Basic principles of the pedagogical process. Regularities and principles of constructing the pedagogical process

The principle of humanistic orientation pedagogical process – the leading principle of education, expressing the need to combine the goals of society and the individual. The implementation of this principle requires the submission of all educational work in a military university, the tasks of forming a comprehensively developed personality of the future officer.

Scientific principle is the leading guideline in bringing the content of education into line with the level of development of science and technology, the experience accumulated by world civilization. Directly related to the content of education, it manifests itself primarily in the development of curricula, curriculum and textbooks. The scientific principle relates to the methods of pedagogical activity and the activities of students. According to this, pedagogical interaction should be aimed at developing students’ cognitive activity, developing their skills in scientific research, familiarizing them with methods scientific organization educational work, which is facilitated by the widespread use of problem situations, including situations of moral choice. Such training allows cadets and students to develop the skills to observe phenomena, record and analyze the results of observations, conduct a scientific debate, prove their point of view, rationally use scientific literature, etc.

The scientifically based construction of a holistic pedagogical process presupposes its orientation on the formation of knowledge and skills, consciousness and behavior in unity. This requirement follows from the law of the unity of consciousness and activity, generally recognized in Russian psychology and pedagogy, according to which consciousness arises, is formed and manifests itself in activity. However, as a set of concepts, judgments, assessments, beliefs, consciousness directs a person’s actions and actions and at the same time itself is formed under the influence of behavior and activity. More precisely, the implementation of this principle in a military university requires the organization of activities in which cadets and students would be convinced of the truth and vitality of the acquired knowledge and ideas, and would master the skills of socially valuable behavior.

One of the fundamental principles of organizing the pedagogical process in a military university is the principle of training and education in the team and through the team, which presupposes an optimal combination of collective, group and individual forms of organizing the holistic pedagogical process. The very nature of this process, with its task structure, stepwise and concentric properties, elevates it to the rank of organizational principle, the requirement of continuity, consistency and systematicity, aimed at consolidating previously acquired knowledge, skills, personal and psychological qualities, their consistent development and improvement.

Principles of managing students' activities in a holistic pedagogical process.

The military teacher plays a leading role in organizing the activities of cadets and students. His pedagogical guidance is aimed at inducing activity, independence and initiative in them. This increases the importance the principle of combining pedagogical management with the development of initiative and independence of students.

An important role in organizing a holistic pedagogical process at a military university is played by the principle of consciousness and activity of the students themselves. The activity of a person is social in nature; it is a concentrated indicator of his active essence.

The most important principle of organizing cognitive activity is respect for the student’s personality combined with reasonable demands– follows from the essence of humanistic education. Demandingness is a kind of measure of respect for the personality of the cadet (listener). Here the two sides are interconnected as essence and phenomenon. The practical implementation of this principle is closely related to the principle of relying on the positive in a person, on strengths his personality. Successful implementation of the last two principles is possible only if one more principle is observed - consistency of the requirements of the military university, the team and the public.

In accordance with the principle of accessibility and feasibility of training and education of cadets and listeners, their activities should be based on taking into account real capabilities, preventing intellectual, physical and neuro-emotional overloads that negatively affect physical and mental health. Closely related to this principle principle of taking into account age and individual characteristics students when organizing their activities. The organizing principle for guiding the activities of cadets and listeners is the principle of strength and effectiveness of the results of education, upbringing, psychological preparation and personal development. Its implementation is rightly associated primarily with the activity of memory, but not mechanical, but semantic. Only linking the new with the previously learned, introducing new knowledge into the structure of students’ personal experience can ensure their strength. As pedagogical experience shows, only knowledge that is acquired independently becomes durable. They settle in the mind for a long time and tend to turn into beliefs. Of great importance is also emotional background, which accompanies the study and assimilation of educational material, the development of skills and abilities.

Implementation of the considered laws, patterns and principles in educational activities a military university allows us to consider the pedagogical process as a holistic phenomenon that ensures high-quality training of future officers for professional activities.

QUESTIONS AND TASKS

1. What is the essence of a systematic approach to considering the phenomena of pedagogical reality?

2. Reveal and justify the structure of the pedagogical process in a military university as a pedagogical system. What functions does each component of the pedagogical process perform?

3. What character traits How can you identify the pedagogical process at a military university?

4. Justify the possibility of considering the pedagogical process in a military university as an integrity.

5. How is the integrity of the pedagogical process manifested through its laws and patterns?

6. Name and reveal the essence of the basic principles of organizing an integral pedagogical process in a military university.

7. Describe the basic principles of managing the activities of cadets and students in the holistic pedagogical process.

4. Regularities and principles of the pedagogical process

Among the general patterns of the pedagogical process (objectively existing, repeating, stable, significant connections between phenomena, individual aspects of the pedagogical process), the following are distinguished:

The pattern of 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. The consequence of the law is visible at every step - that student will have higher overall achievements who had higher intermediate results.

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.

The pattern of managing 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.

Pattern 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.

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 of the meaningful.

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

The pattern 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.).

Basic principles of the organization and functioning of the pedagogical process (initial provisions that determine the content, forms, methods, means and nature of interaction in the holistic pedagogical process; guiding ideas, regulatory requirements to its organization and conduct):

· the principle of a holistic approach to education;

· principle of continuity of education;

· the principle of purposefulness in education;

· the principle of integration and differentiation of joint activities of teachers and students;

· the principle of conformity with nature;

· the principle of cultural conformity;

· the principle of education in activity and in a team;

· the principle of consistency and systematicity in training and education;

· the principle of unity and adequacy of management and self-government in the pedagogical process;

the principle of optimization (Yu.K Babansky) - constant adjustment of methods and techniques of activity in accordance with the goals and content of the pedagogical process, the real psychological situation.

5. Laws of learning that highlight Yu.K. Babansky, I.Ya. Lerner, M.I. Makhmutov, M.N. Skatkin et al.

1. The law of social conditioning of goals, content and methods of teaching. It reveals the objective process of determining influence public relations, social system on the formation of all elements of education and training. It's about about using this law to fully and optimally translate social order to the level of pedagogical means and methods.

2. The law of the relationship between theory and practice in teaching.

3. The law of interdependence of individual and group organization educational activities.

4. The law of educational and developmental education reveals the relationships between the possession of knowledge, methods of activity and comprehensive development personality.

