Pedagogical process- specially organized interaction between the teacher and pupils, aimed at solving developmental and educational problems.

Approaches to determining the structure of the pedagogical process:

1. Target - includes goals and objectives that are implemented in certain conditions.

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

4. Effective - the results achieved and the degree of effectiveness of the pedagogical process provides quality management pedagogical activity.

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

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

Pedagogical processes have cyclical. The same stages can be found in the development of all pedagogical processes.

The main steps can be:

Preparatory (appropriate conditions are created for the process to proceed in a given direction and at a given speed);

Main (implementation of the pedagogical process);

Final (necessary in order not to repeat the mistakes that inevitably arise in any, even very well-organized process in the future).

Patterns of the pedagogical process(training and education) can be defined as a set of objective, general, essential, necessary, consistently recurring links between pedagogical phenomena, components of the pedagogical process that characterize their development and functioning.

There are two groups of regularities:

1. Group - operates at the macro and micro-social levels:

The dependence of the pedagogical process on the level of socio-economic, political and cultural development of society, etc.

Dependence of the pedagogical process on regional conditions, etc.

2. Group - operates at the interpersonal and personal levels:

The unity and interconnection of the pedagogical process and personality development.

Objective, significant, persistently recurring links between constituent parts pedagogical process.

Objective, essential, steadily recurring connections between the nature of the activity of a developing personality, the features of its interaction with the outside world and the results of its development.

Regular connections between the level of age, individual development of the personality and the proposed content, methods, forms of the pedagogical process.

Principles of the pedagogical process - general provisions that define the requirements for the content, organization and implementation of the pedagogical process.

Principles of the pedagogical process:

3. The principle of training and education in a group (collective).

4. The principle of connection of the pedagogical process with the life and practical activities of students.

5. The principle of combining pedagogical management with the development of initiative and independence of students.

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

7. The principle of relying on the positive in man, on strengths his personality.

8. The principle of scientificity.

9. The principle of citizenship.

10. The principle of visibility.

11. The principle of continuity, systematicity and consistency in training and education.

12. The principle of accessibility of education in combination with a high level of difficulty.

13. The principle of productivity of the pedagogical process and the strength of its results.

The problem of goal-setting in pedagogy. Social conditionality and historical nature of the goals of education and upbringing. Interpretation of the goal of education and upbringing in policy documents (“Law on Education in the Republic of Belarus”, etc.)

Goal setting and goal setting- an integral part of professional activity teacher, his analytical, prognostic, design abilities and skills.

The goals of education are formed on a national scale, then they are concretized within the framework of individual pedagogical systems and in each specific cycle of pedagogical interaction.

Socially valuable goals of education are changeable and dynamic are of a historical nature. They are determined by the needs and level of development of society, depend on the mode of production, the level economic development, the pace of social and scientific and technological progress. The goals of education also depend on the nature of the political and legal structure of a particular country, on the history and traditions of a given people, the level of development humanities, pedagogical theory and practice, pedagogical culture society as a whole and other factors.

in different historical eras there were, for example, such social ideals(standards), as a "Spartan warrior", "virtuous Christian", "public collectivist", "energetic entrepreneur", etc. At present, the ideal of society is a citizen, a patriot of his country, a professional hard worker, a responsible family man. Society demands such personal qualities as intellectual culture, professional competence, efficiency.

The global, strategic goals of education in our country are set out in the Law of the Republic of Belarus “On Education” (as amended in 2002), in the Concept of Continuous Education of Children and Students in the Republic of Belarus (2006) and other policy documents in the field of education. For example, in accordance with the law "On Education of the Republic of Belarus", the purpose of general secondary education is to ensure the spiritual and physical development of the individual, prepare the younger generation for a full life in society, educate a citizen of the Republic of Belarus, master the basics of science, state languages RB, the skills of mental and physical labor, the formation of his moral convictions, culture of behavior, aesthetic taste and healthy lifestyle life.

The target is currently- the ideal of education is interpreted by teachers as the formation of a versatile and harmoniously developed personality. Versatile development involves the upbringing and development of bodily health, mental processes and personality traits, its social and spiritual development. This idea was reflected in the "Concept of continuous education of children and young people in the Republic of Belarus" (2006), according to which the goal of education is the formation of a diversified, morally mature, creative personality student.

