What are the forms of education at school. Pedagogy. Pedagogical theories, systems, technologies
The leading forms of organization of the learning process are a lesson or a lecture (respectively, at school and university).
The same form of training organization can change the structure and modification, depending on the tasks and methods of educational work. For example, a lesson-game, a lesson-conference, dialogue, workshop. As well as a problem lecture, a binary lecture, a teleconference lecture.
At the school, along with the lessons, other organizational forms function (optional, study group, laboratory workshop, independent homework). There are certain forms of control: oral and written exams, control or independent work, credit, testing, interview.
In addition to the lecture, the university also uses other organizational forms of training - a seminar, laboratory work, research work, students' independent study work, practical training, internships in another domestic or foreign university. As forms of control and assessment of learning outcomes, exams and tests, rating system of assessment are used; abstract and term paper, thesis.
Features of the school lesson:
The lesson provides for the implementation of the learning functions in a complex (educational, developmental and educational);
The didactic structure of the lesson has a strict construction system:
A specific organizational beginning and statement of tasks of the lesson;
Updating the necessary knowledge and skills, including checking homework;
Explanation of the new material;
Consolidation or repetition of the lesson;
Monitoring and evaluation of student learning outcomes during the lesson;
Summing up the lesson;
Homework;
Each lesson is a link in the lesson system;
The lesson complies with the basic principles of training; in it, the teacher applies a certain system of teaching methods and means to achieve the goals of the lesson;
The basis of the 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.
The features of the lesson are determined by its purpose and place in a holistic learning system. Each lesson has a specific place in the system of the subject when studying a specific school discipline.
The structure of the lesson embodies the laws and logic of the learning process.
The types of lessons are determined by the characteristics of the main tasks, the variety of substantive and methodological instrumentation and the variability of the methods of organization of training.
1. Combined lesson (the most common type of lesson in practice). Its structure: organizational part (1-2 min), verification of tasks before it (10-12 min), study of new material (15-20 min), consolidation and comparison of new with previously studied material, implementation of practical tasks (10-15 min) ), summarizing the lesson (5 min), homework (2-3 min).
2. The lesson in the study of new material is applicable, as a rule, in the practice of teaching high school students. As part of this type, a lesson-lecture, a problem lesson, a lesson-conference, a film lesson, a lesson-study are conducted. The effectiveness of a lesson of this type is determined by the quality and level of development of the new educational material by all students.
3. The lesson of consolidating knowledge and improving skills is carried out in the form of a seminar, workshop, excursion, independent work and laboratory practice. A significant part of the time is the repetition and consolidation of knowledge, practical work on the application, expansion and deepening of knowledge, on the formation of skills and consolidation of skills.
4. The lesson of generalization and systematization is aimed at the systematic repetition of large blocks of educational material on the key issues of the program, which are crucial for mastering the subject as a whole. When conducting such a lesson, the teacher poses problems for the students, indicates the sources of additional information, as well as typical tasks and practical exercises, tasks and works of a creative nature. During such lessons, the knowledge, skills and abilities of students are tested and evaluated on several topics that have been studied over a long period of a quarter, half a year, year of study.
5. The lesson of control and correction of knowledge, skills is intended to assess learning outcomes, diagnose students 'level of training, students' willingness to apply their knowledge, skills and abilities in various learning situations. It also involves making changes to the work of the teacher with specific students. Types of such lessons in school practice can be an oral or written survey, dictation, statement or independent solution of problems and examples, practical work, test, exam, independent or control work, test, test. All these types of lessons are organized after studying major topics and sections of the subject. Based on the results of the final lesson, the next lesson is devoted to the analysis of typical errors, knowledge gaps, and the definition of additional tasks.
In school practice, other types of lessons are also used, such as a competition lesson, consultation, mutual learning, a lecture, an interdisciplinary lesson, and a game.
Lecture. The general structural framework of any lecture is the wording of the topic, communication of the plan and recommended literature for independent work, and then strict adherence to the plan of the proposed work.
