Studying the possibilities of implementing the main directions of school development, we identified the main problems of the educational institution and determined ways to solve them.
Problem #1: Modernization of the content and technological aspectseducational process
Insufficient awareness of teachers about the main directions of modernization of school education;
Lack of a mechanism for recruiting specialized classes. The lack of development of the content of profile training and pre-profile training;
The unpreparedness of teachers working at the third stage of the school to fully organize the educational process in specialized classes;
The priority of traditional forms of organization of the educational process at school, a low percentage of the use of innovative teaching technologies;
Insufficient methodological support of new educational and methodological complexes.
Ways to solve the problem:
It is necessary to create such information space in the school, which will help to increase not only the awareness of teachers, but also their professional competence;
Development of a mechanism for recruiting specialized classes. Studying the order for specialized training and creating appropriate profiles. Designing the content of subjects of profile and basic levels. Development of a system of elective courses;
Advanced training of teachers working at the third stage of the school in specialized classes. Development of own guidelines on the organization of the educational process in specialized classes and in the course of pre-profile training;
Approbation and implementation of modern educational technologies.
Problem #2: Creation of conditions that ensure personal growth of all subjects of the educational process
a)Personal growth of the teacher. Improving the professionalism of teachers as a condition for personal self-realization within the framework of the cultural and educational space of the school
Insufficient awareness of some teachers about the results of modern research in the field of pedagogy, educational psychology and private methods;
The narrow focus of the activities of many teachers, the lack of desire to integrate activities and create joint creative projects
Ways to solve the problem:
Increasing the competence of teachers in the process of their inclusion in research and experimental work; teacher counseling; support of professional and pedagogical activity of teachers;
Motivation for the development of individual and joint creative projects within the framework of methodical associations, their protection.
b) Personal growth of students. Creation of a cultural and educational space within the framework of the school as a condition for personal self-realization and manifestation of children's initiatives
The predominance of reproductive forms of organization learning activities schoolchildren who do not contribute to the disclosure of individuality and creativity personality;
Insufficient focus of the educational process on the formation of functional literacy: language, information, civil, etc.
The lack of the possibility of free choice and self-realization in the educational process of the school.
Ways to solve the problem:
Implementation of technologies for differentiated learning, developmental learning, problem-based learning, project-based learning, game learning;
Implementation of technologies that ensure the formation of functional literacy and preparation for full and effective participation in public and professional life;
Introduction of variable programs, textbooks, technologies, expansion of the range of educational services.
Problem #3:Creation of an open information educational space within the framework of the school
Unpreparedness of teachers for use in the educational process information technologies;
Lack of material and technical base for the development of functional information literacy of students;
Lack of software and methodological support that allows the introduction of information technology in the educational process;
Ways to solve the problem:
Passage by teachers of courses on the development of modern information technologies, on the use of a personal computer and resources of global information networks;
Strengthening the material and technical base of the school and organizing targeted work on the formation of functional information literacy of students;
Creation of a bank of program and methodological materials, multimedia programs, manuals, textbooks for the organization effective work on the introduction of information technologies. Connecting to the global information network and using its resources.
Problem #4: Implementation of health-saving technologies and provision of social support for students.
Low level of involvement of the teaching staff of the school in the work of physical education of students; insufficient preparedness of teachers on the protection and promotion of the health of schoolchildren;
Insufficiency of the material base for creating the necessary, health-saving space and stimulating conditions that ensure physical development schoolchildren;
The unpreparedness of the socio-psychological service of the school to participate in solving the problems facing the teaching staff.
Acceptance by the teaching staff of the category of health as a professional and personal value. Increasing the awareness and technological literacy of the teacher in matters of health saving;
Development of the sports facilities of the school. Creation within the framework of the school of a holistic health-saving environment, covering the physical, mental, moral aspects of a student's life;
Improving the professional methodological level of a teacher-psychologist and social educator at school through participation in seminars, advanced training courses, scientific and practical conferences, creating research programs
Recently, the All-Russian Conference (with international participation) "PROBLEMS OF THE MODERN SCHOOL AND THE WAYS OF THEIR SOLUTION" was held in Tomsk. The conference was organized by the Federal Agency for Education, the Institute for the Development of Educational Systems Russian Academy Education, Tomsk Regional Institute for Advanced Studies and Retraining of Educational Workers, City Scientific and Methodological Center of the Department of Education of the Administration of Tomsk. The purpose of the conference is to discuss issues and summarize the experience of implementing quality education, to identify prospects further development general education school. 4 sections worked at the conference: “Inclusive education in Tomsk. An experience. Problems"; the section "Theory and practice of teaching at school" included subsections: 1. "Culture of thinking in the educational process", 2. "Cognitive learning - a modern psychological and didactic direction in the formation of a culture of thinking of students"; "Cognitive Foundations professional culture thinking"; "Innovations in education and their impact on the development of the school" Greetings to the participants of the conference were addressed by the chairman of the organizing committee, Ph.D., associate professor, TSPU L.V. Akhmetova; Doctor of Pedagogical Sciences, Professor of the Taganrog State Radio Engineering University, Academician, Honorary and Honored Worker of the Higher School Russian Federation I.A. Tsaturova, DAAD lecturer Sh. Karsh (Germany). At the conference, a greeting letter was read out by Doctor of Psychology, Professor, Head of the Laboratory of Differential Psychology and Psychophysiology of the PI RAE M.K. Kabardov (Moscow). Report "Quality modern education and problems of ideological culture” opened the work of the plenary session, Candidate of Philosophical Sciences, Professor Deputy. Director of IROS RAO for Science S.I. Anufriev. In his speech, the speaker emphasized that the decline in the quality of domestic education is a serious problem. modern Russia, influencing all spheres of the socio-economic, cultural, spiritual development of society. Further S.I. Anufriev noted that in the context of the emerging information and communication society, a growing influence on the quality of education is exerted by educational environment(family; microcollectives and social groups that include the subject of education; various social institutions increasingly taking on educational functions; Internet, mass media, etc.). Rector of the Tomsk Regional Institute for Advanced Studies and Retraining of Educational Workers. A.I. Kuptsov in his report "Improving the qualifications of a teacher - a resource for the quality of education" outlined a number of topical problems of modern Russian education. In the context of the prospects for Russia's integration into the international sociocultural community, he considered the positive trends in the development of domestic education and science. Further, at the plenary session, reports were presented revealing problems from various points of view modern school and ways to solve them: "TROD "DIVO" for inclusive education in Tomsk" (V.V. Salit, Ph.D. Chairman of the Board of the Tomsk Regional Public Movement "Accessible Higher Education for the Disabled", E.I. Sladkov Deputy Chairman Council of the Movement, Deputy Director of the Center for Pre-university Training of TPU); “Inclusive education in the city of Tomsk. An experience. Problems” (N.P. Artyushenko, Chairman of the City Medical and Biological Commission (Tomsk)); "Multimedia competence as an innovative educational resource”(I.A. Tsaturova, Doctor of Pedagogical Sciences, Professor of the Taganrog State Radio Engineering University, Academician, Honorary and Honored Worker of the Higher School of the Russian Federation, Head of the Department of Linguistic Education (Taganrog), K.A. Avetisova (Helsinki, Finland ); "The problem of analyzing thinking in a secondary school" (V.V. Kazanevskaya, PhD, professor (Tomsk)). "Active methods of education as a resource for solving the problems of school development" (O.A. Kotikov senior researcher of the Department of Education and socialization of TOIPKRO (Tomsk) "On the development of cognitive processes in primary schoolchildren" (T.V. Sorochinskaya Ph.D., director of the Tomsk branch of the Moscow State Open Pedagogical University (Tomsk)). "Pre-school education: QUO VADIS (what are you going to do?)" (O.A. Belobrykina Ph.D., Associate Professor, National State Pedagogical University (Novosibirsk)). "Integrative strategy of methods of cognitive teaching for schoolchildren ─ a resource for the quality of education" L.V. Akhmetova, Ph.D. ., associate professor of TSPU (Tomsk)). Distinctive feature the conference was a wide representation of various categories of participants: teachers, lecturers, researchers, doctoral students, graduate students, students and specialists in various fields of psychological and pedagogical activity, members of the public ─ numbering 175 people. The work of the section sessions of the conference had a high scientific and technical level: in the work of all sections, multimedia technologies, demonstrations of films, author's creative developments, questioning, discussions, etc. Section leaders noted high quality and productivity of the participants of breakout sessions. According to the results of the work of the section "Cognitive foundations of a professional culture of thinking" (heads Ogneva Natalya Robertovna, Ph.D., director of the Center additional education children career planning; Simonenko Lyudmila Anatolyevna - Deputy Director of the Center for Additional Education for Children Career Planning), the following conclusions were made: cognitive activity and attracting knowledge for the subsequent successful solution of professional problems. 