The pedagogical process as a system. Pedagogical process and its characteristic

Introduction

Definition of the term “pedagogical process”. The objectives of the pedagogical process

The constituent components of the pedagogical process. Effects of the pedagogical process

Methods, forms, means of the pedagogical process

Conclusion

List of references

Introduction

The pedagogical process is a complex systemic phenomenon. The high importance of the pedagogical process is due to the cultural, historical and social value of the process of growing up a person.

In this regard, it is extremely important to understand the basic specific characteristics of the pedagogical process, to know what tools are necessary for its most effective course.

A lot of domestic educators and anthropologists are engaged in this issue. Among them, A.A. Reana, V.A. Slastenin, I.P. Podlasogo and B.P. Barkhaev. In the works of these authors, various aspects of the pedagogical process from the point of view of its integrity and system are most fully consecrated.

The purpose of this work is to determine the main characteristics of the pedagogical process. To achieve the goal, it is necessary to solve the following tasks:

analysis of the components of the pedagogical process;

analysis of the goals and objectives of the pedagogical process;

characteristic of traditional methods, forms and means of the pedagogical process;

analysis of the basic functions of the pedagogical process.

1. Definition of the concept of “pedagogical process”. The objectives of the pedagogical process

Before discussing the specific features of the pedagogical process, we give some definitions of this phenomenon.

According to I.P. The sub-pedagogical process is called “the developing interaction of educators and foster children, aimed at achieving a given goal and leading to a predetermined change in state, transformation of the properties and qualities of foster children”.

According to V.A. Slastenin, the pedagogical process - "this is a specially organized interaction of teachers and pupils, aimed at solving developing and educational problems."

B.P. Barkhaev sees the pedagogical process as “a specially organized interaction of teachers and pupils about the content of education using the means of training and education in order to solve the problems of education aimed at meeting the needs of society and the individual in its development and self-development”.

Analyzing these definitions, as well as related literature, we can distinguish the following characteristics of the pedagogical process:

the main subjects of interaction in the pedagogical process are both the teacher and the student;

the purpose of the pedagogical process is the formation, development, training and education of the student’s personality: “Ensuring the unity of training, education and development on the basis of integrity and community is the main essence of the pedagogical process”;

the goal is achieved through the use of special tools during the pedagogical process;

the purpose of the pedagogical process, as well as its achievement, is determined by the historical, social and cultural value of the pedagogical process, education as such;

the purpose of the pedagogical process is distributed in the form of tasks;

the essence of the pedagogical process can be traced through special organized forms of the pedagogical process.

All this and other characteristics of the pedagogical process will be examined by us in more detail later.

According to I.P. The sub-pedagogical process is built on targeted, meaningful, active and productive components.

The target component of the process includes the whole variety of goals and objectives of pedagogical activity: from the general goal - the comprehensive and harmonious development of the individual - to the specific tasks of the formation of individual qualities or their elements. The content component reflects the meaning invested both in the overall goal and in each specific task, and the activity component reflects the interaction of teachers and foster children, their cooperation, organization and management of the process, without which the final result cannot be achieved. The effective component of the process reflects the efficiency of its course, characterizes the achieved shifts in accordance with the goal.

Setting goals in education is a rather specific and complex process. After all, the teacher meets with living children, and the goals, so well displayed on paper, can diverge from the real situation in the educational group, class, audience. Meanwhile, the teacher must know the general goals of the pedagogical process and follow them. In understanding the goals, the principles of activity are of great importance. They allow you to expand the dry wording of goals and adapt these goals to each teacher for himself. In this regard, B.P. Barkhaev, in which he tries in the most complete way to reflect the basic principles in building a holistic pedagogical process. We give these principles:

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

the humanistic orientation of the pedagogical process;

connections with life and work practices;

combining training and education with difficulty for the common good.

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

science;

accessibility and feasibility of training and education of schoolchildren;

combination of visualization and abstractness in the educational process;

aesthetization of all children's life, especially education and upbringing.

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

training and raising children in a team;

continuity, consistency, systematic;

coherence of the requirements of the school, family and the public.

The activities of the teacher are governed by the principles of:

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

reliance on the positive in a person, on the strengths of his personality;

respect for the personality of the child, combined with a reasonable demand for him.

The participation of students themselves in the educational process is guided by the principles of consciousness and activity of schoolchildren in a holistic pedagogical process.

The choice of methods of pedagogical impact in the process of teaching and educational work is guided by the principles:

a combination of direct and parallel pedagogical actions;

taking into account age and individual characteristics of pupils.

The effectiveness of the results of pedagogical interaction is ensured by following the principles:

focus on the formation in a unity of knowledge and skills, consciousness and behavior;

the strength and effectiveness of the results of education, training and development.

2. The constituent components of the pedagogical process. Effects of the pedagogical process

As noted above, among the goals of the pedagogical process as an integral phenomenon, the processes of education, development, formation and development are distinguished. Let's try to understand the specifics of these concepts.

According to N.N. Nikitina these processes can be defined as follows:

“Formation - 1) the process of personality development and formation under the influence of external and internal factors - upbringing, training, social and natural environment, personal activity of an individual; 2) the method and result of the internal organization of the personality as a system of personal properties.

Education is a joint activity of a student and a learner, aimed at educating a person by organizing the process of assimilation by her of a knowledge system, methods of activity, experience of creative activity and experience of an emotional-value attitude to the world.

In this case, the teacher:

) teaches - purposefully transfers knowledge, life experience, methods of activity, the basics of culture and scientific knowledge;

) directs the development of knowledge, skills and abilities;

) creates the conditions for the development of the personality of students (memory, attention, thinking).

In turn, the student:

) learns - masters the transmitted information and performs educational tasks with the help of a teacher, together with classmates or independently;

) tries to independently observe, compare, think;

) takes the initiative in the search for new knowledge, additional sources of information (reference book, textbook, Internet), is engaged in self-education.

Teaching is the activity of a teacher in:

organization of educational and cognitive activities of students;

assistance in case of difficulty in the learning process;

stimulation of interest, independence and creativity of students;

assessment of student learning outcomes.

“Development is a process of quantitative and qualitative changes in inherited and acquired human properties.

Education is a deliberate process of the interconnected activity of teachers and pupils, aimed at the formation in schoolchildren of valuable relations to the world around us and to ourselves. ”

In modern science, “education” as a social phenomenon is understood to mean the transfer of historical and cultural experience from generation to generation. In this case, the teacher:

) conveys the experience accumulated by mankind;

) introduces into the world of culture;

) stimulates self-education;

) helps to understand difficult life situations and find a way out of this situation.

In turn, the pupil:

) takes possession of the experience of human relations and the foundations of culture;

) works on himself;

) learns how to communicate and behavior.

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

Concretizing these definitions for oneself, one can understand the following. The pedagogical process as a complex systemic phenomenon includes the whole variety of factors surrounding the process of interaction between the student and teacher. So the upbringing process is connected with moral and value orientations, and training - with the categories of knowledge, skills. Formation and development here are two key and basic ways of incorporating these factors into the student-teacher interaction system. Thus, this interaction is “filled” with content and meaning.

A goal is always related to performance. While not dwelling on the content of this activity, let us move on to expectations from the implementation of the goals of the pedagogical process. What is the image of the results of the pedagogical process? Based on the wording of the goals, you can describe the results with the words "upbringing", "training."

As criteria for assessing the upbringing of a person take:

“Good” as behavior for the benefit of another person (group, collective, society as a whole);

“Truth” as a guide in evaluating actions and deeds;

"Beauty" in all forms of its manifestation and creation.

Learning is “the student’s acquired (under the influence of instruction and upbringing) internal readiness for various psychological reorganizations and transformations in accordance with new programs and goals of further education. That is, the general ability to absorb knowledge. The most important indicator of learning is the amount of dosed assistance that a student needs to achieve a given result. Learning is a thesaurus, or stock of acquired concepts and methods of activity. That is, a system of knowledge, abilities and skills corresponding to the norm (the expected result specified in the educational standard). ”

These are by no means the only formulations. It is important to understand not the essence of the words themselves, but the nature of their occurrence. The results of the pedagogical process are associated with a whole range of expectations of the effectiveness of this process itself. Who do these expectations come from? In general terms, we can talk about cultural expectations associated with the image of a well-educated, developed and trained person in the culture. In a more specific form, one can discuss social expectations. They are not so general as cultural expectations and are tied to a concrete understanding, order of subjects of public life (civil society, church, business, etc.). These understandings are currently being formulated in the image of a well-educated, moral, aesthetically mature, physically developed, healthy, professional and hardworking person.

Important in the modern world are the expectations formulated by the state. They are concretized in the form of educational standards: "The educational standard is understood as a system of basic parameters adopted as a state norm of education, reflecting the social ideal and taking into account the possibilities of the real person and the educational system to achieve this ideal."

It is customary to separate federal, national-regional and school educational standards.

The federal component determines those standards, the observance of which ensures the unity of the pedagogical space of Russia, as well as the integration of the individual into the world culture system.

The national-regional component contains standards in the field of the native language and literature, history, geography, art, labor training, etc. They are the responsibility of the regions and educational institutions.

Finally, the standard establishes the volume of the school component of the content of education, reflecting the specificity and orientation of an individual educational institution.

The federal and national-regional components of the education standard include:

requirements for the minimum necessary such training of students within the specified volume of content;

the maximum allowable amount of school load for students by years of study.

The essence of the standard of general secondary education is revealed through its functions, which are diverse and closely related. Among them, the functions of social regulation, humanization of education, management, and improving the quality of education should be highlighted.

The function of social regulation is caused by the transition from a unitary school to a variety of educational systems. Its implementation involves a mechanism that would prevent the destruction of the unity of education.

The function of humanization of education is associated with the assertion with the help of standards of its personality-developing essence.

The management function is related to the possibility of reorganizing the existing system of monitoring and assessing the quality of learning outcomes.