The main requirements for lecturing are:
The high scientific level of the information presented, which is, as a rule, of worldview significance;
A large amount of clearly and densely systematized and methodically processed modern scientific information;
The evidence and reasonedness of the opinions expressed;
A sufficient number of cited convincing facts, examples, texts and documents;
Clarity of presentation of thoughts and activation of thinking of listeners, raising questions for independent work on the issues discussed;
Analysis of different points of view on solving the problems posed;
Derivation of the main ideas and provisions, formulation of conclusions;
Clarification of terms and names; providing students with the opportunity to listen, comprehend and jot down information;
Ability to establish pedagogical contact with the audience; the use of didactic materials and technical means;
The use of basic materials of text, abstract, flowcharts, drawings, tables, graphs.
Types of lectures
1. The introductory lecture gives the first holistic view of the subject and guides the student in the system of work for this course. The lecturer acquaints students with the purpose and objectives of the course, its role and place in the system of academic disciplines and in the system of specialist training. It gives a brief overview of the course, milestones in the development of science and practice, achievements in this area, the names of famous scientists, outlines promising areas of research.
At this lecture, methodological and organizational features of the work within the framework of the course are expressed, as well as an analysis of the educational and methodical literature recommended by students, the terms and forms of reporting are specified.2. Lecture information. It is focused on the presentation and explanation to students of scientific information to be comprehended and memorized. This is the most traditional type of lecture in high school practice.
3. A review lecture is a systematization of scientific knowledge at a high level, which allows a large number of associative connections in the process of comprehending the information presented in the disclosure of intra-subject and intersubject communication, excluding detailing and concretization. As a rule, the core of the stated theoretical provisions is the scientific, conceptual and conceptual basis of the entire course or its major sections.
4. Problematic lecture. In this lecture, new knowledge is introduced through the problematic nature of a question, task or situation. At the same time, the process of cognizing students in cooperation and dialogue with the teacher is approaching research activities. The content of the problem is revealed by organizing a search for its solution or summing up and analyzing traditional and modern points of view.
5. Lecture-visualization is a visual form of presentation of lecture material by means of TCO or audio-video equipment. Reading such a lecture boils down to a detailed or brief commenting on the visual materials being watched (natural objects - people in their actions and actions, in communication and conversation; minerals, reagents, machine parts; paintings, drawings, photographs, slides; symbolic, in the form of diagrams, graphs, graphs, models).
6. A binary lecture is a type of lecture in the form of two teachers (either as representatives of two scientific schools, or as a scientist and practitioner, teacher and student).
7. A lecture with pre-planned errors is designed to encourage students to constantly monitor the proposed information (search for errors: substantive, methodological, methodological, spelling). At the end of the lecture, students are diagnosed and the mistakes made are analyzed.
8. The lecture-conference is held as a scientific and practical lesson, with a pre-set problem and a system of reports, lasting 5-10 minutes. Each presentation is a logically finished text, prepared in advance as part of the program proposed by the teacher. The totality of the texts presented will provide a comprehensive coverage of the problem. At the end of the lecture, the teacher summarizes the independent work and students' presentations, supplementing or clarifying the proposed information, and formulates the main conclusions.
9. The consultation lecture can take place in different scenarios. The first option is carried out according to the type of “questions and answers”. The lecturer answers during the lecture time to students' questions in all sections or the entire course. The second version of such a lecture, presented on the type of “questions-answers-discussion”, is a threefold combination: presentation of new educational information by the lecturer, raising questions and organizing discussions in the search for answers to the questions posed.
In the practice of higher education, other types of lecture forms of instruction are also used.
As the main forms of organization of the learning process at school, a lesson at the university is accepted - a lecture.
Among the large number and variety of types of organization of the learning process at school and university, each type or type solves a certain set of didactic tasks and fulfills its purpose. Their diversity in practice speaks of the creativity and skill of school teachers and teachers of higher educational institutions who are interested in the effectiveness of their work.
