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

In the pedagogical literature of previous years, the concept of "educational process" was used. Studies have shown that this concept is narrowed and incomplete, it does not reflect the entire complexity of the process and, above all, its main distinguishing features - integrity and generality. The main essence of the pedagogical process is to ensure the unity of education, upbringing and development on the basis of integrity and community.

The pedagogical process as a leading, unifying system includes subsystems embedded one into another (Fig. 3). It merged together the processes of formation, development, education and training, along with the conditions, forms and methods of their flow.

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

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

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

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

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Pedagogical process(or educational) is a process in which the social experience of educators is melted into the qualities of the personality of the pupils. Ensuring the unity of education, upbringing and development on the basis of integrity is the main essence of PP.

Structure PP is represented by teachers, students and conditions of education. PP characterize goals, objectives, forms, methods interaction between teachers and students and the results achieved.

Consider 3 stages PP:

Preparatory . At this stage, the proper conditions are created for the process to proceed in a given direction and at a given speed. Put the correct target, define process tasks impossible without pedagogical diagnostics(from Greek. dia- transparent, gnosis- knowledge). This is an exploratory procedure, the main purpose of which is to get a clear idea of the reasons that will help or hinder the achievement of intended results.

Basic. Includes important interrelated elements: setting and clarifying goals and objectives upcoming activities interaction teacher and student use of the intended methods, means and forms PP, creation of favorable conditions, application of incentive measures for pupils. An important role at this stage is played by feedback, serving as the basis for making operational management decisions.

Final. This is the stage of analysis of the results achieved (only the teacher who benefits from the mistakes made grows).

Sources for improving PP are contradictions. economic, political, social processes play a leading role in relation to pedagogy. The contradictions between them in the public consciousness are reflected as the backlog of pedagogy from the requirements of life. Polytechnical and labor training lags behind the requirements of production. The rapid growth of scientific knowledge does not correspond to the possibilities of textbooks.

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

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

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

The structure of the pedagogical process includes:

1. The goal is to identify the final result.

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

4. Methods is the necessary work of the teacher and the student in order to transfer, process and perceive the content of education.

5. Means - ways to "work" with the content.

6. Forms - this is a consistent receipt of the result of the pedagogical process.

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

Russia's regulatory documents present the following understanding of goals.

1. The system of goals in the standard provisions on educational institutions (formation of a general culture of the individual, adaptation to life in society, creation of a basis for a conscious choice and development of a professional educational program, education of responsibility and love for the Motherland).

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

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

Different types of classification of the methods of the pedagogical process can be determined as follows: according to the source of knowledge: verbal (story, conversation, instruction), practical (exercises, training, self-management), visual (showing, illustrating, presenting material), based on the structure of personality: methods of formation consciousness (story, conversation, instruction, demonstration, illustration), behavior formation methods (exercises, trainings, games, assignments, requirements, rituals, etc.), methods of feelings formation (stimulation) (approval, praise, censure, control, self-control, etc.).

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

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

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

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

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

The pedagogical process is not so much a mechanical combination of the processes of education, training, development, as a completely new qualitative system that can subordinate objects and participants to its own laws. All constituent components are subject to a single goal - to preserve the integrity, commonality, unity of all components.

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

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

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

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

1) genetic factor - heredity;

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

3. Management of the educational process. In the management of the educational process, the level of effectiveness of pedagogical influence on the student is of great importance. This category depends on:

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

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

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

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

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

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

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

2) the logic of assimilation perceived by the student;

3) the degree of practical use of educational material.

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

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

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

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

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

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

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

1. The humanistic principle, which means that the humanistic principle should be manifested in the direction of the pedagogical process, which means the desire to unite the development goals and life attitudes of a certain individual and society.

2. The principle of the relationship between the theoretical orientation of the pedagogical process and practical activities. In this case, this principle means the relationship and mutual influence between the content, forms and methods of education and training. educational work on the one hand, and the changes and phenomena taking place throughout public life countries - economy, politics, culture, on the other hand.

3. The principle of combining the theoretical beginning of the processes of education and upbringing with practical actions. Determining the significance of the implementation of the idea of practical activity in the life of the younger generation implies subsequently the systematic acquisition of experience in social behavior and makes it possible to form valuable personal and business qualities.

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

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

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

7. Systematic, continuity and consistency. This principle implies the consolidation of knowledge, skills and abilities, personal qualities that were learned in the learning process, as well as their systematic and consistent development.

8. The principle of visibility. This is one of the important principles not only of the learning process, but of the entire pedagogical process. In this case, the basis for the visibility of learning in the pedagogical process can be considered those laws and principles of research outside world which lead to the development of thinking from the figurative-concrete to the abstract.

