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Systematic approach in education. System-activity approach as the basis of federal state education standards. system-activity approach in education System approach in training

Developmental biology
31.05.2021

Introduction

1. Systematic approach. Main characteristics

2. The principle of accessibility of training

3. Features of the practical method

5. Education and pedagogical science in the 60s - 90s.

Conclusion

Bibliography

Introduction

The word “pedagogy” comes from the Greek paidagogike, which literally means “child education, child rearing.” The development of pedagogy is inseparable from the history of mankind. Pedagogical thought originated and developed over many centuries in ancient Greek, ancient Eastern and medieval theology and philosophy. For the first time, pedagogy was isolated from the system of philosophical knowledge in early XVII V. by the English philosopher and naturalist Francis Bacon and consolidated as a science through the works of the outstanding Czech teacher Jan Amos Kamensky. To date, pedagogy has become a multidisciplinary science, functioning and developing in close connection with other sciences.

1. Systematic approach. Main characteristics

General scientific methodology can be represented by a systematic approach, reflecting the universal connection with and interdependence of phenomena and processes of the surrounding reality. It orients researchers and practitioners to the need to approach the phenomena of life as systems that have a certain structure and their own laws of functioning.

The essence of the systems approach is that relatively independent components are not considered in isolation, but in their interrelation, development and movement. It allows us to identify integrative system properties and qualitative characteristics that are absent in the elements that make up the system. The substantive, functional and historical aspects of the systems approach require the implementation in unity of such research principles as historicism, specificity, taking into account comprehensive connections and development.

A systematic approach to the knowledge and transformation of any object is the leading general scientific approach; this direction of methodology is specially scientific knowledge and social practice, which is based on the study of objects as systems. The application of this approach in pedagogy allows us to identify such a variable component of its scientific knowledge as a pedagogical system with all its characteristics: integrity, connection, structure and organization, levels of the system and their hierarchy, management, purpose and appropriate behavior of the system, self-organization of the system, its functioning and development.

The practice of applying a systems approach in pedagogy often indicates a fairly common mistake, the essence of which is the failure to distinguish between a systemic (complexly organized) pedagogical object and a systematic study of such an object. At different levels of analysis and when solving different problems, the same object can be studied as systemic and non-systemic.

In other words, in the methodological analysis of a pedagogical object, from the very beginning, two different worldview scientific positions of the author are possible: his declaration of his intention to accept this object as something whole and highlight the elements in it, or the recognition of systematicity as a qualitative characteristic of this object of pedagogy. Depending on the choice of a particular position, the teacher will implement various strategies for cognition and transformation of the object:

Describe the pedagogical system, i.e. consistently consider all the elements of the object in several typical options for their interaction (examine the states or situations of the pedagogical object) and determine how and to what extent the elements (or situations - this depends on the choice of structure) are subordinated to the goals of the system;

Describe the qualitative characteristics of the pedagogical system: its integrity, structure, interdependence of the system and environment, hierarchy, multiple descriptions of each system, etc.

Taking into account the fairly detailed development of the systems approach in the scientific literature, we will only point out the following two circumstances. First: the choice of position by a teacher-researcher is the initial step in his implementation of a systematic approach. There are profound differences between a system-subject and a system-process. Second: the systems approach has a significant number of relatively independent directions, each of which solves its own problems: system-genetic, system-historical, system-structural, system-content, system-functional, system-methodological, system-information, etc.

So, a systematic approach requires the implementation of the principle of unity pedagogical theory, experiment and practice. Teaching practice is an effective criterion for the truth of scientific knowledge, provisions that are developed by theory and partially verified by experiment. Practice also becomes a source of new fundamental problems in education. Theory therefore provides the basis for correct practical decisions, but global problems, the tasks arising in educational practice give rise to new questions that require basic research.

2. The principle of accessibility of training

A principle is an instrumental expression of a pedagogical concept given in categories of activity.

Principles of learning. The history of didactics is characterized by the persistent desire of researchers to identify general principles of teaching and, on their basis, to formulate those most important requirements, observing which teachers could achieve high and lasting results. Didactic principles are fundamental objective laws used in teaching as a general method. The entire system of principles and laws of a particular area of ​​didactics is called a pattern. An analysis of numerous attempts by researchers to develop a system of didactic principles allows us to identify the following as fundamental: consciousness and activity; visibility; systematicity and consistency; strength; scientific character; accessibility; connections between theory and practice; developmental and educational training.

The principle of accessibility of learning is based on the laws of knowledge: knowledge always goes from the known to the unknown, from simple to complex; correspondence educational material age, individual characteristics, the level of preparedness of the student. Rules of learning: a) the educational process should be conducted at an optimal pace; b) training requires a certain intensity (work at full capacity); c) it is necessary to use analogy, comparison, comparison, contrast: they give impetus to thought, make complex thoughts accessible to understanding; d) avoid monotony of speech, illustrate vivid facts.

When presented with material that is inaccessible for assimilation, the motivational mood for learning sharply decreases, volitional effort weakens, performance decreases, and fatigue quickly sets in. At the same time, excessive simplification of the material also reduces interest in learning, does not contribute to the formation of learning skills and, most importantly, does not contribute to the development of students.