Questions and tasks for self-control
1 What is a lesson and what are its characteristics?
2. What is common and what is the difference between a lesson and a lecture? How do you understand: a lesson is a lecture?
3. Give examples of different types of lesson and types of lectures.
28. Forms of education in a modern school.
The implementation of training requires knowledge and skillful use of various forms of organization of the educational process, their continuous improvement and modernization.
Currently, the following forms of organization of educational work are used in a modern school: lesson, excursions, classes in educational workshops, forms of labor and industrial training, elective classes, homework, forms of extracurricular educational work (subject groups, studios, scientific societies, olympiads, competitions ) In the main directions of school reform, the need to expand the forms of academic work is indicated. Along with the lesson, one should practice lectures, seminars, interviews, workshops, and consultations more widely.
29. Classroom system and its alternatives.
The school provides a class-lesson learning system. It is based on the idea of \u200b\u200bcreating stable age-appropriate school classes and the need for a systematic study with these classes throughout the school course of a certain educational content. The class-lesson system of instruction contributes to the implementation of the main task of the socialist school - to give general education to all children of the people at a high level. It provides an opportunity to work on a single curriculum, systematically and systematically provide socially necessary education. The stable composition of the class as the basis of the class-lesson system of instruction creates teaching teams, goals and mutual assistance relationships contribute to the achievement of all students to the highest level of achievement.
The class-lesson system provides the organization of systematic subject teaching. It provides for the specialization of teachers, and due to the fact that each of them teaches one or two subjects, a high level of education can be provided.
The class-lesson teaching system makes it possible to conduct uniform training throughout the country according to state curricula. All schools have the same curriculum. Each training course is systematically built and divided into specific sections. The organizational unit of the system is a lesson. Thanks to a well-visible construction, a class-lesson teaching system provides a high degree of public control.
For the class-lesson teaching system is characterized by appropriate material and technical equipment of the premises in which lessons are held. This applies not only to traditional classrooms, classrooms, lessons can be held at enterprises, in museums, in cultural and sports institutions. The class-lesson teaching system ensures its close connection with the life of society.
30. Lecture and seminar form of training.
31. Lesson - as the main form of organization of training.
A key element of the classroom education system is the lesson. (The class-lesson teaching system is the highest form of group learning.) A lesson is a form of organizing training with a group of students of the same age, permanent composition, a lesson on a fixed schedule and with a uniform curriculum for all. A lesson is considered as the main form of organization of the pedagogical process, since not only the organization of educational and cognitive activity is possible here, but also the intellectual development of the child’s personality, the management of the development of abilities, the formation of the students ’worldview, the need for knowledge, as well as its upbringing. The purpose of the lesson is the assimilation of new material as part of a broader content, the conscious perception of information, remembering and consolidating it, and using it in practical activities. The lesson creates favorable opportunities for combining frontal, group and individual work of children. A lesson is always multifaceted, because all the components of the learning process interact in it - pedagogical goals, didactic tasks, content, methods, technical equipment, etc. The lesson should be a logical unit of the topic, section, course. Based on this, we can distinguish the features of the lesson that distinguish it from other forms of learning: didactic goals (correspond to the learning functions); a certain amount of educational material; the constant composition of students, the same age; leadership by the teacher of student activities; the sequence of different activities of the teacher and students, depending on the structure of the lesson; limited time; a clear scheduled time; compulsory attendance of the lesson; implementation in an optimal ratio of all didactic principles; reliance on the achieved level of knowledge.
Given these general requirements for the lesson, didactic requirements are specified. They correspond to educational upbringing and organizational requirements for the lesson: a clear definition of educational tasks; definition of the content of the lesson in accordance with the program, the objectives of the lesson; choice of teaching methods (active methods); the presence of intersubject communications; use of the latest achievements of science; development of all spheres of personality; assimilation of knowledge, development of skills; development of a scientific worldview; clear lesson planning; Compliance with the structure of the lesson; multimedia approach to learning; adherence to the principles of training.
