Methodology of pedagogy. The term "methodology" in scientific vocabulary is used in several senses:

1) methodology is the doctrine of scientific methods of cognition;

2) methodology is a set of methods used in any science;

3) methodology is a system of principles and methods for organizing and building theoretical and practical activities.

There are two levels of methodology: I level - the level of practical activity; II level - the level of science.

At level I: methodology is considered as a doctrine of structure, logical organization, methods and means of activity.

At level II: methodology is the doctrine of the principles of organization, forms and methods of scientific knowledge.

Methodology of Pedagogy– doctrine about the principles, methods, forms and procedures of cognition and transformation of pedagogical reality.

This definition combines two groups of tools - a set of tools for understanding pedagogical reality and technologies for transforming pedagogical reality.

In pedagogy, as in any other science, the existence of a hierarchy of methodologies is recognized and the following are distinguished:

- general scientific methodology(materialistic dialectics, theory of knowledge, logic);

- private scientific ( methodology of pedagogy or other sciences);

- subject-thematic(for example, in pedagogy, the methodology of didactics, the methodology (selection) of the content of education; the methodology of advanced training of teachers of mathematics, etc.).

Functions of the methodology of pedagogical science (pedagogy):

1) epistemological (cognitive) function - the implementation of this function provides a description (what is there?), an explanation (why is it arranged like this?), a prediction (what will happen?) of the studied pedagogical phenomena, processes;

2) praxeological (transformative) function - provides goal-setting and a constructive description of the ways, methods, technologies for achieving the set educational goals and introducing the results into pedagogical practice. The implementation of the praxeological function makes pedagogical science applied and reveals its practical significance;

3) axiological (evaluative) function or function critics development of pedagogical science - the implementation of this function contributes to the development of an assessment system, criteria for the effectiveness of pedagogical models, transformations, innovations, etc.;

4) reflective function - is aimed at analyzing and understanding the results of the development of pedagogical science, improving the system of methods of pedagogical research; those. the reflexive function of pedagogy is aimed at studying pedagogical science itself;

5) function regulation- shows "what should be and how";

6) heuristic (creative) function - lies in the formulation of theoretical and practical problems and the search for their solutions, during which the functions of pedagogy as a science are realized.

The most important feature of the development of pedagogy is the process of integration methodology of science and methodology of practice. This means that the methodology of pedagogical science determines the conditions, ways, methods for solving pedagogical problems for practitioners-teachers, and the methodology of practice provides scientists-teachers with information about the appropriateness of methodological tools and technologies for transforming pedagogical reality. The interdependence of the methodologies of practice and science contributes theoretical and applied support for the resolution of scientific and practical problems; development of a methodological apparatus for any pedagogical study of theoretical and practical problems of education. The integration of methodologies of practice and science ensures the introduction of innovations in pedagogical practice, i.e. development of goals, content, technologies of innovative pedagogical activity, a system of criteria for the effectiveness of innovations.

The main methodological approaches in pedagogy are:

1) system;

2) personal;

3) activity;

4) polysubjective (dialogical);

5) axiological;

6) culturological;

7) anthropological;

8) ethnopedagogical.

The system approach is used in the study of complex objects that are an organic whole. To study a pedagogical object from the standpoint of a systematic approach means to analyze the internal and external connections and relations of the object, to consider all its elements, taking into account their place and functions in it. The main principles for the implementation of the systematic approach, which clarify its essence, are:

The principle of integrity, which reflects the specifics of the properties of the system, the dependence of each element, property and relationship within the system on their place and functions within the whole;

The principle of structurality, which allows describing systems as structures through the disclosure of the totality of connections and relationships between its elements;

The principle of interdependence of external and internal factors of the system;

The principle of hierarchy, which involves considering an object in three aspects: as an independent system, as an element of a higher level system, as a system of a higher hierarchical level in relation to its elements, considered, in turn, as a system;

The principle of multiple representation of the system, which means the need to create many models to describe the system object;

The principle of historicism, which requires the study of the system and its elements not only as static, but also as dynamic, having a history of their development.

With a systematic approach, for example, the education system, the process of its functioning are considered as a combination of the following interrelated components: the goals of education; the content of education at all its levels, forms, methods, means of implementing this content (technologies of teaching, mastering, learning); subjects of the education system (teachers, students, parents); educational institutions as structural elements of the entire educational system and the pedagogical processes functioning in them; material base as a means of the education system.

Personal approach in pedagogy, it affirms ideas about the social, active and creative essence of a person as a person. The recognition of personality as a product of socio-historical development and a bearer of culture does not allow the reduction of personality to human nature, and thus to a thing among things, to a learning machine.

The personal approach means orientation in the design and implementation of the pedagogical process to the individual as a goal, subject, result and the main criterion for its effectiveness. It urgently demands the recognition of the uniqueness of the individual, his intellectual and moral freedom, the right to respect. Within the framework of this approach, it is supposed to rely in education on the natural process of self-development of the inclinations and creative potential of the individual, and the creation of appropriate conditions for this.

Activity approach. It has been established that activity is the basis, means and factor of personality development. This fact necessitates the implementation in pedagogical research and practice of an activity approach closely related to the personal one.

The activity approach involves consideration of the object under study within the framework of the activity system, its genesis, evolution, and development. Activity as a form of human activity, expressed in his research, transformative and practical attitude towards the world and himself, is the leading category of the activity approach. Activity is a way of existence and development of society and man, a comprehensive process of transforming nature and social reality (including himself).

To carry out the transformation, a person needs to change the ideal way of his actions, the plan of activity. In this regard, he uses a special tool - thinking, the degree of development of which determines the degree of well-being and freedom of a person. It is a conscious attitude to the world that allows a person to realize his function as a subject of activity, actively transforming the world and himself on the basis of the processes of mastering the universal culture and cultural creation, self-analysis of the results of activity. Transformative activity includes both idealization and implementation of the idea, which is a factor in the development of a person's reflexive abilities aimed at introspection, self-assessment, correction of activities, the results of one's own work, and relationships with the surrounding society.