So, in accordance with the principle of accessibility, the training and education of schoolchildren, their activities should be based on taking into account real opportunities, preventing intellectual, physical and neuro-emotional overloads that negatively affect their physical and mental health.

3. Features of the practical method

Method means a way to achieve a goal, a certain ordered activity.

A teaching method is a way of orderly interconnected activities of a teacher and students, activities aimed at solving the problems of education, upbringing and development in the learning process.

Teaching methods are one of the most important components educational process. Without appropriate methods of activity, it is impossible to realize the goals and objectives of training, to achieve the assimilation by students of a certain content of educational material.

Practical classes (workshops) are very similar in nature and structure to laboratory work. The same requirements apply to them. Their peculiarity is that they, as a rule, are of a repetitive or generalizing nature.

This method is used mainly after completing some large topics and sections. It is of great importance in developing technical culture skills in students who will work in the world of various technical devices, in the world of computer technology.

There are five stages through which students’ cognitive activity usually passes during practical classes.

1. Teacher's explanation. The stage of theoretical understanding of the work.

2. Show. Instruction stage.

3. Try. The stage in which two or three students do the work, and the rest observe and, under the guidance of the teacher, make comments if a mistake is made during the work.

4. Completing of the work. The stage in which everyone independently completes the task. Teacher Special attention should be given to those students who do not perform well on the task.

5. Control. At this stage, student work is accepted and assessed.

So, practical teaching methods are based on the practical activities of students. These methods form practical skills. Practical methods include exercises, laboratory and practical work.

Studying a child involves observations and specially organized research. physical condition and spiritual development of children and determining on this basis rational ways of organizing the educational process. Specific to education is that the teacher strives to study the child in his internal integrity: he studies age characteristics children, gets to know each child as a representative of a certain social and cultural environment. To better understand the child, he puts himself in his place, immerses himself in memories of his own childhood, uses the comparative evolutionary method, which allows him to record the dynamics of the development of each child, analyzes objects of children's creativity, systematically observes children in their free manifestation in a variety of activities , combining educational activities with research.

Introduction. 3

§ 1. The concept of a systematic approach, a systematic approach in pedagogy. 5

§ 2. The pedagogical process as a dynamic pedagogical system, its essence, main characteristics. 12

§ 3. The principle of integrity is the basis pedagogical process. 20

§ 4. The structure of the holistic pedagogical process. 25

Conclusion. 31

List of used literature... 33


Introduction

The relevance of research. System analysis plays a leading role in organizing practice-oriented training in the education system, since with it the procedure for cognition of a system object is mastered comprehensively. The pedagogical process occurring in the pedagogical system can be characterized by identifying how its elements and the connections between them change in accordance with its functions. This system is created by people themselves and does not exist separately from them, but is implemented by them and through them. The integrity of pedagogical objects, of which the most significant is the pedagogical process, is formed purposefully.

In real pedagogical reality, the pedagogical process manifests itself in other aspects of the integrity of pedagogical objects. In one, purposefulness is a natural property of the educational process as long as a school exists in society. In another aspect, the integrity of the pedagogical process acts as a unity of educational, educational and developmental functions.

The idea of ​​a holistic pedagogical process was characterized in the works of P. F. Kapterev, N. K. Krupskaya, A. P. Pinkevich. But subsequently, the main efforts of teachers were concentrated on an in-depth study of the specifics of the processes of teaching and upbringing. Meanwhile, life urgently requires consideration of their relationships.

The relevance of studying the holistic pedagogical process has especially increased in modern conditions. The demand for such unity reflects general pattern society - increasing the role of integration, program-targeted approaches to social processes.



At the same time, more favorable opportunities have now arisen for a holistic consideration of the pedagogical process based on the use of the methodology and technique of system-structural analysis. It requires identifying the main components of the system in which the process takes place, considering the main natural relationships between them, identifying the sources of development and determining the conditions effective management this process.

The pedagogical process and its structure were studied by such authors as: Afanasyeva V.G., Bordovskaya, N.V., Prangishvili I.V., Slastenin V.A., Shamova T.I., Techieva V.Z., Yudin E. G. et al.

The purpose of the study is to study the pedagogical process as an integral system and its structure.

The object of research is an integral system.

The subject of the research is the pedagogical process.

To achieve this goal, the following tasks are set in this work:

Expand the concept of a systematic approach, a systematic approach in pedagogy;

Reveal the essence of the pedagogical process as a dynamic pedagogical system, give the main characteristics;

Define the principle of integrity - the basis of the pedagogical process;

Reveal the structure of the holistic pedagogical process.

Research methods: analysis, comparison, descriptive.

Work structure. Course work contains: introduction, 4 paragraphs, conclusion, list of sources used.


The concept of a systems approach, a systems approach in pedagogy

The systems approach was one of those methodological directions modern science, the formation of which was associated with overcoming the crisis that gripped scientific knowledge at the turn of the 19th-20th centuries, although “its basic ideas such as the relationship between the whole and the part, the irreducibility of the whole to the sum of its parts, the relationship between the direct and the indirect, the relationship of hierarchy, subordination, etc. similar things have been posed and developed in philosophy and other sciences for thousands of years.”

On modern stage the essence of this approach is revealed, first of all, in the specifics of the tasks that are central to its implementation. The main goal of diverse systems research can be formulated as a search for scientific means with which to express the integrity of the object under study, that is, to characterize those specific features, properties, characteristics, “organs”, etc., which “make” an object a system.”

