Modern pedagogical theory considers the following aspects. Pedagogical aspects of open education

Description of the presentation Modern ped. theories and concepts of designing the pedagogical process using slides

Modern ped. theories and concepts of designing the pedagogical process S. V. Smirnova, Ph.D. , manager Department of Education and Personality Development

Modern pedagogical process is based on theories that have been formed and evolved over many centuries. Almost any modern theory of education, training and personal development “grows” from psychological and pedagogical ideas and concepts of the past.

From the past... The first attempts at scientific understanding of the pedagogical process were back in Ancient world. Thus, the views on education of Plato, Aristotle, Socrates, Democritus and other ancient Greek philosophers are widely known. Their ideas about the education of virtues are still relevant today. As the human sciences developed, pedagogical theory also developed, the various directions of which were distinguished by significant diversity. So, based on the ideas of J. -J. Rousseau formed a theory of free education, the main ideas of which are the non-violent formation of the child’s personality, the development of his natural inclinations. Completely different values ​​form the basis of authoritarian education, which aims to develop obedience in the child, and the main means of education are threat, supervision, prohibition and punishment. In the 20th century V different countries are actively being developed pedagogical systems, in the center of which is the educational influence of the group on the individual (J. Dewey, L. Kohlberg, R. Steiner, etc.). In domestic pedagogy of the 1930s -1980s. The theory of individual education in a team became very popular (A. S. Makarenko, S. T. Shatsky, I. P. Ivanov, V. M. Korotov, etc.).

Modern basic theories of the pedagogical process As a rule, they represent a synthesis of not only pedagogical, but also philosophical, psychological, and natural science theories. Among the most well-known theories of education and personality development are pragmatism, neopositivism, neo-Thomism, and behaviorism. A common feature of these theories is their humanistic orientation, focus on educating a free, self-developing personality.

Pragmatic theory Based on the philosophy of pragmatism (second half of the 19th century - beginning of the 20th century), which recognizes the quality main value practical benefit. In pedagogy, the ideas of pragmatic philosophy were most successfully implemented by J. Dewey (USA), who created the original educational system. The main provisions of the pragmatic theory of the pedagogical process: - education as an adaptation to life, the connection between teaching and upbringing, school and life; — reliance in the educational process on children’s own activity, encouragement and development of their independence; - practical orientation and usefulness of the activities performed by children in the pedagogical process; — the content of education should be completely determined by the interests of the child. The main drawback of this theory was the neglect of systematic knowledge, which in the 1960s. led to a crisis in the American school system.

Neopragmatic theory In the 1970s, pedagogical pragmatism was transformed into the theory of education and personality development, the essence of which boils down to the self-affirmation of the individual and strengthens the individualistic orientation of the pedagogical process. The ideas of such outstanding figures of neo-pragmatism as A. Maslow, K. Rogers, A. Combs and others constituted theoretical basis modern humanistic pedagogy. However, in neo-pragmatism, according to I. P. Podlasy, there is a serious drawback: the complete absence of restrictions in personal development in practice often results in the individual’s inability to take other people into account.

Neopositivism (“new positivism” or new humanism) is a philosophical and pedagogical direction that tries to comprehend the phenomena caused by the scientific and technological revolution. This direction was formed on the basis of the ethical ideas of Plato, Aristotle, and Kant. The main provisions of the pedagogy of neopositivism (J. Wilson, L. Kohlberg, etc.): - rejection of established ideologies in education, the formation of rational thinking in the child; — humanization of the education system, the establishment of subject-subject relationships between teacher and student; — creating conditions for the free development of personality, refusing to manipulate the child’s behavior.

Existentialism. . Existentialism recognizes personality as the highest value of the world and proclaims the uniqueness of each person. A person is in a hostile social environment that seeks to make all people the same, so he is forced to resist it in order to preserve his uniqueness. The existentialist direction in pedagogy is represented by many schools and is distinguished by a wide variety of approaches. General Feature existential concepts of education consists of distrust in the possibilities of pedagogical management of the development of a child’s personality (G. Marcel, W. Barrett, J. Kneller, etc.). The role of the teacher, according to representatives of existential pedagogy, is, first of all, to create conditions for the child in which he could develop freely.

Neo-Thomism is a religious and philosophical doctrine, named after the Catholic theologian and thinker Thomas (Thomas) Aquinas (XIII century). The main position of neo-Thomism is the dual nature of man as the unity of his “material and spiritual essences”. The pedagogy of neo-Thomism (J. Maritain, W. McGucken, M. Casotti, etc.) affirms Christian and universal values ​​in education (cultivating kindness, humanism, honesty, love for one’s neighbor, etc.). Neo-Thomism is not widespread in Russia, but this theory is very popular in countries where a significant part of schools is traditionally supervised by the Roman Catholic Church (for example, in Latin American countries).

Behaviorism According to this theory, the purposeful formation and development of personality should be based on the latest achievements human sciences. Classical behaviorism (J. Watson) enriched pedagogical science with the concept of the dependence of the reaction (behavior) on the stimulus (“stimulus → reaction”) Behaviorism makes an important contribution to the rational organization of the pedagogical process, to the development modern techniques and technology (one of the promising applied developments of behaviorists is programmed learning). As important tasks of education modern man Behaviorists highlight the formation of a scientific worldview, rational thinking, organization, discipline, and entrepreneurship. An important place in the organization of the pedagogical process is given to psychological and pedagogical diagnostics and the use of electronic computer technology for processing diagnostic data.

Today... The historical development of the teaching profession has led to the differentiation, and sometimes to the opposition, of the main pedagogical processes: teaching and upbringing. However, the idea that “the teacher teaches and the educator educates” is erroneous. In the pedagogical process, the formation and development of personality occurs, which is a holistic entity. The integrity of the student’s personality objectively requires the integrity of the processes influencing it. The development of the theory of an integral pedagogical process in the post-Soviet period is associated primarily with the scientific school of V. A. Slastenin.

A holistic pedagogical process is the highest level of development of the pedagogical process, which is characterized by the unity and harmonious interaction of all its components. In terms of content, the integrity of the pedagogical process is realized by reflecting in the purpose and content of education the relationship of four elements: knowledge - theoretical information containing in a generalized and systematized form the experience accumulated by humanity (including knowledge about methods of action); skills and abilities that represent experience in applying knowledge in actions using ready-made algorithms; experience creative activity— experience of acting in new situations when the algorithm is not known in advance; experience of emotional, value and volitional attitude towards the world around us. In the interrelation of these elements, the unity of the main functions of the pedagogical process is realized: educational, developmental and educational.

The variety of approaches to the essence, content and organization of the pedagogical process, created over centuries of development of pedagogical thought, is reflected in modern basic theories of the pedagogical process.

The learning process is based on psychological and pedagogical concepts, which are often also called didactic systems. The didactic system is a set of elements that form a single integral structure and serve to achieve learning goals. Three didactic concepts can be distinguished: traditional, pedocentric and modern didactic systems.

In the traditional education system, the dominant role is played by teaching and the activities of the teacher. It consists of the didactic concepts of such teachers as J. Komensky, I. Pestalozzi. The structure of training traditionally consists of four stages: presentation, understanding, generalization, application. The logic of the learning process consists of moving from the presentation of material through explanation to understanding, generalization, and application of knowledge. By the beginning of the 20th century, this system was criticized for its authoritarianism, bookishness, isolation from the needs and interests of the child and from life, for the fact that such a teaching system only transfers ready-made knowledge to the child, but does not contribute to the development of thinking, activity, creativity, and suppresses the independence of the student . Therefore, at the beginning of the 20th century, new approaches were born.

In the pedocentric concept, the main role is given to the child’s activities. This approach is based on the system of the American educator D. Dewey and the labor school of G. Kershenstein. The concept is called “pedocentric” because Dewey proposed building the learning process based on the needs, interests and abilities of the child, trying to develop the mental abilities and various skills of children, teaching them in a “school of work, life”, when learning is independent, natural, spontaneous in nature, and students gain knowledge in the course of their spontaneous activity, i.e. “learning through doing.”

The modern didactic system proceeds from the fact that both sides - teaching and learning - constitute the learning process. The modern didactic concept is created by such areas as programmed, problem-based learning, developmental learning (P. Galperin, L. Zankov, V. Davydov), pedagogical technology, and cooperation pedagogy.