State educational standards allow the function of improving the quality of education. They are designed to fix the minimum required amount of educational content and set the lower acceptable limit of the level of education.

pedagogical process

3. Methods, forms, means of the pedagogical process

A method in education is “an orderly activity of a teacher and students aimed at achieving a given goal”].

Verbal methods. The use of verbal methods in a holistic pedagogical process is carried out primarily with the help of oral and printed words. This is because the word is not only a source of knowledge, but also a means of organizing and managing educational and cognitive activities. This group of methods includes the following methods of pedagogical interaction: story, explanation, conversation, lecture, educational discussions, disputes, working with a book, example method.

A story is "a consistent presentation of predominantly factual material carried out in a descriptive or narrative form."

Of great importance is the story in the organization of value-orientation activities of students. By influencing the feelings of children, the story helps them understand and absorb the meaning of the moral assessments and norms of behavior contained in it.

Conversation as a method is "a carefully thought-out system of questions that gradually leads students to gain new knowledge."

With all the diversity of their thematic content, conversations have as their main purpose the involvement of students themselves in the assessment of certain events, deeds, and phenomena of public life.

Verbal methods also include educational discussions. The situations of cognitive dispute, with their skillful organization, attract the attention of schoolchildren to the contradictory nature of the world around them, to the problem of the knowability of the world and the truth of the results of this knowledge. Therefore, to organize the discussion, it is necessary first of all to put forward a real contradiction to the students. This will allow students to intensify their creative activity and pose them with the moral problem of choice.

The verbal methods of pedagogical influence include the method of working with a book.

The ultimate goal of the method is to introduce the student to independent work with educational, scientific and fiction.

Practical methods in a holistic pedagogical process are the most important source of enriching schoolchildren with experience in social relations and social behavior. The central place in this group of methods is occupied by exercises, i.e. systematically organized activities for the repeated repetition of any actions in the interests of their consolidation in the personal experience of the student.

A relatively independent group of practical methods is laboratory work - a method of a peculiar combination of practical actions with organized observations of students. The laboratory method makes it possible to acquire skills in handling equipment, provides excellent conditions for the formation of the ability to measure and calculate, process results.

Cognitive games are “specially created situations that simulate reality, from which students are encouraged to find a way out. The main purpose of this method is to stimulate the cognitive process. ”

Visual methods. The demonstration consists in sensual familiarization of students with phenomena, processes, objects in their natural form. This method serves primarily to reveal the dynamics of the phenomena studied, but it is also widely used to familiarize oneself with the appearance of an object, its internal structure, or its location in a series of homogeneous objects.

Illustration involves the display and perception of objects, processes and phenomena in their symbolic image using diagrams, posters, maps, etc.

Video Method The training and educational functions of this method are determined by the high efficiency of visual images. Using the video method provides an opportunity to give students more complete and reliable information about the studied phenomena and processes, free teachers from the part of technical work related to the control and correction of knowledge, and establish effective feedback.

The means of the pedagogical process are divided into visual (visual), which include original subjects or their various equivalents, diagrams, maps, etc .; audio (auditory), including radio, tape recorders, musical instruments, etc., and audiovisual (visual-auditory) - sound films, television, partially automated learning process, programmed textbooks, didactic machines, computers, etc. It is also customary to divide teaching aids into funds for the teacher and for students. The former are subjects used by the teacher to more effectively realize the goals of education. The second is the individual means of students, school books, notebooks, writing instruments, etc. The number of didactic tools also includes those with which both the activities of the teacher and students are connected: sports equipment, school botanical sites, computers, etc.

Training and education is always carried out within the framework of one form or another of organization.

All sorts of ways to organize the interaction of teachers and students were consolidated in three main systems of organizational design of the pedagogical process. These include: 1) individual training and education; 2) class-lesson system, 3) lecture-seminar system.

The class-lesson form of the organization of the pedagogical process is considered traditional.

A lesson is such a form of organization of the pedagogical process in which “the teacher over the course of a specified time directs the collective cognitive and other activities of a permanent group of students (class), taking into account the characteristics of each of them, using types, means and methods of work that create favorable conditions for that so that all students master the knowledge, skills and abilities, as well as for the education and development of cognitive abilities and spiritual strength of schoolchildren. ”

Features of the school lesson:

the lesson provides for the implementation of the learning functions in a complex (educational, developing and educating);

the didactic structure of the lesson has a strict construction system:

a certain organizational beginning and statement of tasks of the lesson;

updating the necessary knowledge and skills, including checking homework;

explanation of new material;

consolidation or repetition of the lesson;

monitoring and evaluation of student learning outcomes during the lesson;

summarizing the lesson;

homework;

each lesson is a link in the lesson system;

the lesson complies with the basic principles of training; in it, the teacher applies a certain system of teaching methods and means to achieve the goals of the lesson;

the basis of the lesson is the skillful use of methods, teaching aids, as well as a combination of collective, group and individual forms of work with students and taking into account their individual psychological characteristics.

I distinguish the following types of lessons:

lesson introducing students to new material or communication (study) of new knowledge;

lesson of knowledge consolidation;

lessons for developing and consolidating skills;

generalized lessons.

The structure of a lesson usually consists of three parts:

Organization of work (1-3 minutes), 2. of the main part (formation, assimilation, repetition, consolidation, control, application, etc.) (35-40 minutes), 3. summing up and assignment to the house (2- 3 min.).

The lesson as the main form is organically supplemented by other forms of organization of the educational process. Some of them developed in parallel with the lesson, i.e. within the classroom system (excursion, consultation, homework, training conferences, additional classes), others are borrowed from the lecture-seminar system and adapted according to the age of the students (lectures, seminars, workshops, tests, exams).

Conclusion

In this work, we managed to analyze the basic scientific pedagogical research, as a result of which the basic characteristics of the pedagogical process were highlighted. First of all, these are the goals and objectives of the pedagogical process, its main components, the functions it carries, the significance for society and culture, its methods, forms and means.

The analysis showed the high importance of the pedagogical process in society and culture as a whole. First of all, this is reflected in the special attention on the part of society and the state to educational standards, to the requirements for ideal images of people designed by teachers.

The main characteristics of the pedagogical process are integrity and consistency. They are manifested in understanding the goals of the pedagogical process, its content and functions. So the processes of education, development and training can be called a single property of the pedagogical process, its constituent components, and the basic functions of the pedagogical process - educating, training and educational.

List of references

1. Barkhaev B.P. Pedagogy. - M., 2001.

Bordovskaya N.N., Rean A.A. Pedagogy. - M., 2000.

Nikitina N.N., Kislinskaya N.V. Introduction to teaching: theory and practice. - M.: Academy, 2008 - 224 p.

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

Slastenin V.A. and other Pedagogics Textbook. allowance for students. higher ped textbook. institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slenin. - M.: Publishing Center "Academy", 2002. - 576 p.

The fact that the Latin word "processus" means "moving forward", "change", we already know. A pedagogical process is the developing interaction of educators and foster children, aimed at achieving a given goal and leading to a predetermined change in state, the transformation of the properties and qualities of foster children. In other words, the pedagogical process is a process in which social experience is melted into personality traits. In the pedagogical literature of previous years, the concept of "educational process" was used. Research P.F. Kapte-reva, A.I. Pinkevich, Yu.K. Babansky and other teachers showed that this concept is narrowed and incomplete, not reflecting the complexity of the process and, above all, its main distinguishing features - integrity and community. Ensuring the unity of training, education and development on the basis of integrity and community is the main essence of the pedagogical process. Otherwise, the terms “educational process” and “pedagogical process” and the concepts they designate are identical.

Consider the pedagogical process as a system (Fig. 5). The first thing that catches your eye is the presence in it of many subsystems, embedded one into another or interconnected by other types of connections. The system of the pedagogical process is not reducible to any of its subsystems, no matter how large and independent they may be. The pedagogical process is the main uniting system. It brings together the processes of formation, development, upbringing and training, along with all the conditions, forms and methods of their course.

The pedagogical theory took a progressive step, learning to represent the pedagogical process as a dynamic system. In addition to a clear identification of the component components, this representation allows us to analyze the numerous relationships and relationships between the components, and this is the main thing in the practice of managing the pedagogical process.

The pedagogical process as a system is not identical to the system of the process. The systems in which the pedagogical process proceeds are the public education system, taken as a whole, school, class, educational lesson, and others. Each of these systems operates in certain external conditions: natural-geographical, social, industrial, cultural and others. There are specific conditions for each system. Intra-school conditions, for example, include material-technical, sanitary-hygienic, moral-psychological, aesthetic and other conditions.

Structure (from lat. Structura - structure) is the arrangement of elements in the system. The structure of the system consists of the elements (components) selected according to the accepted criterion, as well as the relationships between them. It has already been emphasized that understanding relationships is most important, because only knowing what is connected with what and how in the pedagogical process, it is possible to solve the problem of improving the organization, management and quality of this process. The connections in the pedagogical system are not like the connections between the components in other dynamic systems. The expedient activity of the teacher appears in organic unity with a significant part of the means of labor (and sometimes with all of them). An object is a subject. The result of the process is directly dependent on the interaction of the teacher, the technology used, the student.

To analyze the pedagogical process as a system, it is necessary to establish an analysis criterion. Such a criterion can be any sufficiently strong indicator of the process, the conditions of its course or the magnitude of the results achieved. It is important that it meets the objectives of studying the system. It is not only difficult to analyze the system of the pedagogical process according to all theoretically possible criteria, but there is no need for this. Researchers choose only those whose study reveals the most important connections, provides deeper penetration and knowledge of previously unknown patterns.

What is the purpose of a student who is first acquainted with the pedagogical process? Of course, first of all, he intends to understand the general structure of the system, the relationship between its main components. Therefore, the systems and criteria for their selection should meet the intended purpose. To highlight the system and its structure, we use the well-known parallelism criterion, which allows us to distinguish the main components in the system under study. Do not forget about the system of the process, which will be the "school".

The components of the system in which the pedagogical process proceeds are educators, educated, educational conditions. The pedagogical process itself is characterized by goals, objectives, content, methods, forms of interaction between teachers and foster children, the results achieved. These are the components that make up the system - targeted, substantive, active, productive.

