Pedagogical process - the developing interaction of educators and students, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and quality of the educated.

Pedagogical process is a process in which social experience is melted into personality traits.

Ensuring the unity of teaching, upbringing and development on the basis of integrity and community is the main essence of the pedagogical process.

Figure 1.3. The pedagogical process as a pedagogical system.

The pedagogical process is considered as a system (Figure 1.3.).

There are many subsystems in the pedagogical process that are interconnected by other types of connections.

Pedagogical process - this is the main system that unites all subsystems. In this main system, the processes of formation, development, education and training are combined together with all the conditions, forms and methods of their course.

The pedagogical process is a dynamic system. The components, their relationships and connections, which are necessary for the management of the pedagogical process, are highlighted. The pedagogical process as a system is not identical to the process flow system. The pedagogical process takes place in systems (educational institution) that function under certain conditions.

Structure is the arrangement of elements in the system. The structure of the system is made up of the elements (components) selected according to the accepted criterion and the connections between them.

System components , in which the pedagogical process takes place - teachers, educated, educational conditions.

The pedagogical process is characterized by: goals, objectives, content, methods, forms of interaction between teachers and students, the results achieved.

The components that make up the system: 1. Target, 2. Substantial, 3. Active, 4. Effective.

The target component of the pedagogical process includes the goals and objectives of pedagogical activity: from the general goal (comprehensive and harmonious development of the personality) to 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.
The activity component reflects the interaction of teachers and students, their cooperation, organization and management of the process, without this the final result cannot be achieved. This component can also be called organizational or organizational and managerial.
The effective component of the process reflects the efficiency of its course, characterizes the progress achieved in accordance with the set goal.

The following links exist between the system components:

Informational,

Organizational and activity,

Communicative connections,

Communication of management and self-government, regulation and self-regulation,

Causal relationships,

Genetic links (identification of historical trends, traditions in training and education).

Connections are manifested in the process of pedagogical interaction.

Pedagogical process is a labor process that is carried out to achieve socially significant goals. The specificity of the pedagogical process lies in the fact that the labor of educators and the labor of the educated merge together, forming a kind of relationship between the participants in the labor process - pedagogical interaction.

In the pedagogical process (as in other labor processes), the following are distinguished:

1) objects, 2) means, 3) products of labor.

1. Objects of pedagogical work (a developing personality, a collective of pupils) are characterized by such qualities as complexity, consistency, self-regulation, which determine the variability, variability, and uniqueness 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 have the experience necessary for an adult ZUN. The originality of the object of pedagogical activity also lies in the fact that it develops not in direct proportional dependence on the pedagogical influence on it, but according to the laws inherent in its psyche, characteristics, the formation of will and character.

2. Means (tools) of labor - this is what the teacher places between himself and the object of labor in order to achieve the desired impact on this object. In the pedagogical process, the tools of labor are also very specific. These include: the teacher's knowledge, his experience, personal impact on the student, the types of activities of the students, ways of cooperation with them, the method of pedagogical influence, spiritual means of labor.

3. Products of pedagogical work. Globally, this is a well-mannered, prepared for life, social person. Specifically, this is the solution of particular problems, the formation of individual personality traits in accordance with the general goal setting.

The pedagogical process, as a labor process, is characterized by the levels of organization, management, productivity (efficiency), manufacturability, economy. This makes it possible to justify criteria for assessing (qualitative and quantitative) levels achieved.

The cardinal characteristic of the pedagogical process is time. It acts as a universal criterion for judging how quickly and efficiently a given process is proceeding.

Thus,

the pedagogical process is a system that combines the processes of education, training, development;
the components of the system in which the pedagogical process takes place are: a) teachers, b) conditions and 3) educated;
the components of the pedagogical process are: a) target, b) meaningful, c) activity-based, d) effective (goals, content, activity, results);
there are connections between the components that must be identified and taken into account (G.F.Shafranov - Kutsev, A.Yu.Derevnina, 2002; A.S. Agafonov, 2003; Yu.V. Kaminskiy, A.Ya. Osin, S.N. . Beniova, N. G. Sadova, 2004; L. D. Stolyarenko, S. N. Samygin, 2005).

In the structure of the pedagogical system, the teacher (subject - 1) and the student (subject - 2) occupy a central place. Subject - 1 carries out pedagogical activity (teaching), and subject - 2 - educational activity (teaching).

The interaction between subjects (subject - subjective or intersubjective) is carried out through conditions, including content, methods, methods, forms, technologies, teaching aids. Intersubjective communication is two-way. The factors initiating activity are the needs and motives, goals and objectives, which are based on value-semantic orientations. The result of joint activities is realized in teaching, education and development (OVD) in a holistic pedagogical process. The presented structure of the pedagogical system serves as the basis for the formation of optimal interpersonal relations and the development of pedagogical cooperation and co-creation (Figure 1.4.).