Three groups of principles of education: - a group of principles that defines the requirements for the goals and content of education (the principle of the humanistic orientation of education on the development of the individual; the focus of education on the development of culture, values ​​of society, norms of behavior; the connection of education with life and work) - value-substantive principles; - a group of principles that defines the requirements for methods of education (the principle of education in activity; education based on the activity of the individual; education in a team and through a team; combination pedagogical leadership with the initiative and initiative of those brought up; respect for those being educated, combined with exactingness towards them; education based on the positive qualities of a person) – pedagogical principles; - a group of principles that define some social and psychological conditions that ensure the process of education (the principle of taking into account age and individual characteristics; unity of requirements kindergarten, schools, public) – socio-psychological principles.

Functions of pedagogy Pedagogical science performs the same functions as any other scientific discipline: description, explanation, prediction of the phenomena of reality that it studies, as well as their transformation. The general theoretical function of pedagogical science is the theoretical analysis of the laws of the pedagogical process. Science describes pedagogical facts, phenomena, processes, explains by what laws, under what conditions, why they occur, and draws conclusions. The prognostic function of pedagogy consists in a reasonable prediction of the development of pedagogical reality (what, for example, the school of the future will be like, how the student population will change, etc.). Based on a scientifically based forecast, more confident planning becomes possible. In the field of education, the significance of scientific forecasts is extremely great, because by its nature, education is directed to the future. The practical (transformational, applied) function of pedagogy is that, on the basis of fundamental knowledge, pedagogical practice is improved, new methods, means, forms, systems of teaching and upbringing are developed. Management of educational structures.

System of pedagogical sciences I. General pedagogy - This is a basic scientific discipline that studies the general laws of human upbringing and training, developing the foundations of the educational process in educational institutions of all types and types. General pedagogy contains four large sections. In recent decades, the volume of material in these sections has increased so much that they began to be distinguished as separate independent scientific disciplines: 1. General fundamentals of pedagogy 2. Theory of learning (didactics) 3. Theory of education 4. Management of educational systems

II. Age-related pedagogy is a special group of pedagogical sciences that studies the specifics of educational activities within certain age groups. It is customary to include in age-related pedagogy: 1. Pre-school (nursery) pedagogy 2. Preschool pedagogy 3. School pedagogy 4. Adult pedagogy and andragogy 5. Professional pedagogy technical education 6. Pedagogy of secondary specialized institutions 7. Pedagogy of higher educational institutions

III. Special pedagogy (correctional pedagogy, defectology) is a science that studies the patterns of education and training of people with physical and mental disabilities. The composition of defectology includes the following scientific disciplines: 1. Pedagogy of the deaf is a science that studies the patterns of teaching and upbringing of hearing-impaired and deaf children. 2. Typhlopedagogy is a science that studies the patterns of teaching and raising blind and visually impaired children. 3. Oligophrenopedagogy is a science that studies the patterns of training and education of mentally retarded children. 4. Speech therapy is a science that studies speech development disorders, as well as ways to overcome and prevent them. IV. Particular (subject) methods are a special group of pedagogical sciences that study the patterns of teaching and learning specific academic disciplines in all types of educational institutions. V. History of pedagogy is a science that studies the emergence and development of teaching and educational practice, pedagogical theories, general and particular methodological concepts in various historical eras and periods. Knowledge of the history of pedagogy is necessary in order to better understand the issues currently being addressed.

Social needs are brought to life and develop into Lately the following branches of pedagogy: 1. Comparative pedagogy is a science that deals with the analysis and comparison of education in different countries. 2. Industry pedagogy: 1. Military, 2. Sports, 3. Industrial, 4. Engineering, 5. Theater, 6. Museum, etc. 3. Ethnopedagogy is a science that studies the characteristics of the educational process in various ethnic groups. 4. Family pedagogy. 5. Philosophy of education. 6. Social pedagogy, etc.

Continuity and continuity educational programs various levels ◦ What is continuing education? ◦ Lifelong education ◦ Pedagogy and Andragogy ◦ Educational programs Principles of pedagogy: The principle of conformity to nature - build the pedagogical process according to the age and individual characteristics of students; - to know the zones of proximal development that determine the capabilities of students, to rely on them in the case of organizing educational relations; -direct the pedagogical process towards the formation of self-education, self-education, self-training.

Principles of pedagogy: The principle of humanization is the humanization of relationships between students and with teachers, when the pedagogical process is based on full recognition of the student’s civil rights and respect for him. The principle of integrity is the achievement of unity and interconnection of all components of the pedagogical process. The principle of democratization is providing participants in the pedagogical process with some freedoms for self-development, self-regulation and self-determination, self-training and self-education. The principle of cultural conformity is the maximum use of the culture of the environment (culture of a nation, country, region) in upbringing and education.

Principles of andragogy: According to the principles of andragogy, the adult learner plays a leading role in the learning process. Being a mature personality, he sets specific learning goals and strives for independence, self-realization, and self-government. Andragogy implements the oldest teaching formula - we study not for school, but for life. Priority principle self-study. This principle provides an adult with the opportunity to leisurely familiarize himself with educational materials, memorize terms, concepts, classifications, and comprehend processes and technologies for their implementation. Modern distance learning provides significant assistance in this.

The principle of joint activity of the student with classmates and the teacher during preparation and during the learning process. The principle of using the existing positive life experience (primarily social and professional), practical knowledge, skills and abilities of the student as a basis for learning and a source of formalization of new knowledge. This principle is based on active teaching methods that stimulate the creative work of students. On the other hand, attention should be paid to individual work - writing works such as abstracts, cases, creating methodological diagrams and descriptions. The principle of electivity of learning. It means providing the student with freedom to choose goals, content, forms, methods, sources, means, timing, time, place of training, and assessment of learning results.

The principle of correcting outdated experience and personal attitudes that impede the development of new knowledge. Both professional and social experience can be used, which conflicts with the requirements of the time and with corporate goals. For example, a highly qualified specialist may be inclined to work individually, to hide personal knowledge, and to reject new things, seeing them as a threat to his personal well-being. In such cases, conversations are necessary, convincing of the inconsistency of the usual, the formation of new points of view, the disclosure of new perspectives, etc., i.e. educational activities. The principle of an individual approach to learning is an assessment of the student’s personality, analysis of his professional activities, social status and the nature of relationships in the team.

The principle of reflexivity. This principle is based on the learner's conscious attitude towards learning, which, in turn, is a major part of the learner's self-motivation. The principle of relevance of learning results to the practical activities of the student. The principle of systematic training. It lies in the correspondence of the goals and content of training to its forms, methods, means of teaching and evaluation of results. The principle of updating learning results (their rapid use in practice). The principle of student development. Training should be aimed at improving the individual, creating abilities for self-learning, and comprehending new things in the process of a person’s practical activities.

Continuity and continuity of educational programs (FZ-273) The education system creates conditions for lifelong education through the implementation of basic educational programs and various additional educational programs, providing the opportunity to simultaneously master several educational programs, as well as taking into account existing education, qualifications, practical experience when receiving education . Continuity and succession presuppose the development and adoption of a unified system of goals and content of education throughout the entire course of education from kindergarten to prof. training. System general education(preschool, primary, primary, secondary), + vocational + additional Additional education for children and adults implements additional general education programs (divided into general developmental and pre-professional programs) Additional vocational education is carried out through the implementation of additional professional programs (advanced training and professional retraining).

The concept of methodology and methodological principles of pedagogy Methodology is “a system of principles and methods of organizing and constructing theoretical and practical activities.” One of the main methodological principles is the system approach, the essence of which is that relatively independent components are considered not in isolation, but in their interrelation, in a system with others. The personal approach in pedagogy affirms ideas about the social, active and creative essence of man as an individual. Activity approach. It has been established that activity is the basis, means and decisive condition for personal development. This fact necessitates the implementation in pedagogical research and practice of an activity approach closely related to the personal.

The polysubjective (dialogical) approach follows from the fact that the essence of a person is much richer, more versatile and more complex than his activities. It is not exhausted by it, cannot be reduced to it and identified with it. The culturological approach as a concrete scientific methodology for cognition and transformation of pedagogical reality is based on axiology - the doctrine of values ​​and the value structure of the world. Ethnopedagogical approach. A child lives and studies in a specific sociocultural environment and belongs to a specific ethnic group. The anthropological approach was first developed and substantiated by K. D. Ushinsky. In his understanding, this is the systematic use of data from all human sciences and their consideration in the construction and implementation of the pedagogical process. Axiological (value) approach to the study of pedagogical phenomena. A person is constantly in a situation of ideological (political, moral, aesthetic, etc.) assessment of current events, setting tasks, searching for and making decisions and their implementation.