The target component of the process includes the whole variety of goals and objectives of pedagogical activity: from the general goal - the comprehensive and harmonious development of the individual - to the specific tasks of the formation of individual qualities or their elements. The content component reflects the meaning invested both in the overall goal and in each specific task, and the activity component reflects the interaction of teachers and foster children, their cooperation, organization and management of the process, without which the final result cannot be achieved. This component in the literature is also called organizational or organizational and managerial. Finally, the effective component of the process reflects the efficiency of its course, characterizes the achieved shear in accordance with the goal (Fig. 6).

Many systems of the pedagogical process are allocated for the analysis of the connections that appear between the components of the system. Of particular importance are the informational, organizational, operational, communicative communications that manifest themselves in the process of pedagogical interaction. An important place is occupied by relations of management and self-government (regulation and self-regulation). In many cases, it is useful to consider causal relationships, highlighting the most significant ones among them. For example, an analysis of the reasons for the insufficient effectiveness of the pedagogical process makes it possible to reasonably design future changes and to avoid repeating the mistakes made. It is not worthless to take into account genetic connections, i.e., the identification of historical trends and traditions in training and education, ensuring proper continuity in the design and implementation of new pedagogical processes.

The last decades of the development of pedagogical theory are characterized by a desire to highlight the functional relationships between the objects of pedagogical systems, to use formalized means for their analysis and description. This brings tangible results so far only when studying the simplest acts of training and education, characterized by the interaction of a minimum number of factors. When trying to functional modeling of more complex, approaching real multifactorial pedagogical processes, excessive schematization of reality is obvious, which does not bring noticeable benefits to cognition. This drawback is stubbornly overcome: they use more subtle and accurate formalized descriptions of the process of introducing into pedagogical research new sections of modern mathematics and the capabilities of computer technology.

In order to more clearly imagine the pedagogical process taking place in the pedagogical system, it is necessary to find out the components of the public education system as a whole. In this regard, the approach outlined by the American teacher F.G. deserves serious attention. Coombs in The Crisis of Education. System analysis. " In it, the author considers the main components of the education system: 1) the goals and priorities that determine the activities of the systems; 2) students whose training is the main task of the system; 3) management, coordinating, managing and evaluating the system; 4) the structure and distribution of study time and student flows in accordance with various tasks; 5) content - the main thing that students should receive from education; 6) teachers; 7) teaching aids: books, blackboards, maps, films, laboratories, etc .; 8) premises necessary for the educational process; 9) technology - all the techniques and methods used in training; 10) control and assessment of knowledge: admission rules, assessment, exams, quality of training; 11) research work to increase knowledge and improve the system; 12) costs of system performance indicators 1.

Professor I.P. Rachenko in the education system that has developed in our country, identifies the following components:

1. Goals and objectives that determine the activities of the system.

3. Teaching staff to ensure the implementation of goals and objectives of the content of training and education.

4. Scientific personnel providing scientifically based functioning of the system, continuous improvement of the content and methods of organizing training and education at the level of modern requirements.

5. Pupils whose training and education is the main task of the system.

6. Material and technical support (premises, equipment, hardware, teaching aids

7. Financial support of the system and indicators of its effectiveness.

8. Conditions (psychophysiological, sanitary, aesthetic and social).

9. Organization and management.

In this system, the place of each component is determined by its value, its role in the system, and the nature of its relationships with others.

But not enough to see the system at all. It is necessary to understand its development - to see in its constituent elements both the past and the present, and the upcoming future, to see the system in its dialectical development.

The pedagogical process is a labor process, it, like any other labor process, is carried out to achieve socially significant goals. The specificity of the pedagogical process is that the work of educators and the work of those brought up merge together, forming a kind of relationship between the participants in the labor process - pedagogical interaction.

As in other labor processes, pedagogical objects, means, and products of labor are allocated. The objects of activity of the teacher are a developing personality, a team of pupils. In addition to complexity, systematicity, and self-regulation, the objects of pedagogical work also have such a quality as self-development, which determines the variability, variability, and non-repeatability of pedagogical processes.

The subject of pedagogical work is the formation of a person who, unlike a teacher, is at an earlier stage of his development and does not possess the knowledge, skills, experience necessary for an adult. The originality of the object of pedagogical activity also lies in the fact that it does not develop in direct proportion to the pedagogical impact on it, but according to the laws inherent in its psyche - the characteristics of perception, understanding, thinking, the formation of will and character.

Means (tools) of labor - this is what a person places between himself and the subject of labor in order to achieve the desired impact on this subject. In the pedagogical process, the tools are also very specific. These include not only the teacher’s knowledge, his experience, personal impact on the educated, but also the types of activities to which he should be able to switch schoolchildren, methods of cooperation with them, and the methodology of pedagogical influence. These are spiritual means of labor.

The products of pedagogical work, the creation of which is directed by the pedagogical process, have already been mentioned in the previous sections. If what is “produced” in it is represented globally, then it is a well-educated, prepared for life, public person. In specific processes, “parts” of the general pedagogical process, particular tasks are solved, individual personality traits are formed in accordance with the general goal setting.

The pedagogical process, like any other labor process, is characterized by the levels of organization, management, productivity (efficiency), manufacturability, profitability, the allocation of which opens the way to justify the criteria that allow us to give not only qualitative, but also quantitative assessments of the achieved levels. The cardinal characteristic of the pedagogical process is time. It acts as a universal criterion that allows you to reliably judge how quickly and efficiently this process proceeds.

I I. Fill in the blanks

Introduction

In order for human society to develop, it must pass on its social experience to new generations.

The transfer of social experience can occur in different ways. In primitive society, this was done mainly through imitation, repetition, copying of adult behavior. In the Middle Ages, such a transfer was carried out most often through memorization of texts.

Over time, humanity has come to the conclusion that mechanical repetition or memorization is not the best way to convey social experience. The greatest effect is achieved with the active participation of the person himself in this process, when included in his creative activity, aimed at the knowledge, development and transformation of the surrounding reality.

Modern life has put forward a whole range of requirements for a person that determine the range of tasks and several fundamental directions for their implementation. I will name the more significant of them:

• tasks of mental development, involve the assimilation by children of knowledge, abilities and skills common to all, which simultaneously provide mental development and form their ability for active independent thinking and creativity in social and industrial activities;
• tasks of emotional development, which includes the formation in children of an ideological, emotional, aesthetic attitude to art and reality;
• tasks of moral development, focused on the assimilation by pupils of simple norms of universal human morality, habits of moral behavior, on the development in a child of moral will, freedom of moral choice and responsible behavior in life relationships;
• tasks of physical development aimed at strengthening and developing the physical forces of children, which are the material basis of their vitality and spiritual being.
• tasks of individual and personal development, requiring the identification and development of natural talents in each child through differentiation and individualization of the processes of learning and perception;
• tasks of cultural education, based on the highest values \u200b\u200bof world art culture, opposing the destructive development of mass anti and pseudoculture.

The active implementation of these tactical goals will make it possible to realistically and effectively solve strategic tasks, to carry out the comprehensive development of the individual — the general goal of a holistic pedagogical process.

1. The pedagogical process as a holistic system

A pedagogical process is the developing interaction of educators and foster children, aimed at achieving a given goal and leading to a predetermined change in state, the transformation of the properties and qualities of foster children. In other words, the pedagogical process is a process in which social experience is transformed into the qualities of a formed person (personality). This process is not a mechanical combination of the processes of education, training and development, but a new high-quality education. Integrity, community and unity are the main characteristics of the pedagogical process.

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

The educational process is a holistic process

What should be understood as integrity?

Educational:

in extracurricular activities;

Educational (manifested in everything):

Developing:

The pedagogical process has a number of properties.

The structure of the pedagogical process.

Incentive and motivational. The pedagogical process is a holistic process.

The pedagogical process is a holistic educational process of the unity and interconnection of upbringing and training, characterized by joint activity, cooperation and co-creation of its subjects, contributing to the most complete development and self-realization of the individual.

What should be understood as integrity?

In pedagogical science, there is still no unambiguous interpretation of this concept. In the general philosophical understanding, integrity is interpreted as the internal unity of the object, its relative autonomy, independence from the environment; on the other hand, integrity is understood as the unity of all the components included in the pedagogical process. Integrity is an objective, but not permanent, property of them. Integrity can arise at one stage of the pedagogical process and disappear at another. This is characteristic of both pedagogical science and practice. The integrity of pedagogical objects is built purposefully.

The components of a holistic pedagogical process are processes: upbringing, training, development.

Thus, the integrity of the pedagogical process means the subordination of all processes of its generators to the main and common goal - the comprehensive, harmonious and holistic development of the individual.

The integrity of the pedagogical process is manifested:

In the unity of the processes of training, education and development;

The subordination of these processes;

In the presence of a general preservation of the specificity of these processes.

The pedagogical process is a multifunctional process.

The functions of the pedagogical process are: educational, educational, developing.

Educational:

implemented primarily in the learning process;

in extracurricular activities;

in the activities of institutions of further education.

Educational (manifested in everything):

in the educational space in which the process of interaction between the teacher and the pupil takes place;

in the personality and professionalism of the teacher;

in curricula and programs, forms, methods and tools used in the educational process.

Developing:

Development in the process of education is expressed in qualitative changes in the human mental activity, in the formation of new qualities, new skills.

The pedagogical process has a number of properties

The properties of the pedagogical process are:

holistic pedagogical process strengthens its processes;

holistic pedagogical process creates opportunities for penetration of teaching and upbringing methods;

holistic pedagogical process leads to the merger of pedagogical and student groups into a single school-wide collective.

The structure of the pedagogical process

Structure - the arrangement of elements in the system. The structure of the system is constituted by the components identified by a certain criterion, as well as the relationships between them.