This goal set by the society involves the solution of the following tasks:

Formation of citizenship, patriotism and national identity on the basis of state ideology.

Preparing for independent living and labor.

Formation of moral, aesthetic and ecological culture.

Mastering the values ​​and skills of a healthy lifestyle.

Formation of a culture of family relations.

Creation of conditions for socialization, self-development and self-realization of the personality.

The structure of the content of education:

1. The system of knowledge about nature, society, thinking, technology, methods of activity.

2. Experience in the implementation of methods of activity known to society (a system of skills and abilities).

3. The experience of the emotional-value relations of the individual to himself and the world around him.

4. Experience of creative activity.

General education is the process and result of mastering the basics of sciences by an individual, obtaining vocational education.

Polytechnic education - is an integral part general education, the process and the result of mastering the scientific foundations of production by the student.

Vocational education is the process and result of an individual's mastering the knowledge, skills and abilities that enable him to engage in a particular professional activity.

How in the history of pedagogy was the question of what material to include in the content of education, what principles should be followed in the selection of this material? Theories of formal, material, utilitarian education were put forward.

Proponents of "formal education"(J. Locke, I.G. Pestalozzi, I. Kant, I.F. Herbart and others) believed that students need to develop thinking, memory, other cognitive processes, the ability to analyze, synthesize, logical thinking, since the source of knowledge is the mind. "Formal education" is the development of a person's abilities, which makes him fit for any kind of work. According to the proponents of formal education, knowledge in itself, apart from the development of the mind, is of very little value.

Proponents of "material education"(Y.A. Kamensky, G. Spencer and others) proceeded from the fact that the selection criterion educational material there must be a degree of its suitability, usefulness for the life of students, for their direct practical activities. In particular, they believed that it was necessary to teach mainly natural science disciplines. Supporters of this point of view considered the main message to students of heterogeneous and systematic knowledge and the formation of skills. In their opinion, the development of thinking abilities, cognitive interests of students occurs without special efforts in the course of studying "useful knowledge".

K.D. Ushinsky and other teachers argued the one-sidedness of each of these theories of the content of education. In their opinion, both material and formal education are inextricably linked with each other.

Trends in improving the content of education:

1. Humanization and humanization of the content of education, the essence of which is to appeal to world and national culture, history, spiritual values, art, artistic creativity.

2. Development and implementation of the activity content of education, which contributes to the assimilation by students of not only ready-made knowledge, but also ways of thinking and activity.

3. Openness and variability of the content of education (choice by students of various options for training courses and activities), differentiation of the educational process, ensuring the development of students in accordance with their capabilities, inclinations, interests.

4. A gradual decrease in compulsory subjects and activities and an increase in subjects, activities, activities of choice.

5. Inclusion in the content of education of integrated courses that contribute to the creation of a holistic picture of the world among schoolchildren.

6. Standardization of the content of education, which is ensured by the development of a system of educational standards in accordance with the Law "On Education in the Republic of Belarus" (as amended on March 19, 2002). A system of educational standards is established in the Republic of Belarus. State educational standards RB contain General requirements to the levels of education and terms of study, types of educational institutions, classification of specialties, qualifications and professions, education documents.

Educational standards, their structure and functions. Documents defining the content of education on different levels: curriculum, curricula, textbooks and teaching aids.

State educational standards- documentation serving as the basis for an objective assessment of the level of education and qualifications of graduates, regardless of the forms of education. The standards fix the goals, objectives and content of education, which makes it possible to diagnose its results and maintain a single educational space.

The state standard defines:

1. Minimum content of the main educational programs.

2. The maximum volume of the teaching load of students.

3. Requirements for the level of training of graduates.

Based state standards curricula of educational institutions of all types are developed:

Curriculum - a document that determines the composition of academic subjects, the sequence of their study and the total amount of time allotted for this (basic, model, is advisory in nature, the curriculum of a secondary school).

Curriculum is a normative document, which is compiled on the basis of curriculum and determines the content of education for each academic subject and the amount of time allocated both for studying the subject as a whole and for each of its sections or topics (typical, working, personal-individual).