Ideas of humanism as the basis of modern pedagogy The humanistic worldview as a generalized system of views, beliefs, and ideals is built around one center - man. If humanism is the basis of a system of certain views on the world, then it is man who turns out to be the system-forming factor, the core of the humanistic worldview. Moreover, his attitude contains not only an assessment of the world as an objective reality, but also an assessment of his place in the surrounding reality. Consequently, it is in the humanistic worldview that diverse attitudes towards man, towards society, towards spiritual values, towards activity, i.e., essentially, towards the whole world as a whole, find their expression.

Socialization and education. The essence of socialization Education is part of the socialization process and is considered as purposeful and consciously controlled socialization (family, religious, school education). Education acts as a unique mechanism for accelerating the process of socialization. With the help of education, the negative consequences of socialization are overcome or weakened, and it is given a humanistic orientation. Classification of socialization factors according to A. V. Mudrik. He identified the main factors of socialization, combining them into three groups: - macrofactors that influence the socialization of all inhabitants of the planet or very large groups of people living in certain countries (space, planet, world, country, society, state);

— mesofactors — conditions for the socialization of large groups of people identified by nationality (ethnic group); by location and type of settlement (region, village, city, town); by belonging to the audience of certain media (radio, television, cinema, etc.); -microfactors— social groups that have a direct impact on specific people (family, peer groups, microsociety, organizations in which social education is carried out - educational, professional, public, etc.).

An essential factor of socialization is the type of settlement in which today's children, adolescents, young men, and adults live. The most typical settlements in Russia are cities and villages (villages), towns. City dwellers and villagers have different lifestyles. Differences in the socio-economic, socio-psychological, cultural and natural living conditions of the city and the village are real prerequisites for the emergence of unique features in the behavior of their residents. These features must be taken into account in educational theory and practice.

The social status of the family as an institution of socialization has been defined long ago and unambiguously: to be the basic factor of socialization. The most accepted definition of a family is to characterize it as a community based on family activities connected by the ties of marriage and parenthood. Sociologists believe that in the 20th century. there was an “interception” of family functions, i.e. the family appropriated to itself a number of functions of others social institutions(educational, legal, service, leisure, etc.). Thus, the nonspecific functions of the family are: accumulation and transfer of property and status, organization of production and consumption, housekeeping; organization of leisure activities related to caring for the health and well-being of family members, a microclimate that helps relieve stress, and the development of each family member.

Nonspecific functions of the family can change dramatically at different historical stages, narrowing, expanding, modifying or even disappearing. The family as an institution of socialization has undergone and continues to undergo significant changes. Therefore, when characterizing a family, they indicate which model it corresponds to - traditional or modern. Traditional families have a family type of organization, while modern families prefer economic and personal interests to the values ​​of the clan.

An indispensable condition for the socialization of a child is his communication with peers, which develops in such small groups as kindergarten groups, school classes, various informal children's and junior associations. Each small group has its own unique “mosaic” interpersonal relationships. However, no matter how small groups differ from each other in interpersonal relationships, they always bear the influence of behavioral stereotypes, norms, communication characteristics, and “language” inherent in large social groups.

Pedagogical interaction Modern pedagogy is changing its guiding principles. The active one-sided influence adopted in authoritarian pedagogy is replaced by interaction, which is based on the joint activity of teachers and students. Its main parameters are relationship, mutual acceptance, support, trust. The most important characteristic of the personal side of pedagogical interaction is the ability to influence each other and make real transformations not only in the cognitive, emotional-volitional, but also in personal sphere. Humanistic technology of pedagogical interaction recognizes communication the most important condition and a means of personal development. The style of pedagogical communication refers to the individual typological features of the interaction between the teacher and students; the existing nature of the relationship between the teacher and students; creative individuality of the teacher; characteristics of students. A generally accepted classification of pedagogical communication styles is their division into authoritarian, democratic and permissive.

Ways to improve interpersonal relationships. The following conditions contribute to improving interpersonal relationships: - setting immediate pedagogical goals in working with each student; — creating an atmosphere of mutual goodwill and mutual assistance; — introducing into the lives of children positive factors that expand the scale of values ​​recognized by them and enhance respect for universal human values; — the teacher’s use of information about the structure of the team, about the personal qualities of students occupying different positions in the class; - organizing joint activities that enhance children’s contacts and create common emotional experiences; - providing assistance to the student in completing educational and other tasks, fair, equal treatment of all students and objective assessment regardless of already established interpersonal relationships, assessment of success not only in educational activities, but also in its other forms; — organization of collective games and other events that allow the student to express himself positively, from an unfamiliar side; - taking into account the specifics of the group to which the student belongs, its attitudes, aspirations, interests, and value orientations.

State-public management of one of the distinctive features The development of the modern education system is the transition from state to state-public management of education. The main idea of ​​state-public education management is to combine the efforts of the state and society in solving educational problems, to provide teachers, students, and parents with more rights and freedoms in choosing the content, forms and methods of organizing the educational process, in choosing various types educational institutions. A person’s choice of rights and freedoms makes a person not only an object of education, but also its active subject, independently determining his choice from a wide range of educational programs, educational institutions, and types of relationships. The state nature of education management is also manifested in the observance by governing bodies of state guarantees of the rights of Russian citizens to education, regardless of race, nationality, language, gender, age, health status, social, property and official position, social origin, place of residence, attitude to religion, beliefs.

From the history of the State Educational Institution The phrase “state-public management” as a generally significant category of pedagogy in our country received its recognition in 1988, after the February Plenum of the CPSU Central Committee, which indicated the advisability of creating public councils in schools and vocational schools from among teaching staff, students, their parents, representatives of production teams of the public. Having basically adopted the Concept of general secondary education and the Regulations on high school, The All-Union Congress of Public Education Workers (December 1988) noted that the priority direction for restructuring education is the creation of a state-public system for managing educational institutions.

Historical Forms of State-Public Management of Education Trusteeship. The introduction of state trusteeship of education occurred according to the Decree of 1804, when Russia was divided into six educational districts, at the head of each of which a trustee was appointed. The position of trustee was state-owned, strictly regulated, and its performance was not of the nature of voluntary public participation. The boards of trustees discussed the functioning of educational institutions in the district and their financial support, examined cases of official misconduct, approved the appointment of teachers and educators to positions, and much more. State participation in the creation of a system of guardianship and charity in Russia made it possible to develop and widely apply a mechanism for the voluntary participation of citizens of all classes in solving educational problems, created a favorable atmosphere of cooperation in this area, at the same time, demonstrating its appreciation and support for civil initiative. During the Soviet period, guardianship was partially replaced by patronage of educational institutions of industrial enterprises, military units and organizations; these actions were regulated by Decrees and Regulations issued in 1958 and 1984.

Historical Forms of State Educational Institutions School self-government and co-government. Ideas about the possibility of self-government in gymnasiums in the form of maintaining order in the classroom were expressed by M. V. Lomonosov. Elements of school self-government and co-government were manifested in educational institutions in Russia at the end of the 19th – beginning of the 20th centuries in the activities of private gymnasiums, commercial schools, “new schools”, and in institutions created by S. T. Shatsky and other progressive teachers. The main condition for the development of school self-government is the creation in an educational institution of a team of all participants in the pedagogical process in a given school. The process of democratization of the Soviet school in the 20s of the 20th century put forward the idea of ​​a self-governing school. With the correct organization of children's self-government, the role of the teacher gradually decreases; from the external influence of teachers and educators in organizing self-government, it shifts to the internal processes of self-development of students. Self-government arises as a result of the activities of schoolchildren themselves, their initiative, and gradually it becomes the basis of all children's lives. The practical implementation of these provisions was the activities of the school-commune named after F. M. Dostoevsky (SHKID), the institutions in which A. S. Makarenko worked, the experimental demonstration institutions of the People's Commissariat for Education, etc. School self-government, later, after 1931, lost its educational meaning, it becomes a small part of service work at school or a “game of management”, simulating the participation of children in managing the school.