The structure of the pedagogical process consists of the following components:

Stimulus-motivational - the teacher stimulates the cognitive interest of students, which causes them the needs and motives for educational and cognitive activities;

The teacher stimulates the cognitive interest of students, which causes them the needs and motives for educational and cognitive activities;

This component is characterized by:

emotional relations between its subjects (educators-pupils, pupils-pupils, educators-educators, educators-parents, parents-parents);

motives of their activities (motives of pupils);

the formation of motives in the right direction, the stimulation of socially valuable and personally significant motives, which largely determines the effectiveness of the pedagogical process.

Target - teacher’s awareness and acceptance by students of the goal, tasks of educational and cognitive activity;

This component includes the whole variety of goals, tasks of pedagogical activity from the general goal - “comprehensive harmonious development of the personality” to the specific tasks of the formation of individual qualities.

Connected with the development and selection of educational content.

Operational-effective - most fully reflects the procedural side of the educational process (methods, techniques, tools, forms of organization);

It characterizes the interaction of teachers and children, is associated with the organization and management of the process.

Means and methods, depending on the characteristics of educational situations, add up to certain forms of joint activity of educators and pupils. Thus, the desired goals are achieved.

Control and regulatory - includes a combination of self-control and control by the teacher;

Reflective - introspection, self-assessment, taking into account the assessment of others and determining the further level of their educational activity by students and pedagogical activity by a teacher.

The principle of integrity is the basis of the pedagogical process

So, integrity is a natural property of the educational process. It objectively exists, since there is a school in society, a learning process. For example, for the learning process, taken in an abstract sense, such integrity characteristics are the unity of teaching and learning. And for real pedagogical practice - the unity of educational, developmental and educational functions. But each of these processes also performs related functions in an integral educational process: upbringing carries out not only educational, but also developmental and educational functions, and learning is unthinkable without the accompanying upbringing and development. These connections leave an imprint on the goals, objectives, forms and methods of forming the educational process. So, for example, in the learning process, the formation of scientific ideas, the assimilation of concepts, laws, principles, theories, which subsequently have a great influence on the development and upbringing of the personality, are pursued. The content of education is dominated by the formation of beliefs, norms, rules and ideals, value orientations, etc., but at the same time, representations of knowledge and skills are formed. Thus, both processes lead to the main goal - the formation of personality, but each of them contributes to the achievement of this goal by means of its own means. In practice, this principle is implemented by a set of tasks of the lesson, the content of training, i.e. the activities of teachers and students, a combination of various forms, methods and teaching aids.

In pedagogical practice, as in pedagogical theory, the integrity of the learning process, as the complexity of its tasks and means of their implementation, is expressed in determining the correct ratio of knowledge, skills and abilities, in harmonizing the learning process and development, in combining knowledge, skills and a single system of ideas about the world and how to change it.

2. The patterns of the pedagogical process

Every science has as its task the discovery and study of laws and laws in its field. The laws and laws express the essence of phenomena, they reflect the essential connections and relationships.

To identify the patterns of a holistic pedagogical process, it is necessary to analyze the following relationships:

the relationship of the pedagogical process with wider social processes and conditions;

communication within the pedagogical process;

the relationship between the processes of training, education, training and development;

between the processes of pedagogical guidance and the initiative of the educated;

between the processes of educational influences of all subjects of education (educators, children's organizations, family, the public, etc.);

the relationship between the tasks, content, methods, means and forms of organization of the pedagogical process.

From the analysis of all these types of relationships, the following regularities of the pedagogical process follow:

The law of social conditioning of the goals, content and methods of the pedagogical process. It reveals the objective process of the determining influence of social relations, the social system on the formation of all elements of education and training. It is about using this law to fully and optimally transfer the social order to the level of pedagogical tools and methods.

The law of the interdependence of training, education and activities of students. He reveals the relationship between teaching guidance and the development of students' own activity, between the ways of organizing training and its results.

The law of the integrity and unity of the pedagogical process. It reveals the correlation of part and whole in the pedagogical process, determines the need for unity of rational, emotional, communicating and search, content, operational and motivational components in learning.

The law of unity and the relationship of theory and practice.

The pattern of the dynamics of the pedagogical process. The magnitude of all subsequent changes depends on the magnitude of the changes in the previous step. This means that the pedagogical process, as a developing interaction between the teacher and the educated, is gradual. The higher the intermediate movements, the greater the final result: a student who has higher intermediate results has higher overall achievements.

The pattern of personality development in the pedagogical process. The pace and achieved level of personality development depend on:

1) heredity;

2) educational and learning environment;

3) applied means and methods of pedagogical impact.

The pattern of management of the educational process. The effectiveness of the pedagogical impact depends on:

the intensity of feedback between the educated and teachers;

the magnitude, nature and validity of corrective actions on foster children.

The pattern of stimulation. The productivity of the pedagogical process depends on:

actions of internal incentives (motives) of pedagogical activity;

the intensity, nature and timeliness of external (social, moral, material and other) incentives.

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

1) the intensity and quality of sensory perception;

2) the logical understanding of the perceived; practical use of meaningful.

The pattern of unity of external (pedagogical) and internal (cognitive) activities. From this point of view, the effectiveness of the pedagogical process depends on:

quality of pedagogical activity;

qualities of their own educational activities of those educated.

The regularity of the pedagogical process. The course and results of the pedagogical process depend on:

the needs of society and the individual;

opportunities (material, technical, economic and other) of society;

process conditions (moral, psychological, aesthetic and others).

Many patterns of learning are discovered empirically, and thus learning can be built on the basis of experience. However, the construction of effective learning systems, the complexity of the learning process with the inclusion of new didactic tools requires a theoretical knowledge of the laws by which the learning process proceeds.

External patterns of the learning process and internal ones are distinguished. The first (described above) characterize the dependence on external processes and conditions: socio-economic, political situation, level of culture, society’s needs for a certain type of personality and level of education.

The internal laws include the relationship between the components of the pedagogical process. Between goals, content, methods, means, forms. In other words, this is the relationship between teaching, learning and the material studied. There are quite a lot of such laws established in pedagogical science, most of them are valid only when creating the necessary conditions for learning. I will name some of them, while continuing with the numbering:

There is a logical connection between training and education: the teaching activity of a teacher is primarily educational in nature. Its educational impact depends on a number of conditions in which the pedagogical process proceeds.

Another regularity suggests that there is a relationship between the interaction of the teacher and the student and the result of the training. According to this provision, training cannot take place if there is no interdependent activity of participants in the learning process, their unity is absent. A particular, more specific manifestation of this pattern is the relationship between student activity and learning outcomes: the more intense, more conscious, educational and cognitive activity of a student, the higher the quality of education. A particular expression of this regularity consists in the correspondence of the goals of the teacher and students; when the goals are mismatched, the effectiveness of training is significantly reduced.

Only the interaction of all training components will ensure the achievement of results that are consistent with the set goals.

In the latter regularities, as it were, all the previous ones are connected into the system. If the teacher correctly chooses the tasks, content, methods of stimulation, organization of the pedagogical process, takes into account the existing conditions and takes measures for their possible improvement, then durable, informed and effective results will be achieved.

The patterns described above find their concrete expression in the principles of the pedagogical process.

3. The concepts of educational space and educational system

The social space of the educational process. Any phenomenon of life takes place in space, and for each achievement there is its own corresponding space.

The educational process as a socio-psychological phenomenon is constructed, located and developed in a well-defined society, which has its own spatial framework.

In turn, society is located in a geographical space, which has a great influence on the physical and mental well-being of people, which means, speaking of social space, we must not forget about space in general as a certain extent of objects.

The practice of schooling freely uses the specific characteristics of natural space: in children living near the sea, school life is associated with marine life; children experience the sea; schoolchildren born in the steppe have a slightly different content of life: they live in the steppe, interact with the steppe, master, assimilate and appropriate the steppe as vital; urban children, growing up in stone bags of modern architecture, perceive the world through the prism of urbanization and have a different well-being from a child living in the bosom of nature.

Social space is the length of social relations that unfolds daily in front of a child, either in the form of words, actions, actions of people, or in a certain way of things, the interior, the architectural ensemble, transport, apparatuses and other things.

The multicolor of social relations contains historical experience, fixed in traditions, material values, art, morality, science; includes the achievements of universal culture, reflected in the forms of behavior, clothes, achievements of civilization, works of individual creativity, lifestyle; It contains a real reversal of emerging in the present new relations. And all this overflow of social relations of this moment, which is important for a person growing and entering the world, creates a social situation for the development of the child. For each child, this situation of development has its own individual variant, containing in itself in a special combination universal, cultural, historical, national, family, group elements, and unfolds in front of the child as a microenvironment, and for the child as the only possible and only the existing environment, as a characteristic of the life in which it enters.

3.1 Educational system

Many scientists, both here and abroad, have come to the conclusion that upbringing is a special field and cannot be considered as an addition to training and education. The concept of education as part of the structure of education belittles its role and does not correspond to the realities of the social practice of spiritual life. The tasks of training and education cannot be effectively solved without the teacher entering the field of education. In this regard, the modern school is considered as a complex system in which upbringing and training act as the most important components of its pedagogical system.

The pedagogical system of the school is a purposeful, self-organizing system, in which the main goal is the inclusion of younger generations in the life of society, their development as creative, active individuals, mastering the culture of society. This goal is realized at all stages of the functioning of the pedagogical system of the school, in its didactic and educational subsystems, as well as in the field of professional and free communication of all participants in the educational process.

The theoretical concept is implemented in three interconnected, interpenetrating, interdependent subsystems: educational, didactic and communication, which, developing, in turn have an impact on the theoretical concept. Pedagogical communication as a way of interaction between teachers and pupils acts as a connecting component of the pedagogical system of the school. This role of communication in the structure of the pedagogical system is due to the fact that its effectiveness depends on the relations that develop between adults and children (relations of cooperation and humanism, common care and trust, attention to everyone) in the course of joint activities.

The educational system is a holistic social organism, functioning under the condition of the interaction of the main components of education (subjects, goals, content and methods of activity, relationships) and possessing such integrative characteristics as the team’s lifestyle, its psychological climate

3.2 Russian education and global development trends

The system of general education is understood as the totality of institutions of pre-school education, secondary schools, boarding schools, orphanages, institutions for educational work with children, as well as all institutions of higher education and secondary vocational education.

