Pedagogical process at school as a system. Pedagogical process as a system. § the intensity of feedback between students and teachers

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; purposeful, consciously organized, developing interaction between educators and students, during which the socially necessary tasks of education and upbringing are solved; movement from the goals of education to its results by ensuring the unity of education and upbringing.

PEDAGOGICAL PROCESS- in the most general form, two interrelated, in close unity, ongoing processes: the activities of educators as a process of targeted influences of educational influences on pupils; the activities of the pupils themselves as a process of assimilation of information, physical and spiritual development, formation of attitudes towards the world, inclusion in the system of social relations; an internally connected set of many processes, the essence of which is that social experience turns into the qualities of a formed person.

The structure of the pedagogical process includes two groups of components - constants and variables. The permanent components include: teachers, pupils, the content of education (subjects of the pedagogical process). Variable components of the pedagogical process, depending on the subjects of the pedagogical process and their interaction - the goal, methods, means of form and results of the pedagogical process

There are other approaches to determining the structure of the pedagogical process (V.I. Smirnov and others).

Target - includes goals and objectives that are implemented in certain conditions. Content - determines the totality of knowledge, relationships, value orientations, experience of activity and communication formed in the subjects of the pedagogical process.

Activity - characterizes the forms, methods, means of organizing and implementing pedagogical interaction aimed at solving the goals and objectives of the pedagogical process and mastering its content.

Productive - the results achieved and the degree of effectiveness of the pedagogical process; provides quality management of pedagogical activity.

Resource - reflects the socio-economic, psychological, sanitary and hygienic and other conditions for the course of the pedagogical process, its regulatory, legal, personnel, information, methodological, logistical, financial support.

The structure of the pedagogical process is universal: it is inherent both in the pedagogical process as a whole, carried out within the framework of the pedagogical system, and in a single (local) process of pedagogical interaction.

The pedagogical process is a specially organized interaction of teachers and pupils, aimed at solving developmental and educational problems. The pedagogical process performs the following interrelated functions:

1) teaching - the formation of motivation and experience in educational, cognitive and practical activities, mastering the foundations of scientific knowledge and the experience of value relations contained in them;

2) educational - the formation of the relationship of the individual to the world around him and himself and the corresponding qualities, personality traits;

3) developing - the development of mental processes, properties and qualities of a person.

The driving forces of the pedagogical process are its inherent contradictions: between the requirements for the individual put forward by society, the microenvironment and the achieved level of its development; between the variety of life interactions of the child and the impossibility of the school to embrace them with its pedagogical influence; between the integrity of the student's personality and specially organized influences on him in the process of life; between group forms of education and upbringing and the individual nature of mastering knowledge and spiritual values; between the regulation of the pedagogical process and the student's own activity, and others.

Patterns and principles of the pedagogical process

Pedagogical science discovers, establishes regularities and, on their basis, formulates principles. Patterns provide knowledge about how processes proceed; principles give knowledge about how to build a process, direct pedagogical activity. The regularities of the pedagogical process are objectively existing, repetitive, stable, essential connections between phenomena, individual aspects of the pedagogical process. There are connections with phenomena external to the process (the social environment, for example) and internal connections (between the method and the result). Below are the most common patterns of the pedagogical process.

1. Communication of education and social system. The nature of education in specific historical conditions is determined by the needs of society, the economy, and national and cultural characteristics.

2. The relationship between education and upbringing, it denotes the interdependence of these processes, their versatile mutual influence, unity.

3. Communication of education and activity. One of the basic laws of pedagogy says that to educate means to include the child in various activities.

4. Relationship between upbringing and personality activity. Education is successful if its object (child) is at the same time a subject, that is, it reveals active behavior, shows its own will, independence, need for activity.

5. Communication of education and communication. Education always takes place in the interaction of people: teachers, students, etc. The child is formed depending on the richness of interpersonal relationships,

The principles of the pedagogical process follow from these and other regularities.

Principles of a holistic pedagogical process(pedagogical principles) - the initial provisions that determine the content, forms, methods, means and nature of interaction in a holistic ped. process; guiding ideas, regulatory requirements for its organization and conduct; manifestation of what is due. They are in the nature of the most general instructions, rules, norms governing the entire process.

Unity of knowledge and behavior- the essence of the principle is determined by the law of the unity of consciousness and activity, according to which consciousness arises, forms and manifests itself in activity. During implementation, it is necessary to constantly organize the activities of children and children's groups so that its participants are constantly convinced of the truth and vitality of the knowledge and ideas received, and exercised in social behavior.

Democratization‒ providing participants with ped. process of certain freedoms for self-development, self-regulation, self-determination.

Accessibility in education and upbringing(the principle of gradual increase in difficulties) is the principle, following which in educational and educational work it is necessary to proceed from the achieved level of development of students, take into account their age, individual and gender characteristics and capabilities, level of education and upbringing. Teach from near to far, from easy to difficult, from known to unknown. But this principle cannot be understood as a requirement for ease in training and education. Training and education according to the degree of difficulty and complexity must be oriented towards the "zone of proximal development" of the student.