9. The principle of aestheticization of the processes of education and upbringing in relation to children. Revealing and developing in the younger generation a sense of beauty, an aesthetic attitude to the environment makes it possible to form their artistic taste and see the uniqueness and value of social principles.

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

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

12. The principle of a reasonable attitude towards the child, which combines exactingness and encouragement in a reasonable ratio.

13. The principle of combination and unity of respect for one's own personality, on the one hand, and a certain level demands on oneself, on the other hand. This becomes possible when there is a fundamental reliance on strengths personality.

14. Accessibility and feasibility. This principle in the pedagogical process implies a correspondence between the construction of students' work and their real capabilities.

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

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

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

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Introduction

Definition of the term "pedagogical process". Goals of the pedagogical process

Components of the pedagogical process. Effects of the pedagogical process

Methods, forms, means of the pedagogical process

Conclusion

Bibliography

Introduction

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

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

A lot of domestic teachers and anthropologists are engaged in the study of this issue. Among them, A.A. Reana, V.A. Slastenina, I.P. Podlasy and B.P. Barkhaev. In the works of these authors, various aspects of the pedagogical process are most fully consecrated in terms of its integrity and consistency.

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 constituent components of the pedagogical process;

analysis of the goals and objectives of the pedagogical process;

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

analysis of the main functions of the pedagogical process.

1. Definition of the concept of "pedagogical process". Goals of the pedagogical process

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

According to I.P. Podlasy’s pedagogical process is called “the developing interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educators” .

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

B.P. Barkhaev sees the pedagogical process as "a specially organized interaction of teachers and pupils regarding the content of education using the means of training and education in order to solve the problems of education aimed both at meeting the needs of society and the individual himself in his 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 commonality is the main essence of the pedagogical process";

goal is achieved through the use special means during the pedagogical process;

the goal of the pedagogical process, as well as its achievement, are determined by historical, social and cultural value 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 considered by us in the future in more detail.

According to I.P. The mean pedagogical process is built on the target, content, activity and result 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 personality - 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 students, 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 progress made in accordance with the goal.

Goal setting 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 may differ from the real state of affairs 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 formulation of goals and adapt these goals to each teacher for himself. In this regard, the work of B.P. Barkhaev, in which he tries to display in the most complete form the basic principles in building a holistic pedagogical process. Here are the principles:

The following principles apply to the selection of educational targets:

humanistic orientation of the pedagogical process;

connections with life and industrial practice;

combining training and education with labor for the common good.

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

scientific character;

accessibility and feasibility of teaching and educating schoolchildren;

combination of visibility and abstractness in the educational process;

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

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

teaching and educating children in a team;

continuity, consistency, systematic;

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

The activity of the teacher is governed by the principles:

combination of pedagogical management with the development of initiative and independence of pupils;

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

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

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

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

combinations of direct and parallel pedagogical actions;

taking into account the 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 the unity of knowledge and skills, consciousness and behavior;

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

2. 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 development and formation of a personality under the influence of external and internal factors - education, training, social and natural environment, own activity of the person; 2) the method and result of the internal organization of the personality as a system of personal properties.

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

In doing so, the teacher:

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

) manages the process of mastering knowledge, skills and abilities;

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

On the other hand, 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;

) shows 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 the teacher in:

organization of educational and cognitive activity of students;

assistance in case of difficulty in the process of learning;

stimulation of interest, independence and creativity of students;

assessment of students' educational achievements.

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

Education is a purposeful process of interrelated activities of teachers and pupils, aimed at shaping schoolchildren's value attitudes towards the world around them and themselves.

In modern science, “education” as a social phenomenon is understood as the transfer of historical and cultural experience from generation to generation. In doing so, the educator:

) 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 the current situation.

On the other hand, the student:

) masters the experience of human relations and the basics of culture;

) works on himself;

) learns ways of communication and manners of behavior.

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

Concretizing for yourself these definitions, you can understand the following. The pedagogical process as a complex systemic phenomenon includes all the variety of factors surrounding the process of interaction between the student and the teacher. So the process of education is associated with moral and value attitudes, training - with the categories of knowledge, skills and abilities. Formation and development here are two key and basic ways to include these factors in the system of interaction between the student and the teacher. Thus, this interaction is “filled” with content and meaning.

The goal is always related to the results of the activity. While not dwelling on the content of this activity, let's move on to the 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 formulation of the goals, it is possible to describe the results with the words “education”, “learning”.