Textbooks and study guides act as the most important means of teaching, the main sources of knowledge and the organization of independent work of students in the subject; they define an information model of learning, a kind of scenario of the learning process.

Didactics as a theory of teaching and education. The history of development
didactics. Subject, main categories and tasks of didactics.

Since the formation of a formed personality occurs in the process of learning, then didactics is often defined as the theory of learning and education, thus emphasizing that it should explore how theoretical basis education, and its educational and formative influence on the mental, ideological and moral and aesthetic development of the individual.

Didactics- a branch of pedagogy that develops the theory of education and training.

For the first time, this word appeared in the writings of the German teacher Wolfgang Rathke (1571-1635) to refer to the art of teaching. Similarly, as "the universal art of teaching everything to everyone", didactics was also interpreted by J.A. Kamensky. At the beginning of the XIX century. the German educator I. Herbart gave didactics the status of an integral and consistent theory of nurturing education. A great contribution to the development of didactics was made by: I. Herbart, G. Pestalozzi, K.D. Ushinsky, V.P. Ostrogorsky, P.F. Kapterev. A lot has been done in this area: P.N. Gruzdev, M.A. Danilov, B.P. Esipov, M.N. Skatkin, N.A. Menchinskaya, Yu.K. Babansky and others.

The subject of didactics- regularities and principles of training, its goals, scientific foundations content of education, methods, forms, teaching aids.

Tasks of didactics:

1. Describe and explain the learning process and the conditions for its implementation.

2. Develop a better organization of learning, new learning systems, technologies, etc.

The pedagogical process and its characteristics

Lecture plan:

1. The concept of a holistic pedagogical process.

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

Pedagogical process– purposeful, content-rich and organizationally formalized interaction between the pedagogical activity of adults and the child's self-change as a result of active life with the leading and guiding role of educators.

The main integrative quality (property) of the pedagogical process is its integrity. Teachers believe that a holistic, harmoniously developing personality can be formed only in a holistic pedagogical process. Integrity is understood as the interconnection and interdependence of all processes and phenomena that arise and take place in it both in education and training, in the relationship of the subjects of the pedagogical process, and in its relations with the external environment. In a holistic pedagogical process, there is continuous movement, overcoming of contradictions, regrouping of interacting forces, formation of a new quality.

Also, a mandatory characteristic and condition for the flow of the pedagogical process is pedagogical interaction.Pedagogical interaction- this is a deliberate contact (long or temporary) between the teacher and pupils, which results in mutual changes in their behavior, activities and relationships. The most common levels of pedagogical interaction, which have their own characteristics, are "teacher - student", "teacher - group - student", "teacher - team - student". However, the initial one, which ultimately determines the results of the pedagogical process, is the relation “student (pupil) - the object of assimilation”, which indicates the orientation of the pedagogical process to change the acting subject (child) himself, mastering certain knowledge, experience of activity and relationships.

The driving forces of the pedagogical processthere are contradictions of objective and subjective character. The most common internal contradiction of an objective nature is the discrepancy between the real capabilities of the child and the requirements placed on them by teachers, parents, and the school. The subjective contradictions of the pedagogical process include the following: between the integrity of the individual and one-sided approaches to its formation and development, between the growing volumes of information and the possibilities of the educational process, between the need to develop a creative personality and the reproductive, "knowledge" nature of the organization of the pedagogical process, etc.

The structure of a holistic pedagogical process includes the goal, content, interrelated activities of the teacher and the activities of the student (pupil), as well as the results of their joint activities. The teacher and the student (pupil) are considered subjects of the pedagogical process, on the active participation of which the overall effectiveness and quality of this process depends.

Teacher activity- this is a specially organized activity, which is determined by the goals and objectives of modern education, arising from the social order of society and the state. The teacher organizes interaction with students (pupils) through a system of methods, forms, means of the pedagogical process, taking into account the specific conditions and characteristics and capabilities of the students themselves. The forms, methods and means used by the teacher must be pedagogically appropriate, ethical and humane, as well as adequate to the specific situation of interaction.