Humanization- the principle of social protection of a growing person; the essence lies in the humanization of the relations of students among themselves and with teachers, the priority of universal human values.

Individual approach in education- ped. the process is organized taking into account the individual characteristics of students (temperament, character, abilities, inclinations, motives, interests, etc.). The essence of the individual approach is the teacher's flexible use of various forms and methods of educational influence and interaction in order to achieve optimal results of the educational process in relation to each child.

The collective nature of upbringing and education in combination with the development of the individual characteristics of the personality of each child- the implementation of this principle is the organization of both individual and frontal work, as well as group work, which requires the participants to be able to cooperate, coordinate joint actions, and be in constant interaction. Socialization in the process of educational interaction unites the interests of the individual with the public.

visibility- the principle according to which training and education is based on the "golden rule of didactics" (J. A. Komensky): "Everything that can be presented for perception by the senses." Visibility involves not only direct visual perception, but also perception through motor and tactile sensations. Visibility in the educational process, provided through a variety of illustrations, demonstrations, laboratory and practical work, TSO, including multimedia equipment, enriches the range of students' ideas, develops observation and thinking, and helps to better assimilate the perceived information.

Science in education and upbringing- the principle according to which students are offered for assimilation only the provisions established in science and teaching methods are used that are close in nature to the methods of science, the foundations of which are being studied. It is necessary to acquaint students with the history of the most important discoveries and modern ideas and hypotheses; actively use problematic research teaching methods, active learning technology. Remember that no matter how elementary the transmitted knowledge is, it should not contradict science.

Positive emotional background of the pedagogical process- such an organization of ped. a process where all participants find it interesting and exciting to engage in joint activities, whether educational, extracurricular or extracurricular.

The principle of cultural conformity- maximum use in upbringing and education of the culture of the environment in which a particular educational institution is located: the culture of the nation, society, region, country; formation of the child's personality within the national culture.

The principle of natural conformity- the starting position, requiring that the leading link in any educational interaction and ped. process acted as a child (teenager) with its specific characteristics and level of development. The nature of the pupil, his state of health, physical, physiological, mental and social development are the main and determining factors of education; plays the role of ecological protection of a person from the possible destructive influence of ped. process, its violent pressure.

The principle of strength, awareness and effectiveness of the results of education and training- the mastery of knowledge, skills, abilities and worldview ideas is achieved only when they are thoroughly comprehended and well assimilated, and stored in memory for a long time. This principle is implemented through constant, thoughtful and systematic repetition, exercise, consolidation, testing and evaluation of knowledge, skills, habits and norms and rules of conduct. In this case, one should be guided by the following rules: “Nothing should be forced to learn by heart, except for what is well understood by the mind” (Ya. A. Comenius); “An educator who understands the nature of memory will incessantly resort to repetition, not in order to repair a collapsed one, but in order to strengthen the building and bring it to a new floor” (K. D. Ushinsky).

The principle of cooperation- orientation in the process of education to the priority of the individual; creation of favorable conditions for its self-determination, self-realization and self-promotion in development; organization of joint life activity of adults and children on the basis of intersubjective relations, dialogical interaction, the predominance of empathy in interpersonal relationships.

Relationship between theory and practice- a principle that requires a harmonious connection of scientific knowledge with the practice of everyday life. Theory gives knowledge of the world, practice teaches how to effectively influence it. It is implemented by creating conditions for the transition in the process of training and education from concrete-practical thinking to abstract-theoretical and vice versa, applying the knowledge gained in practice, forming an understanding that practice acts as a source of abstract thinking and as a criterion for the truth of the knowledge obtained.

Systematic and consistent- observance of logical connections in the learning process, which ensures the assimilation of educational material in a larger volume and more firmly. Systematism and consistency allow you to achieve great results in less time. They are implemented in various forms of planning and in a certain way organized training. Everything should be conducted in an inseparable sequence so that everything “today strengthens yesterday and paves the way for tomorrow.” (Ya. A. Comenius).

Consciousness, activity, self-activity‒ the principle, the essence of which boils down to the fact that the learner's own cognitive activity is an important factor in learning and upbringing and has a decisive influence on the pace, depth and strength of mastering the transferred amount of knowledge and norms and the speed of developing skills, habits and habits. Conscious participation in the educational process enhances its developmental influence. Contribute to the implementation of this principle methods and techniques of activation of cognitive activity and technology of active learning.

subjectivity- the development of the child's ability to realize his "I" in relationships with people, the world, evaluate his actions and foresee their consequences, defend his moral and civic position, counteract negative external influences, create conditions for self-development of his own individuality and disclosure of his spiritual potentialities.

