Pedagogical process is called the developing interaction between educators and those being educated, aimed at achieving a given goal and leading to a predetermined change in state, transformation of the properties and qualities of the subjects. In other words, the pedagogical process is a process in which social experience is melted into personality traits.

In the pedagogical literature of previous years, the concept of “teaching and educational process” was used. Research has shown that this concept is narrowed and incomplete; it does not reflect the full complexity of the process and, above all, its main distinguishing features - integrity and generality. The main essence of the pedagogical process is to ensure the unity of training, education and development on the basis of integrity and community.

Pedagogical process as a leading, unifying system, it includes subsystems embedded one within the other (Fig. 3). It brings together the processes of formation, development, education and training, along with the conditions, forms and methods of their occurrence.

Rice. 3

The pedagogical process as a system is not identical to the system of its flow. The systems in which the pedagogical process takes place are the public education system as a whole, school, class, training session, etc. Each of them functions in certain external conditions: natural-geographical, social, industrial, cultural, etc. There are also conditions specific to each system. For example, intra-school conditions include material and technical, sanitary and hygienic, moral and psychological, aesthetic, etc.

Structure(from Latin struktura - structure) is the arrangement of elements in the system. The structure of the system consists of elements (components) identified according to the accepted criterion, as well as the connections between them. As components system in which the pedagogical process takes place, B.T. Likhachev identifies the following: a) purposeful pedagogical activity and its carrier - the teacher; b) educated; c) the content of the pedagogical process; d) organizational and managerial complex, the organizational framework within which all pedagogical events and facts take place (the core of this complex is the forms and methods of education and training); e) pedagogical diagnostics; f) criteria for the effectiveness of the pedagogical process; g) organization of interaction with the natural and social environment.

The pedagogical process itself is characterized by goals, objectives, content, methods, forms of interaction between teachers and students, and the results achieved. These are the components that form the system: target, content, activity, and results.

Target the process component includes a variety of goals and objectives of pedagogical activity: from the general goal (comprehensive and harmonious development of the individual) to specific tasks of the formation of individual qualities or their elements. Meaningful the component reflects the meaning invested both in the general goal and in each specific task. Activity the component reflects the interaction of teachers and students, their cooperation, organization and management of the process, without which the final result cannot be achieved. This component is also called organizational, organizational-activity, organizational and managerial. Efficient component of the process reflects the effectiveness of its progress, characterizes the progress achieved in accordance with the goal.

4.2. Integrity of the pedagogical process

The pedagogical process is an internally connected set of many processes, the essence of which is that social experience turns into the qualities of the person being formed. This process is not mechanical connection processes of education, training, development, and new quality education, subject to special laws.

Integrity, community, unity - these are the main characteristics of the pedagogical process, emphasizing the subordination of all its constituent processes to a single goal. The complex dialectic of relations within the pedagogical process lies in: 1) the unity and independence of the processes that form it; 2) integrity and subordination of the separate systems included in it; 3) the presence of the general and the preservation of the specific.

The specificity of the processes that form an integral pedagogical process is revealed when identifying dominant functions. The dominant function of the learning process is teaching, education is education, development is development. But each of these processes also performs accompanying functions as a whole: thus, upbringing carries out not only educational, but also educational and developmental functions; learning is unthinkable without the upbringing and development accompanying it. The dialectics of interrelations leaves an imprint on the goals, objectives, content, forms and methods of implementing organically inseparable processes, when analyzing which it is also necessary to highlight the dominant characteristics.

The specificity of the processes is clearly evident when choosing forms and methods of achieving the goal. If in education predominantly a strictly regulated class-lesson form of work is used, then in education more free forms prevail: socially useful, sports, artistic activities, expediently organized communication, feasible work. The fundamentally common methods (paths) of achieving the goal also differ: if training primarily uses methods of influencing the intellectual sphere, then education, without denying them, is more prone to means influencing the motivational and effective-emotional spheres.

The methods of control and self-control used in training and education have their own specificity. In training, for example, oral control, written work, tests, and exams are required.

Monitoring the results of education is less regulated. Here, teachers receive information from observations of the progress of activities and behavior of students, public opinion, the scope of implementation of the planned educational and self-education program, and other direct and indirect characteristics.

4.3. Regularities of the pedagogical process

Among the general patterns of the pedagogical process (for more details, see 1.3), the following can be distinguished.

1. The pattern of dynamics of the pedagogical process. The magnitude of all subsequent changes depends on the magnitude of the changes at the previous stage. This means that the pedagogical process as a developing interaction between teachers and students has a gradual, “stepped” character; The higher the intermediate achievements, the more significant the final result. The consequence of the pattern is that the student who had higher intermediate results will have higher overall achievements.