The activity approach as applied, for example, to the study of the process of formation of a child's personality means that play, learning, communication are the most important factors in the formation and development of a growing child. At the same time, the most important pedagogical requirements for the organization of education are the definition of the content of the corresponding activity, the development of ways to activate and transfer the child to the position of the subject of knowledge, labor, and communication. This, in turn, involves teaching the child to choose a goal and plan activities, organize and regulate them, self-control, self-analysis and self-assessment of the results of activities.

Polysubjective (dialogical) approach means that the essence of the personality is much more versatile and more complex than the process of activity in which the personality is included. Personality acquires its "human" content in communication with others. In this sense, a person is a product and result of communication with other people.

Therefore, a person is considered as a system of relations characteristic of her, as a carrier of relationships and interactions of a social group. The dialogical approach, in unity with the personal and activity approach, makes it possible to create a psychological and pedagogical unity of subjects, thanks to which the “objective” influence gives way to the creative process of mutual development and self-development.

Axiological (or value) approach acts as a kind of "bridge" between theory and practice, i.e. performs the role of a mechanism of communication between the practical and abstract-theoretical levels of cognition and relations to the surrounding world (society, nature, culture, oneself). The axiological approach in pedagogy means the recognition and implementation in society of the values ​​of human life, upbringing and education, pedagogical activity, and education in general. Significant value is the idea of ​​a harmoniously developed personality, associated with the idea of ​​a just society, which is able to really provide each person with the conditions for the maximum realization of the possibilities inherent in him. With the change in the socio-economic conditions of life, pedagogical values ​​are also transformed. So, in the process of development of pedagogical science and practice, there are changes associated, firstly, with the change of scholastic theories of learning to explanatory and illustrative and later to problem-developing and student-oriented; secondly, with the transition from command-regulating education to personal-humane. The axiological approach in pedagogy, based on humanistic values, is the methodological basis for the development of pedagogical science and the improvement of educational practice.

Cultural approach how the methodology of cognition and transformation of pedagogical reality is based on axiology - the doctrine of values ​​and the value structure of the world.

The culturological approach is due to the objective connection of a person with culture as a system of values. Man contains a part of culture. He not only develops on the basis of the culture he has mastered, but also introduces something fundamentally new into it, that is, he becomes the creator of new elements of culture. In this regard, the development of culture as a system of values ​​is the development of the person himself, his formation as a creative person and a subject of culture.

Ethnopedagogical the approach involves the organization and implementation of the process of education based on the national traditions of the people, their culture, national and ethnic rituals, customs, habits. The national culture gives a specific flavor to the environment in which the child grows and develops, various educational institutions function. The implementation of the ethnopedagogical approach to the design and organization of the pedagogical process involves the resolution of the following tasks by teachers: firstly, the study and formation of this environment, and secondly, the maximum use of its educational opportunities.

Anthropological approach was first developed and substantiated by K.D. Ushinsky (1824–1870). In his understanding, this is the systematic use of data from all human sciences and their consideration in the construction and implementation of the pedagogical process.

“If pedagogy wants to educate a person in all respects, then it must first recognize him in all respects too.” This is the position of K.D. Ushinsky remains relevant for modern pedagogy.

The main ideas of modern pedagogical anthropology, which are the methodological foundations of research in the field of pedagogy:

- education is an attribute of human existence (human existence is realized in lifelong education);

- the goals and means of education are derived from the essence of man; the circle of traditional pedagogical concepts is expanding with such categories as “life”, “freedom”, “meaning”, “creativity”, “event”, “anthropological space”, “self-development”;

- the use of an anthropological approach to the presentation of knowledge of specific sciences about man (history as historical anthropology, biology - biological anthropology, etc.);

- the nature of education is dialogical;

- the conditions and technologies of education and training are set from anthropological positions and are aimed at the formation of generic qualities of the pupil's personality;

- childhood is valuable in itself, the child is the "key" in the knowledge of man.

The use of an anthropological approach in the study, for example, of the pedagogical process of a school, involves the consideration of such anthropological systems as a student, teacher, student and teaching staff. At the same time, they are presented as open, self-developing personal and social systems; and the teacher is an anthropotechnician who owns the means, “tools” for managing the process of becoming a student’s personality.

The use of methodological approaches of pedagogy allows, firstly, to determine its scientific and theoretical problems, establish their hierarchy, develop a strategy and basic ways to resolve them, and secondly, to substantiate, create and implement technological mechanisms for the modernization of educational practice; and also to carry out forecasting of the development of pedagogical science and practice.

Questions and tasks for self-examination and discussion

1. Expand the essence of the concept of "methodology". What main levels of methodology stand out?

2. Define the methodology of pedagogical science.

3. Name and reveal the essence of the functions of the methodology of pedagogy.

4. Name and describe the main methodological approaches of pedagogy.

Pedagogical means did not immediately become an indispensable component of the pedagogical process. For a long time, traditional teaching methods were based on the word, but "the era of chalk and conversation is over", due to the growth of information, the technologization of society, it becomes necessary to use technical teaching aids. Pedagogical means are material objects intended for the organization and implementation of the pedagogical process. Pedagogical facilities include: educational and laboratory equipment, educational and production equipment, didactic equipment, educational and visual aids, technical teaching aids and automated learning systems, computer classes, organizational and pedagogical means (curriculums, examination tickets, task cards, educational allowances, etc.). The development of didactic technology and computers created the prerequisites for the emergence of a new direction in pedagogy - pedagogical technology. Its essence lies in the application of a technological approach to the construction and implementation of the pedagogical process. Pedagogical technology, as it were, fuses didactic technique, traditional teaching methods and participants in the pedagogical process into a single whole.
The pedagogical form is a stable, completed organization of the pedagogical process in the unity of all its components.
Place of form in the pedagogical process: All forms in pedagogy are divided according to the degree of complexity. There are simple, compound and complex forms. Simple forms are built on a minimum number of methods and means, usually devoted to one topic (content). These include: a conversation, an excursion, a quiz, a test, an exam, a lecture, a consultation, a dispute, a cultural trip, a "battle of scholars", a chess tournament, a concert, etc. Composite forms are built on the development of simple ones or on their various combinations: this is a lesson, a professional skill competition, a festive evening, a labor landing, a conference, a KVN. For example, a lesson may contain a conversation, a quiz, a briefing, a survey, reports, etc. Complex forms are created as a targeted selection (complex) of simple compound forms: these are open days, days dedicated to a chosen profession, or protection of children, theater weeks, books, music, sports.
Depending on belonging to the directions of the content of education, forms of physical, aesthetic, labor, mental and moral education are also distinguished.
Forms of organization of training: lesson, lecture, seminar, lecture, consultation, practice, etc.
Allocate forms of individual, group and collective (frontal) activity of students. It is possible to single out individualized forms (consultation, test, exam), forms of interaction (subbotnik, group competitions, reviews, disputes), cooperative forms (when the goal is achieved by distributing functions among students, for example, games, self-supporting cooperative labor, fees, etc. .).