All researchers of the systems approach emphasize, in the words of V.G. Afanasyev that a system can be defined “as a set of objects, the interaction of which causes the emergence of new integrative qualities that are not characteristic of the individual components forming the system. The system actively influences its components, transforming them according to their own nature.”

However, in order to comprehensively develop the system, you need to study it first of all. internal structure, that is, “to establish from what components it is formed, what are its structure and functions, as well as the forces and factors that ensure its integrity and relative independence.”

On the other hand, they must be considered in the dynamics of their real existence. The dynamics of the system, “in turn, manifests itself in two ways: the movement of the system is, firstly, its functioning, its activity and, Secondly, its development – ​​emergence, formation, evolution, destruction, transformation. Accordingly, an adequate understanding of a complex dynamic system requires three planes of its study: objective, functional and historical.”

Various options for systems research are developing in two main directions. The most numerous attempts are made to construct special scientific system concepts, in various modifications, covering biology, psychology, pedagogy and other social sciences. And the second direction is attempts to build various options general theory systems For the first time, the systems approach was philosophically substantiated by K. Marx and applied by him to the analysis of capitalist production. His fundamental work “Capital” served as a classic image of systemic research as a whole of various fields public life, and the principles of studying the organic whole embodied in it (ascension from the abstract to the concrete, the unity of analysis and synthesis, logical and historical, the identification of different-quality connections in an object and their interaction, the synthesis of structural-functional and genetic ideas about an object, etc.) appeared the most important methods of the dialectical-materialist methodology of scientific knowledge. This approach is one of the most important forms of concretizing the dialectical-materialist doctrine of universal connection and universal movement, the development of material reality and the forms of its reflection in human consciousness. Only on this basis can one correctly comprehend the variety of special scientific applications of system analysis that exists in our time.

Social systems They also include pedagogical systems that belong to the class of self-governing systems, that is, systems that have inherent mechanisms and control factors. They ensure the integrity of the system, its functioning, improvement and development. Today, two types are known, two control mechanisms - spontaneous and conscious.

From the above it follows that any system includes a number of interrelated aspects:

Elemental, determining the content of the components from which the system is formed;

Structural, revealing the internal organization of the system and the ways of interaction of its components;

Functional, showing what functions the system and its constituent components perform;

Integrative, revealing the sources, factors of preservation, improvement and development of the system;

Communication, reflecting the relationship of this system with others both horizontally and vertically;

Historical, answering the question of how the system arose, what stages it went through, what are the prospects for its further development.

All concepts of systemic research (system, element, structure, connection, organization, management, goals, etc.) serve to characterize and constructively express the integrative, holistic properties of the subject from various angles. It should also be noted that most of the concepts of “system” and a number of operations with it can also be written in symbolic form, close to the use of similar mathematical terms.

Almost any object from a certain point of view can be considered as a system. Basic system principles: integrity - the fundamental irreducibility of the properties of a system to the sum of the properties of its constituent elements and the irreducibility of the properties of the whole from the latter, the dependence of each element, property and relationship of the system on its place, functions, etc. within the whole; structurality – the ability to describe a system through establishing its structure, i.e. networks of connections and relationships of the system, the conditionality of the behavior of the system by the behavior of its individual elements and the properties of its structure; interdependence of system and environment; hierarchy - each component of the system in turn can be considered as a system, and this system represents one component of a wider system; multiplicity of description - due to the fundamental complexity of each system, its adequate cognition requires the construction of a set various models, each of which describes only a certain aspect of the system, etc.

In the most in general terms systems can be classified into material and abstract. The latter are a product of human thinking. Static and dynamic systems are distinguished. For a static system, its state remains constant over time. A dynamic system changes its state over time. If knowledge of the values system variables at a given point in time allows one to establish the state of the system at any subsequent or previous point in time, then such a system is uniquely determined. For a probabilistic (stochastic) system, knowledge of the values ​​of variables at a given time allows only to predict the probability of the distribution of the values ​​of these variables at subsequent times.

Any object of pedagogical research can be represented as a system. At the same time, the systemic properties of a pedagogical object are not determined by the properties of its constituent elements, since they are a definite result of integrative processes occurring within it. Directly adjacent to the general scientific definitions given above is the definition given by S.Ya. Batyshev: “In pedagogy, a system is usually understood as a complex of interacting elements, connections and relationships between objects.”

A narrower definition of a pedagogical system for the analysis of integral pedagogical objects is given by N.V. Kuzmina: “A pedagogical system can be defined as the interconnection of structural and functional elements subordinated to the goals of forming the student’s personality, readiness for independent, responsible and productive problem solving in the subsequent system.” The identification of functional components became precisely that very productive five-component model (Fig. 1), on the basis of which many applied theories, concepts and models were created, both by N.V. Kuzmina, her students and followers, and researchers.

V.P. Bespalko understands the pedagogical system as “a certain set of interrelated means, methods and processes necessary to create an organized, purposeful and deliberate pedagogical influence on the formation of a personality with given qualities.”