The criteria for assessing a person's upbringing are:

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

"truth" as a guide in assessing actions and deeds;

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

Learnability is “an internal readiness acquired by a student (under the influence of training and education) for various psychological restructurings and transformations in accordance with new programs and goals of further education. That is, the general ability to assimilate 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 a stock of learned concepts and methods of activity. That is, a system of knowledge, skills and abilities that corresponds to the norm (the expected result specified in the educational standard) ".

These are by no means the only expressions. 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 for the effectiveness of this very process. Where do these expectations come from? IN general view we can talk about cultural expectations associated with the image of an educated, developed and trained person that has developed in culture. In a more concrete way, public expectations can be discussed. They are not as general as cultural expectations and are tied to a specific understanding, ordering the subjects of public life ( civil society, churches, businesses, etc.). These understandings in currently are formulated in the image of a well-mannered, moral, aesthetically mature, physically developed, healthy, professional and hardworking person.

important in modern world see the expectations formulated by the state. They are concretized in the form of educational standards: “The standard of education is understood as a system of basic parameters accepted as the state norm of education, reflecting the social ideal and taking into account the possibilities of a real person and the education 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 in Russia, as well as the integration of the individual into the system of world culture.

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

Finally, the standard establishes the scope of the school component of the content of education, reflecting the specifics and direction of a particular educational institution.

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

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

the maximum allowable amount of teaching load for schoolchildren by year 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 improvement of the quality of education should be singled out.

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

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

The management function is associated with the possibility of reorganizing the existing system for monitoring and evaluating the quality of learning outcomes.

State educational standards allow to carry out the function of improving the quality of education. They are designed to fix the minimum required volume of the content of education 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 ordered 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 the oral and printed word. This is explained by the fact that 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, study discussions, disputes, work with the book, example method.

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

The story is of great importance in organizing the value-oriented activity of students. Influencing the feelings of children, the story helps them understand and assimilate 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 the students themselves in the assessment of certain events, actions, phenomena of public life.

The verbal methods also include educational discussions. Situations of a cognitive dispute, with their skillful organization, attract the attention of schoolchildren to the inconsistency of the world around them, to the problem of the cognizability of the world and the truth of the results of this cognition. Therefore, in order to organize a discussion, it is necessary first of all to put forward a real contradiction in front of the students. This will allow students to activate their creative activity and put them before the moral problem of choice.

The verbal methods of pedagogical influence also 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 literature.

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

Relatively independent group practical methods make up laboratory work - a method of a peculiar combination of practical actions with organized observations of students. laboratory method provides an opportunity to acquire skills and abilities in handling equipment, provides excellent conditions for the formation of skills to measure and calculate, process results.

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

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

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

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

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

Training and education is always carried out within the framework of some form of organization.

All sorts of ways to organize the interaction between teachers and students have found their way into the 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 organization of the pedagogical process is considered traditional.

A lesson is such a form of organization of the pedagogical process, in which “the teacher, for a precisely set 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 the types, means and methods of work that create favorable conditions for so that all students acquire 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 learning functions in the complex (educational, developing and educating);

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

a certain organizational beginning and setting the objectives of the lesson;

actualization necessary knowledge and skills, including checking homework;

explanation of new material;

consolidation or repetition of what was learned in the lesson;

control and evaluation of educational achievements of students during the lesson;

summarizing the lesson;

homework;

each lesson is a link in the system of lessons;

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

the basis for building a 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 single out the following types lessons:

a lesson introducing students to new material or communicating (learning) new knowledge;

a lesson in consolidating knowledge;

lessons on developing and consolidating skills and abilities;

summary lessons.

The structure of the lesson usually consists of three parts:

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

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

Conclusion

In this work, it was possible to analyze the main scientific pedagogical research, as a result of which the basic characteristics of the pedagogical process were identified. First of all, these are the goals and objectives of the pedagogical process, its main components, the functions they carry, 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 in general. This is primarily reflected in special attention on the part of society and the state to educational standards, to the requirements for the ideal images of a person projected by teachers.

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

Bibliography

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

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

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

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

Slastenin V.A. etc. Pedagogy Proc. allowance for students. higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenin. - M.: Publishing Center "Academy", 2002. - 576 p.

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Introduction

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

In this regard, it is extremely important to understand the main specific characteristics of the pedagogical process, to know what tools are needed for its most effective flow. It is important to disclose fundamental principle pedagogical process - the principle of integrity.

The works of many domestic teachers are devoted to the study of this issue. Among them, A.A. Reana, V.A. Slastenina, I.P. Podlasy and B.P. Barkhaev. In the works of these authors, various aspects of the pedagogical process are most fully consecrated in terms of its integrity and consistency.