The integrity of the pedagogical process.The pedagogical process is an internally connected set of many processes, the essence of which is that social experience turns into the quality of a formed person (M.A. Danilov). This process is not a mechanical connection of processes that obeys its own special laws.

Integrity, community, unity are the main characteristics of the pedagogical process, which are subordinated to a single goal. The complex dialectic of relations within the pedagogical process consists of:

in the unity and independence of the processes that form it;
in the integrity and subordination of the separate systems included in it;

In the presence of the general and the preservation of the specific.

Figure 1.4. The structure of the pedagogical system.

Specificity is revealed when identifying dominant functions. The dominant function of the learning process is training, education - education, development - development. But each of these processes in the integral pedagogical process also performs accompanying functions: upbringing carries out not only upbringing, but also developmental and educational function, and teaching is unthinkable without accompanying upbringing and development.

The dialectic of interconnections leaves an imprint on the goals, objectives, content, forms and methods of carrying out organically inseparable processes, in which dominant characteristics are also distinguished. In the content of education, the formation of scientific ideas, the assimilation of concepts, laws, principles, theories prevail, which subsequently have a great influence on the development and upbringing of the individual. The content of education is dominated by the formation of beliefs, norms, rules, ideals, value orientations, attitudes, motives, etc., but at the same time, ideas, knowledge, and skills are formed.

Thus, both processes (education and upbringing) lead to the main goal - the formation of the personality, but each of them contributes to the achievement of this goal by its inherent means.

The specificity of the processes is clearly manifested in the choice of forms and methods of achieving the goal. In training, they mainly use strictly regulated forms of work (classroom - lesson, lecture - practical, etc.). In upbringing, freer forms of a different nature prevail (socially useful, sports, artistic activities, communication, work, etc.).

There are unified methods (ways) of achieving the goal: when teaching, they use mainly methods of influencing the intellectual sphere, while upbringing - means of influencing the motivational and effectively - emotional, volitional sphere.

The methods of control and self-control used in teaching and upbringing have their own specifics. In training, oral control, written control, tests, exams, etc. are necessarily used.

The results of education are less regulated. Teachers receive information from observing the course of activities and behavior of students, public opinion, the volume of the program of education and self-education from other direct and indirect characteristics (S.I. Zmeev, 1999; A.I. Piskunov, 2001; T.V. Gabai, 2003; S.I.Samygin, L.D. Stolyarenko, 2003).

Thus, the integrity of the pedagogical process lies in the subordination of all the processes that form it to a common and single goal - the formation of a comprehensively and harmoniously developed personality.

Pedagogical processes are cyclical. The same stages exist in the development of all pedagogical processes. Stages are not constituent parts (components), but the sequence of the development of the process. The main stages are: 1) preparatory, 2) main and 3) final (table 1.11.).

At the stage of preparation of the pedagogical process or the preparatory stage, appropriate conditions are created for the process to proceed in a given direction and at a given speed. At this stage, important tasks are being solved:

Targeting,

Diagnostics of conditions,

Predicting achievements,

Design of the pedagogical process,

Planning the development of the pedagogical process.

Table 1.11.

Stages of the pedagogical process

PEDAGOGICAL PROCESS
Preparatory stage	The main stage	The final stage
Organization	Implementation
Goal setting Diagnostics Forecasting Design Planning	Pedagogical interaction Feedback organization Regulation and correction of activities Operational control	Identification of deviations that have occurred Identifying errors Designing corrective measures Planning

1. Goal setting (justification and goal setting). The essence of goal setting is the transformation of a general pedagogical goal into a specific goal that must be achieved at a given segment of the pedagogical process and in specific conditions. Goal-setting is always "tied" to a specific system for the implementation of the pedagogical process (practical lesson, lecture, laboratory work, etc.). Contradictions are revealed between the requirements of the pedagogical goal and the specific capabilities of students (this group, department, etc.), therefore, ways of resolving these contradictions in the projected process are outlined.

2. Pedagogical diagnostics is a research procedure aimed at “clarifying” the conditions and circumstances in which the pedagogical process will take place. Its main goal is to get a clear idea of \u200b\u200bthe reasons that will help or hinder the achievement of the intended results. In the process of diagnostics, all the necessary information is collected about the real capabilities of teachers and students, about the level of their previous training, the conditions of the pedagogical process, and many other circumstances. The initially planned tasks are adjusted according to the results of the diagnosis. Very often, specific conditions force them to revise, bring them in accordance with real possibilities.

3. Forecasting the course and results of the pedagogical process. The essence of forecasting is to preliminarily (before the start of the process) assess its possible effectiveness and the existing specific conditions. We can learn in advance about what does not exist yet, theoretically weigh and calculate the process parameters. Forecasting is carried out according to rather complex methods, but the costs of obtaining forecasts are paid off, because teachers get the opportunity to actively intervene in the design and course of the pedagogical process, to prevent low efficiency and undesirable consequences.

4. The project of the organization of the process is developed on the basis of the results of diagnostics and forecasting, correction of these results. Further development is required.