Respect for the personality of the child, combined with reasonable demands on him- a principle that requires the teacher to respect the pupil as a person. The problem of personality, A. S. Makarenko believed, can be resolved if every person (even the smallest) is seen as a personality. A peculiar form of respect for the personality of the child is reasonable exactingness, the educational potential of which increases significantly if it is objectively expedient, dictated by the needs of the educational process, the tasks of the full development of the personality. The exactingness of students must be combined with the exactingness of the teacher to himself, taking into account the opinion of his pupils about himself. Respect for the individual implies reliance on the positive in a person.

Aestheticization of children's life- a positive result of education can only be achieved in a beautifully organized space of education: aesthetically designed classrooms and recreational facilities, the presence of flowers, greenery, aquariums, works of art, living corners, flower beds in the school area, etc.

Questions for self-control

1. Expand the essence of the pedagogical process.

2. Describe the various approaches to the structure of the pedagogical process.

3. Formulate the general patterns of the pedagogical process.

4. What are the principles of the pedagogical process?

5. What is the relationship between the functions of the pedagogical process?

6. What are the driving forces of the pedagogical process?

7. Expand the essence of the following principles of the pedagogical process:

Accessibility in education and upbringing;

Systematic and consistent;

Connection of theory with practice;

The principle of natural conformity;

visibility;

Introduction

Definition of the term "pedagogical process". Goals of the pedagogical process

Components of the pedagogical process. Effects of the pedagogical process

Methods, forms, means of the pedagogical process

Conclusion

Bibliography

Introduction

The pedagogical process is a complex systemic phenomenon. The high significance of the pedagogical process is due to the cultural, historical and social value of the process of growing up a person.

In this regard, it is extremely important to understand the main specific characteristics of the pedagogical process, to know what tools are needed for its most effective flow.

A lot of domestic teachers and anthropologists are engaged in the study of this issue. Among them, A.A. Reana, V.A. Slastenina, I.P. Podlasy and B.P. Barkhaev. In the works of these authors, various aspects of the pedagogical process are most fully consecrated in terms of its integrity and consistency.

The purpose of this work is to determine the main characteristics of the pedagogical process. To achieve the goal, it is necessary to solve the following tasks:

analysis of the constituent components of the pedagogical process;

analysis of the goals and objectives of the pedagogical process;

characterization of traditional methods, forms and means of the pedagogical process;

analysis of the main functions of the pedagogical process.

1. Definition of the concept of "pedagogical process". Goals of the pedagogical process

Before discussing the specific features of the pedagogical process, we give some definitions of this phenomenon.

According to I.P. The mean pedagogical process is called "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" .

According to V.A. Slastenin, the pedagogical process is "a specially organized interaction of teachers and pupils, aimed at solving developmental and educational problems" .

B.P. Barkhaev sees the pedagogical process as "a specially organized interaction of teachers and pupils regarding the content of education using the means of training and education in order to solve the problems of education aimed both at meeting the needs of society and the individual himself in his development and self-development" .

Analyzing these definitions, as well as related literature, we can distinguish the following characteristics of the pedagogical process:

the main subjects of interaction in the pedagogical process are both the teacher and the student;

the purpose of the pedagogical process is the formation, development, training and education of the student's personality: "Ensuring the unity of training, education and development on the basis of integrity and commonality is the main essence of the pedagogical process";

the goal is achieved through the use of special means in the course of the pedagogical process;

the purpose of the pedagogical process, as well as its achievement, are determined by the historical, social and cultural value of the pedagogical process, education as such;

the purpose of the pedagogical process is distributed in the form of tasks;

the essence of the pedagogical process can be traced through special organized forms of the pedagogical process.

All this and other characteristics of the pedagogical process will be considered by us in the future in more detail.

According to I.P. The mean pedagogical process is built on the target, content, activity and result components.

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. The effective component of the process reflects the efficiency of its course, characterizes the progress made in accordance with the goal.

Goal setting in education is a rather specific and complex process. After all, the teacher meets with living children, and the goals so well displayed on paper may differ from the real state of affairs in the educational group, class, audience. Meanwhile, the teacher must know the general goals of the pedagogical process and follow them. In understanding the goals, the principles of activity are of great importance. They allow you to expand the dry formulation of goals and adapt these goals to each teacher for himself. In this regard, the work of B.P. Barkhaev, in which he tries to display in the most complete form the basic principles in building a holistic pedagogical process. Here are the principles:

The following principles apply to the selection of educational targets:

humanistic orientation of the pedagogical process;

connections with life and industrial practice;

combining training and education with labor for the common good.

The development of means for presenting the content of education and upbringing is guided by the following principles:

scientific character;

accessibility and feasibility of teaching and educating schoolchildren;

combination of visibility and abstractness in the educational process;

aestheticization of all children's life, especially education and upbringing.

When choosing forms of organizing pedagogical interaction, it is advisable to be guided by the following principles:

teaching and educating children in a team;

continuity, consistency, systematic;

coherence of the requirements of the school, family and community.

The activity of the teacher is governed by the principles:

combination of pedagogical management with the development of initiative and independence of pupils;

reliance on the positive in a person, on the strengths of his personality;

respect for the personality of the child, combined with reasonable demands on him.