2. The process of introducing the concept of specialized education took place and entailed both positive and negative consequences. 3. To stimulate cognitive activity in the UVP, it is necessary to use: Various forms of certification; Programs to attract to research and project activities, Non-standard forms of lessons. 4. For the formation of a high level of professional self-determination of students from boarding schools and the “risk group”, it is necessary to create conditions conducive to self-expression and taking into account the age and social characteristics of the development of this contingent of children. At the section “Inclusive education in Tomsk. An experience. Problems ”(headed by Irina Georgievna Savelyeva, methodologist for correctional education of the SSMC), a survey was conducted, the purpose of which was to clarify the relevance of the problems discussed, the novelty of the materials presented in the reports, wishes for organizing joint activities of specialists in the field of inclusive education. A heated discussion among the participants was caused by watching a documentary film about the experience of implementing inclusive education in Armenia. According to the participants of the section, the most striking and meaningful speeches were the following reports: “The main trends in inclusive education in modern conditions”(methodologist of the SSMC Denisova N.D.); " Individual approach in teaching children with developmental disabilities in a general education class” (teacher of the beginning classes of school No. 1 Tarlaganov A.A.); "The system of correctional and developmental work with children in the conditions of SKOU" (director of school No. 59 Andreevsky S.G.); "The upbringing and development of children with impaired cognitive activity, behavior, communication in a preschool educational institution of a general developmental type" ( preschool teacher No. 10 Saltykova V.P.) In the work of the section "Innovations in education and their impact on the development of the school" (headed by E.V. Dozmorova, head of the experimental and innovative department of TOIPKRO), deputy directors, teachers from educational institutions of the city of Tomsk and regions, as well as methodologists of TOIPKRO and interested listeners. Reports were presented on the most topical issues organizations innovation activities in OU. The work of the section was opened by Dozmorova E.V. In his report “Innovative processes in the system of modernization of education. The specifics and patterns of development of innovations” she outlined the main trends in the development of innovation processes in general education, singled out the types of innovations characteristic of educational institutions Tomsk region. Elena Vladimirovna paid special attention to the problems of improving the quality of education through the development of students' competencies. With her report, the leader determined the methodology of the section's work. In addition to the issues of managing innovative processes in educational institutions, the speakers presented the experience of implementing specific innovative pedagogical technologies. In general, the participants assessed the work of the section as productive and opening up prospects for using innovative practices presented by the conference participants in solving some problems of the modern school. The section "Theory and practice of teaching at school" was divided into two subsections: 1. "Culture of thinking in the educational process" (supervisor VN Kurovsky, Doctor of Pedagogy, Professor, IROS RAO); 2. “Cognitive learning is a modern psychological and didactic direction in the formation of a culture of thinking of students” (supervisor L.V. Akhmetova, candidate of psychological sciences, associate professor of TSPU). Great interest of the participants of this section was caused by the reports “Implementation educational program“Debates” at school” (R.M. Akhmetov, 3rd year student of the Institute of Philosophy of the TSPU); "Application of Debate Technology in Civic Education" (T.V.Kalashnikova, methodologist at the Center for Education of Civic Education, TOIPKRO); "Movement of debates in Tomsk" (M.I. Gavro, methodologist of the department of methods of teaching history of the TSPU). These reports were accompanied by watching a video film, which presented the psychological and didactic technology of conducting school debates in the K. Popper format. Postgraduate student S.M. Strizhova in her report "Formation of systemic conceptual thinking of secondary school students by methods of cognitive learning". outlined the features of the language of scientific thinking of students in various sociocultural environments on the material of the Tomsk and Khanty-Mansiysk regions, and also introduced colleagues to the author's methods aimed at developing the cognitive abilities of students. The report “Intellectualization of teaching and upbringing of students in a general education institution” (A.I. Panov, deputy director for scientific and educational work of the MOU “Gymnasium No. 1”) voiced one of the key problems in modern educational practice. The Organizing Committee of the Conference expressed its deep gratitude to Vladimir Ivanovich Zyatnin, Director of the Secondary School No. 4 of the city of Tomsk, for providing material and technical support in its work. At the final plenary session, the results of the work were summed up. The participants of the conference demonstrated a high scientific, creative potential and practice-oriented orientation, relevance and prospects of the stated topic. Since the problems of the conference aroused great interest on the part of teachers, representatives of academic science, practical psychologists and public organizations, it was decided to make the All-Russian Conference "PROBLEMS OF THE MODERN SCHOOL AND WAYS TO SOLVE THEM" a regular, annual event.
Excerpts from the essays of schoolchildren
1. The tractor raced across the field, smelling slightly ...
2. In the summer, the boys and I went on a camping trip with an overnight stay, and we took only the necessary things with us: potatoes, a tent and Maria Ivanovna.
3. M.Yu. Lermontov died in the Caucasus, but that's not why he loved him!
4. Plyushkin piled a whole pile in his corner and put it there every day.
5. Lensky entered the duel in pantaloons. They dispersed and a shot rang out.
6. Dantes was not worth a damn Pushkin.
7. Two horses entered the yard. These were the sons of Taras Bulba.
8. Onegin liked Byron, so he hung him over the bed.
9. Gerasim put a saucer on the floor, and began to poke his muzzle into it.
10. Onegin was hard inside, and he came to Tatyana to relieve himself.
11. Lermontov was born to his grandmother in the village, when his parents lived in St. Petersburg.
12. Chatsky went out through the anus and propped up the door with a stick.
13. Gerasim poured some cabbage soup for Mume.
14. Poor Lisa she picked flowers and fed her mother with them.
15. Khlestakov sat in the britzka and shouted: “Drive, my dear, to the airport!
16. Chatsky's father died in childhood.
17. Pierre was a man of the world and therefore urinated with perfume.
18. In his old age, he was bedridden with cancer.
19. Suddenly Herman heard the creak of springs. It was the old princess.
20. The boar found Katerina's soft spot and put pressure on him every day.
21. The Rostovs had three daughters: Natasha, Sonya and Nikolay.22. Taras got on his horse. The horse bent over, and then laughed.
23. Tatyana's soul is full of love and can't wait to pour it over someone
25. Onegin was a rich man: in the mornings he sat in the restroom, and then went to the circus.
26. Peter the Great jumped off the pedestal and ran after Eugene, loudly clattering his hooves.
28. Deaf-mute Gerasim did not like gossip and spoke only the truth.
29. Neither fathers nor children satisfy Turgenev.
30. Girls like Olga have long been tired of Onegin, and Pushkin too.
31. I met Mikhail Yurievich Lermontov in kindergarten.
32. Gerasim ate for four, and worked alone.
33. Pechorin kidnapped Bela in a fit of feelings and wanted through her love
get closer to the people. But he didn't succeed. He did not succeed with
Maksim Maksimych.
34. Chichikov has many positive features: he is always shaved and smells.
35. Pugachev helped Grinev not only in work, but also in love for Masha.
36. Silky, blond curls knocked out from under her lacy apron.
37. The sons came to Taras and began to get acquainted with him.
38. Famusov condemns his daughter for the fact that Sophia has been with a man since the very morning.
39. Thus, Pechorin took possession of Bela, and Kazbich - Karakez.
40. Natasha was a truly Russian nature, she loved nature very much and often went to the yard.
41. Gerasim left Tatyana and contacted Mumu.
42. Grushnitsky carefully aimed at the forehead, the bullet scratched the knee.
43. Poets XIX centuries were easily injured people: they were often killed in duels.
44. Here he first learned colloquial Russian from his nanny Arina Rodionovna.
45. The first successes of Pierre Bezukhov in love were bad - he immediately got married.
46. As a result, not a man grew out of Tikhon, but a real sheep.
47. Kirsanov was sitting in the bushes, but he saw everything that was not necessary.
48. At first, Tatyana passionately loved Onegin, but he did not see her in the eye. But when she got cold, Eugene decided to start all over again. It was late.
49. The chairman took the milkmaids to the quick so much that the milk yield immediately increased.
50. When I read Gorky's novel "Mother", I myself wanted to become a mother.
51. The groans of the wounded and the dead were heard on the field.
52. There was an extraordinary aroma in the forest, and I also stopped to stand.
53. Flying on crutches is not easy, but he learned. 54. The Decembrists accumulated great potency and poured it out on Senate Square.
55." A girl was sitting on the shore, a dog was sitting next to her, she was dressed in a blue dress and a polka dot scarf.
56. “No sooner had the collective farmer left the podium than the chairman of the collective farm climbed up on her”
57″The princess rode in a carriage with her butt raised up”
58″The boy in the boat quickly rowed the yokes”
59 "Natasha Rostova wanted to say something, but the door that opened closed her mouth"
60″ A Negro, ruddy from the frost, entered the room”
61 “The seal had fluff on its head and a small tail”
62 “Geese flew with bare legs”…
63 “Finally, the dream of a flower came true - it became blue” ...