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Pedagogical form – it is a stable, complete organization of the pedagogical process in the unity of all its components.
Forms of organization of training (organizational forms) – it is an external expression of the coordinated activity of teachers and students, carried out in a certain order and mode.
Classification of organizational forms of training
By the number of students: mass, collective, group, individual.
At the place of study: school (lessons, classes, work on the school site, in the laboratory) and extracurricular (home independent work, excursions).
By the duration of the training time: classic lesson (40 - 45 minutes), paired lesson (90 minutes), lesson of arbitrary duration "without calls."
At various stages of the development of society, the following four forms of training were applied.
Individual form of training. This is such training when the teacher teaches each student separately, when there is direct contact with the student; the opportunity to understand the student, come to the rescue, correct mistakes, mark successes; taking into account the individual rate of assimilation of educational material, abilities.
Group form of training. It assumes the work of students in groups of 3 to 6 people and is most suitable for practical and laboratory work, while developing skills. tasks.
Lecture and seminar form of education. This form of training provides a higher level of education, typical for universities.
Types of training. Lecture - The main form of transmission of a large amount of systematic information (duration 80 - 90 minutes). It is designed to give a holistic, distinct and evidence-based view of the problem being studied. Practical (seminar) lesson It is aimed at deepening and consolidating knowledge under the guidance of a teacher, at discussing the results of independent study by pupils (students) of a topic.
In addition to lectures, seminars and workshops, there are other so-called auxiliary forms of organization of educational work: excursions, conferences, electives and elective courses, consultations, trainings, interviews, exams, tests.
Classroom lessons. This is the most common form of schooling that arose in the 17th century. The German teacher I. Sturm outlined its contours, and developed the theoretical foundations and put Ya.A. Komensky into practice.
This is the most economical system, it provides accessibility, consistency, strength of training, and the teacher is the leader of the educational process. It is a specific form of organization of educational work, consists in the fact that students of the same age are distributed in classes, classes with them are carried out on a weekly basis, according to a pre-compiled schedule, and all students in the class work on the same material.
The disadvantages of the classroom lesson form: difficulty in taking into account the individual characteristics of students, in the organization of individual work; a strict organizational structure makes it difficult to connect learning with real life.
The classroom lesson system has the following forms: the main form is the lesson and the traditional forms are homework, excursions, electives, socially useful work, extracurricular activities (circles, contests, olympiads, exhibitions).
Lesson (lesson FC) - the main form of organization of learning at school
Lesson typology:
classic types: introduction, control, fixing ZUN, independent work, combined, study of new knowledge, practical work, generalizing;
non-traditional types: lesson - dispute, competition, game, KVN, auction, etc.
The basis for building a lesson in FC (training) are:
Biological patterns of the functioning of the body, determining its performance, i.e. health zones:
1. zone preparatory (prelaunch) state;
2. working zone;
3. zone of relative stability;
4. zone of temporary loss of performance.
P. The logic of the deployment of the educational process, i.e.
1. the consistent inclusion of those involved in activities;
2. gradual achievement of the required level of physical performance;
3. A consistent solution to the educational and educational tasks outlined for the lesson;
4. ensuring a good post-working condition of the body.
All this ensured the division of the lesson into parts:
1. Introductory part. The goal is to organize students for classes, to increase their attention.
2. The task of the preparatory part (warm-up) to prepare students for basic exercises, the comprehensive impact on the muscles is enhanced.
3. In the main part, basic physical exercises are carried out.
4. During the final part, it is necessary to bring the students to a calm state and take stock of the classes.
The time of each part is variable and depends on the state of those involved, the characteristics of the lesson, the specifics of the exercises, external conditions and tasks.
Forms of trainingthe school reflects the external organization of interaction between the teacher and students and is carried out in a certain order and mode.
Advanced teaching practice has accumulated a huge arsenal of attempts to classify forms of training allow researchers to identify more than ten classifications by various parameters.