The activity of the student (pupil)or the entire children's team is determined, first of all, by conscious and unconscious motives and goals that are not always combined with the goals of the entire team, and even more so with the goals of the teacher (i.e., the goals of training and education). His activity, in accordance with the goals of training and education, should lead to his development, the formation of his system of knowledge and skills, experience of activity and attitudes towards himself and the world around him. However, the student uses those methods and means that correspond to his knowledge and experience, which he had as a result of socialization, training and education. But the less this experience, the less expedient, diverse and adequate are his actions. Therefore, the main responsibility lies with the one who is older, more competent and wiser, the one who organizes the training and education of the emerging personality. And the child is responsible for his actions only to the extent that his age, individual and gender differences, the level of education and upbringing, awareness of himself in this world allows it.

The integrity and procedural nature of the pedagogical process is also considered throughthe unity of its structural components, such as emotional-motivational, content-target, organizational-activity and control-evaluative.

The emotional-value component of the pedagogical process is characterized by the level of emotional relations between its subjects, teachers and students, as well as the motives for their joint activities. From the point of view of the subject-subject and personality-oriented approaches, it is the motives of students that should underlie the organization of their joint activities. The formation and development of socially valuable and personally significant motives of students is one of the main tasks of teachers. In addition, the nature of the interaction between teachers and parents studying with each other, management styles in this educational institution are important.

Content-target componentThe pedagogical process is a set of interrelated general, individual and private goals of education and upbringing, on the one hand, and educational work, on the other hand. The content is specified both in relation to an individual and groups of students, and should always be aimed at achieving the goals of education and upbringing.

Organizational and activity componentThe pedagogical process implies the management by teachers of the educational process with the use of appropriate and pedagogically justified forms, methods and means of teaching and educating students.

Control and evaluation componentpedagogical process includes monitoring and evaluation by teachers of the activities and behavior of students). Relations between children and adults are always full of evaluative moments. The participation of the child himself in evaluating himself and his achievements (self-evaluation), evaluating other students (mutual evaluation) and the teacher is important. The relationship between the teacher and students largely depends on the result of the evaluation of the latter. An integral part of this component is also self-control and self-assessment by the teacher of his work, his activities, aimed at identifying pedagogical successes and mistakes, analyzing the effectiveness and quality of the learning and upbringing process, and the need for corrective actions.

2. Functions of the pedagogical process.

Functions of the pedagogical process.

The main functions of the pedagogical process are educational (or training), educational and developmental. The functions of the pedagogical process are understood as the specific properties of the pedagogical process, the knowledge of which enriches our understanding of it and allows us to make it more effective.

educational functionassociated with the formation of knowledge, skills, experience of reproductive and productive creative activity. At the same time, it stands outgeneral knowledge and skillsnecessary for each person and formed on each academic subject, and special , depending on the specifics of individual sciences, academic subjects.

Such general knowledge and skills, in modern conditions associated with the concept competence - as an integral characteristic of the personality quality, which determines its ability (readiness) to perform certain types of activities, are:

1. proficiency in oral and written speech;
2. possession information technology in broad sense how skills and abilities to work with information, and not just with a computer;
3. ability to self-education and self-development;
4. skills of cooperation, life in a multicultural society;
5. the ability to make choices and make decisions, etc.

Developmental functionmeans that in the process of learning, assimilation of knowledge, the formation of experience of activity, the development of the student takes place. It is known from psychology that personality development occurs only in the process of activity, in pedagogy - only in the process of personality-oriented activity. This development is expressed in qualitative changes (new formations) of a person's mental activity, the formation of new qualities and skills in him.

Personality development occurs in various directions: the development of speech, thinking, sensory and motor spheres of the personality, emotional-volitional and need-motivational areas.

Most theoretical subjects focus ondevelopment of mental activitystudents, such elements as analysis, synthesis, comparison, generalization, analogy, classification, highlighting the main and secondary, the ability to set goals, draw conclusions, evaluate results, etc. This does not mean that other aspects of development are less important, just that the traditional education system pays much less attention to this, but there are separate pedagogical technologies(R. Steiner's Waldorf pedagogy, V.S. Bibler's Dialogue of Cultures, etc.) and subjects (drawing, physical education, technology), in which other areas of the personality develop to a greater extent.