The participation of the students themselves in the process of education is guided by the principles of consciousness and activity of schoolchildren in a holistic pedagogical process.

The choice of methods of pedagogical influence in the process of teaching and educational work is guided by the principles:

combinations of direct and parallel pedagogical actions;

taking into account the age and individual characteristics of pupils.

The effectiveness of the results of pedagogical interaction is ensured by following the principles:

focus on the formation in the unity of knowledge and skills, consciousness and behavior;

strength and effectiveness of the results of education, upbringing and development.

2. Components of the pedagogical process. Effects of the pedagogical process

As noted above, among the goals of the pedagogical process as an integral phenomenon, the processes of education, development, formation and development are distinguished. Let's try to understand the specifics of these concepts.

According to N.N. Nikitina, these processes can be defined as follows:

“Formation - 1) the process of development and formation of the personality under the influence of external and internal factors - education, training, social and natural environment, the individual's own activity; 2) the method and result of the internal organization of the personality as a system of personal properties.

Learning is a joint activity of a teacher and a student, aimed at educating a person by organizing the process of assimilation of a system of knowledge, methods of activity, experience of creative activity and experience of an emotional and value attitude to the world.

In doing so, the teacher:

) teaches - purposefully transfers knowledge, life experience, methods of activity, the foundations of culture and scientific knowledge;

) manages the process of mastering knowledge, skills and abilities;

) creates conditions for the development of the personality of students (memory, attention, thinking).

On the other hand, the student:

) learns - masters the transmitted information and performs educational tasks with the help of a teacher, together with classmates or independently;

) tries to independently observe, compare, think;

) shows initiative in the search for new knowledge, additional sources of information (reference book, textbook, Internet), is engaged in self-education.

Teaching is the activity of the teacher in:

organization of educational and cognitive activity of students;

assistance in case of difficulty in the process of learning;

stimulation of interest, independence and creativity of students;

assessment of students' educational achievements.

“Development is a process of quantitative and qualitative changes in the inherited and acquired properties of a person.

Upbringing is a purposeful process of interrelated activities of teachers and pupils, aimed at shaping schoolchildren's value attitudes towards the world around them and themselves.

In modern science, “education” as a social phenomenon is understood as the transfer of historical and cultural experience from generation to generation. In doing so, the educator:

) conveys the experience accumulated by mankind;

) introduces into the world of culture;

) stimulates self-education;

) helps to understand difficult life situations and find a way out of the current situation.

On the other hand, the student:

) masters the experience of human relations and the basics of culture;

) works on himself;

) learns ways of communication and manners of behavior.

As a result, the pupil changes his understanding of the world and attitude towards people and himself.

Concretizing for yourself these definitions, you can understand the following. The pedagogical process as a complex systemic phenomenon includes all the variety of factors surrounding the process of interaction between the student and the teacher. So the process of education is associated with moral and value attitudes, training - with the categories of knowledge, skills and abilities. Formation and development here are two key and basic ways to include these factors in the system of interaction between the student and the teacher. Thus, this interaction is “filled” with content and meaning.

The goal is always related to the results of the activity. While not dwelling on the content of this activity, let's move on to the expectations from the implementation of the goals of the pedagogical process. What is the image of the results of the pedagogical process? Based on the formulation of the goals, it is possible to describe the results with the words “education”, “learning”.

The criteria for assessing a person's upbringing are:

“good” as behavior for the benefit of another person (group, collective, society as a whole);

"truth" as a guide in assessing actions and deeds;

"beauty" in all forms of its manifestation and creation.

Learnability is “an internal readiness acquired by a student (under the influence of training and education) for various psychological restructurings and transformations in accordance with new programs and goals of further education. That is, the general ability to assimilate knowledge. The most important indicator of learning is the amount of dosed assistance that a student needs to achieve a given result. Learning is a thesaurus, or a stock of learned concepts and methods of activity. That is, a system of knowledge, skills and abilities that corresponds to the norm (the expected result specified in the educational standard) ".

These are by no means the only expressions. It is important to understand not the essence of the words themselves, but the nature of their occurrence. The results of the pedagogical process are associated with a whole range of expectations for the effectiveness of this very process. Where do these expectations come from? In general terms, we can talk about cultural expectations associated with the image of an educated, developed and trained person that has developed in culture. In a more concrete way, public expectations can be discussed. They are not as general as cultural expectations and are tied to a specific understanding, order of the subjects of public life (civil society, church, business, etc.). These understandings are currently being formulated in the image of an educated, moral, aesthetically mature, physically developed, healthy, professional and hardworking person.

Important in the modern world are the expectations formulated by the state. They are concretized in the form of educational standards: “The standard of education is understood as a system of basic parameters accepted as the state norm of education, reflecting the social ideal and taking into account the possibilities of a real person and the education system to achieve this ideal.”

It is customary to separate federal, national-regional and school educational standards.

The federal component determines those standards, the observance of which ensures the unity of the pedagogical space in Russia, as well as the integration of the individual into the system of world culture.