Lecture, abstract. Pedagogical means and forms
organization of the pedagogical process - the concept and types. Classification, essence and features.

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

verbal methods. The use of verbal methods in a holistic pedagogical process is carried out primarily with the help of the oral and printed word. This is explained by the fact that the word is not only a source of knowledge, but also a means of organizing and managing educational and cognitive activities. This group of methods includes the following methods of pedagogical interaction: a story, an explanation, a conversation, a lecture, educational discussions, disputes, work with a book, an example method.

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

The story is of great importance in organizing the value-oriented activity of students. Influencing the feelings of children, the story helps them understand and assimilate the meaning of the moral assessments and norms of behavior contained in it.

Conversation as a method is "a carefully thought-out system of questions that gradually leads students to gain new knowledge."

With all the diversity of their thematic content, conversations have as their main purpose the involvement of the students themselves in the assessment of certain events, actions, phenomena of public life.

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

The verbal methods of pedagogical influence also include the method of working with a book.

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

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

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

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

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

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

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

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

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

All sorts of ways to organize the interaction between teachers and students have found their way into the three main systems of organizational design of the pedagogical process. These include: 1) individual training and education; 2) class-lesson system, 3) lecture-seminar system.

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

A lesson is such a form of organization of the pedagogical process, in which “the teacher, for a precisely set time, directs the collective cognitive and other activities of a permanent group of students (class), taking into account the characteristics of each of them, using the types, means and methods of work that create favorable conditions for so that all students acquire knowledge, skills and abilities, as well as for the education and development of cognitive abilities and spiritual strength of schoolchildren.

Features of the school lesson:

The lesson provides for the implementation of the functions of training in the complex (educational, developing and educating);

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

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

Updating the necessary knowledge and skills, including checking homework;

Explanation of new material;

Consolidation or repetition of what was learned in the lesson;

Control and evaluation of students' educational achievements during the lesson;

Summing up the lesson;

Homework;

Each lesson is a link in the system of lessons;

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

The basis for building a lesson is the skillful use of methods, teaching aids, as well as a combination of collective, group and individual forms of work with students and taking into account their individual psychological characteristics.

I distinguish the following types of lessons:

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

Lesson to consolidate knowledge;

Lessons for the development and consolidation of skills and abilities;

General lessons.

The structure of the lesson usually consists of three parts:

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

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

An analysis of the various components of the pedagogical system allows us to conclude that their interaction generates a holistic pedagogical process. In other words, the pedagogical system itself, the activity of each teacher is created and functions in order to ensure the optimal flow of the pedagogical process.

Under the pedagogical process is understood as a holistic process of the implementation of education in the broadest sense of the word by ensuring the unity of education, upbringing and development. As S.U. Goncharenko, the pedagogical process is “a purposeful, consciously organized, dynamic interaction of educators and pupils, in the process of which the socially necessary tasks of education and harmonious upbringing are solved” .

Like pedagogical activity, the pedagogical process is a complex dynamic system, the structure of which includes many subsystems. Its main components are the goal, objectives, content, methods, means and forms of interaction between teachers and students, as well as the result. In this regard, the pedagogical process should be considered as a developing interaction between the subjects of education (teachers and trainees). In the pedagogical process as a system, the processes of formation, development, education and training are merged together with all the conditions, forms and methods of their flow. At the same time, the pedagogical process is not a simple mechanical sum of the processes of training, education, upbringing and development, but is an independent holistic phenomenon in which movement, overcoming contradictions, regrouping of interacting forces, and the formation of a new quality are continuously taking place.

A holistic pedagogical process involves such an organization of the life of students that would meet their life goals, interests and needs and would have a balanced impact on all areas of the personality: consciousness, feelings and will.

The pedagogical process has its own structure (from lat. structure), which includes the goal, content, organizational and administrative complex, principles, pedagogical diagnostics, subjects, patterns and other components. At the same time, goals and content constitute, in addition to the subjects of the pedagogical process, its most important content-target component. Let's consider them in more detail.

The pedagogical goal is to predict the results of their purposeful interactions by the teacher and student in the form of generalized mental formations, in accordance with which all other components of the pedagogical process are then correlated. The goal reflects the desired end result of pedagogical interaction, which the teacher and the student are striving for.

The types of pedagogical goals are diverse. It is possible to single out the normative state goals of education, public goals, initiative goals of students and teachers, organizational and methodological goals.

Regulatory government goals- these are the most general goals that are defined in government documents, in state education standards and other fundamental documents and in a generalized form reflect the policy of the state in the field of education.

public purposes represent a set of goals of various social groups and strata of society. They reflect their characteristic interests, needs and requests regarding general and professional training and education of the younger generations. These requests are taken into account in their practical activities by educational institutions and teachers themselves, creating various types of specializations, different teaching concepts and adjusting its content accordingly.

Initiative Goals - these are immediate goals developed and implemented by practitioners and students themselves. They are selected taking into account the type of educational institution, the profile of specialization and the subject, taking into account the level of personal development of students and the preparedness of teachers. Each such goal has its own subject. This subject is a reflection of the aspirations of the subjects of the pedagogical process regarding what is supposed to be developed in students. So, it may involve the development of their consciousness, skills, abilities, knowledge, attitude to various aspects of life and the world around them, spirituality, the development of inclinations and abilities, interests and creativity, intellectual or physical development, etc.