64 “The coachman pushed the horse's backside.
65 Repin's painting “waiting” - the girls were sitting on the boat with the keel up
66 On the topic ‘my favorite teacher’ The teacher painted with lipstick and urinated with perfume.
67 “While Pavel Vlasov was spitting on the decaying corpse of tsarism in court, his mother was throwing leaflets at this corpse in the street.”
68 “Andriy! exclaimed Taras. “The way I gave birth to you, so I will kill you!”
69 “Dubrovsky had relations with Masha through a hollow.”
70″ The bull is swinging, cums on the go…”
71 ″ …….. Before us is Vasnetsov’s painting “Three heroes….” Looking at the horse of Dobrynya Nikitich, we see that he is from a rich family .. But the face of Alyosha Popovich's horse is not visible - he bent down ...
72 "Someone was walking in Dubrovsky's bottom!"
73 “The warriors of Alexander Nevsky fought the dog-knights with rubber swords.”
74 “Lenin arrived in Petrograd, delivered a speech from an armored car, then got on it and went to storm the Winter Palace.”
75 “In 1968, the peasants were given passports and they began to travel around the country.”
76 “The army of Ivan the Terrible approached Kazan and besieged it”
77 “In the cave of primitive man, everything was made of animal skins, even the curtains on the windows.”
78″…When gas was brought to our village, all residents were connected to the gas pipeline.”
79 "The girl ate the pie along with the dog that ran after her."
80 From an essay on Virgin Soil Upturned. -During the riot, women stole the entire seed fund of Davydov.
81 "The elk went out to the edge of the forest and howled in annoyance."
82 “Chelkash was walking along the road. From his torn trousers, his proletarian origin was visible.”
83 “Swallows flew across the sky and croaked loudly”
84 “Otel raged and killed Desdemona.”
85 “Dubrovsky stood near the window, his hands folded
87 “A milkmaid was speaking on the podium. Then the chairman climbed on it.”
88 “The Seven Dwarfs loved Snow White very much, because she was kind, clean and did not refuse anyone”
89 Raskolnikov woke up and sweetly reached for his axe. A corpse lay on the floor and barely breathed, the wife of the corpse sat next to it, and the brother of the corpse lay unconscious in another room. 90 On the bank of the river a milkmaid was milking a cow, but the opposite was reflected in the water.
91 Anna Karenina did not find a single real man and therefore lay down under the train.
92 The poem is written in rhyme, which is often observed in the poet.
93 Suvorov was a real man and slept with ordinary soldiers.
94 Pushkin was sensitive in many places.
95 The great Russian painter Levitan was born into a poor Jewish family.
96 Of all the feminine charms, Maria Bolkonskaya had only eyes.
97 Anna got along with Vronsky in a completely new way, unacceptable for the country.
98 “Pushkin did not have time to dodge and Dantes emptied the entire clip into him”
99 The bears saw that the cub's bed was wrinkled, and they understood: Masha was here.
100 It was quiet all around, as if everyone had died out… What a beauty!
101 The sundial ticked loudly in the room.
102 “Since Pechorin is an extra person, then writing about him is a waste of time”
103 “The train driver himself could not really explain how he ended up on Anna Karenina” 104 “The old prince Bolkonsky did not want his son to marry Natasha Rostova and gave him a year probation”
105 “I really like the heroine of Leo Tolstoy’s novel “War and Peace”, especially when she dances at the ball with Stirlitz”
106 “Chickens, ducks and other household utensils walked around the yard”
107 “Denis Davydov turned his back to the women and fired twice”
108 “When the Russian warriors entered the battlefield, the Mongol-Tatar yoke jumped out from behind the mound”
109 “Prince Oleg was predicted that he would die from a snake that would come out of his skull”
110 “Pierre Bezukhov wore pantaloons with a high frill”
111 “The rider spits the horse”
112 “Grandfather cured a hare and began to live with him”
113"His eyes looked at each other tenderly"
114 Papa Carlo knocked Pinocchio out”
115 “Gogol's work was characterized by triplicity. With one foot he stood in the past, with the other he stepped into the future, and in between he had a terrible reality ”
116 “In the cage sits my feathered friend- hamster”
117 “It was quiet in the forest, but wolves howled around the corner”
118 “Vasya got himself a dog when he was still a puppy”
119 “The eyes of the goalkeeper, like his legs, ran after the sword”
120 “The girls walked and crunched their feet together”
121 “Anna, sitting on a chair, slept, and casually ate a bun”
123 “A cow is a large animal with four legs at the corners”
124 Between his legs hung a saber.
125 We slept, but we couldn't sleep.
126 Arsenic is used as a good sedative.
127 At balls he courted the ladies, but soon he got tired of these jokes.
128 There were many pigeons on the roof. Forty man.
129 An ordinary head was dangling on a thin, sinewy neck.
130 There were scattered dirty footprints on the school floor
131 Our distant ancestors made the revolution naked, barefoot, in bast shoes.
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Research work
Problems of modern schools
Introduction
1. Thinking about culture and nationalism
2. Problems of modern schools
3. Ways to solve problems
Application
Introduction
The history of the modern school is a continuous series of educational reforms. As a rule, their essence comes down to the desire to change the consciousness of a person, his views and values and to educate a "man of a new formation." Understanding that religious beliefs lie at the basis of people's views, the "reformers" direct their efforts mainly to changing precisely this basis.
For many years, an atheistic worldview has been intensively introduced into our society. The policy of strengthening the state at that time led to an understanding of the need to strengthen the family and return to moral values, which are based on Christian motives. The defense of the state required such qualities as patriotism and self-sacrifice. During these years, in the educational process, much attention was paid to the education of the "new personality". In school life, we meet values that are close to traditional ones. Such as collectivism, mutual assistance, a sense of duty, responsibility, diligence, discipline, restraint. At the same time, in order to interrupt the spiritual tradition, the history of our Fatherland was rewritten. Much that is dear to the Russian heart was ridiculed, entire layers of folk and spiritual culture were withdrawn from the educational space.
The life of the state did not fit into the framework of the life of one person. Therefore, it is natural that a person, by faith and truth, creating and self-sacrificingly defending the state, took out the goals of his life beyond its earthly framework. But the problem of personal immortality was solved psychologically: it was believed that the "other being" of the individual after death continues in other people. “If a person’s personality is not reduced to its representation in a bodily subject, but continues in other people, then with the death of an individual, the personality does not “completely” die,” writes A. V. Petrovsky - The individual as a carrier of personality passes away, but, personalized in other people, he continues, giving rise to difficult experiences in them, explained by the tragedy of the gap between the ideal representation of the individual and his material disappearance. death" there is neither mysticism nor pure metaphor - this is a statement of the fact of the destruction of an integral psychological structure while maintaining one of its links".
At the heart of various pedagogical directions, as a rule, lies the search for a source of spiritual and moral growth. In the period of atheism, we meet with the most mundane form, depriving pedagogical thinking of inspiration and reducing it to the level of elementary causality - with naturalism. Naturalism searches driving forces growth of personality in nature, including in human nature, absolutizes the role of scientific knowledge in pedagogy, reducing all manifestations of spiritual life to psychologism. In a religious sense, this approach leads to pantheism - the deification of nature, the replacement of God by His creation.
The school of this period also had some positive experience. In particular, in terms of the content of education, the school confirmed its status as a general education school. Only the basics of sciences were studied, all applied areas were taken out of the scope high school into the sphere vocational education various levels. The natural sciences and the humanities were recognized as equivalent. Such education formed a special type of thinking, which made it possible to creatively solve various problems on the basis of holistic ideas about the world. In practice, this manifested itself, for example, in the fact that, having the smallest number of computers in the world, we gave the world highly professional programmers. Graduate regular school with equal success could enter a university, technical or humanitarian university. The school provided not only professional self-determination, but created conditions for the freedom of this self-determination.
From an educational point of view, the way of school life approached the family way of life. A student, entering school, usually studied in the same class until graduation from it. In the classroom formed special relationship. The presence of pupils with different abilities made it possible for those who were lagging behind to orient themselves towards those who were more capable, and the latter, helping their classmates, helped the teachers. An individual differentiated approach, regulating the workload and complexity of the task for students, in combination with active teaching methods, made it possible to provide learning variability within the class. Many years of acquaintance and cooperation with parents helped teachers to rely on family traditions, while parents were provided with the opportunity to actively participate in the school educational process.
Setting at first glance noble goals, such as "all-round harmonious development of the personality, combining spiritual wealth, moral purity and physical perfection", the pedagogy of the Soviet period could not achieve these goals due to the denial of the existence of the spiritual world and the recognition of the primacy of matter over the spirit. Such an approach did not allow one to know the true nature of man as the image and likeness of God, deeply damaged by sin, which means that it was impossible to develop the scientific psychological foundations of the pedagogical process.