Considering the fact that pedagogical systems are open, since between them and the outside world there are information processes, T.I. Shamova gives the following definition of the pedagogical system: “The pedagogical system is a socially conditioned integrity of those interacting on the basis of cooperation with each other, environment and its spiritual and material values ​​of participants in the pedagogical process, aimed at the formation and development of personality.”

An analysis of points of view on the pedagogical system shows that the fundamentally important question is what is the basis for its identification. Science has identified several interrelated structural elements of the pedagogical system, the most significant of which are: students, goals of education (training), content of education (training), pedagogical, technical means training, organizational forms of pedagogical work. In this case, the most convincing, in our opinion, is the point of view of G.N. Aleksandrov, who by the pedagogical system understands “a system that is characterized by purposeful functioning for the development of the student, a special structure, connections and relationships between its elements.”

Pedagogical research, being comprehensive, provides radical changes in the study of the educational process and its improvement. This determines the importance of applying the principles of a systems approach in the field of pedagogical research. According to E.G. Yudin, there are several important points of application of the systematic approach to pedagogical science. “This is, firstly, the construction and justification of the subject of modern pedagogy as a fundamentally complex scientific discipline, combining methods and approaches of didactics, sociology, psychology, anthropology and logic. Secondly, the problem of constructing modern models of development of the education system depending on general social development .

Thirdly, the problem of the organic relationship between the process of teaching and upbringing and the special means that ensure such a connection.

Fourth, construction modern theory personality formation, i.e. theory that takes into account the serious changes that the individual’s position has undergone in modern world. Fifthly, the use of a systematic approach to build a modern concept of the goals and content of education."

In our study, we will consider in more detail the most important subsystem: “teacher-student”. According to G.N. Aleksandrov, in this subsystem the following factors manifest themselves most forcefully: - the degree of connection between the student and the teacher (from complete freedom of choice to strict determination); - interaction of biological (innate) circumstances with social (acquired) influences and properties; - teacher’s communication style.

The systems approach is a methodological orientation for the knowledge of objective reality and the practice of managing complex systems.

A systematic approach to pedagogy allows you to separate and carefully study each element of the system separately, analyze and compare them with each other, combining them into a coherent structure. At the same time, all their similarities and differences, contradictions and connecting characteristics, the priority of some elements in relation to others, the dynamics of development of each element and the entire system as a whole are revealed. The systems approach in pedagogy should not be confused with the system pedagogical sciences, each of which can be considered from the point of view of a systems approach.

Basic principles of the systems approach:

Integrity, which allows us to simultaneously consider the system as a single whole and at the same time as a subsystem for higher levels.

Hierarchy of the structure, that is, the presence of many (at least two) elements located on the basis of the subordination of lower-level elements to elements top level. The implementation of this principle is clearly visible in the example of any specific organization. As you know, any organization is an interaction of two subsystems: the managing and the managed. One is subordinate to the other.

Structuring, which allows you to analyze the elements of the system and their relationships within a specific organizational structure. As a rule, the process of functioning of a system is determined not so much by the properties of its individual elements as by the properties of the structure itself.

Multiplicity, allowing the use of many cybernetic, economic and mathematical models to describe individual elements and the system as a whole.

Systematicity, the property of an object to have all the characteristics of a system.

A system is a certain set of elements interacting with each other, designed to achieve a specific goal, representing an integral formation and interacting with the environment.

There are ped.systems : 1) large: they are divided into PS higher professional image.(universities – institutes, universities, academies); And PS medium special image.(technical schools, schools, colleges); 2) secondary: state schools, lyceums, gymnasiums, private schools, preschool institutions, out-of-school institutions; 3) small: classes, clubs, sections, interest groups.

5. Education system in Russia. Federal Law “On Education in Russian Federation"(2012).

The education system in the Russian Federation is a set of interacting structures, which include:

1. Continuing educational programs of various levels and directions, federal state educational standards and federal government requirements.

2. A network of educational institutions and scientific organizations implementing educational programs of various levels and directions, federal state educational standards and federal state requirements.

3. Bodies exercising management in the field of education, and institutions and organizations subordinate to them.

4. Associations of legal entities, public and state-public associations operating in the field of education.

The Education Law provides:

an adequate global level of general and professional culture of society;

formation in the student of a picture of the world that is adequate to the modern level of knowledge and the level of the educational program (level of study);

integration of the individual into national and world culture;

the formation of a person and citizen integrated into his contemporary society and aimed at improving this society;

formation of spiritual and moral personality;

reproduction and development of the human resources potential of society.

3. Professional education at any level should ensure that students receive a profession and appropriate qualifications.

5. Educational institution in accordance with its statutory goals and objectives, it can implement additional educational programs and provide additional educational services (for contractual basis) beyond those defining its status educational programs.

6. An educational institution uses the capabilities of cultural institutions when implementing educational programs.

6. The pedagogical process as a system: structure, characteristics of the main stages. Regularities and principles of the pedagogical process.

The pedagogical process is specifically organized interaction teacher and student, taking into account the content of education and upbringing, using various pedagogical means, aimed at the implementation of pedagogical tasks that ensure the satisfaction of the needs of society and the individual himself in his development and self-development.

The pedagogical process is presented as a system of five elements: the purpose of learning (why teach); content educational information(what to teach); methods, teaching techniques, means of pedagogical communication (how to teach); teacher; student.