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

- define the pedagogical process;

- characterize the integrity of the pedagogical process;

- highlight the functions of the pedagogical process;

- note the patterns of the pedagogical process;

- to analyze the basic principles of the pedagogical process.

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

1. Pedagogical process as complete system

According to I.P. Podlasy, the pedagogical process is called "the developing interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educators" .

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

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 goal 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 commonality is the main essence of the pedagogical process";

§ the goal is achieved through the use of special means in the course of the pedagogical process;

§ the goal of the pedagogical process, as well as its achievement, are determined by the historical, social and cultural value of the pedagogical process, education as such;

§ the 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.

The main integrative property of the pedagogical process as a dynamic system is its ability to perform socially determined functions. However, society is interested in ensuring that their implementation meets a high level of quality. And this is possible under the condition of the functioning of the pedagogical process as a holistic phenomenon: a holistic harmonious personality can be formed only in a holistic pedagogical process.

Integrity, according to V.A. Slastenina - "the synthetic quality of the pedagogical process, characterizing highest level its development, the result of stimulating conscious actions and activities of the subjects functioning in it.

In terms of content, the integrity of the pedagogical process is ensured by the reflection in the goal and content of education of the experience accumulated by mankind in the relationship of its four elements: knowledge, including about how to perform actions; skills and abilities; experience of creative activity and experience of emotional-valuable and volitional attitude to the world around. The implementation of the main elements of the content of education is nothing more than the implementation of the unity of the educational, developmental and educational functions of the goal of the pedagogical process.

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

§ development and design (didactic adaptation) of the content of education and material base(content-constructive, material-constructive and operational-constructive activity of the teacher);

§ business interaction between teachers and pupils regarding the content of education, the assimilation of which by the latter is the goal of interaction;

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

§ mastering the content of education by pupils without the direct participation of the teacher (self-education and self-education).

2. The principle of integrity is the basis of the pedagogical process

So, integrity is a natural property of the educational process. It objectively exists, since there is a school in society, a learning process. For example, for the learning process, taken in an abstract sense, such characteristics of integrity are the unity of teaching and learning. And for real pedagogical practice - the unity of educational, developing and educational functions. But each of these processes also performs related functions in a holistic way. educational process: upbringing carries out not only educational, but also developing and educational functions, and training is unthinkable without the accompanying upbringing and development.

These connections leave an imprint on the goals, objectives, forms and methods of formation of the educational process. So, for example, in the learning process, the formation of scientific ideas, the assimilation of concepts, laws, principles, theories, which subsequently render big influence both development and education of the individual. 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 its inherent means. In practice, this principle is implemented by a set of lesson tasks, the content of training, i.e. activities of the teacher and students, a combination of various forms, methods and means of teaching.

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

3. Functions of a holistic pedagogical process

The functions of the pedagogical process include:

- teaching;

- educational;

- developing.

Learning is “a joint activity of a teacher and a student aimed at educating a person by organizing the process of assimilation of a system of knowledge, methods of activity, experience of creative activity and experience of an emotional and value attitude to the world” .

In doing so, the teacher:

1. teaches - purposefully transfers knowledge, life experience, methods of activity, the foundations of culture and scientific knowledge;

2. manages the process of mastering knowledge, skills and abilities;

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

On the other hand, the student:

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

2. tries to independently observe, compare, think;

3. shows initiative in searching for new knowledge, additional sources of information (handbook, textbook, Internet), engages in self-education.

Teaching is the activity of the teacher in:

§ transfer of information;

§ organization of educational and cognitive activity of students;

§ providing assistance in case of difficulty in the process of teaching;

§ stimulation of interest, independence and creativity of students;

§ assessment of students' educational achievements.

Development is "the process of quantitative and qualitative changes in the inherited and acquired properties of a person".

Education is "a purposeful process of interrelated activities of teachers and pupils, aimed at forming schoolchildren's value attitudes towards the world around them and themselves" .

In modern science, “education” as a social phenomenon is understood as the transfer of historical and cultural experience from generation to generation. In doing so, the educator:

1) transfers the experience accumulated by mankind;

2) introduces into the world of culture;

3) encourages self-education;

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

On the other hand, the student:

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

2) works on himself;

3) learns ways of communication and manners of behavior.

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

4. Driving forces of the pedagogical process

The driving force behind the development and improvement of a holistic pedagogical process are contradictions.

All contradictions are divided into objective and subjective.

Objective:

Contradictions between the level of development of the child, the state of his knowledge, skills and increasing demands of life. It is overcome through continuing education, intensive training, labor, civil, physical, moral education. The complication of social life, the constant growth of requirements for the volume and quality of mandatory information, the skills that children must possess, gives rise to a number of difficulties associated with an increase in the number of compulsory subjects, types of educational, labor, physical and other activities. A shortage of time is formed, inevitable intellectual, physical, moral overloads arise.