5. The development plan of the pedagogical process is the embodiment of the revised project of the organization of the process. The plan is always tied to a specific pedagogical system.

In pedagogical practice, various plans are used (plans for practical classes, lectures, extracurricular activities of students, etc.). They are valid only for a certain period.

A plan is a final document that clearly defines who, when and what needs to be done.

The main stage or stage of the implementation of the pedagogical process includes important interrelated elements:

1. Pedagogical interaction:

Setting and clarifying the goals and objectives of the upcoming activities,

Interaction between teachers and students,

The use of the intended methods, forms of the pedagogical process and means,

Creation of favorable conditions,

Implementation of the developed measures to stimulate the activities of students,

Ensuring the connection of the pedagogical process with other processes.

2. In the course of pedagogical interaction, operational pedagogical control is carried out, which plays a stimulating role. Its focus, volume, goal should be subordinated to the general goal and direction of the process; other circumstances of the implementation of pedagogical control are taken into account; it should be prevented (pedagogical control) from turning from a stimulus into a brake.

3. Feedback is the basis for high-quality management of the pedagogical process, making operational management decisions.

The teacher must give priority to the development and strengthening of feedback. With the help of feedback, it is possible to find a rational ratio of pedagogical management and self-management of their activities on the part of the educated. Operational feedback in the course of the pedagogical process contributes to the introduction of corrective amendments that give the pedagogical interaction the necessary flexibility.

The final stage or analysis of the results achieved. Why is it necessary to analyze the course and results of the pedagogical process after its completion? Answer: in order not to repeat mistakes in the future, to take into account the ineffective moments of the previous one. Analyzing - we learn. The teacher grows who benefits from the mistakes made. Discerning analysis and introspection is the sure way to the heights of teaching excellence.

It is especially important to understand the reasons for the mistakes made, the incomplete correspondence of the course and results of the pedagogical process to the original concept (project, plan). Most of all errors appear when the teacher ignores the diagnostics and forecasting of the process and works “in the dark”, “by touch,” hoping to achieve a positive effect. It follows that the generalization of the results allows the teacher to formulate a general idea of \u200b\u200bthe dynamics of the stages of the pedagogical process (V.G. Kudryavtsev, 1991; N.V. Bordovskaya, A.A. Rean, 2000; A.A. Rean, N.V. Bordovskaya , 2004; A.Ya. Osin, T.D. Osina, M.G. Shegeda, 2005).

Thus, a pedagogical process is organized at the LMU, which in its structure corresponds to the modern requirements of an educational institution. It is viewed as a multi-component pedagogical system and pedagogical work process. It is based on a model of pedagogical cooperation and co-creation, which ensures optimal interpersonal relations of subjects of training, education and development. A holistic pedagogical process is aimed at achieving the main goal - the formation of a self-developing personality of a future specialist. Despite the particular didactic features of the disciplines taught, the pedagogical process is built according to the same stages of its deployment, course and completion.

Modern pedagogical theory presents the pedagogical process as a dynamic system. The word "system" (from gr. Systema - whole, made up of parts) means integrity, is a unity of regularly located and interconnected parts. The main features of the system are: a) the presence of components that can be considered in relative isolation, without connections with other processes and phenomena; b) the presence of an internal structure of connections between these components, as well as their subsystems; c) the presence of a certain level of integrity, a sign of which is that the system, due to the interaction of components, receives an integral result; d) the presence in the structure of system-forming links that unite components, like blocks, parts into a single system; e) interconnection with other systems.

A systematic vision of the pedagogical process allows us to clearly identify the components, analyze all the variety of connections and relationships between them, and skillfully manage the pedagogical process.

The pedagogical process as a system takes place in other systems: education, school, classroom, in a separate lesson, and the like. Each of these systems functions in certain external ones, including natural-geographical, social, industrial, cultural, etc. and internal conditions, which are material and technical, moral and psychological, sanitary and hygienic and other conditions for the school. Each of the systems has its own components. The components of the system, in which the pedagogical process takes place, are teachers, vykhovansi and conditions of education.

What is the structure of the pedagogical process? In educational work, the teacher sets himself the goal of education. In order to achieve it, he concretizes his actions, that is, defines the tasks; applies appropriate pedagogical tools. If, at the same time, natural connections and conditions are sufficiently taken into account, then cooperation is established between the teacher and the pupils, the teacher causes and organizes the active activity of students aimed at assimilating human experience, makes certain progress in individual development with respect to the goal of education, potentially manifest in the results education.

To pedagogical means in a broad sense include: the content to be learned; methods and organizational forms of upbringing, with the help of which the teacher invokes the active activity of the pupils, establishes relationships, organizes the process.

So, the pedagogical process is characterized by: the goal, objectives, content, methods, forms of interaction between teachers and pupils, the results achieved (fig. 6).