The national-regional component contains standards in the field of the native language and literature, history, geography, art, labor training, etc. They fall within the competence of the regions and educational institutions.

Finally, the standard establishes the scope of the school component of the content of education, reflecting the specifics and direction of a particular educational institution.

The federal and national-regional components of the education standard include:

requirements for the minimum necessary such training for students within the specified scope of content;

the maximum allowable amount of teaching load for schoolchildren by year of study.

The essence of the standard of general secondary education is revealed through its functions, which are diverse and closely related. Among them, the functions of social regulation, humanization of education, management, and improvement of the quality of education should be singled out.

The function of social regulation is caused by the transition from a unitary school to a variety of educational systems. Its implementation implies a mechanism that would prevent the destruction of the unity of education.

The function of the humanization of education is associated with the approval of its personality-developing essence with the help of standards.

The management function is associated with the possibility of reorganizing the existing system for monitoring and evaluating the quality of learning outcomes.

State educational standards allow to carry out the function of improving the quality of education. They are designed to fix the minimum required volume of the content of education and set the lower acceptable limit of the level of education.

pedagogical process

3. Methods, forms, means of the pedagogical process

A method in education is “an ordered activity of a teacher and students aimed at achieving a given goal”].

verbal methods. The use of verbal methods in a holistic pedagogical process is carried out primarily with the help of the oral and printed word. This is explained by the fact that the word is not only a source of knowledge, but also a means of organizing and managing educational and cognitive activities. This group of methods includes the following methods of pedagogical interaction: a story, an explanation, a conversation, a lecture, educational discussions, disputes, work with a book, an example method.

A story is "a consistent presentation of predominantly factual material, carried out in a descriptive or narrative form."

The story is of great importance in organizing the value-oriented activity of students. Influencing the feelings of children, the story helps them understand and assimilate the meaning of the moral assessments and norms of behavior contained in it.

Conversation as a method is "a carefully thought-out system of questions that gradually leads students to gain new knowledge."

With all the diversity of their thematic content, conversations have as their main purpose the involvement of the students themselves in the assessment of certain events, actions, phenomena of public life.

The verbal methods also include educational discussions. Situations of a cognitive dispute, with their skillful organization, attract the attention of schoolchildren to the inconsistency of the world around them, to the problem of the cognizability of the world and the truth of the results of this cognition. Therefore, in order to organize a discussion, it is necessary first of all to put forward a real contradiction in front of the students. This will allow students to intensify their creative activity and put them before the moral problem of choice.

The verbal methods of pedagogical influence also include the method of working with a book.

The ultimate goal of the method is to introduce the student to independent work with educational, scientific and fiction literature.

Practical methods in a holistic pedagogical process are the most important source of enriching schoolchildren with the experience of social relations and social behavior. The central place in this group of methods is occupied by exercises, i.e. systematically organized activity for the repeated repetition of any actions in the interests of fixing them in the personal experience of the student.

A relatively independent group of practical methods is laboratory work - a method of a kind of combination of practical actions with organized observations of students. The laboratory method makes it possible to acquire skills and abilities in handling equipment, provides excellent conditions for the formation of skills to measure and calculate, process results.

Cognitive games are “specially created situations that simulate reality, from which students are invited to find a way out. The main purpose of this method is to stimulate the cognitive process.

visual methods. The demonstration consists in sensual acquaintance of students with phenomena, processes, objects in their natural form. This method serves mainly to reveal the dynamics of the phenomena under study, but is also widely used to get acquainted with the appearance of an object, its internal structure or location in a series of homogeneous objects.

The illustration involves the display and perception of objects, processes and phenomena in their symbolic image using diagrams, posters, maps, etc.

Video method. The teaching and upbringing functions of this method are determined by the high efficiency of visual images. The use of the video method provides an opportunity to give students more complete and reliable information about the phenomena and processes being studied, free the teacher from part of the technical work related to the control and correction of knowledge, and establish effective feedback.

The means of the pedagogical process are divided into visual (visual), which include original objects or their various equivalents, diagrams, maps, etc.; auditory (auditory), including radio, tape recorders, musical instruments, etc., and audiovisual (visual-auditory) - sound films, television, programmed textbooks that partially automate the learning process, didactic machines, computers, etc. It is also customary to divide teaching aids into those for the teacher and those for the students. The first are objects used by the teacher to more effectively achieve the goals of education. The second is the individual means of students, school textbooks, notebooks, writing materials, etc. The number of didactic tools includes those that are associated with both the activities of the teacher and students: sports equipment, school botanical sites, computers, etc.

Training and education is always carried out within the framework of some form of organization.

All sorts of ways to organize the interaction between teachers and students have found their way into the three main systems of organizational design of the pedagogical process. These include: 1) individual training and education; 2) class-lesson system, 3) lecture-seminar system.

The class-lesson form of organization of the pedagogical process is considered traditional.