2. The pattern of personality development in the pedagogical process. The pace and achieved level of personal development depends on heredity, educational and educational environment, inclusion in educational activities, the means and methods of pedagogical influence used.

3. The pattern of managing the educational process. The effectiveness of pedagogical influence depends on the intensity of feedback between students and teachers, as well as on the magnitude, nature and validity of corrective influences on students.

4. Pattern 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 pattern of unity of the sensual, logical and practice. The effectiveness of the pedagogical process depends on the intensity and quality of sensory perception, logical understanding of what is perceived, practical application meaningful.

6. The pattern of unity of external (pedagogical) and internal (cognitive) activities. The effectiveness of the pedagogical process is determined by the quality of teaching activities and the students’ own educational activities.

7. The pattern of conditionality of the pedagogical process. Its course and results are determined by the needs of society and the individual, the capabilities (material, technical, economic, etc.) of society, the conditions of the process (moral, psychological, sanitary, hygienic, aesthetic, etc.).

4.4. Stages of the pedagogical process

Pedagogical processes are cyclical in nature. The same stages can be found in the development of all pedagogical processes. Stages are not components, but sequences of process development. The main stages of the pedagogical process can be called preparatory, main and final.

On preparation stage The pedagogical process creates the appropriate conditions for its flow in a given direction and at a given speed. The following tasks are solved here: goal setting, diagnostics of conditions, forecasting of achievements, design and planning of process development.

Essence goal setting(justification and goal setting) is to transform the general pedagogical goal facing the public education system into specific tasks that are achievable at a given segment of the pedagogical process and in the specific conditions available.

It is impossible to set the correct goal and process objectives without diagnostics. Pedagogical diagnostics is a research procedure aimed at “clarifying” the conditions and circumstances in which the pedagogical process will take place. Its essence is to obtain a clear idea of the state of an individual (or group) by quickly recording its defining (most important) parameters. Pedagogical diagnostics serves as the most important means of feedback for the purposeful influence of the subject on the object of the pedagogical process.

Diagnosis is followed by forecasting the progress and results of the pedagogical process. The essence of forecasting is to assess in advance, preliminary, even before the start of the process, its possible effectiveness in the existing specific conditions.

The preparatory stage ends with the adjusted data based on the results of diagnostics and forecasting. process organization project, which, after final development, is embodied in plan. The plan is always “tied” to a specific system. In pedagogical practice, various plans are used: management of the pedagogical process at school, educational work in the classroom, conducting lessons, etc.

Stage implementation of the pedagogical process (basic) can be considered as a relatively separate system that includes important interconnected elements:

Setting and explaining the goals and objectives of upcoming activities;

Interaction between teachers and students;

Use of intended methods, means and forms of the pedagogical process;

Creation of favorable conditions;

Implementation of various measures to stimulate student activity;

Ensuring the connection of the pedagogical process with other processes.

The effectiveness of the pedagogical process depends on how expediently these elements are interconnected, whether their focus and practical implementation of the common goal and each other do not contradict each other.

An important role at the stage of implementation of the pedagogical process is played by feedback, which serves as the basis for making operational decisions. management decisions. Feedback is the basis of quality process management.

On final stage the results achieved are analyzed. Analysis of the progress and results of the pedagogical process is necessary in order not to repeat in the future the mistakes that inevitably arise in any, even very well organized, process, in order to take into account the ineffective moments of the previous one in the next cycle.

4. Pedagogical process, features of the pedagogical process, principles of its organization

Pedagogical process– this concept includes the method and method of organizing educational relations, which consist in the systematic and purposeful selection and application of external factors in the development of learning subjects. The pedagogical process is understood as the process of teaching and upbringing an individual as a special social function, the implementation of which requires the environment of a certain pedagogical system.

The concept of “process” comes from the Latin word processus and means “movement forward”, “change”. The pedagogical process determines the constant interaction of subjects and objects of educational activity: educators and educated. The pedagogical process is aimed at solving this problem and leads to changes planned in advance, to the transformation of the properties and qualities of students. In other words, the pedagogical process is a process where experience turns into personality quality. The main feature of the pedagogical process is the presence of unity of training, education and development based on maintaining the integrity and community of the system. The concepts of “pedagogical process” and “educational process” are unambiguous.

The pedagogical process is a system. The system consists of various processes, including formation, development, education and training, inextricably linked with all conditions, forms and methods. As a system, the pedagogical process consists of elements (components), in turn, the arrangement of elements in the system is the structure.