The internal driving force of the pedagogical process is the contradiction between the put forward requirements of a cognitive, labor, practical, socially useful nature and the real possibilities for their implementation. This contradiction becomes the source of the system's movement towards common purpose if the requirements put forward are in the zone of proximal development of possibilities and, conversely, such a contradiction will not contribute to optimal development if the tasks turn out to be excessively difficult or easy. Consequently, the task of the teacher is to master the ability to study student and pedagogical groups well, as well as its individual members, to skillfully project close, medium and distant development prospects and turn them into concrete tasks that constantly call forward.

Between the active-activity nature of the child and the social - pedagogical conditions life.

Subjective:

Contradictions between the individual creative process the formation of the personality and the mass-reproductive nature of the organization of the pedagogical process. Constant changes in public life, the emergence of new situations, relationships, requirements for children make it impossible to create an unchanging pedagogical system, an absolutely perfect pedagogical integrity.

Between the rising role humanitarian subjects in the formation of a person and trends in the technocratization of the pedagogical process.

Overcoming contradictions, ensuring the full effectiveness of the pedagogical process is achieved through the full functioning of the main content elements. These terms include:

§ children's labor educational team, various public organizations as leading content systems of social relations, factors and conditions of education;

§ learning as a core element of integrity;

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

§ extra-curricular (out-of-class, out-of-school) creative activity.

5. Patterns of the pedagogical process

pedagogical child knowledge skill

To the laws of the pedagogical process I.P. Sneaky refers:

1. The regularity 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 teachers and students has a constant, stepwise character; the higher the intermediate achievements, the more significant the final result.

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

§ heredity;

§ educational and learning environment;

§ inclusion in educational activities;

§ applied means and methods of pedagogical influence.

3. The regularity of the management of the educational process. The effectiveness of pedagogical influence depends on:

§ intensity feedback between pupils and teachers;

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

4. Regularity of stimulation. The productivity of the pedagogical process depends on:

§ actions of internal incentives (motives) educational activities;

§ intensity, nature and timeliness of external (social, pedagogical, moral, material, etc.) incentives.

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

§ intensity and quality of sensory perception;

§ logical understanding of the perceived;

§ practical application of meaningful.

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

§ quality of pedagogical activity;

§ the quality of the students' own educational activities.

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

§ the needs of society and the individual;

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

§ conditions of the process (moral-psychological, sanitary-hygienic, aesthetic, etc.).

6. Principles of the pedagogical process

The principles of the pedagogical process reflect the basic requirements for the organization of pedagogical activity, indicate its direction, and ultimately help to creatively approach the construction of the pedagogical process.

Let us turn to the principles of the pedagogical process, identified by Nikitina N.N. :

The following principles apply to the selection of educational targets:

1. humanistic orientation of the pedagogical process;

2. connections with life and industrial practice;

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

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

1. scientific;

2. accessibility and feasibility of teaching and educating schoolchildren;

3. combination of visibility and abstractness in the educational process;

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

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

1. teaching and educating children in a team;

2. continuity, consistency, systematic;

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

The activity of the teacher is governed by the principles:

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

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

3. respect for the personality of the child, combined with reasonable demands on him.

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

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

1. combinations of direct and parallel pedagogical actions;

2. taking into account the age and individual characteristics of pupils.

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

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

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

In addition, in the pedagogical literature it is considered appropriate to combine these principles into two large groups covering two sides of the pedagogical process - organizational and activity. The first group of principles is the principles of organization of the pedagogical process, which regulate the choice of goals, content and forms of interaction. The second group - the principles of managing the activities of pupils - offers a system of requirements for the implementation of the process of pedagogical interaction, its methods and results.

Conclusion

In this work, it was possible to analyze the main scientific pedagogical research, as a result of which the basic characteristics of the pedagogical process were identified. First of all, these are the goals and objectives of the pedagogical process, its main components, the functions they carry, 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 in general. First of all, this is reflected in the special attention on the part of society and the state to educational standards, to the requirements for the ideal images of a person projected by teachers.

Bibliography

1. Barkhaev, B.P. Pedagogy. - M., 2001. - 320 p.

2. Bordovskaya, N.N., Rean, A.A. Pedagogy. - M., 2000. - 278 p.

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

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

5. Slastenin, V.A. etc. Pedagogy Proc. allowance for students. higher ped. textbook institutions / ed. V.A. Slastenin. - M.: Academy, 2002. - 576 p.