the family, and the parents know how children live in kindergarten. Comprehension of the world of a preschooler, understanding of his right to this unique world - these are tasks that unite both teachers and parents in the overall process of child development. Cooperation between teachers and parents makes it possible to build unified strategic lines for the formation of the integrity of the individual, the disclosure of its inner potential.

Fifth, it is a pedagogical process in which the integrity of the educational space is ensured. The modern pedagogical process is designed as a system of conditions that allow each child to realize individual needs and at the same time interact with the children's community. The variability of the educational space provides children with the opportunity to choose and manifest independence in accordance with their interests and inclinations. The organization of polyfunctional types of children's activities initiates the creation of children's associations in which each child performs a function he likes and at the same time cooperates with other children. In such an educational space, the processes of socialization and individualization leading at preschool age harmoniously complement each other.

The nature of the links between the participants in the pedagogical process. The most common type of connections between a teacher and children is interaction as a special kind of direct or indirect, external or internal relationship, connection.

The process of interaction between the teacher and children in the pedagogical process can be organized as:

Impact process

No-action process

Co-action process

Interaction as an influence is more characteristic of an authoritarian approach and is expressed in the teacher's desire to shape the child's personality in accordance with some ideal model. Evaluation of the effectiveness of pedagogical influences and the success of the development of children is assessed by the degree of approximation to this ideal. This type of interaction is characterized by level differentiation of children with low, medium and high performance. The teacher himself chooses the ways and forms of interaction aimed at increasing the level of development of pupils. This type of interaction is often found in the practice of preschool education. Its advantages are associated with the ease of organization, however, when the teacher influences children, the child's right to an individually unique line of development is not ensured.

Interaction as non-action is typical for teachers of a liberal or formal type. The formal organization of the pedagogical process, the life of children, is manifested in the fact that the teacher only nominally performs the functions assigned to him. The methods and forms of interaction are of a generalized nature, designed for the "average" child, the teacher does not delve into children's problems, superficially solves the problems of the pedagogical process. This type of interaction is perhaps the most dangerous, and, unfortunately, due to a number of reasons, it is present in the practice of kindergarten.

The organization of interaction as a process of co-action is inherent in the personality-oriented approach and involves the maximum possible consideration of the subjective positions of the participants in the pedagogical process, i.e. subject-subject relations of the teacher and children.

With this type of interaction, the teacher offers ways and forms that take into account the individual interests, relationships, inclinations of children and offer a wide "palette" of role-playing relationships and cooperation. The process of co-action is the most difficult in practical implementation, since the teacher not only determines the tasks of his own activity, but also designs the tasks of the child's activity in such a way that he perceives them as his own.

For the pedagogical process of the kindergarten, the adoption of a student-oriented model of interaction between the teacher and pupils has already become traditional. What are the characteristic differences of this model?

1. The special attitude of the teacher to the child. The teacher perceives the child as a unique holistic person. Pedagogical tasks are connected with the understanding of the world of the child, the study of his inner potential, the enrichment of individual socio-cultural experience. Of fundamental importance is the positive attitude of the teacher to children's manifestations. Every child is unique and talented in their own way. The “key” to this uniqueness and talent is the manifestation of true pedagogical skill. The actions and products of the child's activity are evaluated according to the "formula of success", in terms of achievements. In this case, the process of child development becomes a process of gaining more and more new heights and discoveries, and not a process of correcting existing shortcomings.

2. Organization of pedagogical interaction by means of support and maintenance, which implies (O.S. Gazman):

Consideration of the pedagogical process as a process based on the principles of the inner freedom of the child and the teacher, creativity, humanism of relationships;

Attitude towards the child as a subject of free choice and activity;

Providing pedagogical assistance to the child in knowing himself and his abilities, in situations of difficulty and experiencing success.

The meaning of the methods of support and accompaniment lies in the support by the teacher of that unique, individual quality or ability that is inherent in each individual person and is developed by him.

Consistency and procedurality (activity character) of the pedagogical process. The pedagogical process of a preschool educational institution is an example of a system object - a set of elements that are in relationships and connections with each other and form a certain integrity, unity. The following features are characteristic of the pedagogical process as a system:

Integrity, manifested in the interconnectedness and interdependence of all components of the pedagogical process. The change or disappearance of one of the components of the pedagogical process changes the whole nature of its course.

Structurality. The structure of the pedagogical process includes the following main components: target, meaningful, technological, productive, resource.

Openness. The pedagogical process of a kindergarten is a system open to the socio-cultural space, integrating into the system of continuous human education.

Multiple descriptions. The pedagogical process can be described from the point of view of different aspects, depending on the positions from which the analysis of this system is carried out.

The actual structure of the pedagogical process of the kindergarten as a system is shown in Scheme 1.

A systematic consideration of the pedagogical process allows us to consider its structural components in a static, spatial image.

If we talk about the actual practice of organizing the pedagogical process, then in this case we can note such an important characteristic of the pedagogical process as procedurality or the implementation of the pedagogical process in time. In this context, the pedagogical process is an activity of successively replacing each other and requiring the solution of various and diverse tasks. The pedagogical task itself, as a result of the teacher's awareness of the goals of the development and upbringing of the child, as well as the conditions and methods for their implementation in practice, is a unit or "brick" of the pedagogical process. In the course of organizing the pedagogical process, the teacher solves tasks that are different in content, in terms of complexity, and in terms of the scale of the results. These are tasks that are designed in advance based on the results of the development of the child and tasks that arise situationally in the daily life of children.

The pedagogical process as a pedagogical system

In the organization of the pedagogical process, a number of stages can be distinguished:

1. The stage of analyzing the situation, determining the pedagogical task, designing solutions and choosing the optimal conditions for implementation.

2. The stage of implementing the plan for solving the problem in practice, which provides for the organization of activities and interaction between the subjects of the pedagogical process.

3. Stage of analysis of the results of solving the problem.