Usually, these are the target, meaningful, activity-based, effective components that form the system. Target the component of the process contains all the 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 certain qualities or their elements. substantive the component reflects the meaning invested both in the overall goal and in each specific task; content to be learned. The activity component provides for the interaction of teachers and pupils, their cooperation, organization and management of the process. Effective the process component characterizes the progress achieved in relation to the goal.

The second important feature of the pedagogical process as a system is the presence in it of an internal structure of connections between components and their subsystems.

Integrity of the pedagogical process

For the purpose of scientific analysis and characteristics of the pedagogical process, we are talking about this process in general. In fact, the teacher deals with the learning process, many educational processes (moral education, labor, environmental, etc.), the development of the individual characteristics of students (abilities, inclinations, interests, etc.). For example, the development of the cognitive, labor, heuristic, inventive and other abilities of schoolchildren, which for many years has been successfully carried out by the famous teacher-innovator from Reutov, Moscow Region, I.P. Volkov, in specialized creative lessons and in extracurricular work.

The pedagogical process is not a mechanical combination of these processes, but a new quality education, in which all the constituent processes are subject to a single goal. The complex dialectic of relations in the middle of the pedagogical process consists in the presence of the general and the preservation of the specific.

The specificity of the processes is due to their dominant functions. The learning process mainly affects the intellectual sphere of the individual, directly shapes Her consciousness. Therefore, he makes a special contribution to the learning function. The upbringing process is focused primarily on the attitudes, actions and emotions of the individual. It mainly affects the motivational and activity-related behavioral sphere. In this regard, its dominant function is the function educational.

Each of the processes in the integral pedagogical process also performs related functions. Thus, the learning process carries out not only educational, but also educational and developmental functions; upbringing process - educational and developmental. Specially constructed processes for the development of students' abilities and inclinations significantly affect the expansion and deepening of their knowledge, skills, skills, on the formation of attitudes towards the corresponding types of activity, behavior. That is, they perform the appropriate educational and educational functions. This nature of interconnections is reflected in the goal, objectives, content, forms and methods of organically inseparable processes. So, for example, the formation of scientific ideas, the assimilation of concepts, laws, principles, theories prevail in the content of training, which subsequently have a significant impact on the development of thinking, the formation of a scientific worldview. In the content of upbringing, the formation of value orientations, the experience of attitudes to the surrounding reality and oneself, motives, methods and rules of socially significant behavior and activities prevail. At the same time, the content of education develops students' understanding, contributes to the formation of knowledge and skills, stimulates interest in learning, their activity in learning.

The methods (ways) of teaching and upbringing differ in emphasis: if training mainly uses methods of influencing the intellectual sphere, then upbringing, I do not exclude them, uses methods that affect the motivational and activity-behavioral sphere. At the same time, the methods of teaching and upbringing are interrelated. It is impossible to form any quality of personality, and not by teaching students to master the norms of social behavior, and not by stimulating their teachings.

So, all components of the pedagogical process, thanks to interconnections, create a new high-quality education, which is characterized by integrity. It is the integrity of the pedagogical process that provides the conditions for the implementation of the main goal of education - the full-fledged comprehensive and harmonious development of the individual.

We already know that the Latin word "processus" means "forward movement", "change". The pedagogical process is the developing interaction of educators and students, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of the educated. In other words, the pedagogical process is a process in which social experience is melted into a personality trait. In the pedagogical literature of the previous years, the concept of "educational process" was used. Research by P.F. Kaptereva, A.I. Pinkevich, Yu.K. Babansky and other teachers showed that this concept is narrowed and incomplete, not reflecting the entire complexity of the process and, above all, its main distinguishing features - integrity and community. Ensuring the unity of teaching, upbringing and development on the basis of integrity and community is the main essence of the pedagogical process. For the rest, the terms "educational process" and "pedagogical process" and the concepts they designate are identical.

Let's consider the pedagogical process as a system (Fig. 5). The first thing that catches your eye is the presence in it of a multitude of 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 system that unites everything. It merges the processes of formation, development, education and training together with all conditions, forms and methods of their course.

Pedagogical theory has taken a progressive step by learning to represent the pedagogical process as a dynamic system. In addition to clearly identifying the constituent components, such a representation allows one to analyze numerous connections 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 process flow system. The systems in which the pedagogical process takes place are the system of public education, taken as a whole, school, classroom, classroom, and others. Each of these systems functions under certain external conditions: natural-geographical, social, industrial, cultural and others. There are also conditions specific to each system. Intraschool conditions, for example, include material and technical, sanitary and hygienic, moral and psychological, aesthetic and other conditions.

Structure (from Latin structura - structure) is the arrangement of elements in the system. The structure of the system is made up of the elements (components) selected according to the accepted criterion, as well as the connections between them. It has already been emphasized that understanding the connections 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). The object is the 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. As such a criterion can be any sufficiently weighty indicator of the process, the conditions for its course or the magnitude of the results achieved. It is important that it meets the goals of learning 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 it. Researchers select only those, the study of which reveals the most important connections, provides insight and knowledge of previously unknown patterns.