A lesson is such a form of organization of the pedagogical process, in which “the teacher, for a precisely set time, directs the collective cognitive and other activities of a permanent group of students (class), taking into account the characteristics of each of them, using the types, means and methods of work that create favorable conditions for so that all students acquire knowledge, skills and abilities, as well as for the education and development of cognitive abilities and spiritual strength of schoolchildren.

Features of the school lesson:

the lesson provides for the implementation of learning functions in the complex (educational, developing and educating);

the didactic structure of the lesson has a strict construction system:

a certain organizational beginning and setting the objectives of the lesson;

updating the necessary knowledge and skills, including checking homework;

explanation of new material;

consolidation or repetition of what was learned in the lesson;

control and evaluation of educational achievements of students during the lesson;

summarizing the lesson;

homework;

each lesson is a link in the system of lessons;

the lesson complies with the basic principles of teaching; in it, the teacher applies a certain system of teaching methods and means to achieve the goals of the lesson;

the basis for building a lesson is the skillful use of methods, teaching aids, as well as a combination of collective, group and individual forms of work with students and taking into account their individual psychological characteristics.

I distinguish the following types of lessons:

a lesson introducing students to new material or communicating (learning) new knowledge;

a lesson in consolidating knowledge;

lessons on developing and consolidating skills and abilities;

summary lessons.

The structure of the lesson usually consists of three parts:

Organization of work (1-3 min.), 2. main part (formation, assimilation, repetition, consolidation, control, application, etc.) (35-40 min.), 3. summing up and homework (2- 3 min.).

The lesson as the main form is organically complemented by other forms of organization of the educational process. Some of them developed in parallel with the lesson, i.e. within the framework of the class-lesson system (excursion, consultation, homework, educational conferences, additional classes), others are borrowed from the lecture-seminar system and adapted to the age of students (lectures, seminars, workshops, tests, exams).

Conclusion

In this work, it was possible to analyze the main scientific pedagogical research, as a result of which the basic characteristics of the pedagogical process were identified. First of all, these are the goals and objectives of the pedagogical process, its main components, the functions they carry, the significance for society and culture, its methods, forms and means.

The analysis showed the high importance of the pedagogical process in society and culture in general. First of all, this is reflected in the special attention on the part of society and the state to educational standards, to the requirements for the ideal images of a person designed by teachers.

The main characteristics of the pedagogical process are integrity and consistency. They are manifested in the understanding of the goals of the pedagogical process, its content and functions. So the processes of upbringing, development and training can be called a single property of the pedagogical process, its constituent components, and the basic functions of the pedagogical process are educating, teaching and educational.

Bibliography

1. Barkhaev B.P. Pedagogy. - M., 2001.

Bordovskaya N.N., Rean A.A. Pedagogy. - M., 2000.

Nikitina N.N., Kislinskaya N.V. Introduction to pedagogical activity: theory and practice. - M.: Academy, 2008 - 224 p.

Podlasy I.P. Pedagogy. - M.: Vlados, 1999. - 450 p.

Slastenin V.A. etc. Pedagogy Proc. allowance for students. higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenin. - M.: Publishing Center "Academy", 2002. - 576 p.

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Introduction

The pedagogical process is a complex systemic phenomenon. The high significance of the pedagogical process is due to the cultural, historical and social value of the process of growing up a person.

In this regard, it is extremely important to understand the main specific characteristics of the pedagogical process, to know what tools are needed for its most effective flow. It is also important to reveal the fundamental principle of the pedagogical process - the principle of integrity.

The works of many domestic teachers are devoted to the study of this issue. Among them, A.A. Reana, V.A. Slastenina, I.P. Podlasy and B.P. Barkhaev. In the works of these authors, various aspects of the pedagogical process are most fully consecrated in terms of its integrity and consistency.

The purpose of this work is to determine the main characteristics of the pedagogical process. To achieve the goal, it is necessary to solve the following tasks:

- define the pedagogical process;

- characterize the integrity of the pedagogical process;

- highlight the functions of the pedagogical process;

- note the patterns of the pedagogical process;

- to analyze the basic principles of the pedagogical process.

The work is based on the analysis of publications by I.P. Podlasogo, B.P. Barkhaeva, V.A. Slastenin, which reveal in sufficient detail the main characteristics of a holistic pedagogical process.

1. Pedagogical process as an integral system

According to I.P. Podlasy, the pedagogical process is called "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" .

According to V.A. Slastenin, the pedagogical process is "a specially organized interaction of teachers and pupils, aimed at solving developmental and educational problems" .

Analyzing these definitions, as well as related literature, we can distinguish the following characteristics of the pedagogical process:

§ the main subjects of interaction in the pedagogical process are both the teacher and the student;

§ the purpose of the pedagogical process is the formation, development, training and education of the student's personality: "Ensuring the unity of training, education and development on the basis of integrity and commonality is the main essence of the pedagogical process";

§ the goal is achieved through the use of special means in the course of the pedagogical process;

§ the goal of the pedagogical process, as well as its achievement, are determined by the historical, social and cultural value of the pedagogical process, education as such;

§ the purpose of the pedagogical process is distributed in the form of tasks;

§ the essence of the pedagogical process can be traced through special organized forms of the pedagogical process.