So, the method of obtaining education involves several forms: full-time, part-time, evening, externship.
The most extensive is the classification, which is based on Distinguish between individualized and collective learning systems. Some of them were popular at the time, others became traditional and are considered the main ones.
The class-lesson system, theoretically substantiated by Y. A. Komensky, is universally recognized throughout the world and has been a leader in the organization of school education for several centuries. It assumes a constant composition of students of the same age and level of training, whose training takes place in accordance with the educational material distributed over the years and lessons in a particular subject. Lessons in school subjects alternate according to the schedule. The advantage of the class-lesson system is a clear structure, profitability, the possibility of organizing the educational process in a permanent collective of students. The disadvantages of the system are the small individualization of education, isolation in a certain organizational space.
Forms of training have constantly become the object of experimentation and research by reformers who sought to increase the efficiency of the classroom system.
At the heart of the Bellancaster system (England) is the idea of \u200b\u200bpeer education for students.
The Mannheim system that prevailed in Europe in the 20 years of the twentieth century, focused on differentiation according to the abilities of students (classes were formed on the basis of exams and strong, medium, weak achievements of students).
Batavia-plan is a system of educational organization, in which two teachers worked with the class, distributing frontal and individual work with students among themselves.
In the future, active forms of learning gained popularity. So, the Dalton Plan (USA) was aimed at actively independently mastering students the school curriculum according to the teacher’s tasks, using work in workshops and laboratories.
Brigade-laboratory training in domestic pedagogy in the 20 years of the twentieth century until 1932 became a kind of modification of the Dalton plan.
The ideas of flexible distribution of study time and the choice of an individual form of training formed the basis of Trump's plan (the 50s of the 20th century). This system includes the organization of lectures in large groups of students (100 people, 40% of the study time), the organization of work in small groups (10-15 people, 20% of the time), individual work of students in school classrooms (40% of the time).
Forms of education are constantly evolving in accordance with advanced pedagogical concepts and modern requirements for school education.
In didactics, the forms of organization of the learning process are revealed through the ways in which the teacher interacts with students in solving educational problems. They are solved through various ways of managing activities, communication relationships. Within the framework of the latter, the content of education, educational technologies, styles, methods and teaching aids are implemented.
The leading forms of organization of the learning process are a lesson or a lecture (respectively, at school and university).
The same form of training organization can change the structure and modification, depending on the tasks and methods of educational work. For example, a lesson-game, a lesson-conference, dialogue, workshop. As well as a problem lecture, a binary lecture, a teleconference lecture.
At the school, along with the lessons, other organizational forms function (optional, study group, laboratory workshop, independent homework). There are certain forms of control: oral and written exams, control or independent work, credit, testing, interview.
In addition to a lecture, the university also uses other organizational forms of training - a seminar, laboratory work, research work, students' independent study work, practical training, internships at another domestic or foreign university. As forms of control and assessment of learning outcomes, exams and tests, rating system of assessment are used; abstract and term paper, thesis.
School Features lesson:
The lesson provides for the implementation of the learning functions in a complex (educational, developmental and educational);
Didactic lesson structure has a strict build system:
A specific organizational beginning and statement of tasks of the lesson;
Updating the necessary knowledge and skills, including checking homework;
Explanation of the new material;
Consolidation or repetition of the lesson;
Monitoring and evaluation of student learning outcomes during the lesson;
Summing up the lesson;
Homework;
Each lesson is a link in the lesson system;
The lesson complies with the basic principles of training; in it, the teacher applies a certain system of teaching methods and means to achieve the goals of the lesson;
The basis of the 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.
The features of the lesson are determined by its purpose and place in a holistic learning system. Each lesson has a specific place in the system of the subject when studying a specific school discipline.
The structure of the lesson embodies the laws and logic of the learning process.
Lesson types determined by the characteristics of the main tasks, the variety of substantive and methodological instrumentation and the variability of the ways of organizing training.