The pedagogical process is created by the teacher. Wherever the pedagogical process takes place, no matter what kind of teacher it is created, it will have the following structure:

Purpose – Principles – Content – ​​Methods – Means – Forms.

The dynamism of the pedagogical process is achieved through the interaction of its three structures:

– pedagogical; – methodological; – psychological.

The stages of the pedagogical process are the sequence of its development:

The first stage is preparatory: this is the organization of the process, which has the following tasks - goal setting, diagnostics, forecasting, planning, design.

The second stage is the main one: this is implementation, its tasks are pedagogical interaction, organization of feedback, regulation and correction of activities, operational control.

The third stage is the final one: this is analysis, its tasks are to identify pros and cons, analyze errors and achievements, and design measures to eliminate errors.

Regularities of the pedagogical process:

1. Regularity of the dynamics of the pedagogical process. The magnitude of all subsequent changes depends on the magnitude of the changes at the previous stage. This means that the pedagogical process as a developing interaction between teachers and students has a gradual, “stepped” character; The higher the intermediate achievements, the more significant the final result.

2. The pattern of personality development in the pedagogical process. The pace and achieved level of personality development depend on: 1) heredity; 2) educational and learning environment; 3) inclusion in educational activities; 4) the means and methods of pedagogical influence used.

3. Regularity of management of the educational process. The effectiveness of pedagogical influence depends on: 1) the intensity of feedback between educators and students; 2) the magnitude, nature and validity of corrective influences on the pupils.

4. Regularity of stimulation. The productivity of the pedagogical process depends on: 1) the action of internal incentives (motives) of educational activities; 2) intensity, nature and timeliness of external (social, pedagogical, moral, material, etc.) incentives.

5. The pattern of unity of the sensory, logical and practice in the pedagogical process. The effectiveness of the educational process depends on: 1) the intensity and quality of sensory perception; 2) logical comprehension of what is perceived; 3) practical application meaningful.

6. The pattern of unity of external (pedagogical) and internal (cognitive) activities. The effectiveness of the pedagogical process depends on: 1) quality pedagogical activity; 2) the quality of the students’ own educational activities.

7. Regularity of conditionality of the pedagogical process. The course and results of the educational process depend on: 1) the needs of society and the individual; 2) capabilities (material, technical, economic, etc.) of society; 3) conditions for the process (moral and psychological, sanitary and hygienic, aesthetic, etc.)

Principles of the pedagogical process:

1. The humanistic principle, which means that the direction of the pedagogical process must demonstrate a humanistic principle, and this means the desire to unify the development goals and life attitudes of a certain individual and society.

2. The principle of the relationship between the theoretical orientation of the pedagogical process and practical activities. In this case, this principle means the relationship and mutual influence between the content, forms and methods of education and educational work, on the one hand, and changes and phenomena occurring in the entire social life of the country - economics, politics, culture, on the other hand.

4. The principle of science, which means the need to bring the content of education into line with a certain level of scientific and technical 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 of knowledge and skills, consciousness and behavior in unity. The essence of this principle is the requirement to organize activities in which children would have the opportunity to verify the veracity of the theoretical presentation, confirmed by practical actions.

6. The principle of collectivism in the processes of 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. Systematicity, continuity and consistency. This principle implies consolidation of knowledge, skills and abilities, personal qualities, which were learned during the learning process, as well as their systematic and consistent development.

8. The principle of clarity. This is one of the important principles not only of the learning process, but also of the entire pedagogical process. In this case, the basis for the visibility of learning in the pedagogical process can be considered those laws and principles of research outside world,

9. Availability and feasibility. This principle in the pedagogical process presupposes a correspondence between the structure of students’ work and their real capabilities.

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

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

As is known, systematic approach in pedagogy implies an attitude towards pedagogy as a system - a set of well-structured and closely interconnected elements. This approach, in contrast to the traditional subject-based approach, is of higher quality and more modern.

Why is a systematic approach in pedagogy necessary?

Any systematic approach is determined by five basic principles: integrity, hierarchy, structuring, plurality and consistency. The last principle, in its essence, unites all other principles, since it states that each object can have all the characteristics of a system. One of the founders of the systems approach is considered Carl Ludwig von Bertalanffy- an Austrian biologist who lived in the USA since the middle of the last century and studied the isomorphism of laws in various segments of scientific knowledge. Also involved in the formation of the basic principles of the systems approach A.A. Bogdanov, G. Simon, P. Drucker and A. Chandler. All these scientists were quite far from the system of pedagogical sciences, but it was thanks to them scientific work received an impetus for development. Modern concept The systematic approach in pedagogy differs significantly from the concept of the middle of the last century, but the foundation was laid precisely in those distant years.

Principle integrity indicates that all elements of the system represent a single whole. That is, they are all subject to common principles, goals and objectives. Hierarchy This is a set of elements of the system, each of which has a specific meaning and is subordinate to other elements or itself subordinates other elements of the system. Structuring This is the combination of various elements of the system into separate subsystems according to certain characteristics. Each of these subsystems, in turn, can have various connections with other subsystems. Plurality involves the use of many different models to describe each individual element and the entire system as a whole.