The principles of building the education system in Russia are as follows:

1. The relationship of education with the specific conditions and objectives of public policy in the context of the transition to market relations. Using traditional general requirements for the school, additional adjustments are made to the content of education, the organizational and managerial structure of the entire education system, the conditions for its financing, the rights and guarantees of citizens to receive education.

2. Preservation of the main provisions that have developed in the Russian school, namely: the priority of the educational sphere, the secular nature of education, joint training and education of both sexes, a combination of collective, group and individual forms of the educational process.

3. Professional self-determination of youth, taking into account social needs, regional, national and cultural traditions of the peoples of Russia, as well as abilities, national and individual characteristics of young people.

4. The multiplicity of educational institutions, the diversity of forms of education in state and non-state educational institutions with and without interruption from production.

5. The democratic nature of the education system, the choice of students of the type of educational institution and educational program in accordance with their cognitive needs and social interests.

Trends in the global development of education. These features and trends are very ramified and diverse, but in one way or another they affect the development of the educational system in most countries of the world. The most significant of them are the following:

a) The increasing interest of society in introducing the population to a higher level of education as a prerequisite for social and moral progress.

b) Expansion of the network of state secondary schools and vocational schools, as well as higher education institutions that provide free education. In the USA, for example, 90% of schools are public. This opens up the opportunity to receive the necessary education to all interested citizens, regardless of their property status.

c) The trend towards paid education in private secondary and vocational schools, as well as in individual higher education institutions, continues to persist. In the United States, tuition at a private school is from 7 to 10 thousand dollars a year, tuition from kindergarten from 40 to 500 dollars a month. In elite universities, it reaches 17-20 thousand dollars a year, which makes many students earn money for their maintenance and work.

d) Increasing funding for the education system at the expense of the state budget. In the USA, for example, for the needs of education, 12% of the federal budget is allocated. In other countries, this percentage is much lower, which, of course, cannot but affect school education and inhibits the growth in the quality of educational work.

e) Attracting funds from various sources for the needs of education and school. In the USA, 10% of the funds allocated for the development of secondary education are federal government spending, 50% of the state government and 40% come from private property taxes.

f) Extension of the principle of municipal school management. The US federal government provides equal opportunity to all schools by providing financial and technical assistance, but does not direct or control their activities.

g) The expansion of diverse schools and their structural diversity. This trend is based on the fact that students have different inclinations and abilities, which are defined quite clearly at later levels of school. Naturally, all the same for the same programs would be inappropriate. Here, the features of the region in which the school is located, as well as the needs of local production, are important. That is why in most countries of the world there is an extensive network of schools of various types with a peculiar internal structure.

h) The division of the subjects studied into compulsory and subjects studied at the choice of the students themselves. In many schools in the United States in grades IX-XII, two subjects are English and physical education. So, at the Newton Nore school, about 90 subjects are offered for the choice of students.

i) The combination of school activities with the independent work of students in libraries, classrooms. In the aforementioned Newton Nore school, classes per week are 22 hours (classes are not held on Saturdays). This allows students to work in the library for 1-2 hours daily, to independently acquire or deepen their knowledge.

j) The continuity of educational institutions and the continuity of education. This trend is increasingly making its way. It is due to the fact that the rapid development of science and technology, radical improvements in production technology, the emergence of its new industries require manufacturers to have deeper knowledge, master new scientific achievements and continuously improve their professional qualifications.

4. Priority areas for the development of pedagogical science in modern conditions

The school is a social institution, a public-state system (see the Law of the Russian Federation "On Education" 1992), designed to satisfy the educational needs of society, the individual and the state. School is the cradle of the people. The social order given to public education is unequivocal: to educate a creative, proactive, independent person who is actively involved in all public and state affairs.

Today, the school was in a very problematic situation. Based on the postulate that the teacher should "transmit" to children the knowledge, norms of culture, i.e. to use the "action" pedagogy of education, this is a manifestation of terry authoritarianism. But another slogan “children on their own” is meaningless. Children who are left without the directing activity of teachers will either reproduce by inertia the dogmas developed by authoritarian pedagogy, or they will have various forms of protest and indifference to learning. This is the pedagogical interpretation of the situation. New guidelines are needed so that the school does not go by the method of “trial and error”, we need recommendations developed on a scientific basis, helping to study democracy already at school, we need a new didactic system.

The democratization of society determines the democratization of the school. The democratization of the school is the goal, means and guarantee of the irreversibility of updating, transforming the school, which should affect all aspects of school life. Democratization is a turn to the person whose name is a schoolboy. Democratization is the overcoming of formalism, red tape in the pedagogical process.

This is a humanistic idea of \u200b\u200bthe coordinated activities of children and adults on the basis of mutual understanding, penetration into the spiritual world of each other, a collective analysis of the course and results of this activity, which in its essence is aimed at developing a person.

The humanization of the democratic system means that the goal of the educational process is becoming more complete satisfaction of the cognitive and spiritual needs of students, that the nature and content of the educational work of students is humanized, the opportunities for participation of all students together with teachers in managing all school affairs are expanding. Due to this, the entire life of the school, the entire content of the activities of teachers and students is put at the service of the student. Created increasingly favorable conditions for the harmonious development of personality. The student acts as a subject of various, internally interrelated, types of activities and, above all, educational, gaming, socially useful, labor. The practice of innovative teachers and the results of scientific searches of scientific didactics show that this contributes to the development of students' desire and ability to learn, the formation of their abilities and responsibilities in mastering knowledge, performing socially significant assignments at and outside the school. In the school team, trusting relationships between teachers and students are strengthened. Each of them is demanding for his duties, intolerance for shortcomings: for teachers, this gives rise to joy and pride in the results of his work, the desire to make it even more fruitful; students reinforce a sense of independence, confidence in their capabilities to solve problems that appear in the learning process in any educational and life situation. And this is due to the fact that the priorities in this school are not programs, not subjects that need to be passed, not rules, formulas, dates, events that need to be remembered, but a child, student, his intellectual, spiritual and physical development. These priorities should be specifically manifested in the interest of students in knowledge, in their social activity, in the diagnosis of their abilities, in creating the conditions for a free choice of profession, in protecting the rights of the child. This is the essence of student-centered learning.

The school rests on joint interconnected activities of students and teachers, focused on achieving certain goals. At the same time, the main face of the transformation of school life is a teacher, but not in the Hegelian understanding of his mission, but a creative teacher, standing on the position of humanistic pedagogy.

A school is the source of social development, an institution of upbringing and development, and not a system where students learn and master knowledge. The teacher should not only transmit information or advise students according to their spontaneous interests in something, but rather organize the learning process. It is no secret that some lessons are held with the full activity of students who help the teacher with their answers, while in other lessons the same students are seized with numbness, fear, and sometimes negative reactions to the teacher’s behavior reign there. At such lessons, there is no time for knowledge. The style of activity of the teacher, his nature of communication with students completely changes the activities of students.

In the pedagogical leadership, two polar, diametrically opposite styles of teachers' work are distinguished: authoritarian and democratic. The predominance of one or the other in communication in the lesson determines the essence and character of one or another didactic system.

The joint interconnected activity of students and teachers, built on democratic principles, was shown to us by innovative teachers who were able to help students realize the promising goals of learning, make the learning process desirable for children, joyful, build it on the basis of the development of their cognitive interests, the formation of ideological and moral qualities. Clear design of educational material, the allocation of supports and reference signals, the concentration of the material in large blocks, the creation of a highly intelligent background are ways to organize successful educational and cognitive activities of students with which they achieve learning without coercion. The relevance of these and similar approaches of innovative teachers and didactic scientists is great because now, as a result of the inept organization of the educational process, the sparks of knowledge in the eyes of our students are fading. What cognitive interest can we talk about if, over the course of 10 thousand lessons in his school life, a student knows that he will face the same thing every day: checking his homework, interviewing the previously studied, will be followed by a dose of the new, then consolidating it and homework . Moreover, in the presence of the whole class at the beginning of the lesson, the teacher will “torture” with his questions one of two children who do not always have an idea of \u200b\u200bwhat the teacher wants from them. For some children, such minutes are equated with stressful situations, for others - the opportunity to assert themselves, for others, to gloat over the torments of their comrades.

These are the features of the practice of teaching in the pre-reform and newly rebuilding school. Note that if the lesson creates an atmosphere of trust, kindness, spiritual comfort, mutual understanding, communication, then in the process of such a lesson the person will not only learn new material, but also develop and enrich moral values.

4.1 Education as a pedagogical process

Note that since education as a subject of pedagogy is a pedagogical process, the phrases “educational process” and “pedagogical process” will be synonymous. In its first approximation to the definition, the pedagogical process is a movement from the goals of education to its results by ensuring the unity of training and education. Its essential characteristic, therefore, is integrity as an internal unity of its components, their relative autonomy.

Consideration of the pedagogical process as integrity is possible from the perspective of a systematic approach, which allows you to see in it, first of all, the system - the pedagogical system (Yu.K. Babansky).

By the pedagogical system it is necessary to understand many interconnected structural components, united by a single educational goal of personality development and functioning in a holistic pedagogical process.

The pedagogical process, therefore, is a specially organized interaction between teachers and pupils (pedagogical interaction) regarding the content of education using educational and upbringing tools (pedagogical tools) in order to solve educational problems aimed at meeting the needs of both society and the individual in its development and self-development.

Any process is a successive change of one state to another. In the pedagogical process, it is the result of pedagogical interaction. That is why pedagogical interaction is the essential characteristic of the pedagogical process. It, unlike any other interaction, is a deliberate contact (long or temporary) of the teacher and pupils (pupil), the result of which are mutual changes in their behavior, activities and relationships.

The pedagogical interaction includes the pedagogical influence in unity, its active perception and assimilation by the pupil, and the latter's own activity, manifested in direct or indirect response to the teacher and himself (self-education).