Also important isdevelopment of the need-motivational sphere. Here you need to pay attention to the following:

1. the development of the internal motivation of the individual, which, unlike external incentives and motives, includes satisfaction from the behavior itself, the activity itself, the independent solution of the problem, one's own advancement in knowledge, one's creativity;
2. the development of higher needs - the needs for achievement, cognition, self-realization, aesthetic needs, etc.;
3. development of social and cognitive motives operating in the education system.

educational functionconsists in the fact that in the pedagogical process moral (ethical) and aesthetic ideas of the individual, his worldview, values, norms and rules of behavior, personality traits are formed.

AT modern education First of all, it says:

1. mental education;
2. physical education;
3. labor education;
4. aesthetic education;
5. environmental education;
6. economic education;
7. civic education, etc.

Depending on what the emphasis is on - on knowledge and skills, on the development of the motivational or intellectual sphere of the individual, on the education of high moral qualities personality - there is a more intensive development of one of the functions.

As the well-known domestic psychologist Rubinshtein S.L. stated: “the child develops, being brought up and trained, and does not develop, and is brought up and trained. This means that upbringing and education are included in the process of child development, and are not built on top of it.

3. Principles of the pedagogical process.

Principles of the pedagogical process- these are the main provisions, regulatory requirements, guiding ideas that determine the features of the design and implementation of the pedagogical process (learning process).

Also under pedagogical principlesthe instrumental, given in the categories of activity, expression of the pedagogical concept is understood (V.I. Zagvyazinsky).

Previously, the principles of the pedagogical process were derived from the practice of training and education (for example, "repetition is the mother of learning"). Now these are conclusions from theoretical laws and regularities about the essence, content and structure of the pedagogical process, expressed in the form of activity norms, guidelines for designing pedagogical practice.

Zagvyazinsky V.I. States that essence of principle in that it is a recommendation on ways to regulate the relations of opposing sides, trends in the educational process, on ways to resolve contradictions, on achieving measure and harmony that allow successfully solving educational and educational problems.

The set of principles organizes a certain conceptual system that has a certain methodological or worldview basis. Different pedagogical systems may differ in the system of views on the education and upbringing of the individual and the system of principles that implement them in practice.

In modern pedagogical systems, the following most general principles of training and education of students (pupils) are distinguished:

1. The principle of humanistic orientation of the pedagogical process.

2. The principle of democratization of education.

3. The principle of natural conformity.

4. The principle of visibility.

5. The principle of visibility.

6. The principle of consciousness and activity of students (pupils).

7. The principle of accessibility and feasibility of training and education of the individual.

8. The principle of connection between theory and practice, training and education with life.

9. The principle of strength and awareness of the results of education, training and development.

10. The principle of systematicity and consistency.

Let's consider some of them.

The principle of humanistic orientationthe pedagogical process is one of the leading principles of education, expressing the need to combine the motives and goals of society and the individual. Humanistic ideas originated in antiquity. The essence of humanization is the priority interpersonal relationships students with each other and with teachers, interaction on the basis of universal values, establishing an emotional atmosphere favorable for the development of the individual. The rules for implementing this principle include: full recognition of the rights of the pupil and respect for him, combined with reasonable exactingness; reliance on positive traits pupil; creating a situation of success; creation of conditions for the education of independence.

The principle of democratization of educationis to provide all participants in the pedagogical process with certain freedoms for self-development, self-regulation, self-determination and self-education. To do this, the following rules must be followed:

1. creation of conditions for education by all categories of citizens (accessibility of education);
2. mutual respect and tolerance in the interaction of all participants in the pedagogical process;
3. organization of the pedagogical process, taking into account the national characteristics of students;
4. individual approach to each student;
5. introduction of student self-government in the process of organizing their lives;
6. creation of an open educational environment with the possibility of participation in the organization and control by all interested participants in the pedagogical process.

Such interested participants in the pedagogical process can be both the students themselves and their parents and teachers, as well as public organizations, government agencies, commercial organizations, individuals.