The structure of the pedagogical process includes:

1. The goal is to identify the final result.

2. Principles are the main directions in achieving the goal.

4. Methods are the necessary work of the teacher and student for the purpose of transmitting, processing and perceiving the content of learning.

5. Means – ways of “working” with content.

6. Forms are the sequential receipt of the result of the pedagogical process.

The goal of the pedagogical process is to effectively predict the outcome and result of the work. The pedagogical process consists of various goals: the goals of teaching itself and the goals of learning in each lesson, each discipline, etc.

Russian regulatory documents present the following understanding of goals.

1. System of goals in standard provisions on educational institutions(formation general culture personality, adaptation to life in society, creating the basis for conscious choice and mastering a professional educational program, instilling responsibility and love for the Motherland).

2. A system of diagnostic goals in certain programs, where all goals are divided into stages and levels of training and represent a reflection of the content of certain training courses. In the education system, such a diagnostic goal can be training in professional skills, thereby preparing the student for future vocational education. The definition of such professional goals of education in Russia is the result of important processes in the education system, where attention is paid, first of all, to the interests of the younger generation in the pedagogical process.

Method(from the Greek sheShoskzh) of the pedagogical process are the ways of relationship between the teacher and the student, these are the practical actions of the teacher and students that contribute to the assimilation of knowledge and the use of learning content as experience. A method is a certain designated way of achieving a given goal, a way of solving problems that ultimately lead to the solution of the problem.

Various types of classification of methods of the pedagogical process can be determined as follows: by the source of knowledge: verbal (story, conversation, instruction), practical (exercises, training, self-government), visual (showing, illustrating, presenting material), based on personality structure: methods of formation consciousness (story, conversation, instruction, demonstration, illustration), methods of shaping behavior (exercises, training, games, instructions, demands, rituals, etc.), methods of shaping feelings (stimulation) (approval, praise, blame, control, self-control, etc.).

The components of the system are teachers, students and learning conditions. Being a system, the pedagogical process consists of certain components: goals, objectives, content, methods, forms and results of the relationship between teacher and student. Thus, the system of elements represents target, content, activity, and effective components.

Target Component process represents the unity of all the various goals and objectives of educational activities.

Activity component– this is the relationship between teacher and student, their interaction, cooperation, organization, planning, control, without which it is impossible to achieve the final result.

Performance component process shows how effective the process was, determines successes and achievements depending on the goals and objectives set.

Pedagogical process– this is necessarily a labor process that is associated with the achievement and solution of socially significant goals and objectives. The peculiarity of the pedagogical process is that the work of the teacher and student are combined together, creating unusual relationships between objects labor process, which is a pedagogical interaction.

The pedagogical process is not so much a mechanical unification of the processes of education, training, development, but rather a completely new high-quality system that can subordinate objects and participants to its laws. All components are subordinated to a single goal - preserving the integrity, community, unity of all components.

The peculiarity of pedagogical processes is manifested in determining the influential functions of pedagogical action. The dominant function of the learning process is teaching, education is education, development is development. Also, training, upbringing and development perform other interpenetrating tasks in a holistic process: for example, upbringing manifests itself not only in educational, but also in developmental and educational functions, and learning is inextricably linked with upbringing and development.

Objective, necessary, essential connections that characterize the pedagogical process are reflected in its laws. The laws of the pedagogical process are as follows.

1. Dynamics of the pedagogical process. The pedagogical process assumes a progressive nature of development - the student’s overall achievements grow along with his intermediate results, which indicates precisely the developmental nature of the relationship between the teacher and children.

2. Personality development in the pedagogical process. The level of personal development and the pace of achieving the goals of the pedagogical process are determined by the following factors:

1) genetic factor - heredity;

2) pedagogical factor - the level of the educational and educational sphere; participation in educational work; means and methods of pedagogical influence.

3. Management of the educational process. In managing the educational process it has great importance level of effectiveness of pedagogical influence on the student. This category depends significantly on:

1) the presence of systematic and value feedback between teacher and student;

2) the presence of a certain level of influence and corrective influence on the student.

4. Stimulation. The effectiveness of the pedagogical process in most cases is determined by the following elements:

1) the degree of stimulation and motivation of the pedagogical process by students;

2) an appropriate level of external stimulation on the part of the teacher, which is expressed in intensity and timeliness.

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

1) the quality of the student’s personal perception;

2) the logic of assimilation of what is perceived by the student;

3) the degree of practical use of educational material.