What is the goal pursued by a student who first gets 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 allocation must correspond to the intended purpose. To distinguish the system and its structure, we will use the criterion of parallelism known in science, which makes it possible to single out the main components in the system under study. Let's not forget about the process flow system, which will be the "school".

The components of the system in which the pedagogical process takes place are the teachers, the educated, the conditions of education. The pedagogical process itself is characterized by the goals, objectives, content, methods, forms of interaction between teachers and students, and the results achieved. These are the components that form the system - target, meaningful, activity-based, effective.

The target component of the process includes all the variety of goals and objectives of pedagogical activity: from the general goal - the comprehensive and harmonious development of the individual - to specific tasks of the formation of individual qualities or their elements. The content component reflects the meaning invested both in the general 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. 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 shifts in accordance with the set goal (Fig. 6).

A lot of 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 informational, organizational, activity, communicative connections, which are manifested in the process of pedagogical interaction. An important place is occupied by the links between management and self-government (regulation and self-regulation). In many cases, it is useful to take into account causal relationships, highlighting the most significant ones. For example, the analysis of the reasons for the insufficient effectiveness of the pedagogical process makes it possible to reasonably design future changes, to avoid repeating the mistakes made. It turns out to be not useless to take into account genetic ties, that is, to identify historical trends, traditions in teaching and upbringing, which ensure proper continuity in the design and implementation of new pedagogical processes.

The last decades of the development of pedagogical theory are characterized by the desire to single out functional connections between 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 education and upbringing, 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 any noticeable benefit to cognition. This drawback is persistently overcome: they use more subtle and accurate formalized descriptions of the process of introducing new branches of modern mathematics and the capabilities of computer technology into pedagogical research.

In order to more clearly imagine the pedagogical process taking place in the pedagogical system, it is necessary to clarify the components of the public education system as a whole. In this regard, the approach set forth by the American teacher F.G. Coombs in the book The Crisis of Education. System Analysis ". In it, the author considers the following as the main components of the education system: 1) goals and priority tasks that determine the activities of systems; 2) students, whose education is the main task of the system; 3) management that coordinates, directs and evaluates the system's performance; 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, chalkboards, maps, films, laboratories, etc .; 8) premises required for the educational process; 9) technology - all techniques and methods used in teaching; 10) control and assessment of knowledge: admission rules, assessment, examinations, quality of training; 11) research work to increase knowledge and improve the system; 12) costs of performance indicators of the system 1.

Professor I.P. Rachenko distinguishes the following components in the educational system that has developed in our country:

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

3. Teaching staff, ensuring the implementation of the goals and objectives of the content of training and education.

4. Scientific personnel providing scientifically grounded 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. Logistics (premises, equipment, technical means, teaching aids

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

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

9. Organization and management.

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

But it is not enough to see the system at all. It is necessary to understand its development - to see by its constituent elements the passing past, the present, and the coming 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 the educated merge together, forming a kind of relationship between the participants in the labor process - pedagogical interaction.

As in other labor processes, objects, means, products of labor are distinguished in pedagogical. The objects of the teacher's activity are a developing personality, a collective of pupils. In addition to complexity, consistency, self-regulation, objects of pedagogical labor also have such a quality as self-development, which determines the variability, variability, and unrepeatability of pedagogical processes.

The subject of pedagogical work is the formations of a person who, unlike a teacher, is at an earlier stage of his development and does not have the knowledge, skills, skills, experience necessary for an adult. The peculiarity of the object of pedagogical activity also lies in the fact that it develops not in direct proportional dependence on the pedagogical influence on it, but according to the laws inherent in its psyche - the peculiarities of perception, understanding, thinking, the formation of will and character.

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

The products of pedagogical work, the creation of which the pedagogical process is aimed at, have already been discussed in the previous sections. If what is “produced” in him is presented globally, then this is a well-mannered, prepared for life, social person. In specific processes, "parts" of the general pedagogical process, particular tasks are solved, individual qualities of a person 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, economy, the allocation of which opens the way for substantiating the criteria that make it possible to give not only qualitative, but also quantitative assessments of the levels achieved. The cardinal characteristic of the pedagogical process is time. It acts as a universal criterion that makes it possible to reliably judge how quickly and efficiently the process proceeds.

I I. Fill in the blanks

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 merged together with all conditions, forms and methods of their course; purposeful, consciously organized, developing interaction between educators and 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 teaching and upbringing.

PEDAGOGICAL PROCESS - in the most general form, two interrelated, in close unity of the ongoing processes: the activity of educators as a process of purposeful influences of educational influences on pupils; the activities of the pupils themselves as the process of assimilating information, physical and spiritual development, the formation of attitudes towards 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 - constant and variable. Permanent components include: teachers, pupils, educational content (subjects of the pedagogical process). Variable components of the pedagogical process, depending on the subjects of the pedagogical process and their interaction - the goal, 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 implemented in certain conditions. Substantial - defines the entire set of knowledge, attitudes, value orientations, experience of activity and communication formed in the subjects of the pedagogical process.