The so-called democratic transformations in our society demanded new foundations for school reform. From atheism through occultism, theosophy, sectarianism, parapsychology and other teachings, collectively called non-traditional, bypassing traditional Orthodoxy, the education system for some time found its comfort in humanism. The very name of this worldview comes from the Latin "humanus", which translates as "human". In the humanistic worldview, the principles of equality, justice, respect for human dignity, concern for the welfare of people are attracted. But at its core, humanism is an anti-Christian trend disguised as atheism. Humanism deifies man, worships the creature instead of worshiping the Creator.
The process of destruction of the state was accompanied by a purposeful destruction of the traditional system of values. Patriotism was ridiculed, the education of chastity was replaced by sexual education, physical culture gave way to valueology. The family suffered the most. Stimulation of a free life of a teenager, based on disobedience to his parents, has become a favorite technique of the media.
The content of education has changed. Reduced hours in the subjects of the humanitarian cycle, such as the Russian language, Russian literature, history. Instead of the fundamentals of the sciences, their applied areas are being studied more and more. The goal of training and education is success, career, entry into a Western-type society. An adaptive type education system is being formed, which allows the student to adapt to the conditions of life in society, but excludes the conditions for his spiritual, and therefore personal growth.
The results of humanistic education can be traced to the example of America. A study conducted in schools in one of the American cities showed a sharp decline in morals among students (data taken from the book "Spiritual and Moral Meanings of National Education at the Turn of the Century" 17-18). The purpose of the study was to compare the Seven Major Problems in Fullerton schools in 1940 and 1988.
Major problems in 1940
Pupils are talking
Chewing gum
Running through the corridors
They don't follow the lines
Dressing inappropriately
Littering in the classroom
beatings
Major problems in 1988
Alcohol consumption
Pregnancy
drug use
Suicide
rapes
Robbery
A similar decline in morals is happening in our society.
The results of democratic humanistic education allowed parents to experience all the sorrows in practice family life associated with children. The teachers realized the reform goals and, guided by their conscience, began to look for the true foundations of the educational process in the traditional way of life of our people. In the early years of the search, tradition was considered mainly as folklore, and everything came down to it. cultural heritage. Life was studied as a phenomenon of antiquity, unique in our time. There were daredevils who began to call this type of school Russian.
A Russian school was opened in some cities as an experiment as a school with an ethno-cultural component, equated in rights with other national schools. These experiments were successful, but isolated.
With the understanding that the popular consciousness is a reflection of the religious and that traditional image the life of our people is determined by the Orthodox faith and Christ's
Church, there was a noble desire to create an Orthodox school.
Orthodox schools have acquired the form of Orthodox gymnasiums and are most often church schools, that is, confessional.
In our opinion, such an approach does not allow recreating the entire education system on the right footing, because all schools cannot be either confessional or national. An approach that was correct in essence turned out to be incorrect in form.
school education psychologist culture
1. Reflections on culture and nationalism
According to the Divine definition, the structure of the world is hierarchical. The younger ones are in obedience to the elder, adopting from him the science of God-pleasing life, the science of reverence and worship, the science of standing before the Highest. The elder guards and cultivates the younger ones, freeing them from the weeds so that they bear a worthy fruit. And in such a relationship, the wisdom of God and the beauty of the world He created are manifested.
Worship and cultivation are two words that define the hierarchical relations in human society coming before God. AT Latin worship, veneration and cultivation, processing are designated by one word "cultus", which sounds in Russian as a cult. This is where the word "culture" comes from.
Culture as coming before the Highest, as veneration and worship reveals itself in the spiritual life of man and people and finds expression in literature, painting, architecture, science, technology, household and family arrangements, etc. In this sense, culture is the result of the glorification of the Creator and Creator of the world by man, the organization of society on the foundations of a God-pleasing life, on the fulfillment of spiritual and moral laws given in Divine Revelation. Having a religious origin, culture is expressed in different ways within the boundaries of the influence of the main world religions, which gives rise to different types world culture. The nature of world culture is supranational.
The Slavic world, having adopted the Byzantine-Orthodox culture, created the Russian Orthodox culture, which became part of the world Orthodox culture.
Each people is the bearer of a special, national culture. For national cultures, the Russian translation of the root "cult" in the meaning of "processing", "cultivation" is more suitable.
It is known that national cultures can develop both within the framework of one of the world cultures and in isolation from them. In the first case, national culture acquires global significance. But for this to happen, the national culture must preserve the Divine principle - coming before the Almighty, must be cleansed of ungodly customs and manifestations (bloody sacrifices, laws of blood feud, war against infidels, witchcraft and occult rituals, corrupting and depraved acts, incest, primitive idolatry and etc.).
Communication of national cultures coexisting within the framework of world culture is its main language. In Eastern Orthodox culture, such languages were Greek and Church Slavonic, and later Russian; in the western - Latin, later English. It is through the main language that one gets acquainted with national cultures. Through a common language, national cultures can express themselves and take their rightful place in the global culture. On the territory of our state (both former and present), peoples culturally related to the Muslim or Western world entered the world culture precisely in the bosom of Russian culture. This is explained by the fact that not all world cultures are equally responsive to national cultures. By the number of surviving nationalities and languages, one can judge a more careful attitude of Russian Byzantine-Orthodox culture to national cultures than is observed in Europe and America, where not only many national cultures, but also their carriers, independent peoples, are disappearing.
2. Problems of modern schools
The main problem, in my opinion, is the lack of staff. in schools and other educational institutions there is a lack of young specialists, as they say - fresh minds. Most students, graduating from institutes, universities and universities, do not burn with a great desire to get a job at school. This begs the question - why? Everything is very simple. Nowadays, working as a teacher is not prestigious: firstly, a small salary (well, if it’s a big city, you can get out there, after all, but what about those who live in a small provincial town or even better, in a God-forsaken village ?). Secondly, the teacher is sleepless nights checking notebooks and control works, a busy schedule of classes (it happens that one teacher teaches five various items). Every day you spend your precious non-replenished nerve cells, listening, first to the complaints of the children in the lesson, and after the remarks of colleagues and superiors about your not very high professionalism (according to them). Let us conclude which young specialist you will want to endure all this horror, while spending your health and getting nothing for it. So it turns out that mostly people working in schools are not younger than thirty years old, or even in general, who have long retired. All this, of course, is good - a great life experience, old traditions and foundations. But our generation, in the era of mobile technologies and computerization, needs fresh knowledge, we need a person who would understand us (given the manner of expression of young people), a person who, in general, was himself a teenager recently.
The second, not very big, but no less important problem is the disinterest of the children themselves. After conducting a survey in many schools, it turned out that the majority of "teenagers" go to school with great reluctance. Yes, if you look, now most of the youth spends their time going out for a drink. smoke. And then find somewhere the money for your pleasures. The next day all over again. This is how the carefree days of a schoolboy pass. What is the reason for such lack of independence. Another problem follows from this - there are very few social programs offered to children in schools. Always doing nothing but learning (many will agree with me) is pretty boring. Therefore, it is necessary to interest the child in the educational process as much as possible precisely thanks to some kind of extracurricular activities, with the help of additional classes. Circles and electives. Conduct sports competitions, go outside the settlement for several days, all kinds of sightseeing trips, etc. Perhaps then a talent will open in a person that he did not even suspect about. He will willingly do what he loves and there will simply be no time left for other nonsense.
Next. School textbooks. Every year, something new. Of course, this is a plus, books are improved, significant amendments are made, but it often happens that it is not so easy for a child to find a textbook by a new author, which will cost a lot of money. When, on the other hand, he could buy this book from a high school student much cheaper, or even better to take it from his older brother or sister.
Continuing the theme of sources of information, let's say a few words about libraries. Absolutely nowhere to take the material! Very often, in addition to the notes and notes given at school, the student has to look for additional sources. And where?! What school and village libraries offer is not enough. You have to look for dictionaries, encyclopedias, surf the Internet (which takes a lot of time). Who doesn't have it? You have to rely on your mind (and such thoughts are often erroneous)
Another main problem, especially the last two years, is the Unified State Examination!!!
The students are confused. Nobody really knows what to expect. While the experiment is going on, but this is only for now, and then what? Who do not ask, everyone is terribly afraid of the State exams.
3. Ways to solve problems
The starting point should not be the interests of the educational institution, but the interests of the child and the family. We must ask parents if they want their children to be educated selfish and ungrateful egotists? Or maybe they want to raise a practical rationalist, concerned about earthly success and career? Do they want to see their children as worthy sons of the Fatherland, or are they raising a citizen of some other state?