6. Unity of external (pedagogical) and internal (cognitive) activities. The logical unity of two interacting principles - the degree of pedagogical influence and the educational work of students - determines the effectiveness of the pedagogical process.

7. Conditionality of the pedagogical process. The development and summing up of the pedagogical process depends on:

1) development of the most diverse desires of a person and the realities of society;

2) the available material, cultural, economic and other opportunities for a person to realize his needs in society;

3) the level of conditions for expressing the pedagogical process.

So, important features pedagogical process are expressed in the basic principles of the pedagogical process, which constitute its general organization, content, forms and methods.

Let's determine the main principles of the pedagogical process.

1. The humanistic principle, which means that the direction of the pedagogical process must demonstrate a humanistic principle, and this means the desire to unify the development goals and life attitudes of a certain individual and society.

2. The principle of the relationship between the theoretical orientation of the pedagogical process and practical activities. In this case, this principle means the relationship and mutual influence between the content, forms and methods of education and educational work, on the one hand, and changes and phenomena occurring in the entire social life of the country - economics, politics, culture, on the other hand.

3. The principle of combining the theoretical beginning of the processes of training and education with practical actions. Determining the meaning of implementing the idea of practical activity in the life of the younger generation presupposes the subsequent systematic acquisition of experience in social behavior and makes it possible to form valuable personal and business qualities.

4. The scientific principle, which means the need to align the content of education with a certain level scientific and technical achievements society, as well as in accordance with the already accumulated experience of civilization.

5. The principle of orientation of the pedagogical process towards the formation of knowledge and skills, consciousness and behavior in unity. The essence of this principle is the requirement to organize activities in which children would have the opportunity to verify the veracity of the theoretical presentation, confirmed by practical actions.

6. The principle of collectivism in the processes of training and education. This principle is based on the connection and interpenetration of various collective, group and individual methods and means of organizing the learning process.

7. Systematicity, continuity and consistency. This principle implies consolidation of knowledge, skills, personal qualities that were acquired during the learning process, as well as their systematic and consistent development.

8. The principle of clarity. This is one of the important principles not only of the learning process, but also of the entire pedagogical process. In this case, the basis for the clarity of learning in the pedagogical process can be considered those laws and principles of studying the external world that lead to the development of thinking from figuratively concrete to abstract.

9. The principle of aestheticization of the processes of training and education in relation to children. Identification and development in the younger generation of a sense of beautiful, aesthetic attitude towards the environment makes it possible to form their artistic taste and see the uniqueness and value of social principles.

10. The principle of the relationship between pedagogical management and the independence of schoolchildren. It is very important from childhood to accustom a person to perform certain types of work and to encourage initiative. This is facilitated by the principle of combining effective pedagogical management.

11. The principle of children's consciousness. This principle is intended to show the importance of the active position of students in the pedagogical process.

12. The principle of a reasonable attitude towards a child, which combines demands and rewards in a reasonable ratio.

13. The principle of combining and unifying respect for one’s own personality, on the one hand, and a certain level of demands on oneself, on the other hand. This becomes possible when there is a fundamental basis for strengths personality.

14. Availability and feasibility. This principle in the pedagogical process presupposes a correspondence between the structure of students’ work and their real capabilities.

15. The principle of the influence of individual characteristics of students. This principle means that the content, forms, methods and means of organizing the pedagogical process change in accordance with the age of students.

16. The principle of effectiveness of the results of the learning process. The manifestation of this principle is based on the work of mental activity. As a rule, the knowledge that is acquired independently becomes lasting.

Thus, by gradually defining the unity of education and training in the pedagogical process, the goal as a system-forming component of the educational system, the general characteristics of the education system in Russia, as well as the features, structure, patterns, principles of the pedagogical process, we were able to reveal the main idea of the lecture and find out how the educational process, being fundamental, systemic, purposeful and uniting the processes of education and training, has an impact on the development of the individual, and, therefore, on the development of society and the state.

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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 human maturation.

In this regard, it is extremely important to understand the main specific characteristics of the pedagogical process, to know what tools are necessary for its most effective implementation. It is 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. should be highlighted. Reana, V.A. Slastenina, I.P. Podlasy and B.P. Barkhaeva. The works of these authors most fully cover various aspects of the pedagogical process from the point of view of its integrity and systematicity.

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;

- analyze the basic principles of the pedagogical process.

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

1. The pedagogical process as an integral system

According to I.P. Podlasy, the pedagogical process is called “the developmental interaction between educators and students, aimed at achieving a given goal and leading to a predetermined change in state, transformation of the properties and qualities of the students.”