The main integrative property of the pedagogical process as a dynamic system is its ability to perform socially determined functions. However, society is interested in ensuring that their implementation meets a high level of quality. And this is possible if the pedagogical process functions as a holistic phenomenon: a holistic harmonious personality can be formed only in a holistic pedagogical process.

Integrity, according to V.A. Slastenin - "the synthetic quality of the pedagogical process, characterizing the highest level of its development, the result of stimulating conscious actions and the activities of the subjects functioning in it" .

In terms of content, the integrity of the pedagogical process is ensured by the reflection in the goal and content of education of the experience accumulated by mankind in the relationship of its four elements: knowledge, including about how to perform actions; skills and abilities; experience of creative activity and experience of emotional-valuable and volitional attitude to the world around. The implementation of the main elements of the content of education is nothing more than the implementation of the unity of the educational, developmental and educational functions of the goal of the pedagogical process.

In organizational terms, the pedagogical process acquires the property of integrity if unity is ensured only with respect to independent component processes:

§ development and design (didactic adaptation) of the content of education and the material base (content-constructive, material-constructive and operational-constructive activity of the teacher);

§ business interaction between teachers and pupils regarding the content of education, the assimilation of which by the latter is the goal of interaction;

§ interaction between teachers and pupils at the level of personal relationships, i.e. not about the content of education (informal communication);

§ mastering the content of education by pupils without the direct participation of the teacher (self-education and self-education).

2. 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.

3. Functions of a holistic pedagogical process

The functions of the pedagogical process include:

- teaching;

- educational;

- developing.

Learning is "a joint activity of a teacher and a student, aimed at educating a person by organizing the process of assimilation of a system of knowledge, methods of activity, experience of creative activity and experience of an emotional and value attitude to the world" .

In doing so, the teacher:

1. teaches - purposefully transfers knowledge, life experience, methods of activity, the foundations of culture and scientific knowledge;

2. manages the process of mastering knowledge, skills and abilities;

3. creates conditions for the development of the personality of students (memory, attention, thinking).

On the other hand, the student:

1. learns - masters the transmitted information and performs educational tasks with the help of a teacher, together with classmates or independently;

2. tries to independently observe, compare, think;

3. shows initiative in searching for new knowledge, additional sources of information (handbook, textbook, Internet), engages in self-education.

Teaching is the activity of the teacher in:

§ transfer of information;

§ organization of educational and cognitive activity of students;

§ providing assistance in case of difficulty in the process of teaching;

§ stimulation of interest, independence and creativity of students;

§ assessment of students' educational achievements.

Development is "the process of quantitative and qualitative changes in the inherited and acquired properties of a person".

Education is "a purposeful process of interconnected activities of teachers and pupils, aimed at forming schoolchildren's value attitudes towards the world around them and themselves" .

In modern science, “education” as a social phenomenon is understood as the transfer of historical and cultural experience from generation to generation. In doing so, the educator:

1) transfers the experience accumulated by mankind;

2) introduces into the world of culture;

3) encourages self-education;

4) helps to understand difficult life situations and find a way out of the current situation.

On the other hand, the student:

1) masters the experience of human relations and the basics of culture;

2) works on himself;

3) learns ways of communication and manners of behavior.

As a result, the pupil changes his understanding of the world and attitude towards people and himself.

4. Driving forces of the pedagogical process

The driving force behind the development and improvement of a holistic pedagogical process are contradictions.

All contradictions are divided into objective and subjective.

Objective:

Contradictions between the level of development of the child, the state of his knowledge, skills and increasing demands of life. It is overcome through continuous education, intensive training, labor, civil, physical, moral education. The complication of social life, the constant growth of requirements for the volume and quality of mandatory information, the skills that children must possess, gives rise to a number of difficulties associated with an increase in the number of compulsory subjects, types of educational, labor, physical and other activities. A shortage of time is formed, inevitable intellectual, physical, moral overloads arise.

The internal driving force of the pedagogical process is the contradiction between the put forward requirements of a cognitive, labor, practical, socially useful nature and the real possibilities for their implementation. This contradiction becomes the source of the system's movement towards a common goal if the requirements put forward are in the zone of proximal development of capabilities and, conversely, such a contradiction will not contribute to optimal development if the tasks turn out to be excessively difficult or easy. Consequently, the task of the teacher is to master the ability to study well the student and teaching teams, as well as its individual members, skillfully project close, medium and distant development prospects and turn them into concrete tasks constantly calling forward.

Between the active nature of the child and the socio-pedagogical conditions of life.

Subjective:

Contradictions between the individual creative process of personality formation and the mass-reproductive nature of the organization of the pedagogical process. Constant changes in public life, the emergence of new situations, relationships, requirements for children make it impossible to create an unchanging pedagogical system, an absolutely perfect pedagogical integrity.