Terminological differences

Systematic approach in pedagogy should not be confused with system of pedagogical sciences , each of which can be considered from the point of view of a systems approach. System of pedagogical sciences is a combination of various branches of pedagogy, such as age, special, religious and others. Of course, they all make up unified system, are closely interconnected, but each of them is not a component, but a branch that has its own system close to fundamental science, but with specific features.

Considering pedagogy as a system, attention should be paid to the basic elements that form pedagogy as a fundamental scientific discipline. The main components of pedagogy are upbringing And education, however, they are closely interrelated with other components. Actually, education and training are not even elements, but directions or goals of pedagogy, which all its components adhere to. And the essence of pedagogy lies in the formation and development of personality, adaptation of the child to life in society, in a team, instilling certain skills and transferring experience.

Self upbringing includes a whole complex of elements, such as the transfer of experience accumulated by previous generations, the influence of the team and educators, the formation of a worldview, ethical skills and aesthetic views, adaptation of the individual in society and others. Education also contains many components that make up a single system.

Studying the subject of pedagogy from the point of view of a systematic approach involves the use of two main methods - synthesis and analysis. Synthesis is the division of an object into its constituent components and the study of each component separately, and analysis is the comparison of all components and their combination into a single system according to similar characteristics.

Understanding the fact that pedagogy is very complex system, consisting of large quantity goals, objectives, principles, forms and methods, this is a systematic approach in pedagogy. Influencing a child for the purpose of education and training is impossible without awareness of the uniqueness of each individual, both psychologically and physiologically. In addition, effective upbringing and training is impossible without understanding that a person in the process of his formation can radically change under the influence of the team, means mass media, books, films and other factors.

The totality of these elements has a hierarchical structure, but it can differ significantly on the part of the educator and the person being educated. In the opinion of the student, for example, the opinion of peers from the yard may turn out to be more significant than the opinion of authoritative adults. Also, the personal example of parents may be less significant for a child than the personal example of a teacher. Educators, as a rule, are absolutely sure of the opposite. However, the modern experience of teachers confirms this fact.

Systematic approach in pedagogy allows you to separate and carefully study each element of the system separately, analyze and compare them with each other, combining them into a coherent structure. At the same time, all their similarities and differences, contradictions and connecting characteristics, the priority of some elements in relation to others, the dynamics of development of each element and the entire system as a whole are revealed.

The system-activity approach is a way of organizing educational cognitive activity students, in which they are active participants in the educational process, and not passive receivers of information.

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IN AND. Dahl

Slide 2

A teacher is a doubly master: as a deep expert in the psychology of personality and what to teach, and as a person who knows the methods of teaching and education. The goals of a teacher’s work are determined by society; his actions should be aimed at the comprehensive development of the personality of schoolchildren within the framework of the current educational standard.

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Traditional lookon education assumes that the main task of the school is to provide good, solid knowledge.

Modern approach focused on development of the student’s personality based on mastering methods of activity, instead of transferring the sum of knowledge.

IN sample program in mathematics, a significant increase in active forms of work is provided, aimed at involving students in mathematical activities, ensuring their understanding of mathematical material and developing intelligence, acquiring practical skills, the ability to conduct reasoning, and proof. It also focuses on the use of computers and information technologies to enhance the visual and experiential component of mathematics learning.

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The concept of a systems-activity approach was introduced in 1985. Two training systems were combined: a systematic approach developed by B.G. Ananyev, B.F. Lomov, and the activity approach, which was always systematic, was developed by L.S. Vygotsky, L.V. Zankov, A.R. Luria, D.B. Elkonin, V.V. Davydov.

The system-activity approach is a way of organizing the educational and cognitive activity of students, in which they are active participants in the educational process, and not passive receivers of information. This approach was proposed back in the 19th century by the American scientist D. Dewey.

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The main tasks of education today are not just to equip a graduate with a fixed set of knowledge, but to develop in him the ability and desire to learn throughout his life, work in a team, and the ability for self-change and self-development.

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The implementation of the technology of the system-activity method is ensured by the followingsystem of didactic principles:

1) Operating principle

2) The principle of continuity

3) Principle of integrity

4) Minimax principle

5) The principle of psychological comfort

6) The principle of variability

7) The principle of creativity

The presented system of didactic principles ensures the transmission of cultural values ​​of society to children in accordance with the basic didactic requirements of a traditional school(principles of visibility, accessibility, continuity, activity, conscious assimilation of knowledge, scientific character, etc.).

Technology of system-activity teaching method

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According to A. Disterweg, the system-activity method of teaching is universal: “According to it, one should act not only in primary schools, but in all schools, even in higher educational institutions. This method is appropriate wherever knowledge must still be acquired, that is, for every student.”

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The structure of lessons for introducing new knowledge is as follows:

1. Motivation to educational activities.

This stage of the learning process involves the student’s conscious entry into the space of learning activity in the lesson. For this purpose, at this stage, his motivation for educational activities is organized.

2. Updating and recording individual difficulties in a trial training session action.

At this stage, preparation and motivation of students for proper independent implementation of a trial educational action, its implementation and recording of individual difficulties are organized.

3. Identifying the location and cause of the difficulty.

At this stage, the teacher organizes for students to identify the location and cause of the difficulty.