The school is designed to help the family in the education of the child, in the upbringing of a good citizen for our Fatherland. On what principles should the education system be based, what should be the content of the educational process so that the child pleases his parents with kindness, obedience, diligence, humility? What conditions need to be created so that the child develops correctly, so that the spiritual life awakened in the family does not fade away, so that he masters the principles of science, learns his native and world culture, so that he is a patriot of his Motherland, ready to lay down his life for her in difficult times ?
There is a need for such an education system that would allow the full transfer of knowledge, experience of creative and creative activity, values inherent in the people, experience of spiritual life from one generation to another. If we try to create such a school, we will inevitably end up with a school based on Orthodox traditions. There is no other way. It is impossible to artificially create foundations that allow one to correct the damage inherent in man from birth by original sin, to elevate human life to Divine heights, to turn on all the cognitive powers of a person, and not just his mind, to free him from the power of egoistic aspirations. The school, based on the Orthodox tradition, is the only natural and scientific one that allows children of all nationalities and concessions to enter world culture through Russian culture, while creating conditions for mastering their own national culture.
Attachment 1
Russians are not satisfied with the modern school
In August of this year, ROMIR Monitoring Research Holding conducted an online survey of Russian Internet users. On the eve of the new school year the respondents were asked a series of questions about the school and the problems of modern education. The survey involved 1,450 random Internet users aged 18 and over. According to ROMIR Monitoring, more than half of Russians answered that the Soviet school was better than the modern one.
In general, the answers to the question “What is your opinion about the modern Russian school?” were distributed as follows: 17% of respondents said that the level of Soviet and modern schools is approximately the same. Moreover, more often than the average for the sample, this answer was given by survey participants living in the Urals District - 23%. 12% of the respondents answered that the modern school is better than the Soviet one. Among the Siberian respondents, 15% of respondents share this opinion - this is the highest figure compared to the sample as a whole.
The study showed that the younger the respondents, the more often they call a modern school the best compared to the Soviet one. Among the respondents of the older age categories, on the contrary, the opinion about the superiority of the Soviet school prevails. Among survey participants with higher education, the prevailing opinion is that the Soviet school was better. And respondents with secondary education more often than the average for the sample said that the Soviet school was better after all.
Survey participants were also asked to rate the quality of education in different types of schools. Respondents were asked the question “What do you think, which schools provide a better education?” The responses were distributed as follows:
According to the results obtained, almost two-thirds of the respondents (61%) believe that the highest quality education is provided by public schools, but with a special focus - language, physics and mathematics, etc. Among Internet users of the Ural Federal District, 69% of respondents share this opinion. Every fifth participant in the survey (19%) said that the best quality education is provided by non-state, private schools. Among the respondents of the Central District, 23% of respondents indicated this answer - this is the highest figure in the sample.
Every tenth respondent (8%) answered that public schools provide the highest quality education. Among the survey participants living in St. Petersburg, this opinion is held by half as many respondents as in the sample as a whole - 5%. The study showed that women are more inclined to believe that the quality of education in specialized schools is superior, while men - in private schools. The opinions of respondents of different age categories were also divided: survey participants aged 45 and over believe that better and complete knowledge can be obtained in specialized schools, and young people under 24 prefer private educational institutions.
O best quality education in private schools more often than the average for the sample spoke respondents with secondary education, as well as survey participants with high level income. Respondents with higher education and average income more often than in the sample as a whole lean toward a high assessment of the quality of education in specialized schools.
During the survey, the respondents were also asked a question about the problems of the modern school: "What problems do you consider the most acute problems of the modern Russian school?" The answers to it were distributed as follows (since the respondents could indicate several answers, the total may not be equal to 100%):
According to the results of the survey, the main problem of the modern school is the low salary of teachers. Three quarters (76%) of the respondents think so. Moreover, among the survey participants in the Volga and Siberian Federal Districts, four out of five (80-81%) respondents share this opinion. Every second respondent (51%) also said that modern schools are poorly provided financially - there is not enough money even for the necessary equipment and repairs. In the Urals region, this answer was given by two-thirds of the respondents (68%), which is significantly higher than the average for the country as a whole.
Every fourth respondent (26%) said about the low quality of education. Moreover, in the Central Federal District this figure reaches 31%. About the low moral education children were mentioned by another 25% of the respondents. Slightly more often than the average for the sample, this was noted by residents of the two capitals. 23% of survey participants named low professional level teachers. The list of problems was continued by the following answers: lack of teachers - 16%, lack of unified textbooks - 16%, widespread drug addiction in schools - 12%, division of schools into ordinary and paid - 7% and penetration of religious sects into schools - 4%.
It is noteworthy that young survey participants aged 18 to 24, who themselves recently graduated from school, more often than the average for the sample spoke about the problems associated with the lack of adequate funding for education - low salaries of teachers, lack of money for repairs and equipment, lack of textbooks, lack of teachers themselves.
Respondents of the older age group (over 45 years old) more often paid attention to the low quality of education and the qualifications of teachers.
Appendix 2
Four motives for bad behavior
|
To attract attention |
Avoiding Failure |
||||
|
Social causes |
Emotional coldness of parents, focusing on bad rather than good behavior |
Fashion for a strong personality, lack of examples of constructive submission in the environment of the child |
Growing violence in society |
Too high demands of parents and teachers |
|
|
Essence of Behavior |
Get special attention |
"You won't do anything to me" |
Harm in response to an insult |
“I won’t even try, it still won’t work” |
|
|
Strengths of behavior |
The need for contact with the teacher |
Courage, resistance to influences |
The ability to protect oneself from pain and resentment |
||
|
Teacher reaction: emotions |
Irritation, resentment |
Anger, resentment, maybe fear |
Resentment, pain, devastation in addition to resentment and fear |
Professional Helplessness |
|
|
Teacher reaction: momentum |
Make a remark |
Stop an antics with a physical action |
Respond immediately with force or withdraw from the situation |
Justify and explain the failure with the help of a specialist |
|
|
Student reaction |
Temporarily stops |
Stops the trick when he decides |
Becomes dependent on the teacher; keeps doing nothing |
||
|
Ways to prevent |
Teach children to attract attention to themselves in acceptable ways; pay attention to good behavior |
Avoid confrontation; give away part of their organizational functions |
Build a relationship with the student based on the principle of caring for him |
Supporting the student to change their "I can't" mindset to "I can" |
Who is the most likely victim of bullying? First of all, children with obvious problems. There is always something in the victim that can alienate others, provoke attacks from them. They are not like the rest. Most likely, a child will be attacked and ridiculed: - Unusual appearance (noticeable scars, lameness, etc.); - suffering from enuresis or encoparesis; - quiet and weak, unable to stand up for himself; - untidy dressed; - often skipping classes; - unsuccessful in studies, - who is too patronized by parents; - not able to communicate, etc. Here are the types of rejected children who are most often attacked.
"Pet"
Janusz Korczak also wrote that children do not like those peers who are singled out by a teacher or educator. Especially if they can't figure out why the "favorite" is better than them. Adults, knowing about the difficult fate of their ward, pity him and give him their patronage, thereby dooming him to loneliness and insults from classmates who do not know the reason for such an attitude. Maxim is a very capable boy, he made a good impression on the teachers who took him to school. But from the first grade, problems began with studies and relationships with classmates. Maxim did not work at the lesson, he could draw or read the whole lesson, my mother fought for every line in homework. In the classroom, the teachers had to stand over his desk all the time - then he had time to do the assignment. For a number of reasons (primarily family problems), the school administration put up with this state of affairs. The teachers felt sorry for Maxim and looked at a lot of things "through their fingers." However, with his special position classmates did not want to accept. They did not understand why he was allowed what they were not allowed, why the class teacher always protected him. They began to tease the boy, did not take him into their games, laughed at him when he answered at the blackboard. Some parents also added fuel to the fire, considering their children to be exceptional and indignant that it was not they, but Maxim, who was walking in favorites. They discussed this among themselves in front of the children, referring to the nationality of the child. Gradually, Maxim's mother also became persona non grata, many did not even greet her.
"Stuck"
Mitya was a home child, the only one in the family. Before entering school, he had no experience of communication in a team and did not know how to communicate with peers. In class, he tried to attract the attention of a classmate by grabbing his things or hugging the object of sympathy, preventing him from moving and causing pain. Naturally, the guys began to avoid him, there were often fights: the more active and independent tried to take away their things from Mitya, rushed to defend those with whom he clumsily tried to make friends. Mitya became very lonely in the class: no one wanted to sit at the same desk with him, they did not want to take him to the team, they laughed at him, they pushed him away. Coming to my office, he immediately rushed to cuddle with some soft animal, came up with a name for him and tried not to let go of him during the whole lesson.