The principle of natural conformityalso known from ancient times. Its essence lies in the choice of the path of natural development of the child in accordance not only with his age and individual possibilities(its nature), but also the specifics environment in which this child lives, learns and develops. The main and determining factors in the organization of the pedagogical process in this case are the nature of the pupil, his state of health, physical, physiological, mental and social development. At the same time, the following rules for implementing the principle of natural conformity are distinguished:

1. maintain and improve the health of students;
2. organize pedagogical process taking into account the age and individual characteristics of students;
3. be aimed at self-education, self-education, self-education;
4. based on the zone of proximal development, which determines the capabilities of students.

The principle of visibility- one of the most well-known and understandable principles of the pedagogical process for every teacher. The meaning of the principle of visibility, which Ya.A. Comenius, lies in the need to expediently involve the senses in the perception and processing of educational material.

The revealed physiological regularities say that the organs of vision of a person "pass" into the brain almost 5 times more information than the organs of hearing, and almost 13 times more than the tactile organs. At the same time, information entering the brain from the organs of vision (via the optical channel) does not require significant recoding and is imprinted in the human memory quite easily, quickly and firmly.

We list the basic rules that reveal the application of the principle of visibility in the organization of the pedagogical process:

1. the use of visualization is necessary either to revive the interest of students by including the senses, or to study those processes and phenomena that are difficult to explain or imagine (for example, a model of economic circulation, the interaction of supply and demand in the market, etc.);
2. Do not forget that abstract concepts and theories are easier to understand and understand by students if they are supported by specific facts, examples, images, data;
3. Never, when teaching, be limited to only one visualization. Visibility is not a goal, but only a means of learning. Before demonstrating anything to students, it is necessary to give an oral explanation and a task for the intended observation;
4. visualization, which is always on the review of students, is less effective in the learning process than the one that is used at a specific scheduled time.

The principle of connection between theory and practice (learning with life).

Theoretical teaching prevailing in modern school, requires its practical implementation in real life. But it is impossible to teach children for the future life, to create a stock of knowledge for the future. Therefore, the principle of linking theory with practice has appeared, which implies, first of all, the application of the studied theoretical knowledge for the formation of practical skills, solving practical problems, etc.

Practice is a continuation of theory, but this approach, entrenched in traditional education(first theory, and then its application in practice) is not the only true one. We can recall the pragmatic pedagogy of D. Dewey, project-based learning, again used in modern schools, such methods and forms of learning as business and role-playing games, laboratory and research work, discussions and others, in which the main thing is practical experience stimulating the knowledge of theoretical laws and phenomena.

The main rules for implementing the principle of connection between theory and practice are:

1. learning for schoolchildren is life, so there is no need to separate scientific (theoretical) knowledge and practical (life) phenomena and facts
2. use tasks and assignments based on real events in the educational process, model specific situations of the reality around us during the educational process (especially in the course of business and role playing, solving any educational problems and problems).
3. rely on personal experience students is the basis of theoretical knowledge.
4. teach students meaningful activities, use reflection and self-assessment of students' educational achievements in the educational process. It happens that it is more important not what results the student has achieved, but how he analyzes and evaluates his activities.
5. teach students to be independent research work, activities for the acquisition of knowledge in the process of searching, analyzing, selecting, processing (processing) and evaluating information.

Literature

1. Pedagogy: Tutorial. / Ed. P.I. piddly. - M., 2006.

2. Kodzhaspirova G.M. Pedagogy: Textbook. - M., 2004.

3. Slastenin V.A. etc. Pedagogy: Proc. settlement - M., 1999.

4. Zagvyazinsky V.I. Learning Theory: Modern Interpretation: Textbook. - M., 2001.

Education is a pedagogical process of moving towards a given goal through subjective-objective actions of teachers and trainees. The formation of a person as a person, his formation in accordance with the social ideal is unthinkable outside the pedagogical process (the concept of "educational process" is used as a synonym).

Pedagogical process - this is a specially organized interaction of teachers and pupils, aimed at solving educational, educational and developmental tasks. In other words, the pedagogical process is understood as a holistic process of the implementation of education in the broad sense by ensuring the unity of education, education (in its narrow special sense).