Organizational Goals are put by the teacher in the field of performance of his managerial function. They may include, for example, the rational use of self-government in organizing educational activities and increasing the effectiveness of educational work.

Methodological goals associated with the purposeful transformation of the goals and content of the pedagogical process in the technology of education and upbringing. This transformation can be carried out by changing the teaching methods, teaching aids used, the introduction of new forms of organization of the educational process.

The task of the teacher is not only to set specific goals for himself, but also to teach students to set such goals for themselves. The teacher must know the goals of each of the students, make sure that the goals of the students coincide with his own goals, and the nature of pedagogical interaction actively contributes to the possibility of effectively achieving these goals.

Content The pedagogical process is that part of the social experience of generations that must be transferred to students in order to achieve the goal in accordance with the chosen directions. The content of the pedagogical process should be carefully selected, analyzed, generalized, evaluated from the standpoint of the worldview, level and individual characteristics of the trainees, as well as from the standpoint of social needs in the level of professional competence, general culture, moral values ​​and personal development of the younger generations.

Organizational and managerial complex is such a component of the structure of the pedagogical process, which includes methods, means, forms and technologies for organizing the educational process. Wherein methods are understood as the nature of interrelated actions of a teacher and a student, through which the tasks of teaching and upbringing are solved, the content of education is transmitted and accepted.

means pedagogical process are material objects intended for its organization and implementation. Pedagogical facilities, in particular, include: teaching and laboratory equipment, teaching and production equipment, didactic equipment, educational and visual aids, teaching aids and automated learning systems, computer classes. In addition, there are organizational and pedagogical means (curricula and programs, examination tickets, task cards, teaching aids, etc.).

Forms pedagogical process are such ways of its organization that give it a logical completeness, a certain completeness. Allocate forms of individual, group and collective (frontal) activity of trainees. It is possible to single out individualized forms (conversation, consultation, test, exam), group and collective forms of interaction (seminar, practical or laboratory classes, debates, colloquia, scientific and practical conferences).

Technologies learning, as defined by UNESCO, are, in the most general sense, systemic methods of creating, applying and defining the entire process of learning and learning, taking into account technical and human resources and their interaction, which aim to optimize education.

Pedagogical diagnostics is the establishment with the help of special methods of the state of "health" and the viability of both the pedagogical process as a whole and its individual parts. Methods and methods of diagnostics include: testing knowledge, skills; fixing the moral choices of trainees, actions, behavior; results of independent productive work. The main goal of pedagogical diagnostics is to determine the level of achievement of educational tasks and, in case of its insufficiency, to rationally adjust the content of education, methods, methods and technologies for teaching and educating students.

Subjects and objects pedagogical process. They are both a teacher and a student with the leading role of the teacher.

How subject pedagogical process, the teacher must receive an appropriate education, be aware of himself responsible to society for the preparation of a highly qualified specialist. How an object pedagogical process, as a result of continuous education, self-education and self-education, he is exposed to educational influences and strives for constant self-improvement.

student like an object pedagogical process is an individuality, developed and transformed in accordance with pedagogical goals. How subject pedagogical process, he is a developing person, endowed with natural needs and inclinations, striving for creative self-manifestation, satisfaction of his needs, interests and aspirations, a person capable of actively assimilating pedagogical influences or resisting them.

A holistic pedagogical process is carried out in accordance with its inherent special regularities. As for each rather complex reality, these patterns reflect the logic of the development of the pedagogical process based on its internal self-organization. These include the following regularities (Fig. 7):

Rice. 7. Basic laws of the educational process

The conditionality of the pedagogical process by the needs of both society and the individual himself.

The dependence of the pedagogical process on the socio-economic situation in the country, on the actions of the subjective factor - the heads of educational bodies, on the moral and psychological factor.

Correspondence of the content, forms and methods of the pedagogical process to the individual characteristics and capabilities of the students.

The dependence of the level of personality development on heredity, the educational and educational environment, the inclusion in the educational process of the means and methods of pedagogical interaction used.

Management of the educational process.

Stimulation of the pedagogical process.

The relationship of all components of training that ensure the achievement of results corresponding to the goals set, etc.

The dynamism of the pedagogical process is achieved through the interaction of its three structures: pedagogical, which is discussed above methodological and psychological. The pedagogical process has its own methodological structure, closely related to the pedagogical structure. To create a methodological structure, the goal is divided into a number of tasks, in accordance with which the successive stages of the activity of the teacher and the student are determined. In addition to these two structures, the pedagogical process has an even more complex structure - psychological. It includes:

1) processes of perception, thinking, comprehension, memorization, assimilation of information;

2) manifestation by students of interest, inclinations, motivation for learning, dynamics of emotional mood;

3) ups and downs of physical and neuropsychic stress, dynamics of activity, performance and fatigue.

Thus, in the psychological structure of the lesson, three substructures can be distinguished: cognitive processes; motivation for learning; voltage.

To ensure the required efficiency of the pedagogical process, it needs such a component as control. In its most general form, it is a process of transferring pedagogical situations, processes from one state to another, corresponding to the goal.

The process of managing the pedagogical process consists of a number of main components, which are a certain sequence of stages of this process, shown in Fig. eight.

Rice. 8. Scheme of the control algorithm
pedagogical process

The corresponding numbers in this diagram indicate the main elements (or stages) of managing the pedagogical process, and the arrows indicate the most significant links between these elements. The main elements are:

1) setting a goal or a system of goals;

2) information support obtained on the basis of the results of diagnosing the level of knowledge and personal characteristics of trainees;

3) the formulation of tasks depending on the purpose of education and the personal characteristics of the trainees;

4) designing the educational process, which consists in planning activities to achieve the intended goal (planning the content, methods, means, forms of training and education);

5) project implementation;

6) monitoring the progress of the pedagogical project;

7) adjustment of the pedagogical process or its individual elements;

8) summarizing.