1. Combined lesson (the most common type of lesson in practice). Its structure: organizational part (1-2 min), verification of tasks before it (10-12 min), study of new material (15-20 min), consolidation and comparison of new with previously studied material, implementation of practical tasks (10-15 min) ), summarizing the lesson (5 min), homework (2-3 min).
2. The lesson in the study of new material is applicable, as a rule, in the practice of teaching high school students. As part of this type, a lesson-lecture, a problem lesson, a lesson-conference, a film lesson, a lesson-study are conducted. The effectiveness of a lesson of this type is determined by the quality and level of development of the new educational material by all students.
3. The lesson of consolidating knowledge and improving skills is carried out in the form of a seminar, workshop, excursion, independent work and laboratory practice. A significant part of the time is the repetition and consolidation of knowledge, practical work on the application, expansion and deepening of knowledge, on the formation of skills and consolidation of skills.
4. The lesson of generalization and systematization is aimed at the systematic repetition of large blocks of educational material on the key issues of the program, which are crucial for mastering the subject as a whole. When conducting such a lesson, the teacher poses problems for the students, indicates the sources of additional information, as well as typical tasks and practical exercises, tasks and works of a creative nature. During such lessons, the knowledge, skills and abilities of students are tested and evaluated on several topics that have been studied over a long period of a quarter, half a year, year of study.
5. The lesson of control and correction of knowledge, skills is intended to assess learning outcomes, diagnose students 'level of training, students' willingness to apply their knowledge, skills and abilities in various learning situations. It also involves making changes to the work of the teacher with specific students. Types of such lessons in school practice can be an oral or written survey, dictation, statement or independent solution of problems and examples, practical work, test, exam, independent or control work, test, test. All these types of lessons are organized after studying major topics and sections of the subject. Based on the results of the final lesson, the next lesson is devoted to the analysis of typical errors, knowledge gaps, and the definition of additional tasks.
In school practice, other types of lessons are also used, such as a competition lesson, consultation, mutual learning, a lecture, an interdisciplinary lesson, and a game.
Lecture. The general structural framework of any lecture is the wording of the topic, communication of the plan and recommended literature for independent work, and then strict adherence to the plan of the proposed work.
The main requirements for lecturing are:
The high scientific level of the information presented, which is, as a rule, of worldview significance;
A large amount of clearly and densely systematized and methodically processed modern scientific information;
The evidence and reasonedness of the opinions expressed;
A sufficient number of cited convincing facts, examples, texts and documents;
Clarity of presentation of thoughts and activation of thinking of listeners, raising questions for independent work on the issues discussed;
Analysis of different points of view on solving the problems posed;
Derivation of the main ideas and provisions, formulation of conclusions;
Clarification of terms and names; providing students with the opportunity to listen, comprehend and jot down information;
Ability to establish pedagogical contact with the audience; the use of didactic materials and technical means;
The use of basic materials of text, abstract, flowcharts, drawings, tables, graphs.
Types of lectures
1. Introductory lecture gives the first holistic view of the subject and guides the student in the system of work for this course. The lecturer acquaints students with the purpose and objectives of the course, its role and place in the system of academic disciplines and in the system of specialist training. It gives a brief overview of the course, milestones in the development of science and practice, achievements in this area, the names of famous scientists, outlines promising areas of research. At this lecture, methodological and organizational features of the work within the framework of the course are expressed, as well as an analysis of the educational and methodical literature recommended by students, the terms and reporting forms are specified.
2. Lecture information. It is focused on the presentation and explanation to students of scientific information to be comprehended and memorized. This is the most traditional type of lecture in high school practice.
3. Review lecture - it is a systematization of scientific knowledge at a high level, which allows a large number of associative connections in the process of comprehending the information presented in the disclosure of intra-subject and intersubject communication, excluding detailing and concretization. As a rule, the core of the stated theoretical provisions is the scientific, conceptual and conceptual basis of the entire course or its major sections.