Patterns of learning are considered as an expression of the action of laws in specific conditions - these are objective, significant, stable, repeating connections between components, components of the learning process. External and internal patterns of the learning process are identified. The first characterize the dependence of learning on social processes and conditions: the socio-economic, political situation, the level of culture, the needs of society for a certain type of personality and level of education.

The internal laws of the learning process include connections between its components: between goals, content, methods, means, forms. Didactic regularity: learning results (within certain limits) are directly proportional to the duration of study. Epistemological regularity: learning outcomes (within certain limits) are directly proportional to students’ ability to learn. Psychological pattern: the productivity of learning (within certain limits) is directly proportional to the interest of students in educational activities. Cybernetic law: the effectiveness of learning (within certain limits) is directly proportional to the frequency and volume of feedback. Sociological pattern: the development of an individual is determined by the development of all other individuals with whom he is in direct or indirect communication. Organizational pattern: learning results (within certain limits) are directly proportional to students’ attitude towards educational work and their educational responsibilities.

6. Individual style of the teacher. Psychology of styles. Pedagogical tact and teacher’s personality culture. Pedagogical conflict. Resolution of pedagogical conflict

The individual style of activity of a teacher is an integral dynamic characteristic of individuality, which is a relatively stable, open self-regulatory system of interrelations of individually unique actions, and reflects the specifics of interaction between a teacher and students in the process of professional activity. This is a system of techniques, a manner of communication, ways of resolving conflicts. The works of different scientists offer different classifications of teaching styles. According to A.K. Markova, styles are differentiated into three general types: authoritarian (the teacher makes decisions alone, establishes strict control over the fulfillment of the demands placed on him, uses his rights without taking into account the situation and opinions of students, does not justify his actions to students. The main methods of influence of such a teacher are orders, teaching.), democratic (the teacher takes into account the opinion students, encourages independent judgment, in addition to academic performance, takes into account the personal qualities of students.Methods of influence are motivation to action, advice, request) and liberal-permissive (The teacher avoids making decisions, transferring the initiative to students and colleagues.). Classification of styles of teaching activity proposed by I.F. Demidova is: emotional-improvisational, emotional-methodical, reasoning-improvisation, reasoning-methodical.

Pedagogical tact is compliance with universal human norms of communication and interaction with children, taking into account their age and individual psychological characteristics. The main elements of pedagogical tact are: exactingness and respect for the student; the ability to see and hear the student, empathize with him; business tone of communication; attentiveness and sensitivity of the teacher. Professional tact is manifested: in the appearance of the teacher; in the ability to quickly and correctly assess the current situation and at the same time not rush to conclusions about the behavior and abilities of students; in the ability to restrain one’s feelings and not lose self-control in difficult situation; combined with reasonable demands and a sensitive attitude towards students; good knowledge of the age and individual characteristics of students; in a self-critical assessment of one’s work. Pedagogical culture is a universal characteristic of pedagogical reality, which represents a specific projection of general culture into the sphere of pedagogical activity. Conflict is a form of social interaction between two or more subjects (subjects can be represented by an individual / group / oneself - in the case of internal conflict), arising due to a discrepancy in desires, interests, values or perceptions. Objective reasons appearance of ped. conflicts: student fatigue, conflicts in the previous lesson, important test work, quarrels during recess, the ability or inability of the teacher to organize work in the lesson. Conflict resolution:

1. Analysis of data on the situation, identification of the main accompanying contradictions;

2. Determining means and ways to resolve situations;

3. planning the course of pedagogical influence, taking into account possible response actions of the parties to the conflict;

4. Analysis of results;

5. Adjustment of the results of pedagogical influence;

6. Self-esteem of the class teacher, mobilization of his spiritual and mental strength.

7. The concept of lifelong education (UNESCO, 1995). Creation of an integral system of continuous vocational education. Software and methodological support for continuing professional education

Continuing education is a holistic process that ensures the progressive development of the creative potential of an individual and the comprehensive enrichment of his spiritual world. For the first time, the concept of “lifelong education” was presented at the UNESCO forum (1965) by the leading theorist P. Lengrand.

The interpretation of lifelong education proposed by P. Lengrand embodies humanistic idea: it places a person at the center of all educational principles, who should be created conditions for the full development of his abilities throughout his life. The stages of a person’s life are examined in a new way, the traditional division of life into periods of study, work and professional de-actualization is eliminated. Understood in this way, lifelong learning means a lifelong process in which the integration of both individual and social aspects of the human personality and its activities plays an important role.

The basis for the theoretical and then practical development of the concept of lifelong education was the study of R. Dave, who defined the principles of lifelong education. Their list includes the following principles: coverage of education throughout a person’s life; understanding the educational system as holistic, including preschool education, basic, sequential, repeated, parallel education, uniting and integrating all its levels and forms; inclusion in the education system, in addition to educational institutions and pre-training centers, formal, non-formal and extra-institutional forms of education; universality and democracy of education; linking general and vocational education; emphasis on self-education, self-education, self-esteem; emphasis on self-government; individualization of teaching; stimulating motivation to study; creation of appropriate conditions for study; systematic principles of the educational process.

Continuing professional education in the context of international documents is presented as a comprehensively focused training activity carried out on an ongoing basis with the aim of increasing the level of knowledge, skills and professional competence.

Continuous strategy professional development includes stages of compulsory vocational education to obtain relevant skills; updating knowledge, skills, training not only professional skills, but also other vital, necessary and simply interesting competencies for a person.

Methods of continuous professional development:

formal (initial vocational education, additional vocational education, updating knowledge, skills and abilities inherent in a person’s existing level of education, through institutionalized structures);

non-formal - training outside the institutionalized education sector (in the workplace, in museums, community centers, clubs, trade unions, etc.).

Continuing education programs should be based on the following principles: consistency, modular structure of programs, competency-based approach, optimization of classroom training, use of modern educational and information technologies, cumulative education system.

Among the tasks whose solution is necessary for the development of the continuous education system, the following should be highlighted: transition to a modular construction principle educational programs; widespread use of new educational technologies, including “open education” technologies, interactive forms of learning, project-based and other methods that stimulate student activity; updating the material and technical base and infrastructure of education, more intensive informatization; ensuring the innovative nature of vocational education through the integration of education, science and production.

The need to create an integral system of lifelong education dictates the need to rethink the target functions of education as a system and its individual links, revise traditional ideas about the social, historical, cultural, value essence of education, its relations with other types and forms of social practice, the place and role of education as social institution in human life and society.