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Methods, forms and technologies of a holistic pedagogical process

Introduction

The idea of ​​the integrity of the pedagogical process - the unity of education and training - in classical pedagogy arose at the beginning of the 19th century, this was associated with the successful development of natural science, the anthropologization of philosophical knowledge and dialectics, and the integration of human sciences. I.F. Herbart introduced the concept of educative education into pedagogy, believing that education without moral education is a means without an end, and moral education without education is an end without means.

The theory of a holistic pedagogical process in Russian pedagogy was developed by K.D. Ushinsky, P.F. Kapterev, N.K. Krupskaya, A.P. Pinkevich, P.P. Blonsky, A.S. Makarenko, S.T. Shatsky and others.

Didactics (teaching theory) and the theory and methods of education are two components of pedagogy. More A.S. Makarenko pointed out that the purpose of education should be understood as the program of the human personality, human character, and in the concept of the latter he put "the entire content of the personality", i.e. and external manifestations, and internal conviction, and political education, and knowledge. This does not mean that learning as part of an integral pedagogical process and the educational process (education itself) do not have their own specifics. But it is impossible to educate without transferring knowledge, all knowledge acts educationally, L.N. Tolstoy, who at the beginning of his teaching career also distinguished between education and training.

Integrity is a synthetic quality of the pedagogical process, characterizing the highest level of its development, the result of stimulating conscious actions and activities of the subjects functioning in it. A holistic pedagogical process is inherent in the internal unity of its constituent components, their harmonious interaction. There is a continuous movement in it, overcoming of contradictions, regrouping of interacting forces, formation of a new quality.

In terms of content, the integrity of the pedagogical process is ensured by the reflection in the goal and content of education of the experience accumulated by mankind in the relationship of its four elements: knowledge, including about how to perform actions; skills and abilities; experience of creative activity and experience of emotional-valuable and volitional attitude to the world around.

The most general condition for the formation of the pedagogical process to the level of integrity is the focus of the activities of teachers on the organization of socially and morally meaningful, developing and developing life of schoolchildren on the principles of collectivism, the creation in this life of situations for the child to see in organized activities of personal meaning and its correlation with public interests .

relevance In my term paper, I consider the fact that the implementation of all the main elements of the content of education and upbringing is nothing more than the implementation of the unity of the educational, developmental and educational functions of the goal of the pedagogical process.

aim course work is a comprehensive consideration of the holistic pedagogical process as a subject of study in pedagogy

Thingresearch: to study the holistic pedagogical process.

Object of study: pedagogical process.

In accordance with the goal, I have identified the following tasks research:

1) to study the pedagogical process as a system:

2) define the pedagogical process as a holistic phenomenon

3) to characterize the principles of a holistic pedagogical process;

4) consider the methods and means of a holistic pedagogical process;

5) to analyze the forms of organization of a holistic pedagogical process;

6) explore the technologies of a holistic pedagogical process

1. Theory of a holistic pedagogical process

1.1 Pedagogic process as a system

The pedagogical process is the developing interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educators. In other words, the pedagogical process is a process in which social experience is melted into personality qualities. In the pedagogical literature of previous years, the concept of "educational process" was used. P.F. Kaptereva, A.I. Pinkevich, Yu.K. Babansky and other teachers showed that this concept is narrowed and incomplete, not reflecting the complexity of the process and, above all, its main distinguishing features - integrity and generality.

Ensuring the unity of education, upbringing and development on the basis of integrity and community is the main essence of the pedagogical process. Otherwise, the terms "educational process" and "pedagogical process" and the concepts they denote are identical.

Consider the pedagogical process as a system.

The first thing that catches your eye is the presence in it of many subsystems embedded one into another or interconnected by other types of connections. The system of the pedagogical process is not reducible to any of its subsystems, no matter how large and independent they may be. The pedagogical process is the main, unifying system. It combines the processes of formation, development, education and training together with all the conditions, forms and methods of their flow.

Pedagogical theory has taken a progressive step by learning to represent the pedagogical process as a dynamic system. In addition to clearly identifying the constituent components, such a representation makes it possible to analyze the numerous connections and relationships between the components, and this is the main thing in the practice of managing the pedagogical process.

The pedagogical process as a system is not identical to the process flow system. The systems in which the pedagogical process takes place are the system of public education, taken as a whole, the school, the class, the lesson, and others. Each of these systems operates in certain external conditions: natural-geographical, social, industrial, cultural and others.

Structure (from Latin structura - structure) is the arrangement of elements in the system. The structure of the system consists of elements (components) selected according to the accepted criterion, as well as links between them. Understanding the connections is most important, since only knowing what is connected with what and how in the pedagogical process, it is possible to solve the problem of improving the organization, management and quality of this process. Relationships in a pedagogical system are not like connections between components in other dynamic systems. The expedient activity of the teacher appears in organic unity with a significant part of the means of labor (and sometimes with all of them). The object is also the subject. The result of the process is directly dependent on the interaction of the teacher, the technology used, and the student.

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

The system-forming factor of the pedagogical process is its goal, understood as a multi-level phenomenon. The pedagogical system is organized with a focus on the goals of education and for their implementation, it is entirely subordinate to the goals of education.

The pedagogical task is the basic unit of the pedagogical process. The basic unit of the pedagogical process that develops over time, by which only one can judge its course, must satisfy the following conditions:

- have all the essential features of the pedagogical process; be common in the implementation of any pedagogical goals;

- to be observed during isolation by abstraction in any real process.

These conditions are met by the pedagogical task as a unit of the pedagogical process.

In real pedagogical activity, as a result of the interaction of teachers and pupils, various situations arise. The introduction of goals into pedagogical situations gives the interaction purposefulness. The pedagogical situation, correlated with the purpose of the activity and the conditions for its implementation, is the pedagogical task.

The components that form the system are targeted, meaningful, active, and productive.

The target component of the process includes the whole variety of goals and objectives of pedagogical activity: from the general goal - the comprehensive and harmonious development of the personality - to the specific tasks of the formation of individual qualities or their elements.

