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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 activity. 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;

Students mastering the content of education 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) has its ultimate goal in 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 is 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 of this teaching method as a fundamentally new one, allowing 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. The psychological service is an organic component of the modern education system, which ensures 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, connected 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 position 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 author's concept of the organization of the pedagogical process. A personality-oriented approach for the development of all aspects of the child's personality. Educational, educational and developmental blocks of the pedagogical process. Individuals with the ability to learn as a result.

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 (all-round 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 inherent in such qualities as complexity, consistency, self-regulation, which determine the variability, variability, 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 links 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 intersubject) 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 the 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 upbringing 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 mainly use 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 upbringing are less regulated. Teachers obtain 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, the 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 diagnosis 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; to implement the tasks, applies the 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 regarding the goal of education, and potentially manifests itself 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 causes the active activity of 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, this is 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 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 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, IP Volkov, in specialized creativity lessons and in extracurricular activities.

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 concepts, the assimilation of concepts, laws, principles, theories prevail in the content of education, 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 active-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.

Introduction

Definition of the concept of "pedagogical process". The goals of the pedagogical process

Components of the pedagogical process. Effects of the pedagogical process

Methods, forms, means of the pedagogical process

Conclusion

List of references

Introduction

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

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 course.

A lot of domestic teachers and anthropologists are engaged in the study of this issue. Among them, A.A. Reana, V.A. Slastenin, I.P. Podlasogo and B.P. Barhaeva. In the works of these authors, various aspects of the pedagogical process are most fully sanctified from the point of view 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;

characteristics 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". The goals of the pedagogical process

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

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

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 about the content of education using teaching and upbringing tools in order to solve educational problems aimed both at meeting the needs of society and the individual itself in its development and self-development."

Analyzing these definitions, as well as accompanying literature, the following characteristics of the pedagogical process can be distinguished:

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 teaching, upbringing and development on the basis of integrity and community is the main essence of the pedagogical process";

the goal is achieved through the use of special tools 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 goal 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 in more detail later.

According to I.P. Podlasogo pedagogical process is built on the target, meaningful, activity-based and effective components.

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 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 achieved in accordance with the set goal.

Setting goals in education is a rather specific and complex process. After all, the teacher meets with living children, and the goals, so well reflected 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 reflect in the most complete form the basic principles in building an integral pedagogical process. Here are these principles:

With regard to the choice of educational targets, the following principles apply:

humanistic orientation of the pedagogical process;

connections with life and work practices;

combining training and education with labor for the general benefit.

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

scientific character;

availability and feasibility of teaching and upbringing of schoolchildren;

combination of visibility and abstractness in the educational process;

the aestheticization of the entire child's life, especially education and upbringing.

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

teaching and educating children in a team;

continuity, consistency, systematicity;

consistency of requirements of school, family and community.

The teacher's activities are governed by the principles:

combining 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 a reasonable demand for him.

The participation of the students themselves in the educational process is guided by the principles of consciousness and activity of students in the integral 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 the 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;

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

2. Components of the pedagogical process. Effects of the pedagogical process

As already 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 the personality under the influence of external and internal factors - education, training, social and natural environment, the individual's own activity; 2) the method and result of the internal organization of the personality as a system of personal properties.

Education is a joint activity of a teacher and a student, aimed at the education of the individual by organizing the process of assimilating a system of knowledge, methods of activity, experience of creative activity and experience of an emotional-value attitude to the world. "

In this case, the teacher:

) teaches - purposefully conveys knowledge, life experience, methods of activity, foundations of culture and scientific knowledge;

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

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

In turn, the student:

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

) tries to independently observe, compare, think;

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

Teaching is a teacher's activity in:

organization of educational and cognitive activities of students;

assistance with difficulties in the learning process;

stimulating the interest, independence and creativity of students;

assessment of educational achievements of students.

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

Upbringing is a purposeful process of interrelated activity of teachers and pupils, aimed at the formation of value attitudes in schoolchildren 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 this case, the educator:

) conveys the experience accumulated by humanity;

) introduces to the world of culture;

) stimulates self-education;

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

In turn, the pupil:

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

) works on himself;

) learns ways of communication and behavior.

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

Specifying these definitions for oneself, one can understand the following. The pedagogical process as a complex systemic phenomenon includes all the variety of factors surrounding the process of interaction between a student and a teacher. So the upbringing process is associated with moral and value attitudes, training - with the categories of knowledge, skills and abilities. Formation and development, however, there are two key and basic ways of including these factors in the system of interaction between a student and a teacher. Thus, this interaction is "filled" with content and meaning.