Such an understanding of pedagogical interaction makes it possible to single out in the structure of both the pedagogical process and the pedagogical system the two most important components of teachers and pupils, who are their most active elements. The activity of participants in pedagogical interaction allows us to talk about them as subjects of the pedagogical process that affect its course and results.

The traditional approach identifies the pedagogical process with the activity of the teacher, pedagogical activity with a special type of social (professional) activity aimed at realizing the goals of education: transferring the culture and experience accumulated by mankind from the older generations to the younger, creating conditions for their personal development and preparing to fulfill certain social roles in society.

The purpose of education as a set of requirements of society in the field of spiritual reproduction, as a social order is a determinant (prerequisite) for the emergence of pedagogical systems. Within the framework of these systems, it becomes an immanent (inherent) characteristic of the content of education. In it, it is pedagogically interpreted in connection with, for example, the age of the pupils, the level of their personal development and the development of the team, etc. It is explicitly and implicitly present in the means, and in the teacher and pupils the purpose of education functions at the level of its awareness and manifestation in activity.

Thus, the goal, being an expression of the order of society and interpreted in pedagogical terms, acts as a backbone factor, and not an element of the pedagogical system, i.e. external to her power. The pedagogical system is created with a focus on the goal. The ways (mechanisms) of the functioning of the pedagogical system in the pedagogical process are training and education, on pedagogical instrumentation, which depend on those internal changes that occur both in the pedagogical system and in its subjects, teachers and pupils.

4.2 Correlation of pedagogical science and pedagogical practice in the social space

Today, no one questions the scientific status of pedagogy. The debate has shifted to the plane of the relationship between science and teaching practice. The real achievements of educators turn out to be too ambiguous: in one case, they are due to deep knowledge and skillful application of pedagogical theory, in the other, high personal mastery of the teacher, the art of pedagogical influence, instinct and intuition bring success. In recent decades, there has been a particularly acute inconsistency between school practice and pedagogical science. The latter was particularly plagued by the fact that she does not supply the practice with progressive recommendations, is divorced from life, does not keep up with fast-moving processes. The teacher stopped believing in science, there was an alienation of practice from theory.

The question is very serious. It seems that we began to forget that the true mastery of the teacher, the high art of education is based on scientific knowledge. If someone could achieve high results without knowledge of pedagogical theory, this would mean the latter was unnecessary. But this does not happen. Some bridge over a stream or a simple hut can be built without special engineering knowledge, but it is impossible to build modern structures without them. So it is in pedagogy. The more complex tasks the educator has to solve, the higher should be the level of his pedagogical culture.

But the development of pedagogical science does not automatically ensure the quality of education. It is necessary that the theory be melted into practical technology. In the meantime, the rapprochement of science and practice is not fast enough: according to experts, the gap between theory and practice is 5-10 years.

Pedagogy is rapidly progressing, justifying its definition as the most dialectical, changeable science. In recent decades, tangible successes have been achieved in a number of its fields, primarily in the development of new teaching technologies. Progress has also been made in the creation of better methods of education, technologies of self-education and self-education. In school practice, new scientific developments are used. Research and production complexes, author's schools, experimental sites - all these are notable milestones on the path of positive changes.

Many theorists of pedagogy, following the principles of the classification of sciences established by German philosophers Windelband and Rickert, classify pedagogy as the so-called normative sciences. The reason for this is the peculiarities of the laws recognized by pedagogy. Until recently, they were and still largely remain broad conclusions expressing general trends in the development of pedagogical processes. This makes it difficult to use them for specific forecasting; the process and its future results can be predicted only in the most general terms. The conclusions of pedagogy are very varied, uncertain. In many cases, it only sets the norm (“the teacher must, the school must, the student must”), but does not ensure the achievement of this norm with scientific support.

It is not difficult to understand why the question of the relationship between science and pedagogical skill is not removed from the agenda. Norms, even established on the basis of an analysis of the essence of pedagogical phenomena, are just abstract truths. Only a thinking teacher can fill them with vivid meaning.

The question of the level of theorization of pedagogy, that is, the limit at which it still does not lose sight of a person, but also does not rise too high in abstractions, turning into a collection of "dead", "uninhabited" schemes, is very relevant. Attempts to divide pedagogy into theoretical and normative (practical) dates back to the last century. “With regard to means,” we read in one pre-revolutionary monograph, “pedagogy is a theoretical science, since its means consist in knowing the laws that govern the physical and spiritual nature of man; in terms of goals, pedagogy is a practical science. ”

In the process of ongoing and ongoing discussion about the status of pedagogy, various approaches were proposed to analyze and structure knowledge accumulated by science, to assess their level and degree of maturity of science itself. For us, the fact that most researchers around the world consider it justified and lawful to single out theoretical pedagogy from the vast field of pedagogical knowledge that contains basic scientific knowledge about the laws and laws of upbringing, education, and training is important for us. The main components of the system of scientific pedagogy are also axioms and principles. Through concrete recommendations and rules, theory is combined with practice.

5. The pedagogical process of the moral culture of the individual in the social space

In the process of educating a person, the formation of his morality is extremely important. The fact is that people, being members of the social system and being in a multitude of social and personal connections among themselves, must be organized in a certain way and in one way or another coordinate their activities with other members of the community, obey certain norms, rules and requirements. That is why in every society many different means are developed, the function of which is to regulate human behavior in all spheres of his life and work - in work and at home, in the family and in relations with other people, in politics and science, in civic manifestations, games and etc. Such a regulatory function, in particular, is performed by legal norms and various decisions of state bodies, production and administrative rules at enterprises and institutions, charters and instructions, instructions and orders of officials and, finally, morality.

There are significant differences in how various legal norms, laws, administrative rules and instructions of officials, on the one hand, and morality, on the other, influence people's behavior. Legal and administrative norms and rules are binding, and for their violation, the person bears legal or administrative responsibility. For example, a person has violated one or another law, is late for work or has not complied with the relevant service instructions - bear legal or administrative responsibility. The society even created special bodies (court, prosecutor's office, police, various inspections, commissions, etc.) that monitor the implementation of laws, various decrees and mandatory instructions and apply appropriate sanctions to those who violate them.

Another thing is morality, or morality. The norms and rules that apply to its field do not have such a binding character, and in practice their observance depends on the person himself.

When this or that person violates them, society, acquaintances and strangers have only one means of influencing him - the power of public opinion: reproaches, moral condemnation and, finally, public condemnation, if immoral actions and actions become more serious.

When comprehending the essence of morality of a person, it should be borne in mind that the term morality is often used as a synonym for this concept. Meanwhile, these concepts must be distinguished. Morality in ethics is usually understood as a system of norms, rules and requirements developed in society that are presented to a person in various spheres of life and activity. Morality of a person is interpreted as the totality of his consciousness, skills and habits associated with compliance with these norms, rules and requirements. These interpretations are very important for pedagogy. The formation of morality, or moral education is nothing more than the translation of moral norms, rules and requirements into knowledge, skills and habits of individual behavior and their steady observance.

But what do moral (moral) norms, rules and requirements for individual behavior mean? They are nothing but the expression of certain relations prescribed by the moral of society to the behavior and activities of the individual in various areas of public and personal life, as well as in communication and contacts with other people.

The moral of society embraces the great diversity of these relationships. If you group them, you can clearly imagine the content of educational work on the formation of the morality of students. In general, this work should include the formation of the following moral relations:

a) attitude to the policy of our state: understanding of the course and prospects of world development; correct assessment of events within the country and in the international arena; understanding of moral and spiritual values; striving for justice, democracy and freedom of peoples;

b) attitude to the homeland, other countries and peoples: love and devotion to the homeland; intolerance of national and racial hostility; benevolence to all countries and peoples; culture of interethnic relations;

c) attitude to work: conscientious work for the common and personal good; observance of labor discipline;

d) attitude to the public domain and material values: concern for the preservation and enhancement of the public domain, thrift, nature conservation;

e) attitude to people: collectivism, democracy, mutual assistance, humanity, mutual respect, concern for the family and raising children;

f) self-attitude: high consciousness of public duty; self-esteem, integrity.

But moral education requires a good orientation not only in its content. It is equally important to make a detailed understanding of which person can be considered moral and in what, in fact, the real essence of morality in general is manifested. When answering these questions, at first glance, the conclusion suggests itself: moral is the person who adheres to moral norms and rules in his behavior and life and fulfills them. But you can execute them under the influence of external coercion or trying to show your "morality" in the interests of a personal career or wanting to achieve other advantages in society. Such an outward “moral cunning” is nothing but hypocrisy. At the slightest change in circumstances and living conditions, a person like a chameleon quickly changes his moral coloring and begins to deny and scold what he had previously praised.

In the conditions of social circumstances, democratization and freedom of society being renewed in the country, it is extremely important that the personality itself strives to be moral, that it complies with moral norms and rules not due to external social incentives or coercion, but because of an internal attraction to goodness, justice, nobility and deep understanding of their need. That is what N.V. had in mind Gogol, when he asserted: “Untie everyone’s hands, not tie them; it is necessary to push that everyone holds himself in his hands, and not that others hold him; so that he was stricter to himself several times than the law itself. ”

5.1 Professional activities and personality of the teacher

The meaning of the teaching profession is revealed in the activities carried out by its representatives and which is called the teaching. It is a special type of social activity aimed at transferring culture and experience accumulated by mankind from the older generations to the younger, creating conditions for their personal development and preparing for the fulfillment of certain social roles in society.

Obviously, this activity is carried out not only by teachers, but also by parents, public organizations, managers of enterprises and institutions, production and other groups, as well as to a certain extent the media. However, in the first case, this activity is professional, and in the second, it is general pedagogical, which each person voluntarily or involuntarily carries out in relation to himself, engaged in self-education and self-education. Pedagogical activity as a professional takes place in educational institutions specially organized by society: pre-school institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, advanced training and retraining.

To penetrate the essence of pedagogical activity, it is necessary to turn to an analysis of its structure, which can be represented as a unity of purpose, motives, actions (operations), result. The backbone characteristic of the activity, including pedagogical, is the goal (A.N. Leontiev).