Greeting, Mitya always tried to get into the interlocutor's field of vision, looked into his eyes, touched his hand, it didn't matter to him whether you were busy or not - an answer was required immediately. American psychologist Violet Oaklander believes that such importunity is the result of a child's feeling of insecurity. Such children literally hang on people, physically grabbing them in order to feel more secure. Naturally, others, especially children, begin to avoid them. And new attempts to get closer in this way are met with aggression. After all, the child does not know how to communicate in a different way and is often glad even for aggressive attention from others.
"Jester and Scapegoat"
Sema is an excitable, quick-tempered and very insecure boy. He often fought with classmates, because he was very obsessively and emotionally trying to get involved in their games. Desperate to attract attention, he chose the tactics of a cool jester. He shouted out various absurdities in the lessons, the guys laughed, it cheered him up, and, despite the comments of the teachers, Sema continued to try to make everyone laugh. Gradually, his every word began to cause laughter in the class. Once he put on a poster “I'm an idiot” on his sweater and walked around the class like that, amusing classmates. However, he was still avoided, not accepted into the games. He became something of a scapegoat in the class: he was blamed for all the failures of the class, all the antics were blamed on him. The guys said to the new teacher: “This is Sema, he always does this.” A child who has chosen such a tactic of behavior, as it were, prevents attacks from others. He is no longer taken seriously and therefore is not particularly offended. And he, hearing the laughter of classmates, does not feel isolated. The most dangerous thing in the chosen tactics is that it is almost impossible to get rid of the once-established reputation of a “clown”. There are two more types of children who are not specially offended by anyone, they are not bullied, but they are rejected, they are alone in their class.
"Embittered"
Some children, unable to establish contact with classmates, begin to behave as if they are taking revenge on others for their failures. Philip had learning difficulties from the first grade. He quickly became bored in the classroom, he was often distracted, trying to chat with his neighbors, play something with them. However, his classmates were more interested in what was happening in the lesson than talking with Philip. Then, in order to attract attention, Philip began to knock, rustle, creak with everything that came to hand in the lessons. Teachers were forced to constantly make comments to him, as he was very disturbing to those around him. Classmates refused to sit with him. They were angry with Philip, made remarks to him, did not want to have anything to do with him.
"Unpopular"
There is a category of children with whom no one plays. They are not offended, they are not teased - they are simply not noticed or chosen by anyone. The child does not know how to initiate communication, he is shy, does not know how to attract the attention of classmates. This usually happens if the child has come to an already established team or often misses school. No one will joyfully rush to such a child when they meet after the holidays, no one will notice that he is not in the class. It hurts no less than bullying. One second grader said: “They don’t even say hello to me!”
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Introduction
Scientific and historical foundations for studying the problem of discipline of schoolchildren
2 The essence and content of discipline in the educational process
Conclusion
List of used literature
Introduction
Education has more than a thousand years of history. The history of the development of education is organically linked with the development of society, human civilization. There is interdependence between them. Social progress, as a rule, gave impetus to progress in the field of education. Not only the quality and quantity of knowledge changed, but also the relationship between teacher and student.
Modern stage community development characterized by global changes associated with the emergence and deployment of serious contradictions in all social spheres. In conditions of exacerbation of social contradictions, multiple conflicts arise in the process of communication between people, including children.
The democratization of society and, as a result, the democratization of education and the school environment have significantly changed the attitude of schoolchildren to the teacher and the educational process.
Currently, the general education school is experiencing a lot of problems. One of them is connected with violations of discipline of schoolchildren in the educational process.
The problem of school discipline has long been a subject of special concern for teachers. Interest in this problem is not accidental, because. at the present stage of development of education, it not only has not lost its relevance, but has become more acute. All teachers and educators, at school and in preschool institutions, in the first grade and in the senior grades, young and experienced, necessarily face discipline problems in their work. Already after the first days of his work at the school, the teacher knows that his students have hundreds of ways to interfere with the lesson, "start" the class and stealthily disrupt the explanation of the material.
The relevance and professional significance of the problem under consideration determined the choice of the topic of this work: "Problems of student discipline in the modern Russian school and ways to solve them."
The purpose of this work is to reveal the essence of the problems of schoolchildren's discipline and to identify ways to solve them.
The object of research is the educational process.
The subject of the research is the disciplines in the modern Russian school.
In accordance with this goal, the following tasks were put forward in the work:
.Describe the historical and pedagogical aspect of the problem of school discipline.
.To characterize the content and essence of the discipline in the educational process.
.To analyze violations of discipline by schoolchildren.
.Identify and describe the methods of discipline organization in the educational process.
Research methods: analysis, generalization, justification.
1. Scientific and historical foundations for studying the problem of schoolchildren's discipline.
1 Historical and pedagogical aspect of the problem of discipline of schoolchildren
In this section, we will consider the views, attitudes and understanding of the problem of school discipline by various scientists in various periods of social development.
We share the opinion of Maksimenko N.V., who believes that the appeal to the study of the historical and pedagogical aspect of school discipline and its implementation in modern educational institutions is the most important direction in the history of education and pedagogical thought.
In classical pedagogical works, this problem was considered by Ya.A. Comenius, D. Locke, J. Rousseau, I.F. Herbart, N.I. Pirogov, S.I. Gessen, K.D. Ushinsky, N.A. Korf, P.P. Blonsky, A.S. Makarenko and others.
As a means of social control over the daily behavior of people, discipline reflects the social relations prevailing in a given society and serves to maintain them. Each social formation is characterized by the predominance of a certain type of discipline. AT primitive society spontaneously formed habits dominated; here the common bond was maintained by the force of tradition, respect for the elder of the clan. In ancient Rome, they said about disciples that "the ear of a boy is on his back." In the Middle Ages, strict discipline reigned in monastic schools, discipline was monitored by a specially appointed person. In medieval universities, discipline was maintained with the help of a punishment cell and denunciations.
An outstanding Czech teacher Ya.A. Comenius believed that "... a school without discipline is like a mill without water ...", but at the same time he criticized the medieval school. Speaking against the stupefying stick discipline, Ya.A. Comenius recommended a humane approach to children, demanded that the teacher maintain discipline "by good examples, affectionate words, sincerely and frankly." In a short essay "Laws are good organized school"J.A. Comenius gave valuable hints concerning the proper organization of the school regime, school management. "Let the maintenance of discipline always be rigorous and persuasive, but not playful or violent, so as to arouse fear and respect, and not laughter or hatred."
John Locke in his "Thoughts on Education" wrote that discipline is an important task of education, therefore it is impossible to indulge the child, but it is also impossible not to satisfy his legitimate desires. Locke opposed corporal punishment, believing that "servile discipline creates a servile character."
The French humanist Jean Jacques Rousseau opposed harsh discipline and corporal punishment, arguing that it suppresses the individual. He wrote: "You will never be able to create wise men if you kill naughty children." Natural free education is not arbitrariness, each person must himself understand the importance of cultivating good feelings, judgments and will.
The German educator Johann Friedrich Herbart considered it necessary to apply a variety of orders and prohibitions, which must be precise and specific. The entire system of managing children, which has the task of distracting them from disorder and violations of discipline, is built by Herbart on violence and training.
In domestic pedagogy, N.I. Pirogov, considering good discipline as one of the most important conditions for the success of education and moral education. He condemned the arbitrariness, the barracks regime that prevailed in the schools of that time, and demanded humanity and cordiality while maintaining discipline. In the case of a student’s misconduct, the teacher must carefully consider the circumstances under which the misconduct was committed, evaluate it impartially, bring to the student’s consciousness his guilt and the justice of the punishment imposed for the misconduct. In the article "Is it necessary to flog children, and flog in the presence of other children" Pirogov condemned the corporal punishment of children. However, he was inconsistent on this issue. In 1859, he published a circular in which he wrote that it was impossible to do without rods in practice and advised them to be used in gymnasiums as an exceptional measure and only by order of the pedagogical council.
The great Russian teacher K.D. Ushinsky protested against blind, cane discipline. Ushinsky demanded a humane attitude towards children, but they cannot be overly undead and caressed, the teacher must be reasonably demanding, educating children with a sense of duty and responsibility.
ON THE. Korf, the founder of Russian zemstvo schools, approached the issue of school discipline from the standpoint of progressive Russian pedagogy. He opposed corporal punishment, but he was also cautious about incentives, considering monetary rewards to be anti-pedagogical.
An outstanding domestic teacher A.S. Makarenko in his "Lectures on the upbringing of children" demanded an active discipline of "struggle and overcoming." The teacher noted that a disciplined person in society can only be called one who always, under any conditions, will be able to choose the right behavior, the most useful for society, and find the firmness to continue such behavior to the end, despite difficulties and troubles. Discipline in the understanding of Makarenko is not only the discipline of inhibition, but also the discipline of aspirations, activity. It not only restrains, but also inspires to new victories and achievements. In his lecture "Discipline, regimen, punishments and rewards" he pointed out that children are often loud, angry, hysterical, and so on. Teachers often say that a child should scream, this is his nature. Makarenko objected to this and demanded that children must learn to restrain themselves. Makarenko pointed out that, by applying punishment, it is possible to educate a slave or a frightened, flabby person and a free, strong personality full of human dignity. It's all about what punishments and how to apply. Corporal punishment, according to Makarenko, is unacceptable. With regard to other punishments, Makarenko demanded that they be thoughtful, not appointed in haste, that they be individualized, consistent with the offense, not frequent, that they would awaken in the punished the consciousness of the justice of the punishment and the experience of one's own guilt.