Final assessment Corresponds to achieving the goal And this algorithm is again reproduced in a new topic. In modern didactics today, a wide variety of technologies are presented, since each author and performer brings something individual to the pedagogical process, and therefore they say that each technology is recognized as the author’s. However, due to numerous similarities and common features Can...

Improper organization and rationing of intellectual and information loads lead to overwork of schoolchildren, and as a result - to malaise and various kinds of diseases. It follows that improving the system of continuous education, increasing the efficiency of the educational process while maintaining the physical and mental health of students is impossible without...

The principle of humanistic orientation of the pedagogical process- the leading principle of education, expressing the need

the ability to combine the goals of society and the individual. The implementation of this principle requires the subordination of all educational work to the tasks of forming a comprehensively developed personality. It is not compatible with theories of the spontaneous development of children.

Of great importance in organizing the pedagogical process is ensuring it connections with life and industrial practice. This principle denies the abstract educational orientation in the formation of personality and assumes the correlation of the content of education and the forms of educational work with transformations in the economy, politics, culture and the entire social life of the country and beyond. The implementation of this principle requires systematic familiarization of schoolchildren with current events; widespread involvement of local history material in classes. In accordance with it, pupils must be actively involved in socially useful activities both at school and outside it, participate in excursions, hikes, and mass campaigns.

The need to connect the pedagogical process with production practice is due to the fact that practice is the source of cognitive activity, the only objectively correct criterion of truth and the area of application of the results of knowledge and other types of activity. The study of theory can be based on the experience of students. For example, the study of trigonometric relationships between sides and angles takes on special meaning if it is aimed at determining distances to inaccessible objects.

One of the ways to implement the principle of connection with life and practice is to involve students in feasible labor and other activities. At the same time, it is important that work brings satisfaction from the joy of creation and creativity. Combining training and education with labor for the common benefit - a principle closely related to the previous principle of organizing the pedagogical process. Participation in collective work ensures the accumulation of experience in social behavior and the formation of socially valuable personal and business qualities. However, it is necessary to remember that it is not the work itself that educates, but its social and intellectual content, inclusion in a system of socially significant relations, organization and moral orientation.

Scientific principle is the leading guideline in bringing the content of education into line with the level of development of science and technology, with the experience accumulated by world civilization. Directly related to the content of education, it manifests itself primarily in the development of curricula, curricula and textbooks.

The scientific principle also applies to the methods of pedagogical activity and the activities of children. In accordance with it, pedagogical interaction should be aimed at developing the cognitive activity of students, at developing their skills in scientific research, and at familiarizing them with the methods of scientific organization of educational work. This is facilitated by the widespread use of problem situations, including situations of moral choice, special training of students in the ability to observe phenomena, record and analyze the results of observations, the ability to conduct a scientific debate, prove their point of view, rationally use scientific literature and scientific bibliographic apparatus.

When implementing the scientific principle, two dialectical contradictions appear. The first is due to the fact that knowledge must be brought to scientific concepts, although they must be accessible. The second is due to the fact that in school material is taught that is not debatable, while in science there is no single point of view regarding certain issues.

A scientifically based construction of the pedagogical process presupposes it focus on the formation of knowledge and skills, consciousness and behavior in unity. This requirement follows from the law of the unity of consciousness and activity, generally recognized in Russian psychology and pedagogy, according to which consciousness arises, is formed and manifests itself in activity. However, as a set of concepts, judgments, assessments, beliefs, consciousness directs a person’s actions and actions and at the same time itself is formed under the influence of behavior and activity. That is, the implementation of the principle of focusing the pedagogical process on the formation of knowledge and skills, consciousness and behavior in unity requires the organization of activities in which students would be convinced of the truth and vitality of the knowledge and ideas they receive, and would master the skills of socially valuable behavior.

One of the fundamental principles of organizing the pedagogical process is the principle of teaching and raising children in a team. It involves an optimal combination of collective, group and individual forms of organizing the pedagogical process.

An individual becomes a person through communication and the isolation associated with it. Reflecting a specifically human need among others like themselves, communication is special kind activity, the subject of which is another person. It is always accompanied by isolation, in which a person realizes the appropriation of a social essence - Communication and isolation are the source of the social wealth of the individual.

Best conditions for communication and isolation creates a collective as the highest form social organization, based on a community of interests and relationships of comradely cooperation and mutual assistance. In a team, an individual personality develops and expresses himself most fully and brightly. Only in a team and with its help, feelings of responsibility, collectivism, comradely mutual assistance and other valuable qualities are nurtured and developed. In the team, the rules of communication and behavior are learned, organizational skills, leadership and subordination skills are developed. The team does not absorb, but liberates the individual, opening up wide scope for his comprehensive and harmonious development.

The very nature of the pedagogical process with its structure, the properties of gradation and concentricity elevates the requirement to the rank of an organizational principle continuity, consistency and systematicity, aimed at consolidating previously acquired knowledge, skills, abilities, personal qualities, their consistent development and improvement.

The requirement of continuity presupposes such an organization of the pedagogical process in which this or that event, this or that lesson is a logical continuation of previously carried out work, it consolidates and develops what has been achieved, and raises the student to a higher level of development. The educational process is always addressed to the student’s personality. But at every single moment the teacher solves a specific pedagogical problem. The connection and continuity of these tasks ensure the transition of students from simple to more complex forms behavior and activity, their consistent enrichment and development.

Continuity presupposes the construction of a certain system and consistency in training and education, since complex tasks cannot be solved in a short time. Systematicity and consistency allow you to achieve greater results in less time. K.D. Ushinsky wrote: “Only a system, of course, a reasonable one, coming from the very essence of objects, gives us complete power over our knowledge” 1. ^

Consistency and systematicity in teaching allow us to resolve the contradiction, where, on the one hand, there is the need to form a system of knowledge, abilities and skills in subjects, and on the other hand, the need to form a holistic worldview about the unity and conditionality of the phenomena of the surrounding world. First of all, this is ensured by the construction programs and textbooks for subject teaching with the mandatory establishment of interdisciplinary and intrasubject connections.

1 Ushinsky K. D. Collected works: In 11 volumes - M., 1950. - T. 5. - P. 355. 214

Nowadays, the predominantly linear principle of constructing training programs is used, less often the concentric one. The decrease in the share of concentrism is due to the fact that the educational programs of B are more closely connected with each other.