In its essence, the pedagogical process is a social process. The social order of society is expressed in main goal pedagogical process - ensuring the comprehensive preparation of people for the successful solution of the tasks assigned to them. In the pedagogical process, there is a transfer and active assimilation of social experience, carried out through purposefully organized activities (educational-cognitive, gaming, industrial, artistic and creative, etc.), through communication between educators and educatees, systematic influence on the consciousness, will and emotions of the latter.

The determining components of the pedagogical process are the processes of education and upbringing, which determine the internal processes of changing education, upbringing and personal development. In turn, the processes of education and upbringing consist of certain interconnected processes: the process of education - from teaching and learning, the process of education - from educational interactions and the resulting process of self-education.

Main functions of the pedagogical process are:

• a) informational (education of pupils);
• b) educational ( personality change pupils);
• c) developing (comprehensive development of pupils);
• d) axiological (value orientation of pupils, the formation of their attitudes towards objects and phenomena);
• e) social adaptation (adaptation of pupils to life in real conditions).

The structure of the pedagogical process considered from two positions: the subject composition (participants in the pedagogical process) and the procedural composition.

The subjects of the pedagogical process are pupils and educators, whose composition is very diverse: pupils - from preschoolers to the elderly and old people; educators - from parents, professional teachers to the media, customs, religion, language, nature, etc. The interaction of the subjects of the pedagogical process has as its ultimate goal the appropriation by pupils of the diverse experience accumulated by mankind.

In the procedural structure of the pedagogical process, the following components are distinguished:

• target (determining the goals of training and education). The goal, understood as a multilevel phenomenon, acts as a system-forming factor in the pedagogical process;
• meaningful (development of the content of education). The content reflects the meaning invested both in the overall goal and in each specific task;
• operational and activity (establishment of procedures for training, education and interaction of participants in the process, organization of the activities of teachers and educators in accordance with certain principles, the use of means, forms, methods of work to achieve the goal);
• emotional and motivational (the formation and development of positive motives for the activities of educators and pupils, the establishment of positive emotional relations between the participants in the process);
• control and evaluation (monitoring the progress and results of the pedagogical process at all levels, assessment and self-assessment of the formation personal qualities);
• productive (the effectiveness of the course of the pedagogical process, progress in achieving the goal).

The pedagogical process is not just a combination of subjective and procedural composition, but a complex dynamically developing system, a holistic education that has new qualitative characteristics that are not contained in its constituent components. A holistic pedagogical process is characterized by both the internal unity of its constituent components, their harmonious interaction, and movement, overcoming contradictions, and the formation of a new quality. The progressive movement of the pedagogical process is carried out as a result of scientifically based resolution of objective and subjective (resulting from erroneous pedagogical decisions) pedagogical contradictions, which are driving force, the source of functioning and development of the pedagogical process.

The pedagogical process has its own special patterns. Patterns of the pedagogical process - these are objectively existing, repetitive, stable, essential connections between phenomena, individual aspects of the pedagogical process.

Among general patterns of the pedagogical process, I. P. Podlasy identifies the following:

• 1) the dynamics of the pedagogical process. In the pedagogical process, the magnitude of all subsequent changes depends on the magnitude of the changes at the previous stage. The higher the previous achievements, the more significant the final result. This means that the pedagogical process as a developing interaction between teachers and educators has a gradual, "step-by-step" character. This pattern is a manifestation of the consequence of the law: that student has higher overall achievements, who has higher intermediate results;
• 2) personal development in the pedagogical process. The pedagogical process contributes to the development of the individual. Pace and level achieved personal development depend on heredity, educational and learning environment, inclusion in teaching and educational activities, the means and methods of pedagogical influence used;
• 3) management of the educational process. The effectiveness of pedagogical influence depends on the intensity feedback between students and teachers, the magnitude, nature and validity of corrective actions on students;
• 4) stimulation. The productivity of the pedagogical process depends on the action of internal incentives (motives) of educational activities, the intensity, nature and timeliness of external (social, pedagogical, moral, material and other) incentives;
• 5) the unity of the sensory, logical and practical in the pedagogical process. The effectiveness of the educational process depends on the intensity and quality of sensory perception, logical understanding of what is perceived, practical application meaningful;
• 6) the unity of external (pedagogical) and internal (cognitive) activities. The effectiveness of the pedagogical process depends both on the quality of pedagogical activity and on the quality of one's own educational cognitive activity educated;
• 7) conditionality of the pedagogical process. The course and results of the educational process depend on the needs of society and the individual, the possibilities (material, technical, economic, etc.) of the individual and society, the conditions of the process (moral-psychological, sanitary-hygienic, aesthetic, etc.).