Having become acquainted with the views of foreign and domestic teachers on the problem of discipline, we can conclude that this problem has remained relevant and debatable for several centuries.
In a general education school today, negative trends are observed towards an increase in the number of students with deviations in educational activities and behavior.
At present, studies of the problem of discipline are continuing, because. it was not positively resolved in the process of social development.
1.2 The essence and content of the discipline in the educational process
In this section, we analyze the essence and content of the concept of discipline.
There are various definitions of the concept of discipline:
¾ Discipline - public defined order
behavior of people that meets the norms of law and morality that have developed in society or the requirements of an organization.
¾ Discipline (lat. disciplina - study, education, school) -
a certain order of behavior of people, ensuring the consistency of actions within the team, corresponding to the norms of law and morality that have developed in society.
¾ Discipline - 1. obligatory for all members of any collective obedience to a firmly established order. 2. an independent branch of some science.
¾ Discipline is a moral and political phenomenon.
Consequently, discipline is understood as the presence in a team (institution, school) of a firmly established order, certain rules and requirements, the observance of which is mandatory for all members of this team due to their official or professional duties.
Discipline is a necessary condition for the existence of society. Due to discipline, people's behavior takes on an orderly character, which ensures collective activity and social organization.
There is an obligatory discipline in society and special discipline- obligatory only for members of certain organizations (labor, military, etc.). Discipline is always determined by the prevailing social class relations and serves to maintain them.
Distinguish between internal discipline or self-discipline, discipline for reasons of profit and discipline under compulsion. Benefit discipline and coercive discipline rely on external sanctions.
Self-discipline is the subjective ability of a person to self-organize in order to achieve their own goals in historically developed cultural ways. Internal discipline implies a deep respect by members of society of the norms that regulate people's behavior. Such discipline is maintained without any sanctions and coercive measures.
Discipline is essentially organized coercion. Organized in the sense that not all coercion (for example, accidental) is discipline. Discipline, being organized by coercion, is at the same time an organizing principle, a principle that organizes a predetermined order. Of course, any discipline in itself is not an end, but there is only a means to achieve a certain goal. In this sense, the essence of student discipline lies in their knowledge of the rules of conduct and the order established in the school, their understanding of their necessity and the fixed, stable habit of observing them. If these rules are fixed in the behavior of students, they turn into personal quality which is called discipline.
Discipline is a quality of a person, including the habit of discipline, self-control, internal organization, responsibility, readiness and the habit of obeying one's own goals (self-discipline) and social regulations. A disciplined person feels an inner need to follow the accepted norms of behavior and, in case of their non-compliance, feels remorse, guilt, etc.
Discipline has always been considered the basic rule of the internal structure of the school. The discipline of schoolchildren in the lesson is a high business attitude in the performance of the teacher's educational tasks. The true discipline of students in the classroom is characterized by their good emotional state, inner concentration, but not stiffness. This is order, but not for the sake of order itself, but for the sake of creating conditions for fruitful educational work.
Conscious school discipline is the most important condition for the work of the school as a state institution and the successful implementation of the large and complex tasks of universal education. It is at school that the beginnings of the worldview, the foundations of the character and orientation of the personality are laid, moral attitudes are formed, which necessarily affects the behavior of a person in general and his discipline in particular. Knowledge of disciplinary requirements in various spheres of life and the ability to follow them are necessary conditions for the socialization of the younger generation.
Of fundamental importance for understanding the role of discipline in the development of personality is the identification of the relationship between the categories of discipline and freedom. All-round development of the personality is feasible only in conditions of freedom. Discipline is that part of freedom that provides conditions and opportunities for everyone to be an independent, creative person, without imploring the interests of the free development of others. The discipline of the individual must be considered in the context of his freedom, that is, as self-discipline. Discipline, of course, is self-restraint, but exercised on the basis of choice.
School discipline is characterized by three features:
First, it is established for children by adults who have the natural right of elders to demand submission. They have life experience behind them, the presence of certain knowledge, skills and abilities, a system of established views and beliefs, which schoolchildren do not yet have. This forms the basis of the authority of adults and greatly facilitates the activities of students.
Secondly, school discipline is always subordinated to educational goals. It should contribute both to successful learning and to the better preparation of the student for the observance of social discipline.
Thirdly, the requirements for students are made taking into account their age: the younger ones are simple and specific, with their gradual complication in relation to older students. But at the same time, students at any age are required not to simply perform, but to be conscious of their duty, strictly observe moral standards and actively strive for self-improvement.
Thus, on the one hand, discipline in school is not only an end in itself, but a means of organizing learning and all-round development of the individual. It is based on respect for the school, for the teacher, for the comrades, for oneself. On the other hand, the task of the school is to create the need for discipline and the ability of students to self-discipline.
1 The problem of violation of discipline in the educational process
In this section, we will look at the various types of school misconduct and analyze the causes that cause them.
The range of violations of discipline by schoolchildren is quite extensive:
1st place in distribution among all forms of violations of discipline is occupied by the conversations of schoolchildren in the classroom;
2nd place - walking around the classroom during the lesson;
3rd place - absenteeism.
Also, the traditional forms of disciplinary offenses include: fights, damage to school property and equipment, destruction of school documentation, being late for classes.
The characteristic phenomena of our era include such forms of violation as: listening to music using a player, exchanging SMS messages with classmates during lessons. The latter kind of infringement seems to be petty fun compared to such forms as verbal abuse of a teacher; ignoring his questions, "throwing" various items(papers, buttons) to the teacher, sticking insulting notes on his back. Together with such actions as appearing at the lesson in a drunken state, playing cards at the last desks, these facts make an extremely unfavorable impression.
All of the above listed types of violations of discipline can be combined under the general name of hooliganism.
S.V. Krivtsova suggests looking at this problem from a slightly different angle. To the so-called "bad" behavior, she refers not only hooligan and boorish antics, but also any "infantile", unworthy behavior or the so-called "quiet disobedience". As examples of such behavior, she calls the loss of interest in learning, the fear of answering at the blackboard, disbelief in oneself, the dependent and insecure behavior of an outcast - that is, everything that indicates a student's lack of adaptation.
Consequently, a number of disciplinary actions are manifested as a result of the lack of adaptation or indiscipline of students. Indiscipline, in turn, can be of two types: malicious (not situational and has a stereotypical character) and non-malicious (manifested in mischief, pranks). Indiscipline can be presented in such forms as rudeness, impudence, lack of restraint, and inadaptation can manifest itself in indifference to the learning process.
As for the reasons for the violation of school discipline, it is important to note that the conflict situation in the classroom very often arises as a result of the inexperience of the teacher, as a result of his illiterate, unprofessional and unethical behavior. In other words, the violation of discipline in some cases is due to the unprofessionalism of teachers. From this point of view, the problem of discipline is a consequence of bad teaching as such, that is, students are so uninterested in the subject and the teacher that they try in every possible way to avoid both in one way or another. A lot depends on the ability of the teacher to organize his work aimed at leadership. cognitive activity schoolchildren. Violations of discipline in the lessons of young teachers are often associated with a small age difference between the teacher and students, who sometimes find it psychologically difficult to perceive their teacher as a “fully grown-up person”.
In many cases of disciplinary offenses, the herding effect operates. Especially in adolescence, there is a strong desire to become "one's own" in a certain group, to gain the recognition of classmates, which often pushes children to the most extravagant disciplinary violations. Not everyone can resist the pressure of a group that has adopted certain norms of behavior.
In some cases, the lack of discipline of schoolchildren can be caused by problems that are associated with a state of health (in particular, a violation of the neurodynamics of nervous processes during hyperactivity). Among the signs of hyperactivity: emotional lability, irritability, distractibility, violent affects, lack of focus of mental activity, instability of behavior.
It is also necessary to note the negative impact on the behavior of schoolchildren of television programs, the preaching of violence, the subject of crime.
S.V. Krivtsova identifies three main laws that motivate student behavior:
th law. Students choose certain behaviors in certain circumstances.
No one and nothing can unequivocally predetermine this or that behavior. People, events or conditions may suggest certain behaviors, but these suggestions are rejected or accepted by the person himself. The choice always exists. When the teacher understands that behavior is based on choice, he can begin to influence students' decisions about how to behave much more effectively. The right of choice must be recognized by the teacher for each of the students.
th law. Any behavior of students is subject to a common goal - to feel like belonging to school life.