In practice, the principle of continuity, systematicity and consistency is implemented in the planning process. During thematic planning, the teacher outlines the sequence of studying individual issues of the topic, selects content, outlines a system of lessons and other forms of organizing the pedagogical process, plans repetition, consolidation and forms of control. In lesson planning, the teacher arranges the content of the topic in such a way that the initial concepts are studied earlier, and training exercises, as a rule, follow the study of theory.

The most important organizing principle not only of the learning process, but also of the entire holistic pedagogical process is principle of visibility. Y. A. Komensky, who substantiated the “golden rule of didactics”, according to which it is necessary to involve all senses in learning, wrote: “If we intend to instill true and reliable knowledge in students, then we must generally strive to teach everything with the help of personal observation and sensory visibility."

Visibility in the pedagogical process is based on the laws of cognition of the surrounding reality and the development of thinking, which develops from the concrete to the abstract. In the early stages of development, the child thinks more in images than in concepts. However scientific concepts and abstract propositions reach students more easily if they are supported by concrete facts in the process of comparison, analogies, etc.

Visibility in the pedagogical process is ensured by the use of a variety of illustrations, demonstrations, laboratory and practical work, and the use of vivid examples and life facts. A special place in the implementation of the principle of clarity has the use of visual aids, transparencies, maps, diagrams, etc. Visualization can be used at all stages of the pedagogical process. Along the lines of increasing abstraction, the ideas of clarity are usually divided as follows: natural (objects objective reality); experimental (experiments, experiments); volumetric (layouts, figures, etc.); fine art (paintings, photographs, drawings); sound-visual (cinema, television); sound (tape recorder); symbolic and graphic (maps, graphs, diagrams, formulas); internal (images created by the teacher’s speech) (according to T.I. Ilyina).

In order not to hamper the development of students' abstract thinking, a sense of proportion is important in the use of visualization. Pain - T1 ° the combination of the use of clarity with creativity is important

creative work of children to create visual aids. There should be variability in the use of visuals so that no specific image of an object or phenomenon is imprinted in the minds of students. Thus, some students experience great difficulty in proving theorems if all of them were revealed in the standard position right triangle and so on.

Closely related to the principle of visibility the principle of aestheticization of the entire child’s life, especially teaching and upbringing. Forming an aesthetic attitude towards reality in students allows them to develop a high artistic and aesthetic taste, giving them the opportunity to experience the true beauty of social aesthetic ideals. Subjects of the natural and mathematical cycle help to reveal to children the beauty of nature, to instill a desire to protect and preserve it. Humanities subjects show an aesthetic picture of human relations. The artistic and aesthetic cycle introduces children to the magical world of art. Items from the utilitarian-practical cycle allow one to penetrate into the secrets of the beauty of labor and the human body, and teach the skills of creating, preserving and developing this beauty. In the classroom, it is important for a teacher to affirm the beauty of mental work, business relationships, knowledge, mutual assistance, and joint activities. Great opportunities for aestheticizing life open up for schoolchildren in their work public organizations, in amateur performances, in the organization of productive and socially useful work, in the formation of everyday relationships and behavior.

§5. Principles of managing the activities of students

The teacher plays a leading role in organizing the activities of students. Pedagogical guidance is aimed at inducing activity, independence and initiative in children. Hence the significance the principle of combining pedagogical management with the development of initiative and independence of students.

The pedagogical administration is designed to support children’s useful endeavors, teach them how to perform certain types of work, give advice, and encourage initiative and creativity. A necessary condition for the development of initiative and independence of schoolchildren is the development of student self-government. At the same time, one should avoid idealizing the strengths and capabilities of children, spontaneity and gravity. The success of the matter here is determined by pedagogical leadership, the logic of which necessarily leads to the construction and implementation of pedagogical systems.

stems that give rise to creative activity, initiative and initiative of students. To this end, in all areas of activity, both in academic and extracurricular work, they should, if possible, be faced with the need to make choices, make independent decisions, actively participate in their implementation.

In an effort to develop children's self-government, it is necessary to set exciting goals and evoke the need for collective activity; give up excessive regulation, unnecessary guardianship, administration, suppression of initiative, independence and creativity; rely on trust, diversify types of assignments; ensure timely changes in leadership and subordinate positions.

The principle of consciousness and activity of students in the holistic pedagogical process reflects the active role of the student in the pedagogical process. The activity of a person is social in nature; it is a concentrated indicator of his active essence. However, the activity of schoolchildren should be aimed not so much at simple memorization and attention, but at the process of independently acquiring knowledge.

In relation to learning, the importance of consciousness and activity was successfully expressed by L.V. Zankov, giving an expansive interpretation of this principle: in learning, the mastery of theoretical knowledge is of decisive importance, and this means their comprehension and assimilation at the conceptual level and awareness of the applied significance of theoretical ideas; students must be aware of the technology of learning and master the methods of educational work, i.e., the technology for assimilation of knowledge. The implementation of these conditions requires high activity and consciousness of students.

The most important principle of organizing children's activities is respect for the child’s personality combined with reasonable demands on him. It follows from the essence of humanistic education. Demandingness is a kind of measure of respect for the child’s personality. These two sides are interconnected as essence and phenomenon.

Reasonable exactingness always justifies itself, but its educational potential increases significantly if it is objectively appropriate, dictated by the needs of the educational process, and the objectives of the comprehensive development of the individual. The teacher making the demands must be perceived by the student as a person who is sincerely interested in his destiny and deeply confident in the progress of his personality. In this case, exactingness will act as a necessity, and not as personal interest, eccentricity or the whim of the teacher. A good teacher is demanding of students organically and dynamically.

miraculously connects with self-demandingness. Such exactingness presupposes respect for the opinions of their students about themselves.

The practical implementation of the principle of respect for the individual, combined with reasonable demands, is closely related to the principle of relying on the positive in a person, on the strengths of his personality.

In school practice we have to deal with students who are at different levels good manners. Among them, as a rule, there are those who study poorly, are lazy, and neglect the interests of the team, social responsibilities and assignments. However, it has been noticed that even the most difficult children have a desire for moral self-improvement, which can be easily extinguished if you address them only with the help of shouts, reproaches and lectures. But it can be supported and strengthened if the teacher notices in time and encourages the slightest impulses of the student to destroy the usual forms of behavior.