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

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 and hygienic and other conditions for the course of the pedagogical process, its regulatory and 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 single (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) training - the formation of motivation and experience in educational, cognitive and practical activities, mastering the foundations 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 the society, the microenvironment for the individual and the achieved level of his development; between the diversity of the child's life interactions and the inability of the school to cover them with its 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 education and upbringing and the individual nature of mastering knowledge, spiritual values; between the regulation of the pedagogical process and the pupil's own activity and others.

Regularities and principles of the pedagogical process

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

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

2. The connection between teaching and upbringing, it means the interdependence of these processes, their versatile mutual influence, unity.

3. The connection between education and activity. One of the basic laws of pedagogy says that to educate means to include a child in various activities.

4. The connection between education and personality activity. Upbringing is successful if its object (the child) is at the same time a subject, that is, it reveals active behavior, shows its own will, independence, the need for activity.

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

The principles of the pedagogical process follow from these and other regularities.

Principles of a holistic pedagogical process(pedagogical principles) - the starting points 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; the manifestation of the due. They are in the nature of the most general guidelines, rules, norms that govern the entire process.

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, is formed 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 and ideas received, and exercise in social behavior.

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

Accessibility in training and education (the principle of a gradual increase in difficulties) is a principle, following which in educational and educational work it is necessary to proceed from the achieved level of development of students, take into account their age, individual and gender characteristics and capabilities, the level of training and education. Teach from close to far, from easy to difficult, from known to unknown. But this principle cannot be understood as a requirement of ease in teaching and upbringing. According to the degree of difficulty and complexity, education and upbringing must be oriented towards the "zone of proximal development" of the student.

Humanization - the principle of social protection of a growing person; the essence is to humanize the relations of students with each other 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 teacher's flexible use of various forms and methods of educational influence 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 the individual characteristics of the personality 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 and educational interaction unites 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 presented for perception by the senses." Visibility involves not only direct visual perception, but also perception through motor and tactile sensations. Visibility in the educational process, provided with the help of a variety of illustrations, demonstrations, laboratory-practical work, TCO, including multimedia equipment, enriches the range of students' ideas, develops observation and thinking, and helps a deeper assimilation of perceived information.

Scientificness in teaching and education - the principle according to which students are offered for assimilation only the provisions established in science and teaching methods are used that by 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 problem research teaching methods, active learning technology. Remember that no matter how elementary the transmitted knowledge is, it should not contradict science.

Positive emotional background of the pedagogical process - such an organization ped. process when all participants are interested and exciting to engage in joint activities, be it educational, extracurricular or extracurricular.

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

The principle of conformity - the starting position, requiring that the leading link of any educational interaction and ped. the process was performed by a child (teenager) with his 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 - the mastery of knowledge, abilities, skills and ideological ideas is achieved only when they are thoroughly comprehended and well assimilated, and are kept in memory for a long time. This principle is implemented through constant, thoughtful and systematic repetition, exercise, consolidation, verification and assessment of knowledge, skills, skills and norms and rules of behavior. 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); "An educator who understands the nature of memory will incessantly resort to repetitions, not in order to repair what has collapsed, but in order to strengthen the building and bring it to a new floor" (KD Ushinsky).

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

Relationship 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 how to effectively influence it. It is implemented by creating conditions for the transition in the process of teaching and upbringing from concrete practical thinking to abstract theoretical and vice versa, applying the knowledge gained in practice, forming an understanding that practice acts as a source of abstract thinking and as a criterion for the truth of the knowledge obtained.

Systematic and consistent - observance of logical connections in the learning process, which ensures the assimilation of educational material in a larger volume and more firmly. Consistency and consistency allow you to achieve great results in less time. They are implemented in various forms of planning and in a certain way of organized training. Everything should be carried out in an indissoluble sequence so that everything "today consolidates yesterday and paves the way for tomorrow." (Ya. A. Komensky).

Consciousness, activity, amateur performance - the principle, the essence of which boils down to the fact that the learner's and the educated's own cognitive activity is an important factor in learning and educability and has a decisive influence on the pace, depth and strength of mastering the transferred amount of knowledge and norms and the speed of developing skills, skills and habits. Conscious participation in the educational process enhances its developmental influence. Methods and techniques for enhancing cognitive activity and active learning technology contribute to the implementation of this principle.

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

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

Aestheticization of children's life - a positive result of upbringing can only be achieved in a beautifully organized upbringing space: aesthetically designed class and recreational premises, the presence of flowers, greenery, aquariums, works of art, living corners, flower beds on the school site, etc.