The goal is always related to the performance results. While not dwelling on the content of this activity, let's move on to expectations from the implementation of the goals of the pedagogical process. What is the image of the results of the pedagogical process? Based on the formulation of goals, you can describe the results with the words "good breeding", "training".

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 evaluating actions and deeds;

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

Learning ability is “an internal readiness acquired by a student (under the influence of education and upbringing) for various psychological restructuring 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 ability is the amount of dosed help that a student needs to achieve a given result. Learning is a thesaurus, or a stock of learned concepts and modes of action. That is, a system of knowledge, skills and abilities corresponding to the norm (the expected result set in the educational standard). "

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

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

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

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

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

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

Federal and national-regional components of the education standard include:

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

the maximum allowable amount of study load of 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, one should highlight the functions of social regulation, humanization of education, management, and improving the quality of education.

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

The function of humanizing 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 assessing the quality of learning outcomes.

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

pedagogical process pupil training

3. Methods, forms, means of the pedagogical process

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

Verbal methods. The use of verbal methods in a holistic pedagogical process is carried out primarily with the help of the spoken and printed word. This is due to 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, educational discussions, disputes, work with a book, example method.

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

The story is of great importance in organizing the value-oriented activities of students. By 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 lead students to gain new knowledge."

With all the diversity of their thematic content, conversations have their main purpose to involve the students themselves in the assessment of certain events, actions, phenomena of social life.

Verbal methods also include educational discussions. Situations of a cognitive dispute, with their skillful organization, draw the attention of schoolchildren to the contradictory nature of the world around them, to the problem of the cognizability of the world and the truth of the results of this knowledge. Therefore, in order to organize the discussion, it is necessary first of all to put forward a real contradiction before the students. This will allow students to intensify their creativity and present them with the moral problem of choice.

The method of working with a book also belongs to verbal methods of pedagogical influence.

The ultimate goal of the method is to familiarize the student with independent work with educational, scientific and fictional literature.

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

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

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

Visual methods. Demonstration consists in sensory acquaintance of students with phenomena, processes, objects in their natural form. This method serves primarily to reveal the dynamics of the phenomena under study, but is also widely used to familiarize oneself with the external appearance of an object, its internal structure or location in a series of homogeneous objects.

Illustration involves showing and perceiving objects, processes and phenomena in their symbolic representation using diagrams, posters, maps, etc.

Video method. The teaching and educational functions of this method are due to 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 of the technical work related to the control and correction of knowledge, and to establish effective feedback.

Means of the pedagogical process are subdivided 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 the means of education into funds for the teacher and for the students. The first are the subjects used by the teacher to more effectively implement the goals of education. The second are the individual means of students, school textbooks, notebooks, writing utensils, etc. The number of didactic tools also includes those with which both the activities of the teacher and the students are associated: sports equipment, school botanical areas, computers, etc.

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

All kinds of ways of organizing the interaction of teachers and students have found their fixation in three main systems of organizational design of the pedagogical process. These include: 1) individual training and education; 2) classroom-lesson system, 3) lecture-seminar system.

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

A lesson is a form of organization of the pedagogical process in which “the teacher, for a specified time, directs the collective cognitive and other activities of a constant 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 upbringing and development of the cognitive abilities and spiritual powers of schoolchildren. "

Features of the school lesson:

the lesson provides for the implementation of the functions of teaching in a complex (educational, developmental and upbringing);

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

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

updating the necessary knowledge and skills, including checking homework;

explanation of new material;

consolidation or repetition of what was learned in the lesson;

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

summing up the lesson;

home assignment;

each lesson is a link in the lesson system;

the lesson corresponds to 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 distinguish the following types of lessons:

lesson familiarization of students with new material or communication (study) of new knowledge;

knowledge consolidation lesson;

lessons in the development and consolidation of skills and abilities;

generalizing lessons.

The lesson structure usually consists of three parts:

Organization of work (1-3 min.), 2.the 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 classroom-lesson system (excursion, consultation, homework, educational conferences, additional classes), others are borrowed from the lecture-seminar system and adapted to the age of the 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 it carries, the significance for society and culture, its methods, forms and means.

The analysis showed the high importance of the pedagogical process in society and culture 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 ideal images of a person designed 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 - upbringing, teaching and educational.

List of references

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

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

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

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

V. A. Slastenin and others. Pedagogy Textbook. manual for stud. higher. ped. study. institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenin. - M .: Publishing Center "Academy", 2002. - 576 p.