By identifying the positive in a student and relying on it, relying on trust, the teacher, as it were, anticipates the process of formation and elevation of the individual. If a student masters new forms of behavior and activity, achieves tangible success in working on himself, he experiences joy and inner satisfaction, which, in turn, strengthens self-confidence and the desire for further growth. These positive emotional experiences are enhanced if successes in the development and behavior of the student are noticed and celebrated by teachers, comrades, and a group of peers.

Successful implementation of these principles is possible only if one more principle is observed - consistency of the requirements of the school, family and community.

The unity and integrity of the educational process is ensured by the close interaction of all pedagogical systems. It is not difficult to imagine that if the educational influences emanating from these systems are not balanced, harmonized, and act in different directions, or even opposite ones, the student learns to view the norms and rules of behavior as something optional, established by each person at his own discretion. It is difficult to achieve, for example, success in educational work if some teachers seek order and organization from students, while others are undemanding.

Of great practical importance in managing the activities of students is the principle of combining direct and parallel* pedagogical actions. The essence of parallel action is that, acting not on an individual

on a group or team as a whole, the teacher skillfully turns it from an object into a subject of education. At the same time, the teacher seems to be interested only in the collective, but in reality he uses it as a tool to touch each individual person. Each impact, in accordance with this principle, should be an impact on the team and vice versa.

On the background pedagogical requirements educator in a developed team, public opinion is formed, which performs regulatory functions in the system of collective and interpersonal relations. The power and authority of public opinion is higher and more influential, the more united and organized the student body is.

In accordance with the principle of accessibility and feasibility 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.

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.

Traditional pedagogy, in order to ensure accessibility and feasibility when presenting material and organizing children’s activities, recommends moving from simple to complex, from abstract to concrete, from known to unknown, from facts to generalizations, etc. However, the same principle, but in a different didactic system, is realized if you start not with the simple, but with the general, not with the close, but with the main thing, not with the elements, but with the structure, not with the parts, but with the whole (V.V. Davydov). Consequently, the inaccessibility of learning and the difficulties that students encounter in this or that activity depend not only on the content of the material, its complexity, but also on the methodological approaches used by the teacher.

Closely related to the previous principle the principle of taking into account the age and individual characteristics of pupils when organizing their activities.

The age-related approach primarily involves studying the level of current development, education and social maturity of children, adolescents and young men. It has been noticed that the effectiveness of educational work decreases if the Requirements and organizational structures are behind the age-related abilities of students or are beyond their capabilities.

An individual approach requires an in-depth study of the complexity inner world schoolchildren and analysis of their experience, as well as the conditions in which their personality was formed.

The principle of taking into account the age and individual characteristics of pupils requires that the content, forms and methods of organizing their activities do not remain unchanged at different age stages. In accordance with this principle, the temperament, character, abilities and interests, thoughts, dreams and experiences of the pupils must be taken into account. It is equally important to take into account their gender and age characteristics.

The organizing principle for guiding the activities of students is the principle of strength and effectiveness of the results of education, upbringing and development.

The implementation of this principle is rightly associated primarily with the activity of memory, but not mechanical, but semantic. Only linking the new with what was previously learned, only introducing new knowledge into the structure of students’ personal experience will ensure their strength. As a rule, knowledge that is acquired independently also becomes durable. They settle in the mind for a long time and tend to turn into beliefs. The emotional background that accompanies the study and assimilation of material, the development of skills and abilities is also of great importance.

The strength and effectiveness of the results of activities are facilitated by exercises in the application of knowledge, skills, discussions and debates, evidence and reasoned speeches, etc. The lasting heritage of memory becomes that knowledge for which students feel a constant need, a need that they strive to apply in their practical activities.

Questions and tasks for independent work

1. Reveal the contradictory, dialectical nature of pedagogical phenomena.

2. What does regularity mean in pedagogy? Name the main patterns of the holistic pedagogical process.

3. How are the patterns, principles and rules of the pedagogical process related?

4. Describe the basic principles of organization and management of the holistic pedagogical process.

5. Familiarize yourself with various approaches to the classification of patterns and principles in pedagogy (Yu. K. Babansky, M. N. Skatkin, B. T. Likhachev, etc.).

CHAPTER 17. METHODS FOR IMPLEMENTING AN INTEGRAL PEDAGOGICAL PROCESS

Principles of the pedagogical process

Applied to selection of educational targets the following principles apply:

Humanistic orientation of the pedagogical process;

Connections with life and industrial practice;

Connecting training and education with labor for the common benefit.

Development of means of presenting the content of training and education guided by the principles:

Scientificity;

Availability and feasibility of training and education of schoolchildren;

A combination of clarity and abstraction in the educational process;

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 raising children in a team;

Continuity, consistency, systematicity;

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

Activities of a teacher governed by the principles:

Combinations of pedagogical management with the development of initiative and independence of students;

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

Respect for the child’s personality combined with reasonable demands on him.

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

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

Combinations of direct and parallel pedagogical actions;

Taking into account the age and individual characteristics of pupils.

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

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

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

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

The laws of the pedagogical process reflect its objective, necessary, essential, and recurring connections.

Among general patterns of the pedagogical process the following stand out:

1. The pattern of 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: a) heredity; b) educational and learning environment; c) inclusion in educational activities; d) the means and methods of pedagogical influence used.

3. The pattern of managing the educational process. The effectiveness of pedagogical influence depends on: a) the intensity of feedback between students and teachers; b) the magnitude, nature and validity of corrective influences on students.

4. Pattern of stimulation. The productivity of the pedagogical process depends on: a) the action of internal incentives (motives) of educational activities; b) 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: a) the intensity and quality of sensory perception; b) logical comprehension of what is perceived; c) practical application of the meaningful.

6. The pattern of external unity(pedagogical) and internal(cognitive) activities. Since the purpose of education is comprehensive and harmonious development personality, therefore, in the process of its implementation it is necessary to include students in a variety of activities. These include, in particular:

Educational-cognitive and technical-creative activity, during which the tasks of mental and technical development are solved;

Civil-social and patriotic activities related to civic and patriotic education;

Socially useful, productive work that forms the desire for creative activity and “cements” the development of all other aspects of personal development;

Moral-cognitive and moral-practical activities (protection of the weak, mutual assistance in studies, patronage);

Artistic and aesthetic activities that promote aesthetic development;

Physical education, recreational and sports activities that ensure physical development.

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

The needs of society and the individual;

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

Conditions for the process (moral and psychological, sanitary and hygienic, aesthetic, etc.)