According to V.A. Slastenin, the pedagogical process is “a specially organized interaction between teachers and students, aimed at solving developmental and educational problems.”

Analyzing these definitions, as well as related literature, we can highlight 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 community is the main essence of the pedagogical process”;

§ the goal is achieved through the use special means during 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 goal 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 provided that 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 highest level its development, the result of stimulating conscious actions and activities of the subjects functioning in it.”

In terms of content, the integrity of the pedagogical process is ensured by the reflection in the purpose and content of education of the experience accumulated by humanity in the interrelation of its four elements: knowledge, including methods of performing actions; skills and abilities; experience of creative activity and experience of emotional-value and volitional attitude towards the world around us. The implementation of the basic elements of the content of education is nothing more than the implementation of the unity of educational, developmental and educational functions of the goal of the pedagogical process.

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

§ mastering and designing (didactic adaptation) the content of education and the material base (content-constructive, material-constructive and operational-constructive activities of the teacher);

§ business interaction between teachers and students regarding the content of education, the latter’s mastery of which is the goal of interaction;

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

§ students mastering the content of education 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 because a school, a learning process, exists in society. 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 the holistic educational process: upbringing carries out not only educational, but also developmental and educational functions, and learning is unthinkable without the upbringing and development that accompanies it.

These connections leave an imprint on the goals, objectives, forms and methods of forming the educational process. 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 the development and education 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, ideas 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 own means. In practice, this principle is implemented by a set of lesson objectives, teaching content, i.e. activities of the teacher and students, a combination 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, abilities and skills, in coordinating the process of learning and development, in combining knowledge, abilities and skills in a unified system of ideas about the world and ways of changing it.

3. Functions of the holistic pedagogical process

The functions of the pedagogical process include:

- educational;

- developing.

Education is “a joint activity of the teacher and the student, aimed at educating the individual through organizing the process of assimilation of a system of knowledge, methods of activity, experience of creative activity and experience of an emotional and value-based attitude to the world.”

At the same time, the teacher:

1. teaches - purposefully conveys 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 students’ personality (memory, attention, thinking).

In turn, the student:

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

2. tries to independently observe, compare, think;

3. takes initiative in searching for new knowledge, additional sources of information (reference book, textbook, Internet), and engages in self-education.

Teaching is the activity of a teacher in:

§ transfer of information;

§ organization of educational cognitive activity students;

§ providing assistance in case of difficulties during the learning process;

§ stimulating the 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 students, aimed at forming in schoolchildren value-based attitudes towards the world around them and themselves.”

IN modern science By “upbringing” as a social phenomenon we understand the transfer of historical and cultural experience from generation to generation. At the same time, the teacher:

1) conveys the experience accumulated by humanity;

2) introduces you to the world of culture;

3) stimulates self-education;

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

In turn, the student:

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

2) works on himself;

3) learns ways of communication and behavior.

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

By specifying these definitions for yourself, 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 student and teacher. Thus, the process of upbringing is connected with moral and value attitudes, learning - 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 student and teacher. Thus, this interaction is “filled” with content and meaning.

4. Driving forces of the pedagogical process

The driving force for the development and improvement of the holistic pedagogical process is contradictions.

All contradictions are divided into objective and subjective.

Objective:

Contradictions between the child’s level of development, the state of his knowledge, skills and abilities and the increasing demands of life. It is overcome through continuous education, intensive training, labor, civic, physical, and moral education. The increasing complexity of social life, the constant increase in requirements for the volume and quality of mandatory information, skills and abilities that children must have, gives rise to a number of difficulties associated with an increase in the number of subjects required to study, types of educational, labor, physical and other activities. A shortage of time arises, and inevitable intellectual, physical, and 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 a source of movement of the system towards a common goal if the requirements put forward are in the zone immediate development opportunities and, conversely, such a contradiction will not contribute to optimal development if the tasks turn out to be too difficult or easy. Consequently, the teacher’s task is to master the ability to study well the student and teaching staff, as well as its individual members, skillfully design near, medium and long-term development prospects and turn them into specific tasks that constantly call forward.

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

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 social life, the emergence of new situations, relationships, demands on children make it impossible to create an unchanging pedagogical system, absolutely perfect pedagogical integrity.

Between the growing role of humanitarian subjects in human development and the trends of technocratization of the pedagogical process.

Overcoming contradictions and 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 team, various public organizations as leading meaningful systems of social relations, factors and conditions of education;

§ training as a core element of integrity;

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

§ extracurricular (extracurricular, extracurricular) creative activities.