4. Problematic lecture. In this lecture, new knowledge is introduced through the problematic nature of a question, task or situation. At the same time, the process of cognizing students in cooperation and dialogue with the teacher is approaching research activities. The content of the problem is revealed by organizing a search for its solution or summing up and analyzing traditional and modern points of view.
5. Visualization lecture It is a visual form of presentation of lecture material by means of TCO or audio-video equipment. Reading such a lecture boils down to a detailed or brief commenting on the visual materials being watched (natural objects - people in their actions and actions, in communication and conversation; minerals, reagents, machine parts; paintings, drawings, photographs, slides; symbolic, in the form of diagrams, graphs, graphs, models).
6. Binary Lecture - it is a form of lecturing in the form of two teachers (either as representatives of two scientific schools, or as a scientist and practitioner, teacher and student).
7. Lecture with pre-planned mistakes It is designed to stimulate students to constantly monitor the proposed information (search for errors: informative, methodological, methodological, spelling). At the end of the lecture, students are diagnosed and the mistakes made are analyzed.
8. Conference lecture held as a scientific and practical lesson, with a pre-set problem and a system of reports, lasting 5-10 minutes. Each presentation is a logically finished text, prepared in advance as part of the program proposed by the teacher. The totality of the texts presented will provide a comprehensive coverage of the problem. At the end of the lecture, the teacher summarizes the independent work and students' presentations, supplementing or clarifying the proposed information, and formulates the main conclusions.
9. Lecture consultation can go through different scenarios. The first option is carried out by the type of “questions and answers”. The lecturer answers during the lecture time to students' questions in all sections or the entire course. The second version of such a lecture, presented on the type of “questions-answers-discussion”, is a threefold combination: presentation of new educational information by the lecturer, raising questions and organizing discussions in the search for answers to the questions posed.
In the practice of higher education, other types of lecture forms of instruction are also used.
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Pedagogy
Textbook for high schools General pedagogy and history of pedagogy Pedagogy and psychology of personality Pedagogical tasks and situations
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Proponents of the second, biopsychological paradigm (R. Gal, A. Medici, G. Mialare, C. Rogers, A. Fabre) recognize the importance of human interaction with the sociocultural world and at the same time defending
DOMESTIC EXPERIENCE
Multicultural education involves taking into account the cultural and educational interests of different national and ethnic minorities and provides for: adaptation of a person to different
Education is the process of transferring knowledge and cultural values \u200b\u200baccumulated by generations.
The mission of education is great in the development of the young generation of a responsible attitude to the culture of their native language and languages \u200b\u200bof international communication. This is facilitated by dialogic forms of learning. Dial
M. Montaigne
Education, teaching, learning are the main categories of didactics. Education is a way of organizing the educational process. It is the most reliable way to get systems.
Truth is rarely pure and never unambiguous. ” Oscar Wilde.
Dogmatic training. The kind of church-religious education prevailing in the Middle Ages through listening, reading, rote memorization and literal reproduction of the text. Time
Confucius
The concept of didactic encyclopedia. Proponents of this trend (Y. A. Komensky, J. Milton, I. B. Basedov) believed that the main purpose of education is to transfer to students
Cicero
The initial period of development of schools, higher educational institutions and other educational institutions dates back to the era of great civilizations. What are the origins of the emergence and development of modern schools
INNOVATIVE EDUCATIONAL SYSTEMS OF THE XX CENTURY
Innovation (from lat. In - in, novus - new) means innovation, innovation. The main indicator of innovation is a progressive start in the development of a school or university.
MODERN WORLD EDUCATIONAL SPACE
The world educational space unites national educational systems of various types and levels, significantly differing in philosophical and cultural traditions, level
A system is a combination of many interconnected elements that form a certain integrity and interact with each other.