Without knowledge of the underlying laws of upbringing, it is difficult to count on its improvement. Real life shows that only knowledge of the patterns and contradictions of the development and formation of personality provides the necessary theoretical methodological basis to implement practical measures in the field of education.

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

Connections between the pedagogical process and broader social processes and conditions;

Connections within the pedagogical process;

Connections between tasks, content, methods, means and forms of organizing the pedagogical process.

The content of a specific educational process is naturally determined by the assigned tasks. The methods of pedagogical activity and the means used are determined by the tasks and content of a specific pedagogical situation. The forms of organization of the pedagogical process are naturally determined by its tasks, content, selected methods and means of education. Only a holistic account of all external and internal relationships of the pedagogical process naturally ensures the achievement of the maximum possible educational results under the given conditions in the allotted time. The effective functioning of the pedagogical process naturally depends on the unity of actions of all subjects of education.

Pedagogical processes are cyclical in nature. The same stages can be found in the development of all pedagogical processes. Main stages of the pedagogical process can be called: preparatory, main, final.

At the preparatory stage of the pedagogical process

The proper conditions are created for the process to proceed in a given direction and at a given speed;

Problems such as goal setting, diagnosing conditions, forecasting achievements, designing and planning process development are solved.

The main stage of the pedagogical process includes

Setting and explaining the goals and objectives of upcoming activities;

Interaction between teachers and students;

The intended methods, means and forms of the pedagogical process are used;

Creation of favorable conditions;

Implementation of various measures to stimulate student activity;

Ensuring the connection of the pedagogical process with other processes.

On final stage pedagogical process an analysis of the achieved results is carried out.

Self-test questions

1. Expand the concept of the pedagogical process.

2. Describe the components of the pedagogical process.

3. What is the essence of pedagogical interaction?

4. Analyze the main stages of the pedagogical process.

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Introduction

1. Regularities and principles of the holistic pedagogical process

2. Formation of basic personal culture in a holistic pedagogical process

Conclusion

List of used literature

Introduction

The pedagogical process is the developing interaction between educators and students, aimed at achieving a given goal and leading to a predetermined change in state, transformation of the properties and qualities of the students. In other words, the pedagogical process is a process in which social experience is transformed into the qualities of the formed person (personality).

This process is not a mechanical combination of the processes of education, training and development, but a new quality education.

The integrity of pedagogical objects, of which the most significant and complex is the educational process, is built purposefully.

1. Patterns and principlesholistic pedagogical process

Since education as a subject of pedagogy is a pedagogical process, the phrases “educational process” and “pedagogical process” will be synonymous. The pedagogical process is a specially organized interaction between teachers and students, aimed at solving developmental and educational problems.

The most general stable tendency of upbringing as a social phenomenon is the mandatory appropriation by younger generations of the social experience of older generations. This is the basic law of the pedagogical process.

Specific laws that manifest themselves as pedagogical patterns are closely related to the basic law. First of all, this is the conditioning of the content, forms and methods of pedagogical activity by the level of development of the productive forces of society and the corresponding production relations and superstructure. The level of education is determined not only by the requirements of production, but by the interests of the dominant social strata in society, guiding the policies and ideology.

The effectiveness of the pedagogical process naturally depends on the conditions in which it takes place (material, hygienic, moral and psychological, etc.). In many ways, these conditions depend on the socio-economic situation in the country, as well as on the actions of the subjective factor - the heads of educational authorities. The dependence of educational results on the characteristics of children’s interaction with the outside world is objective. The essence of the pedagogical law is that the results of training and education depend on the nature of the activity in which the student is involved at one or another stage of his development. No less important is the consistency of the content, forms and methods of the pedagogical process with the age characteristics and capabilities of the students.

For direct practice of organizing the pedagogical process great importance has an understanding of internal regular connections between functional components. Thus, the content of a specific educational process is naturally determined by the assigned tasks. The methods of pedagogical activity and the means used are determined by the tasks and content of a specific pedagogical situation. The forms of organization of the pedagogical process are determined by the content, etc.

So, let us list the main patterns of the holistic pedagogical process:

1. The pattern of dynamics of the pedagogical process.

2. The pattern of personality development in the pedagogical process.

3. The pattern of managing the educational process.

4. Pattern of stimulation.

5. The pattern of unity of the sensory, logical and practice in the pedagogical process.

6. The pattern of unity of external (pedagogical) and internal (cognitive) activities.

7. Regularity of conditionality of the pedagogical process.

IN modern science principles are the basic, initial provisions of a theory, guiding ideas, basic rules of behavior, actions. The principles of the pedagogical process, thus, reflect the basic requirements for the organization of pedagogical activity, indicate its direction, and ultimately help to creatively approach the construction of the pedagogical process.

The principles of the pedagogical process are derived from laws. At the same time, they are the result of a scientific understanding of the achievements of pedagogical thought of the past and a generalization of advanced modern pedagogical practice. They have an objective basis, expressing natural connections between teachers and students. A reflection of the relationship between training, education and development was the emergence of “new” principles, such as the developmental nature of training, the nurturing nature of training, the unity of training and education. The principle of connection between teaching and upbringing and life and practice follows from the nature of the pedagogical process and the level of development of productive forces.

Until recently, within the framework of the functional approach, the principles of training and education were considered in isolation, despite the fact that they have a single methodological basis. In the context of a holistic pedagogical process, it is advisable to distinguish two groups of principles: organizing the pedagogical process and guiding the activities of students.

Pedagogical rules are closely related to the principles of the pedagogical process. They flow from principles, are subject to them and are concretized. The rule determines the nature of the individual steps in the teacher’s activities that lead to the implementation of the principle. The rule does not have the force of universality and obligatory nature. It is used depending on the developing specific pedagogical situation.

The principles of the pedagogical process reflect the requirements for the organization of teaching activities.

Principles of organizing the pedagogical process:

1. Humanistic orientation is the leading principle of education, expressing the need to combine the goals of society and the individual. The implementation of this principle requires the subordination of all educational work to the tasks of forming a comprehensively developed personality. It is not compatible with theories of the spontaneous development of children.

2. Connection with life and industrial practice. This principle denies the abstract educational orientation in the formation of personality and assumes the correlation of the content of education and the forms of educational work with transformations in the economy, politics, culture and the entire social life of the country and beyond. The implementation of this principle requires systematic familiarization of schoolchildren with current events; widespread involvement of local history material in classes. In accordance with it, pupils must be actively involved in socially useful activities both at school and outside it, participate in excursions, hikes, and mass campaigns.