During school life basic need student - to feel involved in the school community - is embodied in three particular goals:
· feel their consistency in educational activities (intellectual consistency),
· build and maintain acceptable relationships with the teacher and classmates (communicative consistency),
· make a special contribution to the life of the class and school (consistency in activities).
Students try to achieve these goals in every possible way. If they don't know or don't have access to acceptable methods, they use what the teacher calls "discipline" or "bad behavior."
In general, the student's preference for acceptable or unacceptable behavior is influenced by conditions such as:
· the quality of the relationship between him and the teacher;
· the atmosphere in the classroom is supportive or, conversely, destructive;
· the structure of the class team corresponding to this.
th law. Violating discipline, the student realizes that he is behaving incorrectly, but may not realize that behind this violation is one of the four goals that were identified by the American teacher Rudolf Dreikurs:
· attracting attention - some students choose "bad" behavior to get special attention from the teacher. They want to be the center of attention all the time, preventing the teacher from leading the lesson, and the children from understanding the teacher.
· power - some students behave "badly" because it is important for them to be in charge. They are trying to establish their power over the teacher, over the whole class. By their behavior, they actually say: “You won’t do anything to me” - and thereby destroy the order established in the class.
· revenge - for some students main goal their presence in the classroom becomes revenge for a real or imagined wrong. They can take revenge on both the teacher and one of the guys or the whole world.
· avoidance of failure - some students are so afraid of repeating their defeat, failure, that they prefer not to do anything. They feel that they do not meet the requirements of teachers, parents or their own excessively high requirements. They dream that everyone would leave them alone, and find themselves in isolation, impregnable and "impenetrable" by any methodical tricks of the teacher.
Every child has a unique combination of reasons and goals behind misbehavior, so the teacher needs to know the true motive behind a student's misbehavior in order to properly design their own behavior.
2 The system of organizing student discipline
In this section, we will consider various systems for organizing student discipline based on various approaches to solving this problem.
Correct solution conflict situations - necessary element professional pedagogical training teachers. In psychology and pedagogy, there are several approaches to solving the problem of discipline.
The motivational approach is reflected in the work of S.V. Krivtsova and E.A. Mukhamatulina "Education: the science of good habits: A practical guide for the teacher and school psychologist." The authors are convinced that by violating discipline, the student realizes that he is behaving incorrectly. Behind this violation is one of the following motives: attracting attention, power, revenge, avoiding failure. The study proposes specific methods of pedagogical response to disciplinary offenses, depending on the identified motive. It should be noted that the researchers give certain characteristics of the behavior of schoolchildren, which help the teacher to identify a specific motive and choose effective method response. However, in practice, even knowing these characteristics, the teacher may make a mistake and incorrectly determine the motive, since it is impossible to determine what motivates him only on the basis of observing the child's behavior. Moreover, this approach to solving the problem of discipline is difficult to implement in a new class, when the teacher does not know the children well and may misinterpret their actions.
Another approach, which is contained in the works of R.A. Rogozhnikova, N.S. Shkitina, V.M. Bukatova and others, focuses on certain qualities and skills of teachers, which are an important condition for establishing academic discipline.
So, R.A. Rogozhnikova in the study "Professional competence of the future teacher in the formation of student discipline" identified a whole range of positive personal formations teachers, who, in her opinion, are a serious psychological background that ensures success in the formation of discipline of students. Among them: pedagogical erudition, intuition, improvisation, observation, optimism, resourcefulness, tact, empathy, etc. an atmosphere of trust, the ability to listen and hear the student, to influence him not directly, but indirectly, etc. The paper emphasizes the need to develop in future teachers these qualities, skills and abilities, which are essential element their professional skills. R.A. Rogozhnikova developed a model of the process of educating the discipline of schoolchildren on the basis of a value attitude towards a person. It contains successive stages of education of this quality, taking into account socialization, which provide the presentation of patterns of disciplined behavior, the cultivation of a habit as an automated way of fulfilling one or another moral norm, the students' awareness of the social and personal meaning of discipline, the acceptance of the value essence of quality and self-actualization of the individual.
N.S. Shkitina pointed out that a tactical model for preparing future teachers for the formation of discipline is a system built on the principles of a context-based activity approach, the purpose and components of which are determined by the following set of skills: 1) constructive disciplinary skills (planning, distribution, taking into account individual psychological features schoolchildren); 2) organizational disciplinary skills (observation, involvement, mobilization); 3) communicative and empathic skills (empathy, respect, communication); 4) gnostic disciplinary skills (generalization of knowledge, formation of skills, analysis of activity).
V.M. Bukatov also points out the importance of the teacher's possession of special techniques for influencing the behavior of students, which he calls to borrow from the actors ("offensive levers"). Among them, the most important is mobilization - a specific term that is often used in theatrical directing and denotes general composure (bodily and mentally - composure, which is reflected in the look, breathing, tightening of the muscles of the body). In the mobilization of the teacher, the students begin to feel an insurmountable or insurmountable obstacle, and this distracts them from the extraneous concerns that led to the noise. "Levers of attack" are also the increase and strengthening of the voice at the beginning of each subsequent phrase compared to the previous one; manipulation of contrasts (contrast of strength and pitch of the voice); enlargement of speech that occurs when stretching vowels with the parallel inclusion of juicy "tops" and "bottoms" in the voice; change of verbal influences (use of various intonations, allusions, subtext).
AT last years renewed interest in school government as the most important means of forming school discipline. At the same time, we are not talking about those governing bodies that were created under the guidance of teachers and used by them as a mechanism for controlling and punitive machines, but about truly democratic procedures for solving school problems by students.
So A.N. Tubelsky, on the basis of the experience of the Moscow experimental school (School of Self-Determination), showed the positive impact of student self-government bodies and the developed rules on the education of discipline in students (the court of honor, which dealt with conflicts in the school, related in particular to violations of discipline, the School Council, the School Constitution, the law vandalism, school vigils, smokers, etc.).
This approach is also reflected in the work of V. Sergeeva, in which the author, among the methods of instilling discipline, indicates the system of school shifts - "the duty officer, being a confidant of the class, is called upon to take care of favorable conditions for educational activities throughout the day."
Since the indiscipline of schoolchildren can be caused by problems that are related to the state of health, in this case the need for careful attention to such children, the development of special requirements for them, and the use of an integrated approach - medical and psychological are emphasized.
It is obvious that the problem of school discipline in a modern school should be solved in a comprehensive manner, taking into account the current level of development of psychology, pedagogy, methodology, medicine and other sciences on the basis of establishing a favorable psychological climate, cooperation between teachers and children.
Conclusion
discipline student teacher educational
School discipline is a special kind of discipline, it includes a whole system of mandatory rules and requirements for the behavior and activities of students.
On the one hand, school discipline is a necessary means of the educational process. Without good discipline in the classroom, it is impossible to achieve excellent knowledge among students. First of all, students are required to attend classes carefully, do their homework in good faith, keep order in the classroom and during breaks, and clearly fulfill all learning requirements and instructions of teachers, school administration and student organizations.
On the other hand, school discipline is the result of the educational process. The main features of the discipline: morality, consciousness - determine the direction, content and methodology of the educational work of the school. Given these features, the teacher should strive not to develop simple obedience, but to develop the activity and independence of students. The teacher must ensure that the discipline of students is integral part their character, and not just an outward habit of observing certain rules. Therefore, discipline obliges everyone to strictly observe the rules concerning his attitude towards other people, as well as expressing requirements for himself.
Thus, the main task of school discipline is to form in students the ability to self-discipline and to develop in them such a quality as discipline.
In a modern school, the problem of violation of school discipline is one of the most acute and urgent, as well as quite complex in terms of ways to solve it. Violations are presented in the most various forms: from fear of answering at the blackboard to insulting the teacher.
Different educators offer a variety of ways to establish order during the educational process, but, because Because all violations are based on completely different reasons and motives, there is no universal method for solving this problem. But this does not mean that the teacher will never be able to cope with this phenomenon, on the contrary, it is a very complex and controversial task that requires a comprehensive solution. And despite all the variety of approaches to solving the problem of school discipline good knowledge their subject and the methodological literacy of the teacher are the most important conditions that can prevent violations of discipline in the classroom and ensure the effectiveness of the educational process. The teacher must carefully prepare for the lesson, not allow the slightest incompetence in teaching his subject.
K.D.Ushinsky at work Selected pedagogical writings wrote: If we introduced ... order and harmony in classes ... without leaving a single child idle for a single minute, if we managed to make classes entertaining for a child, instilled in children respect for the performance of their duties, made these duties not too difficult, if, finally , our moral nature is such that children can love us - then a cool discipline is in our hands.
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