Questions for self-control

1. Expand the essence of the pedagogical process.

2. Describe the different 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:

Accessibility in training and education;

Systematic and consistent;

Connection of theory with practice;

The principle of conformity to nature;

Visibility;

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Introduction

3. Features of the pedagogical process in a personality-oriented pedagogical process

Conclusion

Bibliographic list

Introduction

An appeal to the origins of the pedagogical profession shows that the differentiation and integration spontaneously proceeding within its framework led first to a distinction, and then to an explicit opposition of training and education: the teacher teaches, and the educator educates. But by the middle of the 19th century, the writings of progressive teachers began to encounter well-grounded arguments in favor of the objective unity of teaching and upbringing. This point of view was most clearly expressed in the pedagogical views of I.F. Herbart, who noted that teaching without moral education is a means without an end, and moral education without teaching is an end without a means.

The idea of \u200b\u200bthe integrity of the pedagogical process was expressed more deeply by KD Ushinsky. He understood it as the unity of the administrative, scholarly and educational elements of school activities. Ushinsky's progressive ideas were reflected in the works of his followers - N.F.Bunakov, P.F.Lesgaft, V.P. Vakhterov, and others.

N. K. Krupskaya, S. T. Shatsky, P. P. Blonsky, M. M. Rubinshtein, A. S. Makarenko made a great contribution to the development of ideas about the integrity of the pedagogical process in the new socio-economic and political conditions. However, since the 30s. the main efforts of teachers were aimed at in-depth study and education as relatively independent processes.

Scientific interest in the problem of the integrity of the pedagogical process, caused by the needs of school practice, resumed in the mid-70s. There are also different approaches to understanding the integral pedagogical process. At the same time, the authors of modern concepts are unanimous in the opinion that it is possible to reveal the essence of the pedagogical process and identify the conditions for acquiring the properties of integrity by it only on the basis of the methodology of the systemic approach.

1. Pedagogical process as a system

The pedagogical process is the interaction of educators and students, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of the educated. It is a process in which social experience is transformed into the qualities of a formed person. This process is not a mechanical combination of upbringing, training and development processes, but a new quality education. Integrity, community and unity are the main characteristics of the pedagogical process.

1.1 The pedagogical process as a holistic phenomenon

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 an object, its independence from the environment; on the other hand, integrity is understood as the unity of all components that make up the pedagogical process. Integrity is an objective, but not permanent property of them; it can arise at one stage of the pedagogical process and disappear at another. The integrity of pedagogical facilities, the most significant and complex is the educational process, is built purposefully.

The integrity of the pedagogical process is ensured by:

Organizationally

Reflection in the purpose and content of education of the experience accumulated by humanity, i.e. the interconnection of the following elements:

· Knowledge, including how to perform actions;

· Skills and skills;

· Experience of creative activity;

Experience of emotional, value and strong-willed attitude to the world around

The unity of these component processes:

· Mastering and designing the content of education and material base;

· Business interaction of teachers and students on the implementation of educational content;

· Interaction of teachers and students at the level of personal relationships;

Mastering the content of education by students independently

1.2 The essence of the pedagogical process

The pedagogical process is a specially organized, purposeful interaction of teachers and pupils, aimed at solving developmental and educational problems.

Teachers and pupils as personalities and subjects are the main components of the pedagogical process. The interaction of the subjects of the pedagogical process (exchange of activities) as its ultimate goal is the appropriation by pupils of the experience accumulated by humanity in all its diversity. And the successful mastering of experience, as you know, is carried out in specially organized conditions with a good material base, including a variety of pedagogical means. The interaction of teachers and pupils on a meaningful basis with the use of various means is an essential characteristic of the pedagogical process that takes place in any pedagogical system.

The system-forming factor of the pedagogical process is its goal, understood as a multilevel phenomenon. The pedagogical system is organized with an orientation towards the goals of education and for their implementation, it is entirely subordinate to the goals of education.

1.3 Structure and components of the pedagogical process

pedagogical process oriented learning

Pedagogical process (PP):

Purposeful pedagogical activity of adults and its bearer - the teacher - are the backbone components of PP;

The child is the main and main component of the pedagogical process;

Organizational and administrative complex - forms, methods of training and education;

Pedagogical diagnostics - objective recording with the help of special methods of the success of individual areas of PP;

Criteria for the effectiveness of PP - assessment (characteristic): knowledge, skills, and abilities acquired by children; instilled beliefs; everyday behavior (main criterion);

Organization of interaction with the social and natural environment - an external spectrum of interaction, which is both purposeful and spontaneous;

2. Methodological approaches to the construction of a modern pedagogical process: systemic, personality-oriented, complex

The systematic approach makes it possible to develop a coherent system of the theory of education and the theory of teaching, to characterize all its main elements (goal, content, means, methods). Essence: relatively independent components are considered as a set of interrelated components:

1) the goals of education;

2) subjects of the pedagogical process; subjects - all participants in the pedagogical process (students and teachers);

Personal approach - recognizes personality as a product of socio-historical development and bearer of culture, does not allow the person to be reduced to nature (vital or physiological needs). The personality acts as a goal, as a result and as the main criterion for the effectiveness of the pedagogical process. The uniqueness of the personality, moral and intellectual freedom are appreciated. The task of the educator from the point of view of this approach is to create conditions for the self-development of the individual and the realization of his creative potential.