The purpose of teachingit is connected with the realization of the goal of upbringing, which even today is considered by many as a universal human ideal of a harmoniously developed personality that goes from the depths of centuries. This common strategic goal is achieved by solving specific tasks of training and education in various areas.

The main objects of the goal of pedagogical activity are the educational environment, the activities of pupils, the educational team and the individual characteristics of the pupils. Realization of the goal of pedagogical activity is associated with the solution of such socio-pedagogical tasks as the formation of the educational environment, the organization of the activities of pupils, the creation of an educational team, the development of individual personality.

The main functional unit with which all the properties of pedagogical activity are manifested is pedagogical actionas a unity of purpose and content. The concept of pedagogical action expresses the general that is inherent in all forms of pedagogical activity (lesson, excursion, individual conversation, etc.), but it does not come down to any of them. At the same time, the pedagogical action is that special, which expresses the universal and all the wealth of the individual. Turning to the forms of materialization of pedagogical action helps to show the logic of pedagogical activity. The pedagogical action of a teacher first appears in the form of a cognitive task. Based on the available knowledge, he theoretically correlates the means, the subject and the expected result of his action. The cognitive task, being solved psychologically, then passes into the form of a practical transformative act. At the same time, some discrepancy is found between the means and objects of pedagogical influence, which affects the results of the teacher’s action. In this regard, from the form of a practical act, the action again passes into the form of a cognitive task, the conditions of which become more complete. Thus, the activity of the teacher-educator is by its nature nothing more than the process of solving innumerable tasks of various types, classes and levels.

A specific feature of pedagogical problems is that their solutions almost never lie on the surface. They often require hard work of thought, analysis of many factors, conditions and circumstances. In addition, the desired is not presented in clear formulations: it is developed on the basis of the forecast. Solving an interconnected series of pedagogical tasks is very difficult to algorithmize. If the algorithm does exist, the use of it by different educators can lead to different results. This is because the creativity of teachers is associated with the search for new solutions to pedagogical problems.

Traditionally main types of pedagogical activitycarried out in a holistic educational process are teaching and educational work.

Educational work is a pedagogical activity aimed at the organization of the educational environment and the management of various types of activities of pupils in order to solve the problems of harmonious development of personality. And teaching is a type of educational activity that is aimed at managing primarily the cognitive activity of schoolchildren.

Conclusion

The pedagogical process is a holistic educational process of the unity and interconnection of upbringing and training, characterized by joint activity, cooperation and co-creation of its subjects, contributing to the most complete development and self-realization of the individual.

This means that, summarizing all of the above, we can draw the following conclusion:

The teacher needs to focus not on the individual principles of instruction, but on their system, providing a scientifically sound choice of goals, selection, content, methods and means of organizing student activities, creating favorable conditions and analyzing the educational and educational process.

It is advisable for the teacher to consider each principle and their system as recommendations on the implementation of the system of basic laws and strategic goals that make up the core of the modern concept of school education (comprehensive harmonious development of personality, individuality, activity-based and personal approaches, unity of training and education, optimization of the educational process.

The teacher should see the opposite sides, the interrelated, interacting elements of the pedagogical process (mastery of knowledge and development, elementary and systematic knowledge, the ratio of abstract and concrete, etc.) and skillfully regulate their interaction, based on the laws and principles of teaching and achieving a harmonious pedagogical process.

In modern pedagogical science there are several different points of view on understanding the essence of the pedagogical process (Yu.K. Babansky, B.P. Bitinas, Z.I. Vasilieva, I.Ya. Lerner, B.T. Likhachev, V.A. Slastenin , G.I. Shchukin et al.). You can highlight and compare the various author’s positions on this issue, set forth in the textbooks.

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

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

Purposefulness;

Integrity;

The presence of relations between the participants;

Consistency and processuality (activity character).

Consider these characteristics in more detail.

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

The nature of the goals of the pedagogical process of kindergarten is determined by current trends in the development of pedagogical science and the practice of preschool education. In its most general form — the characterization of the purpose of the pedagogical process is determined by a number of simple questions — why does a child need a kindergarten? Why do parents bring their child to preschool?

To begin with, we will express our own position and refute the widespread belief that kindergarten is the time and place that prepares the child for school. This, unfortunately, an extremely widespread point of view, leads to the fact that the goals of the pedagogical process of the kindergarten are not associated with the development of the child, but with his preparation for passing the entrance tests to school. With this understanding of the tasks of preschool education, this period does not become a self-valuable stage in a person’s life, but a preparatory step before starting the next one; and the child’s life, with its unique values \u200b\u200band meanings that can only be lived in pre-school age, begins to acquire more and more the features of a school.

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

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

The reasons for the appearance of the goals of the pedagogical process are understood in modern pedagogy ambiguously - from the dictated social order of society to following the personal needs and interests of the child. The goals of the pedagogical process are often identified with the goals of the teacher’s activity, which is widely interpreted by different authors - from the activities of formation, management and leadership to the activities of assistance, co-operation and support.

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

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

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

Consideration of opportunities, needs, interests and inclinations of children. The goals of the pedagogical process are determined by the individual characteristics of the students. Available in the arsenal of pedagogical science and practice, modern diagnostic tools, your pedagogical intuition and mastery allow you to study your pupils, adjust their development and upbringing goals, essentially turning the pedagogical process into an individual educational route for the child.

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

The difficulty in determining the goals of the pedagogical process is to find a harmonious unity of often conflicting components. We emphasize that they are equivalent and their equivalent accounting ultimately determines the effectiveness of the pedagogical process.

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

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

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

At first,   this is a pedagogical process in which the integrity of the medical, psychological, pedagogical support of the child is ensured. Age features of a preschooler, flexibility, mobility and sensibility in the development of somatics, physiology, psyche require a special kind of accompaniment of the baby in the pedagogical process. The presence of a set of reliable information about the state of health, the development of mental processes, the manifestation of special inclinations, achievements and problems of each child allows you to design the lines of his individual holistic development. Using the system of medical-psychological-pedagogical support in the pedagogical process turns it at the stage of practical implementation into an individual educational and developing route for a preschooler.

Secondly,   This is a pedagogical process in which the integrity of educational, educational and developmental tasks is ensured. In the pedagogical process of kindergarten, a large number of teachers interact with children. In modern pre-school institutions, more and more additional educational services are appearing, which means an increasing number of specialists who solve, as a rule, narrowly focused tasks. The coordination of the work of teachers, the selection of common priorities for development and upbringing, a holistic vision of the child in terms of interaction with different specialists, and the design of a unified pedagogical process are necessary. The implementation of the health-saving function of the pedagogical process in modern conditions is associated with finding ways to integrate different types of children's activities, organizing the educational process that synthesizes the work of different specialists.

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

Fourth,this is a pedagogical process in which integrity is ensured in the process of interaction of the child with the adult world. The effectiveness of the pedagogical process, the optimization of its developmental potential are possible if the teacher is well informed about the uniqueness of the child’s life in the family, and the parents know how the children live in kindergarten. Comprehension of the world of a preschooler, understanding of his right to this unique world are tasks that unite both teachers and parents in the overall process of child development. The cooperation of teachers and parents allows us to build a unified strategic line for the formation of the integrity of the individual, the disclosure of its internal potential.

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

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

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

Impact process

No action process

Co-action process

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

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

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

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

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

1. The teacher’s special attitude towards the child. The teacher perceives the child as a unique holistic person. Pedagogical tasks are associated with comprehending the world of the child, studying his inner potential, enriching individual sociocultural experience. Fundamentally important is the teacher’s positive attitude towards childhood manifestations. Each child is unique and talented in his own way. The “solution” to this uniqueness and talent is the manifestation of true pedagogical skill. The actions and products of the child’s activities are evaluated according to the “formula of success”, in terms of achievements. In this case, the child’s development process becomes a process of gaining more and more heights and discoveries, and not a process of correcting existing shortcomings.

2. Organization of pedagogical interaction by means of support and support, which involves (OS Gazman):

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

Attitude to the child as a subject of free choice and activity;

The provision of pedagogical assistance to the child in the knowledge of himself and his abilities, in situations of difficulty and experiences of success.

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

Consistency and processuality (activity character) of the pedagogical process.The pedagogical process of preschool education is an example of a system object - a set of elements that are in relationships and relationships among themselves and form a certain integrity, unity. The following features are characteristic of the pedagogical process as a system:

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

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

Openness. The pedagogical process of kindergarten is an open system for socio-cultural space, integrating into the system of lifelong education of a person.

Plurality of description. The pedagogical process can be described from the point of view of various aspects, depending on the position from which the analysis of this system is carried out.

The actual structure of the pedagogical process of kindergarten as a system is presented in Figure 1.

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

If we talk about the real practice of organizing the pedagogical process, then in this case we can note such an important characteristic of the pedagogical process as processuality or the implementation of the pedagogical process in time. In this context, the pedagogical process is the activity of successively replacing each other and requiring the solution of diverse and diverse tasks. The pedagogical task itself, as a result of the teacher’s awareness of the development and upbringing of the child, as well as the conditions and methods for their implementation in practice, is a unit or a “brick” of the pedagogical process. During the organization of the pedagogical process, the teacher decides different in content, in terms of complexity, in the scale of the results of the task. These are tasks that are pre-designed according to the results of the child’s development and tasks that arise situationally in the daily life of children.

The pedagogical process as a pedagogical system

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

1. The stage of analyzing the situation, determining the pedagogical problem, designing solution options and choosing the optimal conditions for implementation.

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

3. The stage of analysis of the results of solving the problem.

PEDAGOGICAL PROCESS   - this is a system in which, on the basis of integrity and community, the processes of upbringing, development, formation and training of the younger generation are combined together with all the conditions, forms and methods of their course; purposeful, consciously organized, developing interaction of educators and foster children, during which socially necessary tasks of education and upbringing are solved; movement from the goals of education to its results by ensuring the unity of training and education.