3. The combination of training and education with work for the common benefit (it is not the work itself that educates, but its social and intellectual content). The need to connect the pedagogical process with production practice is due to the fact that practice is the source of cognitive activity, the only objectively correct criterion of truth and the area of application of the results of knowledge and other types of activity.

4. Scientificity. The scientific principle is the leading guideline when bringing the content of education into line with the level of development of science and technology, with the experience accumulated by world civilization. Having a direct relationship to the content of education, it manifests itself, first of all, in the development of curricula, curricula and textbooks.

5. Focus on the formation in unity of knowledge and skills of consciousness and behavior. This requirement follows from the law of the unity of consciousness and activity, generally recognized in Russian psychology and pedagogy, according to which consciousness arises, is formed and manifests itself in activity.

6. Teaching and raising children in a team (an optimal combination of collective, group and individual forms of organizing the pedagogical process) - implies an optimal combination of collective, group and individual forms of organizing the pedagogical process.

7. Continuity, consistency and systematicity. The requirement of continuity presupposes such an organization of the pedagogical process in which this or that event, this or that lesson is a logical continuation of previously carried out work, it consolidates and develops what has been achieved, and raises the student to a higher level of development.

8. Visibility. Visibility in the pedagogical process is based on the laws of cognition of the surrounding reality and the development of thinking, which develops from the concrete to the abstract.

9. Aestheticization (formation of an aesthetic attitude to reality). Forming an aesthetic attitude towards reality in students allows them to develop a high artistic and aesthetic taste, giving them the opportunity to experience the true beauty of social aesthetic ideals.

We also list the principles of managing the activities of students:

1. The combination of pedagogical management with the development of initiative and independence of students.

2. Consciousness and activity of students (students’ awareness of learning technology, mastery of educational methods, awareness of the applied value of theoretical ideas).

3. Respect for the personality of the teacher combined with reasonable demands.

4. Rely on the positive in a person.

5. Coherence of the requirements of the school, family and community.

6. Availability and passivity of training and education.

7. Taking into account age and individual characteristics.

8. Durability and effectiveness of the results of education, upbringing and development (semantic memory).

2. Formation of basic personal culture in a holistic pedagogical process

pedagogical educational personality student

The formation of a basic personality culture in a holistic pedagogical process consists of the following blocks:

* Philosophical and worldview preparation of schoolchildren

* Civic education in the system of forming the basic culture of the individual

* Formation of the foundations of the moral culture of the individual

* Labor education and vocational guidance for schoolchildren

* Formation of aesthetic culture of students

* Upbringing physical culture students

1. Philosophical and worldview training of schoolchildren is aimed at shaping the worldview of schoolchildren. Worldview is an integral system of scientific, philosophical, socio-political, moral, aesthetic views of the world (i.e., nature, society and thinking). Embodying the achievements of world civilization, the scientific worldview equips a person with a scientific picture of the world as a systemic reflection of the most significant aspects of being and thinking, nature and society.

The worldview reveals the unity of external and internal, objective and subjective. The subjective side of the worldview is that a person develops not only a holistic view of the world, but also a generalized idea of himself, which develops in the understanding and experience of his “I”, his individuality, his personality.

Among ideological generalizations, it is extremely important role belongs to methodological ideas in which the internal laws of reality are revealed with the greatest completeness and depth. Reflecting not only what exists, but also what should be, these kinds of ideas act as one of the mechanisms for organizing and obtaining scientific knowledge. Therefore, in the process of forming a worldview, special attention must be paid to the formation of methodological concepts, generalizations, ideas that characterize reality and its theoretical foundations.

The holistic process of forming a scientific worldview among students is ensured through continuity in learning and interpenetrating connections between academic subjects. The implementation of interdisciplinary connections allows you to see the same phenomenon from different points of view and get a holistic idea of it. Particularly important in ideological terms are interdisciplinary interactions that give students the opportunity to comprehensively cover all the properties and connections of the objects being studied. For example, on the basis of interdisciplinary correlation, schoolchildren form such methodological ideas as the unity of living and inanimate nature, the commonality of natural science and socio-historical foundations of the interaction of man, society and nature, the unity of anthropogenesis and sociogenesis, etc.

2. Civic education in the system of forming the basic culture of the individual

The main goal of civic education is to develop citizenship as an integrative quality of the individual, which embodies internal freedom and respect for state power, love for the Motherland and desire for peace, self-esteem and discipline, harmonious manifestation of patriotic feelings and culture interethnic communication. The formation of citizenship as a personality quality is determined both by the subjective efforts of teachers, parents, public organizations, and by the objective conditions of the functioning of society - the characteristics government structure, the level of legal, political, moral culture in it.

Civic education involves the formation of constitutional and legal positions of the individual. Ideas, norms, views and ideals developed in society determine the civic consciousness of the emerging personality, however, to achieve their harmony, targeted educational work is necessary. At the same time, the established ideals of society are accepted by the individual as his own. Formed civic consciousness gives a person the opportunity to evaluate social phenomena and processes, his actions and actions from the perspective of the interests of society.

3. Formation of the foundations of the moral culture of the individual

Every action of a person, if it influences other people to one degree or another and is not indifferent to the interests of society, causes assessment by others. We judge it as good or bad, right or wrong, fair or unfair. In doing so, we use the concept of morality.

Morality in the literal sense of the word is understood as custom, morality, rule. The concept of ethics is often used as a synonym for this word, meaning habit, custom, custom. Ethics is also used in another meaning - as a philosophical science that studies morality. Depending on how morality is mastered and accepted by a person, the extent to which he correlates his beliefs and behavior with current moral norms and principles, one can judge the level of his morality. In other words, morality is a personal characteristic that combines such qualities and properties as kindness, decency, honesty, truthfulness, justice, hard work, discipline, collectivism, which regulate individual human behavior.

Human behavior is assessed according to the degree of compliance with certain rules. If there were no such rules, then the same act would be assessed from different positions and people would not be able to come to a common opinion - did the person act good or bad? A rule of a general nature, i.e. extending to many identical actions is called a moral norm. A norm is a rule, a requirement that determines how a person should act in a particular situation. specific situation. A moral norm can encourage a child to take certain actions and actions, or it can prohibit or warn against them. Norms determine the order of relationships with society, the team, and other people.