Pedagogical process- this concept includes the method and method of organizing educational relations, which consist in the systematic and purposeful selection and application of external factors for the development of subjects of instruction. The pedagogical process is understood as the process of teaching and educating the individual as a special social function, for the implementation of which the environment of a certain pedagogical system is needed 1.

The concept "process" comes from the Latin word processus and means "moving forward", "change". The pedagogical process determines the constant interaction of subjects and objects of educational activity: educators and educators. The pedagogical process is aimed at solving this problem and leads to changes 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 teaching, upbringing and development based on the preservation of the integrity and community of the system. The concepts of "pedagogical process" and "educational process" are unambiguous 2.

The pedagogical 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 are the necessary work of the teacher and the student for the purpose of transferring, processing and perceiving the teaching content.

5. Means - ways of "working" with content.

6. Forms are a consistent receipt of the result of the pedagogical process.

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

Russian normative documents present the following understanding of objectives.

1. The system of goals in the standard provisions on educational institutions (the formation of a general culture of the individual, adaptation to life in society, the 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 may be vocational skills training, thereby preparing the student for future vocational 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 is the ways of the relationship between the teacher and the student, these are practical actions of the teacher and students, contributing to the assimilation of knowledge and the use of learning content as experience. A method is a certain designated way to achieve a given goal, a way to solve problems that result in a solution to the problem 3.

Different types of classification of methods of the pedagogical process can be defined as follows:

by the source of knowledge:

verbal (story, conversation, instruction), practical (exercises, training, self-management), visual (showing, illustration, presentation of material),

based on the personality structure: methods of forming consciousness (story, conversation, instruction, showing, illustrating), methods of forming behavior (exercises, training, play, assignment, demand, ritual, etc.), methods of forming feelings (stimulation) (approval , praise, censure, control, self-control, etc.).

The components of the system are educators, students and learning environments. As a system, the pedagogical process consists of certain components: goals, objectives, content, methods, forms and results of the teacher-student relationship. Thus, the system of elements is a target, meaningful, activity-based, effective component 4.

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 successes and achievements depending on the goals and objectives.

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

The pedagogical process is not so much a mechanical unification of the processes of education, training, development, but a completely new qualitative system that can subordinate objects and participants to its own laws.

All constituent components are subordinated to a single goal - to preserve the integrity, community, unity of all components.

The peculiarity of pedagogical processes manifests itself 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 in a holistic process other interpenetrating tasks: for example, upbringing is manifested not only in upbringing, but also in developmental 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 laws. The laws of the pedagogical process are as follows.

1. Dynamics of the pedagogical process. The pedagogical process presupposes a progressive nature of development - the general 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. Personality 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 the upbringing and educational sphere; participation in teaching and 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 the pedagogical influence on the student is of great importance. This category essentially depends on:

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

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

4. Incentives. 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 of the 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) the available material, cultural, economic and other opportunities for a person to fulfill their needs in society;

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

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

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

1. Humanistic principle, which means that in the direction of the pedagogical process a humanistic principle should be manifested, and this means a striving for the unity of development goals and life attitudes of a particular 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 teaching and educational work, on the one hand, and changes and phenomena occurring in the entire social life of the country - economy, politics, culture, on the other hand.

3. The principle of combining the theoretical principles of training and education processes with practical actions. Determining the meaning of the implementation of the idea of \u200b\u200bpractical activity in the life of the younger generation implies subsequently a 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 towards the formation in the unity of knowledge and skills, consciousness and behavior. The essence of this principle consists in the requirement of organizing activities in which children would have the opportunity to be convinced of the truthfulness of the theoretical presentation, confirmed by practical actions.

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

7. Consistency, continuity and consistency. This principle implies the consolidation of knowledge, abilities and skills, personal qualities that were mastered 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 visualization of teaching in the pedagogical process can be considered those laws and principles of studying the external world, which lead to the development of thinking from the figuratively 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 a beautiful, 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 the independence of students. It is very important from childhood to teach 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 the conscientiousness 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 a 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 of exactingness towards oneself, on the other hand. This becomes possible when there is a fundamental reliance on the strengths of the individual.

14. Availability and affordability. This principle in the pedagogical process assumes a correspondence between the construction of the work of students and their real capabilities.

15. The principle of the influence of the 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, those knowledge that are acquired independently become durable.

Thus, defining step by step 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 \u200b\u200bthe 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.