From these and other regularities follow principles of the pedagogical process - initial, leading requirements for training and education, specified in a number of rules, recommendations. (The principles of training and education will be discussed in the relevant sections.)

In any pedagogical process, there are stages, those. certain sequence of development. The main stages of the pedagogical process are the following:

• preparation pedagogical process (preparatory);
• implementation pedagogical process (main);
• analysis of results pedagogical process (final).

Pedagogical process is a specially organized interaction between a teacher and a student, taking into account the content of education and upbringing, using various pedagogical means, aimed at the implementation of pedagogical tasks that ensure the satisfaction of the needs of society and the individual himself in his development and self-development.

The pedagogical process is presented as five element system: purpose of learning (why to teach); content educational information(what to teach); methods, teaching methods, means of pedagogical communication (how to teach); teacher; student.

The pedagogical process is created by the teacher. Wherever the pedagogical process takes place, no matter what teacher creates it, it will have the following structure:

Purpose - Principles - Content - Methods - Means - Forms.

Target reflects the end result of pedagogical interaction, which the teacher and the student strive for.

Principles designed to determine the main directions for achieving the goal.

Methods- these are the actions of the teacher and the student, through which the content is transmitted and received.

Means as materialized subject methods of working with content are used in unity with methods.

Forms organization of the pedagogical process give it a logical completeness, completeness.

The dynamism of the pedagogical process is achieved through the interaction of its three structures:

- pedagogical;

- methodical;

- psychological.

For creating methodological structure the goal is divided into a number of tasks, in accordance with which the successive stages of the activity of the teacher and the student are determined.

Pedagogical and methodical structure pedagogical process are organically interconnected.

Psychological structure pedagogical process: processes of perception, thinking, comprehension, memorization, assimilation of information; manifestation by students of interest, inclinations, motivation for learning, dynamics of emotional mood; the rise and fall of physical neuropsychic stress, the dynamics of activity, performance and fatigue.

Therefore, in psychological structure The pedagogical process can be divided into three psychological substructures: cognitive processes; motivation for learning; voltage.

In order for the pedagogical process to "set in motion", management is necessary.

Pedagogical management- this is the process of transferring the pedagogical situation, processes from one state to another, corresponding to the goal.

Components of the management process: goal setting; Information Support(diagnosing the characteristics of students); formulation of tasks depending on the purpose and characteristics of students; design, planning activities to achieve the goal; project implementation; control over the progress of execution; adjustment; summarizing.

Pedagogical process- this is labor process, it is carried out to achieve socially significant tasks. The specificity of this process is that the work of educators and the work of educators merge together, forming a kind of relationship between the participants - pedagogical interaction.

In modern pedagogical science, there are several different points of view on understanding the essence of the pedagogical process (Yu.K. Babansky, B.P. Bitinas, Z.I. Vasilieva, I.Ya. Lerner, B.T. Likhachev, V.A. Slastenin , G.I. Shchukina etc.). You can highlight and compare different author positions by this issue presented in tutorials.

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

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

purposefulness;

Integrity;

The presence of connections between the participants;

Consistency and procedural (activity character).

Let's consider these characteristics in more detail.

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

The nature of the goals of the pedagogical process of the kindergarten is due to current trends development of pedagogical science and practice preschool education. In the very general view- the characteristic of the purpose of the pedagogical process is determined by a number of simple questions - why does a child need a kindergarten? Why do parents bring their child to preschool?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Impact process

No-action process

Co-action process

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

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

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

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

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

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

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

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

Treating the child as a subject free choice and activities;

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

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

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

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

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

openness. The pedagogical process of a kindergarten is a system open to the socio-cultural space, integrating into the system continuing education person.

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

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

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

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

The pedagogical process as a pedagogical system

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

1. Stage of situation analysis, definitions pedagogical task, designing solutions and choices optimal conditions implementation.

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

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