From the history of the State Educational Institution Federal Law “On Education” of 1993: Article 35 “Government Administration.” and municipal educational institutions": 2. Management of state and municipal educational institutions is based on the principles of unity of command and collegiality. The forms of self-government of an educational institution are the council of the educational institution, the board of trustees, the general meeting, the pedagogical council and other forms. The procedure for electing self-government bodies of an educational institution and their competence are determined by the charter of the educational institution. 3. Direct management of a state or municipal educational institution is carried out by a head, director, rector or other manager (administrator) of the relevant educational institution who has passed the appropriate certification.

From the history of the State Educational Institution Decree of the President of the Russian Federation dated August 31, 99 No. 1134 “On additional measures to support educational institutions in the Russian Federation” was adopted in order to develop state-public forms of management in the field of education and additionally attract extra-budgetary financial resources to support the activities of educational institutions; Government Decree dated 10.12.99 No. 1379 “On approval of the approximate regulations on the Board of Trustees of the educational institution” in execution of Presidential Decree dated 31.08.99 No. 1134; The concept of modernization of Russian education for the period until 2010 declares that “. . . in modern conditions, education can no longer remain in a state of internal isolation and self-sufficiency. . . ; National project"Education "

From the history of the State Educational Institution in 2002 - within the framework of the Federal Professional Educational Institution, a search was carried out for effective models of public participation in school management. 2005 - educational programs and educational and methodological complexes for members of school Governing Councils were developed and tested in 6 regions of Russia. 2006 - a project was implemented to prepare for a wider and more widespread introduction of Governing Council models and training for school governors.

From the history of the State Educational Institution MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION LETTER dated April 27, 2004 N AF-144 ON SUPPORTING THE INITIATIVE OF OU, EDUCATIONAL MANAGEMENT BODIES FOR THEIR APPROBATION OF THE MODEL OF GOVERNING BOARDS OF OU Ministry of Education and Science Russian Federation believes that strengthening public participation in the management of educational institutions is one of the most important directions for the development of Russian education. In order to develop the democratic, state-public nature of the management of educational institutions in the general education system, to widely involve representatives of the professional teaching community, parents (legal representatives) of students, graduates of educational institutions and representatives of the local public in the management of educational institutions, I ask you to support the initiative of general educational institutions and municipal authorities education management on their testing of the model of governing councils of educational institutions. The Ministry of Education and Science of the Russian Federation will provide appropriate legal, methodological and organizational assistance to educational authorities and educational institutions in their work.

From the history of the state educational institution Instructive letter of the Ministry of Education of the Russian Federation dated May 14, 2004 N 14 -51 -131/13 (standard provision on the Governing Council) “The Governing Council of the educational institution is a collegial body of school self-government that has the powers determined by the school Charter to resolve issues functioning and development of the institution."

From the history of the State Educational Institution in 2006, PNGO competitions established as a necessary requirement for schools the presence of a state public administration body and a public report. 2007 - within the framework of PNPO, on a competitive basis, state support is provided to the constituent entities of the Russian Federation implementing CPMO. One of the directions is GOU. 2008 -2009 — within the framework of the Comprehensive Project for the Modernization of Education (CPME), Monitoring of regional education systems has been announced. The project was implemented on a competitive basis in 10 regions of the Russian Federation.

From the history of the State Educational Institution “Main Directions of Activities of the Government of the Russian Federation for the Period until 2012” dated November 17, 2008 No. 1663-r: “...Widespread introduction of public and state forms of management in the general education system will be ensured, the creation of self-government councils in all educational institutions (governing councils). They will have the right to influence the distribution of the incentive part of the institution’s wage fund depending on the performance of each teacher and school management. By 2012, governing councils will operate in all general education institutions. It is necessary to introduce a system of public reporting of organizations implementing educational programs of general education, and create mechanisms for social and professional examination of educational programs.”

Federal Law “On Education in the Russian Federation” Article 26. Management of an educational organization 2. Management of an educational organization is carried out on the basis of a combination of the principles of unity of command and collegiality. 4. In an educational organization, collegial governing bodies are formed, which include a general meeting (conference) of employees of an educational organization (in a professional educational organization and an educational organization of higher education - a general meeting (conference) of employees and students of an educational organization), a pedagogical council (in an educational organization higher education - academic council), and a board of trustees, a management board, a supervisory board and other collegial governing bodies provided for by the charter of the relevant educational organization can also be formed.

Principles of GOU Democratization and humanization of management of educational systems; Systematicity and integrity in management; Unity of unity of command and collegiality in management; Objectivity and completeness of information in the management of educational systems

Basic features of public management. The public nature of management of the education system is manifested in the fact that, along with state authorities, public bodies are created, which include representatives of teaching and student teams, parents and the public. Their participation in management creates real prerequisites for creating a creative atmosphere and a positive psychological climate in the school staff. The real embodiment of the public nature of educational management is the activity of the collective governing body - the school council.

Interaction of social institutions in the management of educational systems The school is the most important social institution that professionally carries out the education of children. Therefore, it can be considered as an organizing center for joint activities of various kinds of educational institutions, families and the public in raising children. Among the social institutions with which the school interacts, priority undoubtedly belongs to the family.

In the interaction between school and family, mistakes can be made that significantly reduce its effectiveness: Inconsistency between the actions of family and school. Episodic nature of contacts. Section "spheres of influence". Sometimes parents are convinced that their task is to ensure the material well-being of the child, and the school should educate him. On the other hand, a number of teachers believe that the task of the school is to give children knowledge, and caring for the upbringing of children is a family matter. As a result, a space appears in the child’s life free from the educational influences of both family and school. The system of “guidelines” as the basis for interaction, total control, unjustified interference in the life of the family by the school and in the activities of the school by the family. In this case, both teachers and parents are convinced that only they know how to raise a child. The former refer to their pedagogical education, the latter to the fact that no one knows their child better than them. Pedagogical pessimism. In this case, teachers are convinced that the school cannot overcome the negative influence of the family. Therefore any attempts collaboration with family are viewed as doomed to failure.

The formation of a humanitarian atmosphere of education will be helped by following the following recommendations for conflict-free communication between the teacher and the student’s parents: do not blame parents for the shortcomings in their child’s behavior and learning, but seek information about the reasons for such behavior; do not start with negative information, but look for even the slightest positive facts to start a conversation; do not give negative characteristics of the child, but show the immediate prospects for his improvement; do not compare with other children or families, but show the dynamics of changes in the child himself; do not demand that parents take action, but advise or recommend certain actions to them (sometimes ask for them); do not get irritated in response to complaints from parents, but specify their criticism towards you, listen to their wishes; not one’s own authority (satisfying ambitions), but the development of the child should be the focus of attention when the teacher interacts with parents. Interaction between family and school on a constructive basis creates favorable conditions for the socialization of the child.

Until the 1950s, education in Soviet pedagogy was considered as a set of knowledge, skills and abilities necessary for practical activities, and in the 1960s - already as a process and the result of this activity. The same meaningful interpretation of this concept is reflected in the Law of the Russian Federation “On Education”. Education is defined as a purposeful process of training and education in the interests of the individual, society, and the state, accompanied by a statement of the student’s achievement of a level (educational qualification) determined by the state, which is certified by relevant documents.
Education as a process of movement towards a given learning goal is characterized by subject-object actions of teachers and students. Education can be considered as the result of the state, public and personal acquisition of all values ​​that arose in the process educational activities and which are significant for the economic, moral, intellectual state of all consumers of educational products.
The result of education is multistructural and includes such concepts as literacy, education, professional competence, and mentality.
The classification of the principles of traditional teaching involves their division into three groups: general principles- humanization, scientificity, systematicity, development; principles related to the content of training - compliance of the goals and content of training with state educational standards, historicism, integrity, completeness; didactic principles - compliance didactic process laws of teaching; the leading role of theoretical knowledge; unity of educational, educational and developmental functions of training; stimulation and motivation of students’ positive attitude towards learning; problematic; connecting collective educational work with individual approach in teaching; combination of abstract thinking with clarity in teaching; consciousness, activity and independence of students with the leadership role of the teacher; systematic and pos
research in teaching; availability; strength of mastery of learning content.
An analysis of the processes in the open education system shows that the above well-structured and well-founded principles are not enough. This is due to a significant change in fundamental ideas about man and his development under different education systems (Table 1.1).
Domestic and foreign experience in implementing open education and research conducted to study the activities of educational institutions of distance learning allowed us to formulate specific principles inherent in the didactic (pedagogical) system of open education, expanding their standard set characteristic of traditional education: the student-oriented nature of educational programs (marketing approach , taking into account the educational needs of students); practical orientation of the content and methods of joint activities (systematicity and integrity of the content of education and types of activities); activity and independence of students as the main subjects of education;
Table 1.1