4. Construction of a project for getting out of the difficulty (goal and topic, method, plan, means).

At this stage, students in a communicative form think about the project of future educational actions: they set a goal (the goal is always to eliminate the difficulty that has arisen), agree on the topic of the lesson, choose a method, build a plan to achieve the goal and determine the means - algorithms, models, etc. This process is led by the teacher: at first with the help of introductory dialogue, then with stimulating dialogue, and then with the help of research methods.

5. Implementation of the constructed project.

At this stage, the constructed project is being implemented: various options proposed by students are discussed, and the optimal option is selected, which is recorded in the language verbally and symbolically. The constructed method of action is used to solve the original problem that caused the difficulty. Finally, it is specified general character new knowledge and overcoming a previously encountered difficulty is recorded.

6. Primary consolidation.

At this stage, students in the form of communication (frontally, in groups, in pairs) solve standard tasks on new way actions with speaking the solution algorithm out loud.

7. Independent work with self-test according to the standard.

When carrying out this stage, an individual form of work is used: students independently perform tasks of a new type and self-test them, step by step comparing them with the standard. At the end, a performance reflection on the progress of the implementation of the constructed project of educational actions and control procedures is organized.

The emotional focus of the stage is to organize, if possible, a situation of success for each student, motivating him to engage in further cognitive activity.

8. Inclusion in the knowledge system and repetition.

When organizing this stage, the teacher selects tasks that train the use of previously studied material that has methodological value for introducing new methods of action in the future.

9. Reflection on learning activities in the lesson (result).

At this stage, new content learned in the lesson is recorded, and reflection and self-assessment of students’ own learning activities is organized. At the end, its goal and results are correlated, the degree of their compliance is recorded, and further goals of the activity are outlined.

Main result– is the development of a child’s personality based on universal educational activities.

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Achieving resultsinvolves the use of modern educational technologies, which include:

  • student-centered learning;
  • collective way of learning;
  • search and research teaching methods.

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1. Technology of student-centered learning

This technology of teaching mathematics is determined by the following goals:

  • to interest every student in mathematics and ensure their development in an atmosphere of mutual understanding and cooperation;
  • develop the creative potential of students;
  • develop the individual cognitive abilities of each child;
  • to help schoolchildren to know themselves, self-determination and self-realization.

When using student-centered learning, it is recommended:

  • select educational material in such a way that it ensures the appearance of content personal experience students, including previous learning experiences;
  • actively encourage students to engage in independent activities, providing the opportunity for self-education, self-development and self-expression;
  • provide students with the right to independently choose and use the most appropriate and meaningful ways to study educational material;
  • provide comprehensive control and assessment not only of the results of students’ acquisition of knowledge, skills, abilities, but also the learning process itself, i.e. those actions that the student performs while mastering educational material;
  • use various shapes correction, individual work in the lesson to ensure a more accurate assessment of learning as the subjective activity of students.

One of the most important pedagogical conditions The formation of a student’s individuality in the learning process is:

I - creating a choice situation in the lesson,

II - creating a situation of success.

The technology of student-centered learning encourages not only the transfer of a certain amount of knowledge from teacher to student, but also develops the student as an active person capable of obtaining and applying knowledge in non-standard situations. At the same time, the teacher, constantly in search of effective forms and results-oriented teaching methods, improves in his pedagogical skills.

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2. Collective way of learning

A collective way of teaching is such an organization of a lesson in which learning is carried out through communication in dynamic pairs, when everyone teaches everyone.

Features of the CSR methodology:

  • collective learning forms and develops student motivation in cooperation;
  • collective learning includes each student in active work for the entire lesson, in rotating pairs and micro-groups;
  • collective methods of learning create conditions of psychological comfort;
  • collective methods of teaching welcome the educational mutual influence of students: talk, correct, evaluate each other;
  • collective methods of teaching with all their methods transform each student and the entire class as a whole into subjects of self-learning.

The specifics of CSR are compliance with the following: principles:

  • availability of replacement pairs of students;
  • mutual learning;
  • mutual control;
  • mutual management.

There are several CSR techniques used in different situations.

In the process of teaching mathematics, it is advisable to use the methodology"mutual exchange of tasks". The purpose of this technique is to develop practical skills on standard tasks. The essence of the technique is that, engaging in active work during the lesson, each student performs all the work provided with various partners.

Another type of CSR organization is work in pairs (groups) shift staff. The class is divided into groups or pairs. Each student is given such a card with a task that he can cope with. After completing the task, the student tells the solution to each group member. Working on questionnaires in rotating pairs can actively promote repetition.

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3. Search and research technology

Under research activities understands the activities of students associated with finding an answer to a research problem in advance unknown solution and presupposing the presence of main stages characteristic of research in the scientific field. The main goal of such training is to develop in the student the readiness and ability to independently, creatively master and rebuild new ways of activity in any field of culture.

Objectives of the search and research work:

  • creating sustainable motivation for learning;
  • development of a self-education mechanism among schoolchildren;
  • development of self-organization.

Research promotes with students:

  • development creativity students;
  • development of research competence;
  • nurturing the culture and individuality of the student’s personality;
  • development of pre-professional skills.

A tool for shaping students’ thinking isresearch tasks - “intelligence”, “guess” tasks, puzzles, non-standard tasks, logic problems, creative tasks.

The value of the search and research method lies in the fact that the teacher leads students to independent thinking and independent practical activity; contributes to the formation of such qualities in schoolchildren as: thoughtfulness, patience, perseverance, endurance, accuracy, intelligence.