5. Regularities of the pedagogical process

teaching child knowledge skill

On the laws of the pedagogical process I.P. Podlasy relates:

1. The pattern of dynamics of the pedagogical process. The magnitude of all subsequent changes depends on the magnitude of the changes at the previous stage. This means that the pedagogical process as a developing interaction between teachers and students has a constant, step-by-step 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 achieved level of personal development depend on:

§ heredity;

§ educational and learning environment;

§ inclusion in educational activities;

§ applied means and methods of pedagogical influence.

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

§ intensity of feedback between students and teachers;

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

4. Pattern 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 pattern of unity of the sensory, logical and practice in the pedagogical process. The effectiveness of the educational process depends on:

§ intensity and quality of sensory perception;

§ logical comprehension of what is perceived;

§ practical application of the meaningful.

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

§ quality of teaching activities;

§ the quality of the students’ own educational activities.

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

§ the needs of society and the individual;

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

§ conditions for the process (moral and psychological, sanitary and 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 highlighted by Nikitina N.N. :

In relation to the choice of educational targets, the following principles apply:

1. humanistic orientation of the pedagogical process;

2. connections with life and work practice;

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

The development of means of presenting the content of training and education is guided by the principles:

1. scientific nature;

2. accessibility and feasibility of training and education of schoolchildren;

3. combination of clarity and abstraction in the educational process;

4. aestheticization of the entire child’s life, especially teaching and upbringing.

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

1. teaching and raising children in a team;

2. continuity, consistency, systematicity;

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

The activities of a teacher are governed by the principles:

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

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

3. respect for the child’s personality combined with reasonable demands on him.

The participation of students themselves in the educational process is guided by the principles of consciousness and activity of schoolchildren in the 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 of knowledge and skills, consciousness and behavior in unity;

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

In addition, in the pedagogical literature it is considered appropriate to combine these principles into two large groups, covering two sides of the pedagogical process - organizational and activity. The first group of principles are the principles of organizing the pedagogical process, regulating the choice of goals, content and forms of interaction. The second group - the principles of managing the activities of students - 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 it carries, its significance for society and culture, its methods, forms and means.

The analysis showed the high importance of the pedagogical process in society and culture as a whole. 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 projected by teachers.

The main characteristics of the pedagogical process are integrity and consistency. They are manifested in understanding the goals of the pedagogical process, its content and functions. Thus, the processes of education, 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 developing.

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 teaching: theory and practice. - M.: Academy, 2008 - 224 p.

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

5. Slastenin, V.A. and others. Pedagogy Proc. aid for students higher ped. textbook institutions / ed. V.A. Slastenina. - M.: Academy, 2002. - 576 p.

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See what “PEDAGOGICAL PROCESS” is in other dictionaries:

Pedagogical process- specially organized interaction between the older (teaching) and younger (trained) generations with the aim of transmitting to the older and mastering by the younger the social experience necessary for life and work in society. The expression “pedagogical process” ... ... Wikipedia

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

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

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

Pedagogical process- consistent change of states of the pedagogical system. (Pedagogy. Textbook, edited by L.P. Krivshenko. M., 2005. P. 418) Part 312.1 ... Pedagogical terminological dictionary

Pedagogical process Dictionary-reference book on educational psychology

Pedagogical process- this is a system in which, on the basis of integrity and community, the processes of education, development, formation and training of the younger generation are merged together with all the conditions, forms and methods of their occurrence; purposeful, conscious... Glossary of terms on general and social pedagogy

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

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

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

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Pedagogical process in higher education, V. N. Zaichenko. The textbook was developed taking into account the requirements for the training of highly qualified specialists and is designed to facilitate understanding of the guidelines and main directions of psychological and pedagogical... Buy for 320 rubles eBook
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Introduction

3. Features of the pedagogical process in a personality-oriented pedagogical process

Conclusion

Bibliography

Introduction

Turning to the origins of the teaching profession shows that the differentiation and integration that spontaneously occurred within its framework led first to a distinction and then to a clear opposition between teaching and upbringing: the teacher teaches, and the educator educates. But by the middle of the 19th century, well-founded arguments in favor of the objective unity of teaching and upbringing began to be found in the works of progressive teachers. This point of view was expressed most clearly in the pedagogical views of I.F. Herbart, who noted that education without moral education is a means without an end, and moral education without education is an end without a means.

The idea of the integrity of the pedagogical process was expressed more deeply by K. D. Ushinsky. He understood it as the unity of administrative, scientific and educational elements school activities. Ushinsky’s progressive ideas were reflected in the works of his followers - N. F. Bunakov, P. F. Lesgaft, V. P. Vakhterov and others.