The paradigm of traditional classical education

Open Education Paradigm

The main goal of education is to prepare the younger generation for life and work Man is a simple system Knowledge - from the past (“school of memory”) The learning process is the transfer to the learner of known samples of knowledge, skills and abilities The learner is the object of pedagogical influence Monological subject-object relations between teacher and student “Response”, reproductive activity of the student

The main goal of education is to provide conditions for self-determination and self-realization of the individual Man is a complex system Knowledge - for the future (“school of thinking”) The learning process is the creation by students of an image of the world in themselves through their own active activities in society The student is the subject cognitive activity Dialogical subject-subject relations between teacher and student Active creative activity of the student

The problematic nature of the content and the dialogical nature of interaction in the educational process; reflexivity (students’ awareness of the content and methods of activity, and most importantly, of their own personal changes); variability (diversity) of educational programs - the content of education should reflect many points of view on the problem, many facets of its solution; principle of supportive motivation; modular-block principle of organizing the content of educational programs and student activities.
By now, the contours of the open education system, considered as a rational and organic combination of all known forms of education, are becoming increasingly clear. Educational and methodological base, educational and information technologies of any higher educational institution are such that they do not depend at all on whether it is a full-time form of education, correspondence or distance learning, etc. .
If knowledge, all educational material, all its didactic components are designed and are in a formalized form (in computers), then, in principle, it does not matter where this knowledge is presented: either to one classroom, or to a computer for a person located outside the city , countries, to a mega-audience, etc. These circumstances influence the conduct of educational work in a completely new way. The influence of information and telecommunication technologies can no longer be considered only in one coordinate - in its use in the educational process. The educational process itself, its content and organization are fundamentally changing.
An integral part of the open education system are educational technologies distance learning (DL), which have gone through several stages of formation and development.
The first stage is DL, within which training is organized according to the scheme: “teacher - one or more students.” The types of means of communication between the teacher and students are limited: regular mail, telephone, computers. At this stage, there is no consistency and completeness in the use of distance learning tools.
The second stage is DL, in which training is organized according to the scheme: “teacher - many students.” At this stage, types of communication began to increase and become more complex, including video and audio cassettes, computer programs, video lectures, etc. in their arsenal.
The third stage is DO through the World Wide Web. Learning via the Internet has become a serious alternative to traditional forms of education.

Recently, the formation of the fourth (integrating) stage of development of additional education has been taking place, based on a comprehensive virtual training technology of education using all known forms of distance learning.
With the maximum use of information technologies in the open distance education system, additional principles appear: activities - the content of educational materials and the organization of the educational process should be built around the main types of activities of the student; creating a supportive, friendly environment; the optimal combination of “soft” and “hard” forms of managing the student’s cognitive activity; person-mediated interaction; openness of the communication space; interactivity - reflects the characteristics of contacts between students and teachers, as well as between students; individualization - assessment of starting knowledge, input and current control is carried out; identification - control of learning independence is carried out; regulatory™ training - strict control and planning of the educational process is ensured; pedagogical feasibility of using new information technologies; ensuring openness and flexibility of learning.
The implementation of these principles leads to high-quality
changes in all elements of the pedagogical system of open education, which are as follows. The basis of the content of education is not the logic of scientific knowledge, but professional tasks. For this reason, open education allows for a transition from the subject principle of constructing the content of education to the creation of integrated training courses that reflect a holistic picture of professional activity. The nature of knowledge itself is changing. The main criterion when selecting the content of education is “knowledge for action.”
In the open education system, knowledge begins to act not only as an ontology, but also as a means for solving specific professional problems. However, this does not mean that fundamental knowledge disappears in open education. Naturally, it remains, but begins to be built according to other laws: knowledge is not for future use, but for real needs and problems that arise in practical activity. Universal (methodologists
technical) knowledge that allows one to evaluate and predict the future. The requirements for methods and forms of organizing education, and therefore for the level of training of teachers and their role in the educational process, are changing. Active individual and group (joint, collective) forms of work with educational material. The type of activity and the nature of the relationship between the teacher and students are changing. The student becomes a full-fledged subject of activity when solving both educational-professional and professional tasks, while receiving necessary help from the teacher.

(Quoted from: Kraevsky V.V. Methodology of pedagogy: A manual for teacher-researchers. - Cheboksary: ​​Chuvash University Publishing House, 2001. - 244s).

Functions of pedagogy

Pedagogical science performs the same functions as any other scientific discipline: description, explanation, prediction of the phenomena of reality that it studies. , as well as their transformation.

General theoretical function of pedagogical science consists of a theoretical analysis of the laws of the pedagogical process. Science describes pedagogical facts, phenomena, processes, explains by what laws, under what conditions, why they occur, and draws conclusions.

Prognostic function of pedagogy consists in a reasonable prediction of the development of pedagogical reality (what, for example, the school of the future will be like, how the student population will change, etc.). Based on a scientifically based forecast, more confident planning becomes possible. In the field of education, the significance of scientific forecasts is extremely great, because by its nature, education is directed to the future.

Practical (conversion, applied) function pedagogy is that, on the basis of fundamental knowledge, pedagogical practice is improved, new methods, means, forms, systems of teaching and upbringing are developed. Management of educational structures.

System of pedagogical sciences(Quoted from: Pedagogy: Textbook / L. P. Krivshenko, M. E. Weindorf-Sy-P24 soeva, etc.; Edited by L. P. Krivshenko. - M.: TK Welby, Prospekt Publishing House, 2004. - 432 pp.).

I. General pedagogy - This is a basic scientific discipline that studies the general laws of human upbringing and education, developing the foundations of the educational process in educational institutions of all types and types.

General pedagogy contains four large sections. In recent decades, the volume of material in these sections has increased so much that they began to be distinguished as separate independent scientific disciplines:

1. General fundamentals of pedagogy

2. Theory of learning (didactics)

3. Education theory

4. Management of educational systems

II. Age-related pedagogy is a special group of pedagogical sciences that studies the specifics of educational activities within certain age groups.

It is customary to include in age-related pedagogy:

1. Pre-school (nursery) pedagogy

2. Preschool pedagogy

3. School pedagogy

4. Adult pedagogy and andragogy

5. Pedagogy of vocational and technical education

6. Pedagogy of secondary special institutions

7. Pedagogy of higher educational institutions

III. Special pedagogy (correctional pedagogy, defectology) is a science that studies the patterns of education and training of people with physical and mental disabilities. Defectology includes the following scientific disciplines:

1. Pedagogy of the deaf is a science that studies the patterns of teaching and upbringing of hearing-impaired and deaf children.

2. Typhlopedagogy is a science that studies the patterns of teaching and raising blind and visually impaired children.

3. Oligophrenopedagogy is a science that studies the patterns of training and education of mentally retarded children.

4. Speech therapy is a science that studies speech development disorders, as well as ways to overcome and prevent them.

IV. Particular (subject) methods are a special group of pedagogical sciences that explore the patterns of teaching and learning specific academic disciplines in all types of educational institutions.

V. History of pedagogy is a science that studies the emergence and development of teaching and educational practice, pedagogical theories, general and particular methodological concepts in various historical eras and periods. Knowledge of the history of pedagogy is necessary in order to better understand the issues currently being addressed.

The following branches of pedagogy have been brought to life and have recently taken shape by social needs:

1. Comparative pedagogy is a science that deals with analysis and comparison of education in different countries.

2. Industry pedagogy:

1. Military,

2. Sports,

3. Production,

4. Engineering,

5. Theater,

6. Museum, etc.

3. Ethnopedagogy is a science that studies the characteristics of the educational process in various ethnic groups.

4. Family pedagogy.

5. Philosophy of education.

6. Social pedagogy, etc.

The modern pedagogical process is based on theories that have been formed and evolved over many centuries. Almost any modern theory of education, training and personal development “grows” from psychological and pedagogical ideas and concepts of the past. (Quoted from: Sidorov S.V. Basic theories of the pedagogical process [Electronic resource: http://si-sv.com/publ/20-1-0-225]).