An integrated approach - orientates the researcher to consider a group of phenomena in aggregate (for example, when studying the topic "the system of social education at school", the researcher takes into account the objective and subjective conditions and factors affecting the effectiveness of social education of children at school, the relationship of civil, moral, labor, economic, physical and other types of education, unity and coordination of the influences of school, family, society on the upbringing of children).

3. Features of the pedagogical process in a personality-oriented pedagogical process

Personally-oriented learning - learning in which the goals and content of education, formulated in the state educational standard, training programs, acquire a personal meaning for the student, develop motivation for learning. On the other hand, such training allows the student, in accordance with his individual abilities and communication needs, the ability to modify the goals and learning outcomes. The personality-oriented approach is based on taking into account the individual characteristics of students, who are considered as individuals with their own characteristic features, inclinations and interests.

The personality-centered approach has been around for quite some time. Such outstanding psychologists as A.N. Leontiev, I. S. Yakimanskaya, K. Rogers wrote about the influence of the school on the formation of the personality of students. For the first time, K. Rogers began to use the term “personality-oriented approach”. At the same time, he spoke about such a teaching method as a fundamentally new one, which allows the student not only to learn, but to learn with pleasure and receive information-rich material that develops the imagination. Rogers also stressed that, according to the established tradition, the emphasis in education was placed only on intellectual development, and not on personal development. He identified two main directions in education: authoritarian and human-centered, free learning, in which students from the first days of their stay at school find themselves in a friendly atmosphere, with an open, caring teacher who helps them learn what they want and like.

Rogers has two words to describe the educational process: learning and learning. By teaching, Rogers understands the process of the teacher's influence on students, and by teaching, the process of developing the intellectual and personal characteristics of students as a result of their own activities. He identifies the following teacher attitudes when using the student-centered method: the teacher's openness to interpersonal communication with students, the teacher's inner confidence in each student, in his capabilities and abilities, the ability to see the world through the eyes of the student.

According to K. Rogers, training should bring personal growth and development. And a teacher who adheres to such attitudes can positively influence the development of the personality of students. Also, a prerequisite is the use of general methodological techniques. Such techniques include: the use of reading resources and the creation of special conditions that facilitate the use of these resources by students, the creation of various feedbacks between the teacher and the students, the conclusion of individual and group contracts with students, that is, fixing a clear ratio of the volume of educational work, its quality and assessments based on joint discussion, the organization of the learning process in different age student groups, the distribution of students into two groups: those inclined to traditional learning and to humanistic learning, the organization of free communication groups in order to increase the level of psychological culture of interpersonal communication.

Conclusion

The personality is at the center of learning, education. Accordingly, all education, centered on the student, on his personality, becomes anthropocentric in purpose, in content and forms of organization.

Modern education is a unity of teaching and upbringing, which implement the basic principles of changing its paradigm from informational, communicating to developing independent cognitive activity of the student. The directions of training in the educational process reflect the search by psychological and pedagogical science of how to optimize this process, which is intended to provide a personal-active approach. Psychological service is an organic component of the modern education system, ensuring the timely identification and maximum full use in the education and upbringing of children, their intellectual and personal potential, the inclinations, abilities, interests and inclinations of the child. The pedagogical service is also called upon to ensure the timely identification of the reserves of the pedagogical development of children, their implementation in teaching and upbringing. If we are talking about children who are lagging behind in their development from most other children, then the task of a practical teacher is to identify and eliminate possible causes of developmental delays in time. If it concerns gifted children, then a similar task, associated with the acceleration of the child's pedagogical development, is transformed into a problem: ensuring early detection of inclinations and their transformation into highly developed abilities. Another difficult task in the psychological service in the education system is to constantly, throughout childhood, keep under control the processes of education and upbringing of children in order to improve the quality of education and upbringing. I mean the need to build these pedagogical processes in strict accordance with the natural and social laws of the mental development of children, with the basic provisions of the psychological theory of education and upbringing. The practical goal of the teacher's work here is to assess the content and methods of teaching and upbringing of children used in various children's institutions from the standpoint of this science, to give recommendations for their improvement, taking into account scientific data on the development of children of different ages. Thus, education as a combination of training and upbringing is a means of personal development and the formation of its basic culture at different age levels.

Bibliographic list

1. Zimnyaya I.A. Pedagogical psychology. - M .: Logos, 2002 .-- 264 p.

2. Slastenin V.A., Isaev I.F., Mishchenko A.I. Pedagogy, Moscow: School-Press, 1997, 512 p.

3. Talyzina N.F. Pedagogical psychology. - M .: Education, 1998.-139 p.

4. Talyzina N.F. Theoretical problems of programmed learning. - M .: Education, 1969 .-- 265 p.

5. Yakimanskaya I.S. Personality-oriented learning in a modern school. - M .: Logos, 1996 .-- 321 p.

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

Integrity of the pedagogical process

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