A great contribution to the development of ideas about the integrity of the pedagogical process in new socio-economic and political conditions was made by N. K. Krupskaya, S. T. Shatsky, P. P. Blonsky, M. M. Rubinshtein, A. S. Makarenko. However, starting from the 30s. The main efforts of teachers were aimed at in-depth study and education as relatively independent processes.

Scientific interest in the problem of the integrity of the pedagogical process, caused by the needs of school practice, resumed in the mid-70s. Various approaches to understanding the holistic pedagogical process have also emerged. At the same time, the authors of modern concepts are unanimous in the opinion that it is possible to reveal the essence of the pedagogical process and identify the conditions for acquiring the properties of integrity only on the basis of the methodology of the systems approach.

1. The pedagogical process as a system

The pedagogical process is the interaction of educators and students, aimed at achieving a given goal and leading to a predetermined change in state, transformation of the properties and qualities of the students. This is a process in which social experience is transformed into the qualities of the person being formed. This process is not a mechanical combination of the processes of education, training and development, but a new quality education. Integrity, community and unity are the main characteristics of the pedagogical process.

1.1 The pedagogical process as a holistic phenomenon

In pedagogical science, there is no unambiguous interpretation of this concept yet. In the general philosophical understanding, integrity is interpreted as the internal unity of an object, its independence from environment; on the other hand, integrity is understood as the unity of all components included in the pedagogical process. Integrity is an objective, but not constant property; it can arise at one stage of the pedagogical process and disappear at another. The integrity of pedagogical objects, the most significant and complex being the educational process, is built purposefully.

The integrity of the pedagogical process is ensured:

Organizationally

Reflection in the purpose and content of education of the experience accumulated by humanity, i.e. the relationship between the following elements:

· Knowledge, including how to perform actions;

· Skills and abilities;

· Experience in creative activities;

· Experience of emotional-value and volitional attitude towards the world around us

The unity of these component processes:

· Mastering and designing the content of education and material resources;

· Business interaction teachers and students on the implementation of educational content;

· Interaction between teachers and students at the level of personal relationships;

· Students mastering the content of education independently

1.2 The essence of the pedagogical process

The pedagogical process is a specially organized, purposeful interaction between teachers and students, aimed at solving developmental and educational problems.

Teachers and students as figures and subjects are the main components of the pedagogical process. Interaction of subjects of the pedagogical process (exchange of activities) of their ultimate goal has the appropriation by students of the experience accumulated by humanity in all its diversity. And the successful development of experience, as is known, is carried out in specially organized conditions in the presence of a good material base, including a variety of pedagogical means. The interaction of teachers and students on a meaningful basis using a variety of means is an essential characteristic of the pedagogical process taking place in any pedagogical system.

The system-forming factor of the pedagogical process is its goal, understood as a multi-level phenomenon. The pedagogical system is organized with a focus on the goals of education and for their implementation, it is entirely subordinate to the goals of education.

1.3 Structure and components of the pedagogical process

pedagogical process oriented learning

Pedagogical process (PP):

Focused pedagogical activity adults and its carrier - the teacher - are system-forming components of the PP;

The child is the main and main component of the pedagogical process;

Organizational and managerial complex - forms, methods of training and education;

Pedagogical diagnostics - objective recording using special techniques the success of individual areas of PP;

Criteria for the effectiveness of PP - assessment (characteristics): knowledge, skills and abilities acquired by children; instilled beliefs; everyday behavior (the main criterion);

Organization of interaction with social and natural environment- external spectrum of interaction, which is both purposeful and spontaneous in nature;

2. Methodological approaches to building a modern pedagogical process: systemic, student-oriented, comprehensive

The systematic approach makes it possible to develop a coherent system of the theory of upbringing and the theory of learning, to characterize all its main elements (goal, content, means, methods). Essence: relatively independent components are considered as a set of interconnected components:

1) goals of education;

2) subjects of the pedagogical process; subjects - all participants in the pedagogical process (students and teachers);

The personal approach recognizes the individual as a product of socio-historical development and a bearer of culture, and does not allow the personality to be reduced to nature (vital or physiological needs). Personality acts as a goal, as a result and the main criterion for the effectiveness of the pedagogical process. The uniqueness of the individual, moral and intellectual freedom are valued. The task of the educator from the point of view of this approach is to create conditions for the self-development of the individual and the realization of his creative potential.

An integrated approach - orients the researcher to consider a group of phenomena in their entirety (for example, when studying the topic “system of social education in school”, the researcher takes into account objective and subjective conditions and factors influencing the effectiveness of social education of children in school, the relationship between civil, moral, labor, economic, physical and other types of education, unity and coordination of the influences of school, family, society on the upbringing of children).