The first attempts to scientifically comprehend the pedagogical process were in the Ancient world. Thus, the views on education of Plato, Aristotle, Socrates, Democritus and other ancient Greek philosophers are widely known. Their ideas about the education of virtues are still relevant today.

As the human sciences developed, pedagogical theory also developed, the various directions of which were distinguished by significant diversity. So, based on the ideas of J.-J. Rousseau formed a theory free upbringing, the main ideas of which are the non-violent formation of the child’s personality, the development of his natural inclinations.

Completely different values ​​are the basis authoritarian education which aims to develop obedience in a child, with the main means of education being threat, supervision, prohibition and punishment.

In the 20th century In different countries, pedagogical systems are actively being developed, at the center of which is the educational influence of the group on the individual(J. Dewey, L. Kohlberg, R. Steiner, etc.). In domestic pedagogy of the 1930-1980s. The theory has become very popular personal development in a team(A.S. Makarenko, S.T. Shatsky, I.P. Ivanov, V.M. Korotov, etc.).

Modern basic theories of the pedagogical process

As a rule, they represent a synthesis of not only pedagogical, but also philosophical, psychological, and natural science theories. Among the most well-known theories of education and personality development are pragmatism, neopositivism, neo-Thomism, and behaviorism. A common feature of these theories is their humanistic orientation, focus on educating a free, self-developing personality.

Pragmatic theory

It is based on the philosophy of pragmatism (second half of the 19th century - beginning of the 20th century), which recognizes practical benefit as the main value. In pedagogy, the ideas of pragmatic philosophy were most successfully implemented by J. Dewey (USA), who created an original educational system. Basic provisions of the pragmatic theory of the pedagogical process:

Education as an adaptation to life, the connection between teaching and upbringing, school and life;

Reliance in the educational process on children’s own activity, encouragement and development of their independence;

Practical orientation and usefulness of activities performed by children in the pedagogical process;

The main drawback of this theory was the neglect of systematic knowledge, which in the 1960s. led to a crisis in the American school system.

Neopragmatic theory

In the 1970s, pedagogical pragmatism was transformed into the theory of education and personality development, the essence of which boils down to the self-affirmation of the individual and strengthens the individualistic orientation of the pedagogical process. The ideas of such outstanding figures of neo-pragmatism as A. Maslow, K. Rogers, A. Combs and others formed the theoretical basis of modern humanistic pedagogy. However, in neo-pragmatism, according to I.P. Podlasy, there is a serious drawback: the complete absence of restrictions in personal development in practice often results in the individual’s inability to reckon with other people.

Neopositivism

“New positivism” or new humanism is a philosophical and pedagogical direction that tries to comprehend the phenomena caused by the scientific and technological revolution. This direction was formed on the basis of the ethical ideas of Plato, Aristotle, and Kant. The main provisions of the pedagogy of neopositivism (J. Wilson, L. Kohlberg, etc.):

Refusal of established ideologies in education, formation of rational thinking in the child;

Humanization of the education system, establishment of subject-subject relationships between teacher and student;

Creating conditions for the free development of personality, refusing to manipulate the child’s behavior.

Existentialism.

Existentialism recognizes personality as the highest value of the world and proclaims the uniqueness of each person. A person is in a hostile social environment that seeks to make all people the same, so he is forced to resist it in order to preserve his uniqueness.

The existentialist direction in pedagogy is represented by many schools and is distinguished by a wide variety of approaches. A common feature of existential concepts of education is distrust in the possibilities of pedagogical management of the development of a child’s personality (G. Marcel, W. Barrett, J. Kneller, etc.).

The role of the teacher, according to representatives of existential pedagogy, is, first of all, to create conditions for the child in which he could develop freely.

Neo-Thomism

Religious and philosophical doctrine, named after the Catholic theologian and thinker Thomas (Thomas) Aquinas (XIII century). The main position of neo-Thomism is the dual nature of man as the unity of his “material and spiritual essences.” The pedagogy of neo-Thomism (J. Maritain, W. McGucken, M. Casotti, etc.) affirms Christian and universal values ​​in education (cultivating kindness, humanism, honesty, love for one’s neighbor, etc.). Neo-Thomism is not widespread in Russia, but this theory is very popular in countries where a significant part of schools is traditionally supervised by the Roman Catholic Church (for example, in Latin American countries).

Behaviorism

According to this theory, the purposeful formation and development of personality should be based on the latest achievements of the human sciences. Classical behaviorism (J. Watson) enriched pedagogical science with the concept of the dependence of the reaction (behavior) on the stimulus (“stimulus - reaction”).

Behaviorism makes an important contribution to the rational organization of the pedagogical process, to the development of modern methods and technologies (one of the promising applied developments of behaviorists is programmed training).

Behaviorists highlight the formation of a scientific worldview, rational thinking, organization, discipline, and enterprise as important tasks in the education of modern man.

The historical development of the teaching profession has led to differentiation, and sometimes to opposition, of the main pedagogical processes: teaching and upbringing. However, the idea that “the teacher teaches and the educator educates” is erroneous. In the pedagogical process, the formation and development of personality occurs, which is a holistic entity. The integrity of the student’s personality objectively requires the integrity of the processes influencing it.

Holistic pedagogical process- this is the highest level of development of the pedagogical process, which is characterized by the unity and harmonious interaction of all its components.

knowledge - theoretical information containing in a generalized and systematized form the experience accumulated by humanity (including knowledge about methods of action);

skills and abilities that represent experience in applying knowledge in actions using ready-made algorithms;

experience of creative activity - experience of acting in new situations when the algorithm is not known in advance;

experience of emotional, value and volitional attitude towards the world around us.

In the interrelation of these elements, the unity of the main functions of the pedagogical process is realized: educational, developmental and educational.

The variety of approaches to the essence, content and organization of the pedagogical process, created over centuries of development of pedagogical thought, is reflected in modern basic theories of the pedagogical process.

The learning process is based on psychological and pedagogical concepts, which are often also called didactic systems.

The didactic system is a set of elements that form a single integral structure and serve to achieve learning goals. Three didactic concepts can be distinguished: traditional, pedocentric and the modern system of didactics.

In the traditional education system the dominant role is played by teaching and the activities of the teacher. It consists of the didactic concepts of such teachers as J. Komensky, I. Pestalozzi.

The teaching structure traditionally consists of four stages: presentation, understanding, generalization, application. The logic of the learning process consists of moving from the presentation of material through explanation to understanding, generalization, and application of knowledge.

By the beginning of the 20th century, this system was criticized for its authoritarianism, bookishness, isolation from the needs and interests of the child and from life, for the fact that such a teaching system only transfers ready-made knowledge to the child, but does not contribute to the development of thinking, activity, creativity, and suppresses the independence of the student. Therefore, at the beginning of the 20th century, new approaches were born.

IN pedocentric concept The main role is given to the child’s activities. This approach is based on the system of the American educator D. Dewey and the labor school of G. Kershenstein.

The concept is called “pedocentric” because Dewey proposed building the learning process based on the needs, interests and abilities of the child, trying to develop the mental abilities and various skills of children, teaching them in a “school of work, life”, when learning is independent, natural, spontaneous in nature, and students gain knowledge in the course of their spontaneous activity, i.e. “learning by doing.”

Modern didactic system assumes that both sides - teaching and learning - constitute the learning process. The modern didactic concept is created by such areas as programmed, problem-based learning, developmental learning (P. Galperin, L. Zankov, V. Davydov), pedagogical technology, and cooperation pedagogy.

Three groups of principles of education:

A group of principles that defines the requirements for the goals and content of education (the principle of the humanistic orientation of education on the development of the individual; the focus of education on the development of culture, values ​​of society, norms of behavior; the connection of education with life and work) - value-substantive principles;

A group of principles that defines the requirements for methods of education (the principle of education in activity; education based on the activity of the individual; education in a team and through a team; a combination of pedagogical leadership with the initiative and initiative of the students; respect for the students in combination with demands on them; education with support on the positive qualities of a person) – pedagogical principles;

A group of principles that define some social and psychological conditions that ensure the process of education (the principle of taking into account age and individual characteristics; the unity of the requirements of kindergarten, school, and the public) - sociopsychological principles.