Norms are combined into groups depending on those areas of relations between people in which they operate. For each such area (professional, interethnic relations, etc.) there is its own starting point, to which norms - moral principles - are subordinated. For example, the norms of relations in any professional environment, relations between representatives of different nationalities are regulated by the moral principles of mutual respect, internationalism, etc.

4. Labor education and vocational guidance for schoolchildren

The labor education of a child begins with the formation in the family and school of elementary ideas about labor responsibilities. Labor has been and remains a necessary and important means of developing the psyche and moral ideas of the individual. Labor activity should become a natural physical and intellectual need for schoolchildren. Labor education is closely related to the polytechnic training of students. Polytechnic education provides knowledge of the basics of modern technology, technology and production organization; equips students with general labor knowledge and skills; develops a creative attitude to work; promotes the right choice professions. Thus, polytechnic education is the basis of labor education.

In conditions secondary school the following tasks are being solved labor education students:

· formation in students positive attitude to work as the highest value in life, high social motives labor activity;

· development of cognitive interest in knowledge, desire to apply knowledge in practice, development of the need for creative work;

· education of high moral qualities, hard work, duty and responsibility, determination and entrepreneurship, efficiency and honesty;

· equipping students with a variety of work skills and abilities, forming the foundations of a culture of mental and physical work.

5. Formation of aesthetic culture of students

The formation of aesthetic culture is a process of purposeful development of the individual’s ability to fully perceive and correctly understand the beauty in art and reality. It involves the development of a system of artistic ideas, views and beliefs, and ensures satisfaction from what is truly aesthetically valuable. At the same time, schoolchildren develop the desire and ability to introduce elements of beauty into all aspects of existence, to fight against everything that is ugly, ugly, and base, as well as a readiness to express themselves within their means in art.

The formation of aesthetic culture is not only an expansion of artistic horizons, a list of recommended books, films, and musical works. This is the organization of human feelings, the spiritual growth of the individual, a regulator and correction of behavior. If the manifestation of money-grubbing, philistinism, and vulgarity repels a person with its anti-aestheticism, if a schoolchild is able to feel the beauty of a positive action, the poetry of creative work, this indicates his high level of aesthetic culture. Conversely, there are people who read novels and poems, attend exhibitions and concerts, are aware of the events of artistic life, but violate the norms of public morality. Such people are far from genuine aesthetic culture. Aesthetic views and tastes did not become their internal affiliation.

6. Education of physical culture of students. The organization of work on the education of physical culture of students is aimed at solving a number of problems.

1. Promoting the proper physical development of students and increasing their performance. Physical education is aimed at the morphological and functional improvement of the body, at strengthening its resistance to adverse conditions external environment, disease prevention and health protection.

2. Development of basic motor qualities. A person’s ability for versatile motor activity is ensured by the high and harmonious development of all physical qualities - strength, endurance, dexterity and speed. Experts believe that against the backdrop of a common, accessible to everyone school age level of development of all physical qualities in primary school it is necessary to cultivate agility and speed, in the middle classes - along with agility and speed, partially general endurance, and only in the senior classes - agility, speed, strength and special endurance. By teaching schoolchildren to overcome uncertainty, fear, and fatigue, we thereby cultivate in them not only physical, but also moral qualities.

3. Formation of vital motor skills and abilities. Motor activity is successfully carried out only when a person has special knowledge, skills and abilities. Based on motor ideas and knowledge, the student gets the opportunity to control his actions in a variety of conditions. Motor skills are formed in the process of performing certain movements. Among them there are natural motor actions (walking, running, jumping, throwing, swimming, etc.) and motor actions that are rarely or almost never encountered in life, but have a developing and educational value (exercises on gymnastic apparatus, acrobatics, etc. .).

4. Fostering a sustainable interest and need for systematic physical education. At the core healthy image life lies in the constant internal readiness of the individual for physical self-improvement. It is the result of regular (over many years) physical exercises with a positive and active attitude of the students themselves. As you know, a child’s nature is characterized by intense physical activity. In the interests of physical education, it is necessary to organize children’s mobility and motor skills in correct forms, give her a reasonable exit. The interest and pleasure gained in the process of physical exercise gradually turns into the habit of systematically doing it, which then turns into a stable need that persists for many years.

5. Acquisition the required minimum knowledge in the field of hygiene and medicine, physical education and sports. Schoolchildren should receive a clear understanding of the daily routine and personal hygiene, the importance of physical education and sports for promoting health and maintaining high performance, the hygienic rules of physical exercise, the motor regime and natural hardening factors, the basic techniques of self-control, the dangers of smoking and alcohol, etc.

The main means of teaching physical culture to schoolchildren include physical exercise, natural and hygiene factors.

Conclusion

The main integrative property of the pedagogical process as dynamic system- his ability to perform socially determined functions. However, society is interested in ensuring that their implementation meets a high level of quality. And this is possible provided that the pedagogical process functions as a holistic phenomenon: 2 a holistic, harmonious personality can be formed only in a holistic pedagogical process.

Integrity is a synthetic quality of the pedagogical process that characterizes highest level its development, the result of stimulating conscious actions and activities of the subjects functioning in it. A holistic pedagogical process is characterized by the internal unity of its components and their harmonious interaction. It continuously experiences movement, overcoming contradictions, regrouping of interacting forces, and the formation of a new quality.

A holistic pedagogical process presupposes such an organization of pupils’ life activities that would meet their vital interests and needs and would have a balanced impact on all spheres of the individual: consciousness, feelings and will. Any activity filled with moral and aesthetic elements, causing positive experiences and stimulating a motivational and value-based attitude towards the phenomena of the surrounding reality, meets the requirements of a holistic pedagogical process.

List of used literature

1. Kozlov, I.F. Pedagogical experience of A.S. Makarenko/ I.F. Kozlov. - M.: Education, 1987.

2. Korotov, V.I. Education as a subject of pedagogical theory / V.I. Korotov. - M., 1997.

3. Krivshenko, L.P. Pedagogy/ L.P. Krivshenko. - M.: Prospekt, 2005.

4. Likhachev, B.T. Pedagogy. Lecture course: Tutorial/ B.T. Likhachev. - M.: Prometheus, 1998.

5. Podlasy, I.P. Pedagogy / I.P. Podlasy. - M.: Education, 2000.

6. Textbook for students of pedagogical educational institutions / V.A. Slastenin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov. - M.: Shkola-Press, 1997. - 512 p.

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Basic principles of the pedagogical process. Regularities and principles of constructing the pedagogical process

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