3. Features of the pedagogical process in a personality-oriented pedagogical process

Personally-oriented training is training in which the goals and content of training, formulated in the state educational standard, training programs, acquire personal meaning for the student, and develop motivation for learning. On the other hand, such training allows the student, in accordance with his individual abilities and communicative needs, opportunities to modify the goals and results of learning. The student-oriented approach is based on taking into account the individual characteristics of students, who are considered as individuals with their own character traits, inclinations and interests.

The person-centered approach has been around for quite some time. Such outstanding psychologists as A.N. Leontyev, I. S. Yakimanskaya, K. Rogers wrote about the influence of school on the formation of students’ personalities. For the first time, the term “person-centered approach” was used by K. Rogers. At the same time, he spoke about this method of teaching as a fundamentally new one, allowing the student not just to learn, but to learn with pleasure and receive information-rich material that develops the imagination. Rogers also emphasized that, according to the established tradition, the emphasis in education was only on intellectual development, and not on the personal. He identified two main directions in education: authoritarian and person-centered, free learning, in which students, from the first days of their stay at school, find themselves in a friendly atmosphere, with an open, caring teacher who helps them learn what they want and like.

Rogers has two words that characterize educational process: training and teaching. By teaching, Rogers understands the process of the teacher’s influence on students, and by teaching, the process of developing intellectual and personal characteristics students as a result of their own activities. He identifies the following teacher attitudes when using the student-centered method: teacher openness interpersonal communication with students, the teacher’s inner confidence in each student, in his capabilities and abilities, the ability to see the world through the eyes of the student.

According to K. Rogers, training should lead to personal growth and development. And a teacher who adheres to such attitudes can positively influence the development of students’ personalities. Also a necessary condition is the use of general methodological techniques. These techniques include: using reading resources and creating special conditions, facilitating the use of these resources by students, creating a variety of feedback between the teacher and students, concluding individual and group contracts with students, i.e. fixing a clear relationship between volumes academic work, its quality and assessments based on joint discussion, organization of the learning process in student groups of different ages, distribution of students into two groups: those inclined to traditional learning and to humanistic learning, organization of free communication groups in order to increase the level of psychological culture of interpersonal communication.

Conclusion

The personality is at the center of learning and education. Accordingly, all education is centered on the student, on his personality, and becomes anthropocentric in purpose, content and forms of organization.

Modern education is a unity of teaching and upbringing that implements the basic principles of changing its paradigm from informational, informative to developing independent cognitive activity of the student. The directions of learning in the educational process reflect the search by psychological and pedagogical science for how to optimize this process, which is intended to provide a personal-active approach. Psychological service is an organic component modern system education, ensuring timely identification and maximum full use in the education and upbringing of children, their intellectual and personal potential, the child’s inclinations, abilities, interests and inclinations. The pedagogical service is also called upon to ensure the timely identification of reserves pedagogical development children, their implementation in training and education. If we are talking about children who are lagging behind in their development from most other children, then the task of a practical teacher comes down to identifying and eliminating them in time. possible reasons developmental delays. If it comes to gifted children, then a similar task associated with accelerating the child’s pedagogical development is transformed into a problem: ensuring the early identification of inclinations and their transformation into highly developed abilities. Another one difficult task in the psychological service in the education system is to constantly, throughout childhood, keep under control the processes of learning and upbringing of children in order to improve the quality of education and upbringing. This refers to the need to build these pedagogical processes in strict accordance with the natural and social laws of children’s mental development, with the basic principles psychological theory training and education. The practical goal of the teacher’s work here comes down to assessing, from the perspective of this science, the content and methods of teaching and raising children used in various children’s institutions, and making recommendations for their improvement, taking into account scientific data on the development of children of different ages. Thus, education as a combination of training and upbringing is a means of personal development and the formation of its basic culture at various age levels.

Bibliography

1. Zimnyaya I.A. Pedagogical psychology. - M.: Logos, 2002. - 264 p.

2. Slastyonin V.A., Isaev I.F., Mishchenko A.I. Pedagogy. - M.: Shkola-Press, 1997. - 512 p.

3. Talyzina N.F. Pedagogical psychology. - M.: Education, 1998. -139 p.

4. Talyzina N.F. Theoretical problems of programmed training. - M.: Education, 1969. - 265 p.

5. Yakimanskaya I.S. Personality-centered learning in a modern school. - M.: Logos, 1996. - 321 p.

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