Modern domestic pedagogical theories cover individual local areas of child development, are based on data from modern scientific research, and summarize the results of the authors’ work over many years on a particular problem. For example, theory of familiarizing preschoolers with social reality was developed by Doctor of Pedagogical Sciences, Professor S. A. Kozlova. The author has developed a technology that helps solve in practice the most pressing and most labor-intensive task - the socialization of preschool children, which is reflected in the additional program “I am a man.”

The author substantiates the point of view according to which the social development of children is based on knowledge about the environment, which performs a regulatory function in the child’s behavior. The development of children's cognitive activity using a set of methods, including modeling, contributes to the accumulation of knowledge. It is necessary, according to S. A. Kozlova, to correct the social experience of children acquired spontaneously, to form a moral character through the development of collective relationships, patriotic feelings, and a positive attitude towards others. The author equips teachers with technology pedagogical work in this direction, social development child.

L. M. Klarina substantiated the cognitive (cognitive) model of preschool child development. The author focuses on creating conditions conducive to children's mastery of the means and methods of cognition and description of reality. Such means for a child are primarily sensory standards.

L. M. Klarina traces the path of cognitive development of preschool children. She argues that the content of cognition should lie in the sphere of the child’s subjective experience and be interesting for a preschooler. In this regard, the author designates the child’s spheres of cognition (“Nature”, “Man-made world”, “Other people”, “Myself”). Integration is proposed as a principle for organizing cognitive activity: the relationship between fundamental and applied fields cognitive development, a combination of personal and theoretical experience, designing themes that are the core of the child-adult community. L. M. Klarina advocates a person-oriented approach to educational and cognitive activities, dialogization of communication, increasing the child’s subjective position in cognitive activities, and the development of subject-subject relationships (interaction, cooperation, complicity). The interaction of an adult, in the author’s opinion, should be developmental in nature, include recording success at all stages of cognition, pedagogical accompaniment of the child’s actions, reflections, conjectures, the development of intellectual emotions in children (the joy of learning, surprise, reflection, etc.).

Using different motivations;

Differentiation and individualization of cognitive tasks;

Application of various types of training, their integration;

Expansion of assessment types;

Using modern technologies

T. A. Kulikova substantiated the subject and tasks of family pedagogy and gave a detailed description modern family, examined the concept of “educational potential of the family,” interpreted as a combination of factors: socio-cultural, socio-economic, technical, hygienic and demographic factors. The author highlighted the psychological and pedagogical foundations family education(upbringing mechanisms, parental authority, traditions, etc.); proposed ways of interaction between preschool institutions and the family, including such methods of studying the family as sociological methods (interviews, questionnaires, trainings), methods of studying family experience of education, methods of studying the family with the help of a child (drawing methods, game tasks, projective techniques, commenting pictures, “Finish the story”, sentences).

T. A. Kulikova covers the issue of home and social teachers, their role in helping parents raise children. In addition, the author gives recommendations for raising a future family man already in preschool age, about the specifics of raising preschool children depending on gender. Thus, T. A. Kulikova, having been dealing with issues of family education for a long time, formulated a coherent theory of family education modern preschoolers, thereby filling the niche associated with these problems in modern preschool pedagogy.

E. K. Suslova – teacher, scientist, engaged long years the problem of patriotic (civic) education of preschool children. Currently, the author has formalized the theory civic education children, including the education of patriotic, national and international feelings, as well as mastery of elements of legal culture; nurturing love for one’s home, nurturing the ethics of interethnic communication. E. K. Suslova covers the content and technology of work in this area, issues of training university students, future preschool teachers on this issue.

In working with preschoolers on patriotic, civic education, which is an integral part of social and moral education, E.K. Suslova recommends using an integrated approach: creating an environment, taking into account the peculiarities of thinking, perception of preschool children, the national composition of the group and immediate environment; methods fiction, arts and crafts, folk music, national costumes, theater in order to effectively solve the problems of civic education of children.

Each child is unique, therefore preserving this uniqueness, creating favorable conditions for self-expression, maximum realization of potential opportunities are the central tasks of preschool education. Their solution is associated with creating conditions for creative activity, stimulating imagination, and the desire to engage in activities with a creative orientation, where a preschooler is able to take the position of a subject of children's activity. One of the key conceptual positions is the pedagogical concept of the holistic development of a child - a preschooler as a subject of children's activity (M.V. Krulekht).

This concept appeared in domestic preschool pedagogy relatively recently. Domestic and foreign psychologists argue that a preschool child strives to achieve integrity. It is well known that a child develops through activity. And the more complete and varied a child’s activity is, the more significant it is for the child and corresponds to his nature, the more successful his development is. Intensive intellectual, emotional and personal development, its well-being and social status in a peer group are associated with mastering the position of a subject of children's activities.

Subjectivity- this is a person’s ability to be aware of himself, to consciously choose, to be aware of his actions, to be a strategist of his own existence, to comprehend the connections of his “I” with other people. As noted by Doctor of Pedagogical Sciences N.E. Shchurkova, this ability is formed in social life in the process of the child’s spiritual efforts and is brought up purposefully if teachers set the task of its development.

Subjectivity does not appear out of nowhere; it has its own procedural side. The conventionally stepwise ascent of a child to self-awareness, according to N.E. Shchurkova, looks like this:

I freely express my “I”;

I enter into dialogue with another “I”;

I foresee the consequences of my actions;

I make a free choice;

I evaluate the result and plan a new one.

NOT. Shchurkova emphasizes that modern pedagogical technology is a scientifically based professional choice the operational impact of the teacher on the child in the context of his interaction with the world in order to foster relationships that harmoniously combine freedom of personal expression and sociocultural norms. The main pedagogical impact is to transfer the child to the position of a subject.

According to the concept of the holistic development of the preschool child as a subject of children's activity (M.V. Krulekht) holistic development of the child- this is the unity of individual characteristics, personal qualities, the child’s mastery of the subject’s position in children’s activities and individuality. Individual properties are age and gender. When determining the content of educational programs and developing pedagogical technologies, it is necessary to proceed from the physiological, psychological, and cognitive characteristics of children, and to focus on the “zone of proximal development” and the natural maturation of promising neoplasms. The child’s mastery of the subject position requires a special pedagogical technology that introduces a variety of children’s activities to the child and transfers the student to the subject position in order to develop individuality.

Subjective experience- this is the experience of such activity, during the performance of which the individual takes a subject position, i.e. independently determines the purpose of the activity, its means, implementation plan, analysis and correction of results (L.M. Klarina).

Subject of activity– characterized by the manifestation of initiative and independence, the ability to make and implement decisions, assess the consequences of one’s behavior, self-change, and self-improvement (M.M. Dyachenko, L.A. Kandybovich).

Subjective position– a special way of realizing a value relationship. The subjective position determines the nature of human activity aimed at understanding and transforming culture and oneself in culture. (A.G. Gogoberidze). The subject’s ability to master and creatively transform reality, change the inner world, building a strategy and tactics for their own life activity (V.A. Slastenin, E.N. Shiyanov).

Based on the general requirements of humanistically oriented programs preschool education, leading The purpose of organizing the learning and development process is the formation and development of the personality of each child. The basis of personality is the subject position in relation to own life, which is the essence of a person’s personal existence. In other words, personality cannot take place without the development of a subject position in the individual. The main value and purpose of education is precisely the development of the subject position of the individual.

Manifestations of a child as a subject of activity are connected:

With independence and creativity when choosing the content of an activity and the means of its implementation;

With processes of an emotionally positive orientation in communication and the desire for cooperation in children's society.

The idea of ​​the holistic development of the child as a subject of children's activities continues to develop, and is reflected in the studies of T.I. Babaeva, A.G. Gogoberidze, V.A. Derkunskaya, M.V. Krulekht, M.N. Polyakova, O. V. Solntseva and others.

In theory preschool pedagogy the conditions for the holistic development of a child have been determined, the relationship between children’s mastery of the position of a subject of elementary labor activity and a qualitative change in the content and level of development has been proven role-playing game, the formation of play-work activity (M.V. Krulekht). The child’s mastery of the subject position is recognized as the most important condition for the development of creativity in different types play activity in labor games (M.V. Krulekht, E.V. Onishchenko), in educational games of mathematical content (Z.A. Mikhailova), in constructive games (M.N. Silaeva), in round dance games(A.G. Gogoberidze), in theatrical games (O.V. Akulova), in director’s games (O.V. Solntseva)

Qualities that characterize a child as a subject of children's activities, are:

The child’s ability to independently set goals and motivate activities

Ability to mobile operate with known methods of carrying out activities

Ability to perform activities in changed conditions

Ability to go beyond a given situation

Ability to implement creative variations in activities

The ability to predict the results of your activities.