PEDAGOGICAL PROCESS - in its most general form, two interrelated, in close unity of the ongoing processes: the activities of educators as a process of targeted effects of educational influences on pupils; the activities of the pupils themselves as a process of assimilation of information by them, of physical and spiritual development, the formation of relations to the world, inclusion in the system of social relations; an internally connected set of many processes, the essence of which is that social experience turns into the qualities of a formed person.

The structure of the pedagogical process includes two groups of components - constants and variables. The permanent components include: teachers, pupils, the content of education (subjects of the pedagogical process). Variable components of the pedagogical process, depending on the subjects of the pedagogical process and their interaction - the purpose, methods, means of form and results of the pedagogical process

There are other approaches to determining the structure of the pedagogical process (V.I. Smirnov and others).

Target - includes goals and objectives that are implemented in certain conditions. Substantive - defines the entire totality of knowledge, relationships, value orientations, experience of activity and communication formed by the subjects of the pedagogical process.

Activity - characterizes the forms, methods, means of organization and implementation of pedagogical interaction aimed at solving the goals and objectives of the pedagogical process and the development of its content.

Effective - the results achieved and the degree of effectiveness of the pedagogical process; provides quality management of teaching activities.

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

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

The pedagogical process is a specially organized interaction of teachers and pupils aimed at solving developmental and educational problems. The pedagogical process performs the following interrelated functions:

1) teaching - the formation of motivation and experience of educational, cognitive and practical activities, the development of the basics of scientific knowledge and the experience of value relationships contained in them;

2) educational - the formation of the relationship of the individual to the world around him and himself and the corresponding qualities, personality traits;

3) developing - the development of mental processes, properties and qualities of the individual.

The driving forces of the pedagogical process are its inherent contradictions: between the requirements put forward by society, microenvironments to the personality and the achieved level of its development; between the variety of life interactions of the child and the inability of the school to embrace them with their pedagogical influence; between the integrity of the student’s personality and specially organized influences on him in the process of life; between group forms of training and upbringing and the individual character of mastering knowledge, spiritual values; between the regulation of the pedagogical process and the pupils' own activity, and others.

Patterns and principles of the pedagogical process

Pedagogical science reveals, establishes patterns and formulates principles on their basis. Patterns provide knowledge of how processes proceed; principles give knowledge about how to build a process, guide pedagogical activity. The patterns of the pedagogical process are objectively existing, repetitive, stable, substantial connections between phenomena and individual aspects of the pedagogical process. There are connections with phenomena external to the process (social environment, for example) and internal connections (between the method and the result). The following are the most common patterns of the pedagogical process.

1. The connection of upbringing is a social system. The nature of education in specific historical conditions is determined by the needs of society, the economy, national and cultural characteristics.

2. The relationship between training and education, it denotes the interdependence of these processes, their versatile mutual influence, unity.

3. The relationship of education and activities. One of the basic laws of pedagogy says that to educate is to include the child in various activities.

4. The relationship of education and activity of the individual. Education is successful if his object (child) is at the same time a subject, that is, discovers active behavior, shows his own will, independence, need for activity.

5. Communication education and communication. Education always takes place in the interaction of people: teachers, students, etc. The child is formed depending on the wealth of interpersonal relationships,

From these and other laws, the principles of the pedagogical process follow.

The principles of a holistic educational process(pedagogical principles) - initial provisions that determine the content, forms, methods, means and nature of interaction in a holistic ped. process; guiding ideas, regulatory requirements for its organization and implementation; manifestation of due. They are of the nature of the most general directions, rules, and norms governing the entire process.

The unity of knowledge and behavior   - the essence of the principle is determined by the law of the unity of consciousness and activity, according to which consciousness arises, forms and manifests itself in activity. During the implementation, it is necessary to constantly organize the activities of children and children's groups so that its participants are constantly convinced of the truth and vital necessity of the knowledge, ideas received, and practiced social behavior.

Democratization   - providing participants with ped. the process of certain freedoms for self-development, self-regulation, self-determination.

Availability in training and education   (the principle of a gradual increase in difficulties) is a principle that should be followed in the educational and upbringing work based on the achieved level of development of students, taking into account their age, individual and gender characteristics and capabilities, level of education and upbringing. To teach from near to far, from easy to difficult, from known to unknown. But this principle cannot be understood as a requirement of ease in training and education. Training and education on the degree of difficulty and complexity must be focused on the "zone of proximal development" of the student.

Humanization   - The principle of social protection of a growing person; the essence consists in humanizing the relations of students between themselves and with teachers, the priority of universal values.

Individual approach to education   - ped. the process is organized taking into account the individual characteristics of students (temperament, character, abilities, inclinations, motives, interests, etc.). The essence of the individual approach is the flexible use by the teacher of various forms and methods of educational impact and interaction in order to achieve optimal results of the educational process in relation to each child.

The collective nature of education and training, combined with the development of individual personality characteristics of each child - the implementation of this principle is the organization of both individual and frontal work, and group work, which requires participants to be able to cooperate, coordinate joint actions, and be in constant interaction. Socialization in the process of educational interaction combines the interests of the individual with the public.

Visibility   - The principle according to which teaching and upbringing is based on the “golden rule of didactics” (Ya. A. Komensky): “Everything that can be imagined for perception by feelings”. Visibility implies not only direct visual perception, but also perception through motor and tactile sensations. Visualization in the educational process, provided through a variety of illustrations, demonstrations, laboratory and practical work, TSO, including multimedia equipment, enriches the circle of students' ideas, develops observation and thinking, helps deeper assimilation of perceived information.

Scientific in training and education   - The principle according to which trainees are offered for assimilation only the provisions established in science and teaching methods are used, which in their nature are close to the methods of science, the foundations of which are being studied. It is necessary to acquaint students with the history of the most important discoveries and modern ideas and hypotheses; actively use problematic research teaching methods, active learning technology. Remember that no matter how elementary the transmitted knowledge is, they should not contradict science.

Positive emotional background of the pedagogical process   - such an organization ped. process when all participants are interested and engaging in joint activities, whether it is educational, extracurricular or extracurricular.

The principle of culture   - maximum use in the upbringing and education of the culture of the environment in which a particular educational institution is located: the culture of the nation, society, region, country; the formation of the personality of the child in the framework of national culture.

Principle of nature conformity - The starting position, requiring that the leading link in any educational interaction and ped. The process was performed by a child (teenager) with its specific characteristics and level of development. The nature of the pupil, his state of health, physical, physiological, mental and social development are the main and determining factors of education; plays the role of environmental protection of a person from the possible destructive influence of ped. process, its violent pressure.

The principle of strength, awareness and effectiveness of the results of education and training   - mastery of knowledge, skills, and ideological ideas is achieved only when they are thoroughly meaningful and well-acquired, long stored in memory. This principle is implemented through constant, thoughtful and systematic repetition, exercises, consolidation, testing and evaluation of knowledge, skills, norms and rules of conduct. In this case, one should be guided by the following rules: “Nothing should be forced to learn from memory, except that which is well understood by reason” (Ya. A. Komensky); “A caregiver who understands the nature of memory will constantly resort to repetition, not in order to repair the collapsed, but in order to strengthen the building and bring it to a new floor” (K. D. Ushinsky).

Principle of cooperation   - orientation in the process of education on the priority of the individual; creation of favorable conditions for its self-determination, self-realization and self-movement in development; organization of joint life of adults and children on the basis of intersubjective relationships, dialogic interaction, the predominance of empathy in interpersonal relationships.

The connection between theory and practice   - a principle that requires a harmonious connection of scientific knowledge with the practice of everyday life. Theory provides knowledge of the world, practice teaches us how to act effectively. It is realized by creating the conditions for the transition in the process of training and education from concrete practical thinking to abstract theoretical and vice versa, applying the knowledge gained in practice, creating an understanding that practice acts as a source of abstract thinking and as a criterion for the truth of the knowledge gained.

Consistency and consistency - compliance with logical connections in the learning process, which ensures the assimilation of educational material in a larger volume and more durable. Consistency and consistency allow for greater results in less time. They are implemented in various forms of planning and in a certain way organized training. Everything should be conducted in an inextricable sequence so that everything "today consolidates yesterday and paves the way for tomorrow." (J. A. Comenius).

Consciousness, activity, initiative   - The principle, the essence of which is that the own cognitive activity of the trainee and the educated is an important factor in learning and educating and has a decisive influence on the pace, depth and strength of mastery of the transmitted sum of knowledge and norms and the speed of developing skills, habits. Conscious participation in the educational process strengthens its developing influence. The methods and techniques for enhancing cognitive activity and the technology of active learning contribute to the implementation of this principle.

Subjectivity   - development of the child’s ability to be aware of his “I” in relations with people, the world, evaluate his actions and anticipate their consequences, defend his moral and civic stance, counteract negative external influences, create conditions for self-development of his own personality and disclosure of his spiritual potentialities.

Respect for the personality of the child, combined with a reasonable demand for him   - The principle requiring the respect of the teacher to the pupil as a person. The problem of personality, A.S. Makarenko believed, can be solved if in every person (even the smallest) one sees personality. A peculiar form of respect for the child’s personality is reasonable demandingness, the educational potential of which increases significantly if it is objectively expedient, dictated by the needs of the educational process, the tasks of the full development of the personality. Demanding for students must be combined with the exactingness of the teacher to himself, taking into account the views of his students about themselves. Respect for the individual implies reliance on the positive in a person.

Aesthetization of children's life   - A positive result of upbringing can be achieved only in a beautifully organized upbringing space: aesthetically decorated classrooms and recreational facilities, the presence of flowers, greenery, aquariums, works of art, living corners, flower beds in a school site, etc.

Questions for self-control

1. Expand the essence of the pedagogical process.

2. Describe the various approaches to the structure of the pedagogical process.

3. Formulate the general laws of the pedagogical process.

4. What are the principles of the pedagogical process?

5. What is the relationship between the functions of the pedagogical process?

6. What are the driving forces of the pedagogical process?

7. Expand the essence of the following principles of the pedagogical process:

Availability in training and education;

Systematic and consistent;

The connection between theory and practice;

The principle of nature conformity;

Visibility;