A system is a combination of many interconnected elements that form a certain integrity. It necessarily involves the interaction of elements. However, from the point of view of P.K. Anokh
PEDAGOGICAL COMMUNICATION
Communication between teacher and student is one of the main forms in which the thousand-year-old wisdom accumulated by humanity has come down to us. In the New Testament, Christian doctrine is set forth in
A. Adler
Pedagogical communication is usually understood as professional communication between the teacher and students in the classroom and outside it (in the process of training and education), which has certain pedagogical functions and
A. A. Leontiev
The study of S. V. Kondratieva analyzes the relationship between the level of understanding by the teacher of students and the characteristic structure of pedagogical influences. (The level of understanding of the teacher at
Kings look at the world in a very simplistic way: for them all people are subjects. ” A. de Saint Exupery
In a democratic style, facts were evaluated, not personality. But the main feature of the democratic style was the active participation of the group in discussing the progress of the upcoming work and its organization.
It’s easier to know people in general than one person in particular. ” F. Laroshfuko.
At present, the problem of the teacher’s knowledge of the student’s personality has acquired special significance, because it is directly related to the humanistic trends that make up the core of modern
EDUCATIONAL SYSTEMS AND PERSONALITY DEVELOPMENT
Educational systems are all those social institutions whose goal is human education. Thus, primary and secondary schools, professions are related to educational systems.
V. A. Sukhomlinsky
The development of a student as a person, as a subject of activity is the most important goal and task of any educational system and can be considered as its system-forming component. In modern
Socialization is the process and result of assimilation and subsequent active reproduction by an individual of social experience.
The assimilation of this experience is subjective: the perception of the same social situations can be different. Different personalities can take out different social experiences from objectively identical situations. On e
SOCIAL MATURITY OF PERSONALITY
All of us, of course, remember the immortal Fonvizinsky Mitrofanushka, whose name has long been a household name, and Pushkin's Grinev from The Captain's Daughter. Both of them are “undergrowth”,
F. Nietzsche
The problems of social maturity of the individual are engaged in various sciences. These include pedagogy, psychology, sociology, criminology, etc. This list may seem strange to someone
F. Nietzsche
Remember the 12-year-old Princess Katya, one of the main characters of Dostoevsky’s Netochka Nezvanova. Adults cannot understand in any way what causes her to commit rash, contradictory and daring things
Diagnostic Results
Sample name _____________________ Sample size _______________________ Variables Factor
FAMILY DEVELOPMENT AND SOCIALIZATION IN THE FAMILY
The family is the most important institution of socialization of the individual. It is in the family that a person receives the first experience of social interaction. For some time the family has generally been for p
O. Wilde.
The second group was formed by children, insufficiently self-confident, closed and incredulous (model II). The third group consisted of children who were least confident in themselves, not
Types of parental interaction in accordance with the model of children's behavior
Behavior Model II. Imperious. Parents whose children followed Behavior Model II received lower ratings for the selected parameters. They relied more on severity and punishment, from
PEDAGOGICAL SITUATIONS
Situations of pedagogical significance include: 1) situations of stimulation; 2) situations of choice; 3) success situations; 4) conflicting si
Situations of self-criticism and self-contemplation
S and t and ts and I 1. D och (D.): Dad, what did you like about girls when you were a boy? Father (O.): It looks like you want to know what you need to do to nra
Rivalry situation
Third graders are active: everyone seeks to notice a friend’s mistake and correct it. In their zeal, some even begin to fantasize: to see a mistake where it was not at all.
The situation of development of independence and responsibility for their actions
“Let's discuss the broken windows at the Smirnovs,” the father says calmly. - Most likely, I can’t help you with anything, but still explain to me what happened. Son is trying to explain the situation with
METHODS OF PSYCHOLOGICAL AND PEDAGOGICAL DIAGNOSTICS
Diagnosis of personality orientation The technique was developed by Czech psychologists V. Smekal and M. Kucher. At the heart of the technique of the Savvy-Kucher l
The key to the Kamer-Kucher Questionnaire
Focus on oneself (NS) on interaction (VD) on a task (NC)
Form 2
NS VD NZ Number “+”
8 octant rating form
Octant Aspect I II III I (self-esteem) &