1.2. Subject of pedagogical science

The natural initial question that arises when characterizing science is the question about its subject, about the area of ​​reality that it studies and ways of transforming which it seeks. "Pedagogy" translated from Greek means "child education" (paidos - child, ago - I lead). Teachers in Ancient Greece were slaves who accompanied the children of their masters to school. It is no coincidence that this simple and almost everyday concept has become entrenched in culture and has become the name of one of the most important sciences studying man. The concept of “pedagogy” precisely captures its main meanings: close proximity to the child, to the developing personality, “leading” him along the difficult roads of growing up to the heights of culture and the complexities of social life.
The subject of pedagogical science is education as an integral pedagogical process, which can be revealed in the characteristics of the processes that comprise it: socialization, individualization, upbringing, training, development.
The word "education" is etymologically connected with the word "image": the image of God, man as the likeness of God, the perfect image of man ("face"), his personality. "Education" is a translation from the German word Bildung. The root bild means “image”, “something uncertain”, the suffix ung indicates processivity (formation of an image, acquisition of an image). It is generally accepted that this word came into the Russian language thanks to the famous journalist and educator of the second half of the 18th century, N. I. Novikov. Some historical and pedagogical sources indicate that the concept of “Bildung” was widely used in his writings by I. G. Pestalozzi and the translators of his works into Russian used this tracing paper from German. One way or another, the concept of “education” has become widespread in Russian pedagogical literature since the middle of the 19th century.
In European culture, under the influence of the philosophy of rationalism, the success of the development of natural science knowledge and the progress of technology, its own meaning of the concept of “education” was formed. Education was understood as the transfer and assimilation of a model, that is, systematized knowledge obtained and substantiated by sciences, primarily natural ones. In other words, science set the patterns for human life and society.
In modern European and North American psychological and pedagogical works, one term is used to denote the very concept of “pedagogy” and the concepts of “education” and “upbringing” - education. The meaning here carries the Latin derivative educo, in which the prefix e- (ex-) indicates movement from within, and the root duco means “I lead,” “I bring out.” The meaning of this concept is clearly related to the reflection in Anglo-Saxon culture of the archetype of “self,” self-improvement, self-movement on the path to knowledge.
At the dawn of the formation of Soviet pedagogy, its first theorists tried to connect the concept of “education” with humanistic ideas of the comprehensive development of the individual. Thus, A.V. Lunacharsky (the first People's Commissar of Education of Soviet Russia) wrote that “when the people had to determine what every person should make of himself and what society should make of him, a picture was drawn of the emergence of a human image from some material. An educated person is a person in whom the human image dominates." (our italics - I.G.).
In subsequent decades, Soviet pedagogical science narrowed the concept of “education”, and it began to mean “the path and result of learning,” that is, it had a specific didactic meaning. It is he who is deeply rooted in the mass pedagogical consciousness.
Why do we need such a way into the etymology of the word “education”, such a linguistic analysis? Science is defined by concepts and words. The word reflects not only the meaning of the definition, it carries within itself what the famous philosopher M. Mamardashvili considered the “power of language,” which presupposes “internal action on oneself.” That is why concepts always indicate the position of the author, the essence of his concept. In addition, linguistic analysis of words helps to clarify meanings “overwritten” by time and opportunistic use, and sometimes convinces us to return to the original, deepest meaning.
Modern pedagogical theory considers at least four aspects of the meaningful interpretation of education:
1) education as a value;
2) education as a system;
3) education as a process;
4) education as a result.
1. The value characteristic of education involves consideration of three interrelated levels:
- education as a state value: education is the intellectual, scientific, technical and cultural potential of the state, but special state mechanisms are needed, in particular material support for state educational institutions, special personnel policies, in order to really ensure the prestige of education in the state;
- education as a social value: different sections of society see the value of education differently; the maturity of civil society is determined by the extent to which its representatives manage to get the state to solve educational problems in favor of citizens, in the interests of the country’s development;
- education as a personal value: quality education can become a decisive condition high level a person’s life, to ensure the realization of his vital interests and personal abilities.
Only the unity of these three levels creates real life necessary harmony of educational needs and educational opportunities.
2. Education as a system is a specific, interconnected hierarchy of educational institutions that differ in the level and professional orientation of education. The Law of the Russian Federation “On Education” establishes a public education system consisting of several stages:
- preschool education- preschool educational institutions;
- general education - primary general (4-year Primary School); basic general (9-year secondary school); secondary (complete) general (11-year secondary school);
- vocational education: primary vocational (vocational schools); secondary vocational (secondary specialized educational institutions); higher professional (higher educational institutions);
- postgraduate professional education - postgraduate study, residency, postgraduate course;
- additional education- music and art schools, art schools, children's and youth creativity centers, stations for young technicians, young naturalists; institutes and faculties of advanced training.
For the optimal functioning of the education system, it is important not only a certain integrity and stability of each link of the system, the interconnection and continuity of its steps “vertically”, but also the dynamism of development, the desire for variability and the ability to respond flexibly to changes in the educational needs and capabilities of society.
3. Education as a process presupposes qualitative changes, a movement from ignorance to knowledge, from inability to mastery, from ignorance to culture. This movement is ensured by the interaction of two main characters: the teacher (educator, teacher, master mentor, professor) and students (schoolchildren, students, graduate students). A productive way of organizing the educational process is for students, having mastered the position of an object of pedagogical influence, to gradually move to the position of a subject of interaction with the teacher.
Education as a process is characterized by a number of mandatory attributes:
- specially organized pedagogical goals and predicted educational results;
- content of education (necessary information and social experience);
- organizational forms of the educational process (individual, collective, group);
- educational means: information (books, textbooks, software products), visual aids, technical means;
- pedagogical technologies - a set and system of ways to realize the goals of education in specific pedagogical conditions.
4. Education as a result fixes the level of a person’s appropriation of values ​​that the educational process implements. The “ladder” of educational results can be roughly represented as follows.
“Literacy” is a kind of “starting” level of education, which provides a person with the opportunity to further continue his education. In the history of cultural development, the level of literacy has changed significantly: once upon a time, a person who was able to read the Psalter and knew the four operations of arithmetic was considered literate; Nowadays, the starting level in social life is provided by general secondary education.
Modern performance Literacy includes three main components: reading literacy, mathematical literacy and science literacy. For example, reading literacy is not just a reading technique, but the student’s ability to comprehend the text, analyze it, give his own assessment of the information presented, the ability to relate what he read to his life experience and use its content in his activities, and in the presence of conflicting information, to formulate hypothesis, justify it and draw a conclusion. There is even an authoritative international study of student achievements - PISA, which determines the level of literacy of primary school graduates and, based on these results, assesses the quality of educational policies of states, educational systems of individual countries and educational doctrines of a particular pedagogical community.
“Competence” - expresses a person’s ability to accumulate, integrate knowledge and experience, transfer and use them in various life situations; the level of competence presupposes the presence of a developed need and skills in the field of self-education.
Competence cannot be learned in the truest sense of the word. At the level of competence, the student implements knowledge and skills, which are a product of learning, in solving educational and life problems, and they become a product of his social experience.
Until recently, the level of competence was considered an indisputable result vocational education. A graduate of a professional school (primarily a higher one) must be a competent specialist who can immediately actively participate in his or her professional activity, make the right production decisions, maintain the required level of qualifications, and successfully engage in self-education. Nowadays, the question of “general educational competence” is already being raised, about achieving a level of competence in the general education system, primarily in the specialized high school.
“Education” characterizes a fairly broad outlook of an individual in various areas of life of nature, society and man. At the same time, an educated person necessarily has an area of ​​special interest in science and culture; he is able to realize his individuality in creativity.
The philistine assessment of education is often associated with a person’s having a certain diploma (preferably a higher educational institution or even two). But life never ceases to prove that a diploma is nothing more than a state certificate of completion of one or another educational institution of the educational system; it does not directly record the personal level of education.