Between the growing role of humanitarian subjects in the formation of a person and the tendencies of technocratization of the pedagogical process.

Overcoming contradictions, ensuring the full effectiveness of the pedagogical process is achieved through the full functioning of the main content elements. These terms include:

§ children's labor educational collective, various public organizations as the leading content systems of social relations, factors and conditions of education;

§ learning as a core element of integrity;

§ socially useful, productive labor as the most important basis of education;

§ extra-curricular (out-of-class, out-of-school) creative activity.

5. Patterns of the pedagogical process

pedagogical child knowledge skill

To the laws of the pedagogical process I.P. Sneaky refers:

1. The regularity of the dynamics of the pedagogical process. The magnitude of all subsequent changes depends on the magnitude of the changes in the previous step. This means that the pedagogical process as a developing interaction between teachers and students has a constant, stepwise character; the higher the intermediate achievements, the more significant the final result.

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

§ heredity;

§ educational and learning environment;

§ inclusion in educational activities;

§ applied means and methods of pedagogical influence.

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

§ the intensity of feedback between students and teachers;

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

4. Regularity of stimulation. The productivity of the pedagogical process depends on:

§ the action of internal incentives (motives) of educational activities;

§ intensity, nature and timeliness of external (social, pedagogical, moral, material, etc.) incentives.

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

§ intensity and quality of sensory perception;

§ logical understanding of the perceived;

§ practical application of meaningful.

6. The regularity of the unity of external (pedagogical) and internal (cognitive) activities. The effectiveness of the pedagogical process depends on:

§ quality of pedagogical activity;

§ the quality of the students' own educational activities.

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

§ the needs of society and the individual;

§ Opportunities (material, technical, economic, etc.) of society;

§ conditions of the process (moral-psychological, sanitary-hygienic, aesthetic, etc.).

6. Principles of the pedagogical process

The principles of the pedagogical process reflect the basic requirements for the organization of pedagogical activity, indicate its direction, and ultimately help to creatively approach the construction of the pedagogical process.

Let us turn to the principles of the pedagogical process, identified by Nikitina N.N. :

The following principles apply to the selection of educational targets:

1. humanistic orientation of the pedagogical process;

2. connections with life and industrial practice;

3. combining training and education with labor for the common good.

The development of means for presenting the content of education and upbringing is guided by the following principles:

1. scientific;

2. accessibility and feasibility of teaching and educating schoolchildren;

3. combination of visibility and abstractness in the educational process;

4. Aestheticization of all children's life, especially education and upbringing.

When choosing forms of organizing pedagogical interaction, it is advisable to be guided by the following principles:

1. teaching and educating children in a team;

2. continuity, consistency, systematic;

3. consistency of the requirements of the school, family and community.

The activity of the teacher is governed by the principles:

1. combination of pedagogical management with the development of initiative and independence of pupils;

2. relying on the positive in a person, on the strengths of his personality;

3. respect for the personality of the child, combined with reasonable demands on him.

The participation of the students themselves in the process of education is guided by the principles of consciousness and activity of schoolchildren in a holistic pedagogical process.

The choice of methods of pedagogical influence in the process of teaching and educational work is guided by the principles:

1. combinations of direct and parallel pedagogical actions;

2. taking into account the age and individual characteristics of pupils.

The effectiveness of the results of pedagogical interaction is ensured by following the principles:

1. focus on the formation in the unity of knowledge and skills, consciousness and behavior;

2. strength and effectiveness of the results of education, upbringing and development.

In addition, in the pedagogical literature it is considered expedient to combine these principles into two large groups, covering two sides of the pedagogical process - organizational and activity. The first group of principles is the principles of organization of the pedagogical process, which regulate the choice of goals, content and forms of interaction. The second group - the principles of managing the activities of pupils - offers a system of requirements for the implementation of the process of pedagogical interaction, its methods and results.

Conclusion

In this work, it was possible to analyze the main scientific pedagogical research, as a result of which the basic characteristics of the pedagogical process were identified. First of all, these are the goals and objectives of the pedagogical process, its main components, the functions they carry, the significance for society and culture, its methods, forms and means.

The analysis showed the high importance of the pedagogical process in society and culture in general. First of all, this is reflected in the special attention on the part of society and the state to educational standards, to the requirements for the ideal images of a person designed by teachers.

Bibliography

1. Barkhaev, B.P. Pedagogy. - M., 2001. - 320 p.

2. Bordovskaya, N.N., Rean, A.A. Pedagogy. - M., 2000. - 278 p.

3. Nikitina, N.N., Kislinskaya, N.V. Introduction to pedagogical activity: theory and practice. - M.: Academy, 2008 - 224 p.

4. Podlasy, I.P. Pedagogy. - M.: Vlados, 1999. - 450 p.

5. Slastenin, V.A. etc. Pedagogy Proc. allowance for students. higher ped. textbook institutions / ed. V.A. Slastenin. - M.: Academy, 2002. - 576 p.

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