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Thus, the application system-activity approachallows the teacher to organically include various forms in the lesson: student work in groups; work in pairs; frontal conversation debate; independent work; laboratory work; solving practical and computational problems.

The technology of the system-activity approach is optimally combined with information communication technologies; computer programs and educational electronic aids can be used in lessons.

The activity approach increases the effectiveness of education, gives the results of education a socially and personally significant character, more flexible and durable learning by students, the possibility of their independent movement in the study area.

The system-activity approach does not reject traditional didactics, but continues and develops it towards the realization of modern educational goals. At the same time, it is a self-regulating mechanism for multi-level learning, providing every child with the opportunity to choose.

It is in action that knowledge is generated. Slide 14

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Slide captions:

System-activity approach to teaching mathematics

A craftsman is someone who is especially knowledgeable or skilled in his or her craft. IN AND. Dahl

Modern approach The main task of the school is to provide good, solid knowledge Focus on the development of the student’s personality based on mastering methods of activity, instead of transferring the sum of knowledge Traditional view

System approach Activity approach B.G. Ananyev B.F. Lomov L.S. Vygotsky L.V. Zankov A.R. Luria D.B. Elkonin V.V. Davydov

The main tasks of education today are to develop in students the ability and desire to learn throughout their lives, to work in a team, and the ability to self-change and self-development.

System of didactic principles 1) The principle of activity 2) The principle of continuity 3) The principle of integrity 4) The minimax principle 5) The principle of psychological comfort 6) The principle of variability 7) The principle of creativity

This should be followed not only in primary schools, but in all schools, even in higher educational institutions. This method is appropriate wherever knowledge must still be acquired, that is, for every student. A. Diesterweg

Structure of lessons for introducing new knowledge 1. Motivation for learning activities. 2. Updating and recording individual difficulties in the trial educational action. 3. Identifying the location and cause of the difficulty. 4. Construction of a project for getting out of the difficulty (goal and topic, method, plan, means). 5. Implementation of the constructed project. 6. Primary consolidation. 7. Independent work with self-test according to the standard. 8. Inclusion in the knowledge system and repetition. 9. Reflection on learning activities in the lesson (result).

Modern educational technologies: Personally-centered learning Collective way of learning Search and research teaching methods

Personally-centered learning Basis: Creating a situation of success Basic principles: - to interest each student and ensure their development in an atmosphere of mutual understanding and cooperation; - develop the creative potential of students; - develop the individual cognitive abilities of each child; - help the individual to know himself, self-determination and self-realization.

Collective ways of learning Basis: Learning occurs through communication in dynamic pairs, with each person teaching each other. Positive features: - all students participate; - everyone is either a student or a “teacher”, he either speaks or listens; - the student presents the question being studied to several classmates, working with each individually, which is necessary for a complete and lasting mastery of the material being studied.

Search and research method Research work with students contributes to: - development of students' creative abilities; - development of research competence; - nurturing the culture and individuality of the student’s personality; - development of pre-professional skills. Basis: Finding an answer to a research problem with a previously unknown solution.

System-activity approach Students work in groups Work in pairs Frontal conversation, debate Independent work Laboratory work Solving practical and computational problems

A person can recognize his abilities only by trying to apply them in practice. Seneca

Preview:

within the framework of a system-activity approach

  • Lesson goals are set with a tendency to transfer functions from teacher to student.
  • The teacher systematically teaches children to carry out reflexive action (assess their readiness, detect ignorance, find the causes of difficulties, etc.)
  • A variety of forms, methods and techniques of teaching are used to increase the degree of student activity in the educational process.
  • The teacher knows the technology of dialogue, teaches students to pose and address questions.
  • The teacher effectively (adequate to the purpose of the lesson) combines reproductive and problem-based forms of education, teaches children to work according to the rule and creatively.
  • During the lesson, tasks and clear criteria for self-control and self-assessment are set (there is a special formation of control and evaluation activities among students).
  • The teacher ensures that all students understand the educational material, using special techniques for this.
  • The teacher strives to evaluate the actual progress of each student, encourages and supports minimal success.
  • The teacher specifically plans the communicative tasks of the lesson.
  • The teacher accepts and encourages the student’s own position, a different opinion, and teaches the correct forms of their expression.
  • The style and tone of relationships set in the lesson create an atmosphere of cooperation, co-creation, and psychological comfort.
  • In the lesson there is a deep personal impact “teacher - student” (through relationships, joint activities, etc.)

With a system-activity approach to training, the following components of knowledge acquisition are distinguished:

a) perception of information;

b) analysis of the information received (identification of characteristic features, comparison, awareness, transformation of knowledge, transformation of information);

c) memorization (creating an image);

d) self-esteem.

Teacher position:to the class not with an answer (ready-made knowledge, abilities, skills), but with a question.

Student position:for knowledge of the world (in conditions specially organized for this purpose).

Learning task - a task by solving which the child fulfills the teacher’s goals. It may or may not coincide with the purpose of the lesson.

Educational activities– controlled educational process.

Learning action- the action of creating an image.

Image – word, drawing, diagram, plan.

Evaluation action- I can! I can do it!

Emotional-value assessment- I think so... (formation of worldview)