The content component reflects the meaning invested both in the overall goal and in each specific task.

The activity component (organizational) is the interaction of teachers and students, their cooperation, organization and management of the process, without which the final result cannot be achieved.

The effective component of the process reflects the efficiency of its course, characterizes the progress made in accordance with the goal.

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

Pedagogical interaction is a universal characteristic of the pedagogical process. It is much broader than the category of "pedagogical influence", which reduces the pedagogical process to subject-object relations.

The main relation of the pedagogical process is the relationship "pedagogical activity - the activity of the pupil". However, the initial, ultimately determining its results, is the relationship "pupil - the object of assimilation."

This is the very specificity of pedagogical tasks. They can be solved and are solved only through the activity of students led by the teacher, their activity. The pedagogical process as a special case of a social relationship expresses the interaction of two subjects, mediated by the object of assimilation, i.e. content of education.

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

1.2 The pedagogical process as a holistic phenomenon

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

A holistic pedagogical process is inherent in the internal unity of its constituent components, their harmonious interaction. Movement, overcoming of contradictions, regrouping of interacting forces, formation of a new quality are constantly taking place in it.

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

A holistic personality is formed holistically. The integrity of the pedagogical process is understood as the interconnection and interdependence of all processes and phenomena that arise and proceed in it both in education and training, in the relationship of all subjects of the pedagogical process, and in its connections with the phenomena of the external environment.

Integrity, commonality, unity are the main characteristics of the pedagogical process, emphasizing the subordination of all its constituent processes to a single goal. The complex dialectic of relations within the pedagogical process is:

- in the unity and independence of the processes that form it;

- in the integrity and subordination of the separate systems included in it;

- in the presence of the general and the preservation of the specific.

What is the specificity of the processes that form a holistic pedagogical process? It is found in the selection of dominant functions. The dominant function of the learning process is education, education - education, development - development. But each of these processes performs accompanying functions in a holistic process: upbringing performs not only an upbringing, but also a developing and educational function, and training is unthinkable without the accompanying upbringing and development. The dialectics of interrelations leaves an imprint on the goals, objectives, content, forms and methods of carrying out organically inseparable processes, in the analysis of which it is also necessary to single out the dominant characteristics. For example, the content of education is dominated by the formation of scientific ideas, the assimilation of concepts, laws, principles, theories, which subsequently have a great influence on both the development and upbringing of the individual. The content of education is dominated by the formation of beliefs, norms, rules, ideals, value orientations, attitudes, motives, etc., but at the same time, ideas, knowledge, and skills are formed. Thus, both processes lead to the main goal - the formation of personality, but each of them contributes to the achievement of this goal by its inherent means.

The specificity of the processes is clearly manifested in the choice of forms and methods for achieving the goal. If in training a strictly regulated class-lesson form of work is used, then in education, more free forms of a different nature, socially useful, sports, artistic activities, expediently organized communication, and feasible work prevail. The methods of achieving the goal, which are basically the same, also differ: if training mainly uses methods of influencing the intellectual sphere, then education, without denying them, is more prone to means that affect the motivational and effective-emotional spheres. The methods of control and self-control used in training and education have their own specifics. In training, for example, oral control, written work, tests, and exams are mandatory. Control over the results of education is less regulated. Information for teachers here is provided by observations of the course of activity and behavior of students, public opinion, the volume of implementation of the planned program of education and self-education, and other direct and indirect characteristics.

The main functions of a holistic pedagogical process are: educational, educational, developmental and social.

The educational function consists in mastering the universal culture in the form of a certain amount of knowledge, skills, experience of creative activity and relationships and is realized primarily in the learning process, and also not to a small extent in all extracurricular activities, in the activities of institutions of additional education.

The educational function is manifested in everything: from the educational space in which the process of interaction with the pupil takes place, the personality of the educator and his professionalism, and ending with curricula and programs, forms, methods and means used in the educational process.

The developing function is expressed in qualitative changes in the mental activity of a person, in the formation of new qualities and skills in him in the process of education and is realized in any organization of the educational process. The intensity of the development of this function depends on what the emphasis is on: on knowledge, skills and abilities or the formation of the motivational and cognitive sphere of the student, how the proposed system of knowledge, skills and abilities correlates with the level of development of the student.

L.S. Vygotsky once developed the theory of developmental zones. Based on this theory, if upbringing can give a child only what he has known and been able to do for a long time, it is located before the zone of the actual development of the child and its influence on the development of the child is practically absent. If the pupil can do today himself what we offer him, then education is on the same level with his development. This is a zone of actual development. Education accelerates development, has a developmental impact, if the child, performing the proposed educational or educational task, can say: I can do this today with some effort or with someone's help. This is the zone of proximal development. Orientation to it in pedagogical interaction is the most effective.

Upbringing can inhibit development: due to too high a level of requirements or complete deprivation of the child of the opportunity to be active and initiative (overprotection). As S.L. Rubinshtein: “The child develops, being brought up and learning, and does not develop, and is brought up, and learns. This means that upbringing and education are included in the very process of the development of the child, and are not built only on him.

The social function (function of socialization) is also manifested in almost everything. In an educational institution, the pupil enters a system of new relationships for himself, which he masters or rejects. This always partially or radically changes the position of the individual in the family, among peers, in the institution itself: he was a preschooler, became a schoolboy, then a senior in elementary school and again - the youngest, moving to secondary school, etc. The influence of the socialization function of educational institutions on children is especially noticeable when home children and children from kindergarten come to primary school: the former, as a rule, especially at first, are quiet, shy, timid; Kindergarten students quickly adapt to the school, the teacher, and begin to behave loosely and freely.

The regularities of a holistic pedagogical process are objectively existing, stable, repetitive, necessary and essential connections between pedagogical phenomena, processes, individual components of the pedagogical process, characterizing their development. The patterns of the pedagogical process are an expression of its essence.

The following groups of regularities are distinguished:

- regularities due to social conditions;

- regularities due to human nature;

- patterns due to the essence of education and training.

The patterns determined by social conditions reflect the dependence of upbringing and education on social needs and conditions that dictate the goal and specific tasks of upbringing and education, the conditions for their implementation, and the use of the results obtained.

Patterns due to human nature include:

- the determining role of activity and communication in the formation of personality;

- the dependence of education and training on the age, individual and gender characteristics of the child.

The patterns determined by the essence of upbringing, training, education and personal development reflect:

- interdependence of the processes of upbringing, training, education and development of the individual;

- the relationship of the group and the individual in the educational process;

- the relationship of tasks, content, methods and forms of education and training in a holistic pedagogical process;

- the relationship between pedagogical influence, interaction and vigorous activity of educators.

1.3 Pprinciples of a holistic pedagogical process

The principles of a holistic pedagogical process - a system of initial, basic requirements for education and training, which determines the content, forms and methods of the pedagogical process, ensuring its success. The principles reflect the internal essential aspects of the activities of the teacher (educator) and the student (pupil) and determine the effectiveness of teaching in various forms, with different content and organization.

The principle of the humanistic orientation of the pedagogical process 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.

The rules for its implementation are as follows:

- security and emotional comfort of the pupil in pedagogical interaction;

- full recognition of the rights of the pupil and respect for him, combined with reasonable exactingness;

- reliance on the positive qualities of the pupil;

- creating a situation of success.

The principle of humanization is aimed at educating a free, liberated independent person, establishing sincere and friendly relations.

Democratization existed even in early bourgeois pedagogy. Its essence is to provide the participants of the pedagogical process with certain freedoms for self-development, self-regulation, self-determination.

The rules for its implementation are as follows:

- individually-oriented nature of the pedagogical process;

- organization of the pedagogical process, taking into account the national characteristics of students;

- creation of a pedagogical process open to public control and influence;

- regulatory and legal support for the activities of the teacher and students, contributing to their protection from the adverse effects of the environment;

- introduction of self-government of students in the process of organizing their life;

- mutual respect, tact and patience (tolerance) in the interaction of teachers and pupils;

- wide involvement of parents and the public in organizing the life of pupils in educational institutions.

Of great importance in the organization of the pedagogical process is the provision of its connection with life and industrial practice. This principle denies the abstract-enlightenment orientation in the formation of personality and involves the correlation of the content of education and forms of educational work with changes in the economy, politics, culture and the entire public life of the country and beyond.

The main ways to implement this principle in the educational process are:

- organization of training and education in such a way that students independently move from theory to practice and from practice to theory;

- an attempt (where possible) to solve the problem in a new way and explain the results obtained;

- organization of a variety of practical activities in accordance with the nature of the knowledge gained, aimed at applying, testing, consolidating, developing skills, habits;

- independent selection of examples illustrating the theoretical position or the correctness (error) of its application in practice;

- wide involvement in the educational process of local history material;

- active involvement of pupils in socially useful activities;

- Engagement in work activities.

The unity of knowledge and behavior follows from the law of the unity of consciousness and activity recognized in Russian psychology and pedagogy, according to which consciousness arises, forms and manifests itself in activity. Therefore, when implementing this principle, it is necessary to organize the activities of children and children's groups in such a way that its participants are constantly convinced of the truth and vital necessity of the knowledge and ideas they receive, and exercise socially valuable behavior.

Conformity to nature as a principle was formulated by ancient philosophers, but it was defined most clearly and meaningfully by Ya.A. Comenius. In his writings, he substantiated the requirement to choose the natural path of human development, to organize the pedagogical process, taking into account not only the capabilities of the child himself at certain stages of his development, but also the environment in which the child lives, its development and changes.

This principle requires that the pedagogical process obey the following rules:

- to maintain and strengthen the health of students, to promote a healthy lifestyle;

- be aimed at self-education, self-education, self-education of students;

- be built according to the age and individual characteristics of students;

- rely on the zone of proximal development, which determines the capabilities of students.

The principle of scientific character is the leading guideline in bringing the content of education in line with the level of development of science and technology, with the experience accumulated by world civilization. Being directly related to the content of education, it manifests itself, first of all, in the development of curricula, curricula and textbooks.

The principle of scientific character is also relevant 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 and abilities of scientific research, at familiarizing them with the methods of scientific organization of educational work.

The scientifically substantiated construction of the pedagogical process presupposes its focus on the formation of knowledge and skills, consciousness and behavior in the unity. The implementation of the principle of the orientation of the pedagogical process towards the formation of knowledge and skills, consciousness and behavior in the unity requires the organization of activities in which students would be convinced of the truth and vitality of the knowledge and ideas received, would master the skills and habits of socially valuable behavior.

The accessibility of the growing difficulty is expressed in the following: the knowledge that is transferred to the pupils, and the methods and means used for this, must correspond to their age capabilities, level of education and upbringing. Ya.A. Comenius and other authors developed the following rules for implementing the principle:

- go from near to far;

- from easy to more difficult;

- from the known to the unknown;

- take into account the level of actual development of each student and the individual speed of mastering new knowledge or requirements.

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

The best conditions for communication and isolation are created by the collective as the highest form of social organization based on common interests and relations of comradely cooperation and mutual assistance. In the team, the individual personality develops and manifests itself most fully and vividly. It is only in the team and with its help that feelings of responsibility, collectivism, comradely mutual assistance and other valuable qualities are brought up and developed. The collective does not absorb, but liberates the personality, opens wide scope for its comprehensive and harmonious development.

Systematism and consistency allow you to achieve great results in less time. K.D. Ushinsky wrote: "Only a system, of course, reasonable, emerging from the very essence of objects, gives us complete power over our knowledge."

This principle is implemented subject to the following rules:

- preliminary determination of the level of knowledge available to the trainees and their actualization;

- availability and attractiveness of the information offered;

- highlighting the essential, basic aspects of the material being studied, separating the main from the secondary and constantly focusing on this;

- clear structuring of knowledge and its logic;

- inclusion in the structure of the presentation of the material of constant brief and generalizing repetitive conclusions for each of its completed fragments and at the end of the entire presentation;

- learning from the early stages in various ways of systematic, logical, detailed and concise presentation of one's thoughts;

- an inextricable sequence of learning, so that everything today consolidates yesterday and paves the way for tomorrow;

- creation of conditions for independent performance of tasks, application of continuous and systematic efforts;

- the use of intra-subject and inter-subject communications;

- planning the educational process;

- implementation of constant monitoring and objective evaluation of the results of training and education.

The most important organizing provision not only of the learning process, but of the entire holistic pedagogical process is the principle of visibility. Visualization was considered by Comenius to be the "golden rule of didactics", offering everything possible to provide to the senses, urging to study the things themselves, and not other people's observations and evidence about them.

The Polish didactic Ch. Kupisiewicz and his supporters formulated the following rules for its implementation:

- direct study of reality, based on observation, measurement and various activities, is advisable when students do not have the observations and ideas that are necessary to understand the issue under study;

- the cognitive activity of the student in the process of using visual aids must be managed;

- rationally combine the word and visual image;

- apply reasonably and moderately a variety of illustrations, demonstrations, laboratory and practical work, visual aids, technical teaching aids (TUT) and modern information technologies;

- use visualization not only for illustration, but also as an independent source of knowledge, a method of creating a problem situation;

- subject visibility, depending on the age of children, is replaced by symbolic

Visualization can be applied at all stages of the pedagogical process.

The principle of aestheticization of education and upbringing is closely connected with the principle of visibility. The formation of an aesthetic attitude to reality among pupils allows them to develop a high artistic and aesthetic taste, to give them the opportunity to know the true beauty of social aesthetic ideals. It is important for a teacher in the classroom to affirm the beauty of mental work, business relationships, knowledge, mutual assistance, and joint activities. Great opportunities for the aestheticization of life open up before schoolchildren in the work of public organizations, in amateur performances, in the organization of productive and socially useful labor, in the formation of everyday relationships and behavior.

The principle of consciousness, activity, initiative and initiative of pupils in combination with pedagogical guidance. Pedagogical guidance aims to evoke activity, independence and initiative in children. The activity of schoolchildren should be directed not so much to simple memorization and attention, but to the process of self-acquisition of knowledge. If students, both in teaching and in upbringing, are placed in a situation of independent search for a solution, creative manifestation of their capabilities under unobtrusive, consulting, guiding, supporting, competent guidance from the teacher, then pedagogical interaction will give a positive result in self-realization, both for the student and the teacher. (educator).

Cognitive activity encourages activity under the following conditions:

- activity is fundamentally new for students;

- is actually performed independently;

- is organized consciously and purposefully on the basis of a clear understanding of the goals and objectives of the forthcoming work;

- the individual interests and needs of pupils are taken into account, value motives for learning are formed;

- situations are created that contain contradictions, forcing one to think, independently pose problems and resolve them;

- the scope of the proposed tasks covers not only educational, but also educational tasks aimed at the formation of certain moral positions and norms of life;

- the collective nature of upbringing and education, combined with the development of the individual characteristics of the personality of each child;

- rejection of excessive regulation, guardianship, suppression of initiative, independence and creativity;

- reliance on trust.

Strength, awareness and effectiveness of the results of education, training and development. The assimilation and memorization of any material is influenced by many factors, among which of no small importance is how interesting and important it is for the student, how valuable it is in terms of use in life, therefore, the following rules for its implementation are provided:

- organization of active participation of pupils in preparation for the assimilation of the proposed information;

- independent solution by students (pupils) of tasks available to them;

- communication of new knowledge or the formation of new skills, actions and behavior only on the basis of well-learned knowledge;

- the formation of a positive attitude towards the studied;

- regular repetition of what has been studied with the introduction of elements of a new assessment or interpretation of the material being assimilated;

- systematization of the material associated with its independent reproduction;

- consolidation of knowledge presented in logically integral structures;

- development of skills and needs of students (educated) in the theoretical and practical verification of the considered laws, scientific principles and rules;

- application of acquired knowledge in new situations;

- systematic monitoring and evaluation of the results of training and education.

In many scientific works on pedagogy, the principle of subjectivity is introduced - the development of the child's ability to realize his Self in relationships with people, the world, evaluate his actions and anticipate their consequences, defend his moral and civic position, counteract negative external influences, create conditions for self-development of his own individuality and revealing their spiritual potentialities.

The positive emotional background of the pedagogical process is, as it were, final, generalizing. Compliance with all the previous principles should just provide a positive emotional background for the pedagogical process, i.e. such an organization, when all participants in the process are interested in joint activities, educational, extracurricular or extracurricular. The participants in the interaction are open and tolerant towards each other. The educational institution is multifunctional and maximally adapted to organize the full and comprehensive life of each individual student and the entire children's team.

All principles of a holistic pedagogical process are interconnected and complementary.

2. Methods, forms and technologies of a holistic pedagogical process

2.1 Methods and means of a holistic pedagogical process

In a complex and dynamic educational process, the teacher has to solve countless typical and original pedagogical tasks, which are always the tasks of social management, since they are addressed to the comprehensive development of the individual. In order to confidently predict the desired result, to make unmistakable scientifically based decisions, the teacher must professionally master the methods of pedagogical activity.

A variety of upbringing methods, including the pupil in interactions, amateur performances, communication, encourage him to manifest his views, beliefs, moods, qualities and personality traits in relationships. The pedagogical value of upbringing methods is not only in their direct organizational, educational effectiveness, but also in the fact that they are a source of the most important feedback information that allows the teacher to diagnose the state of upbringing, correct interactions and influences, and predict the direction of development of the team and personality. The nature of educational methods is public. Social interactions and influences, being pedagogically transformed, become ways of relations between educators and children and in the children's environment, organization of all spheres of children's life, formation of the moral and aesthetic essence of the child's personality, and also perform a diagnostic function.

So, the methods of implementing a holistic pedagogical process are ways of professional interaction between a teacher and students in order to solve educational problems.

Reflecting the dual nature of the pedagogical process, methods are one of those mechanisms that ensure the interaction of the educator and pupils. This interaction is not built on an equal footing, but with the leading and guiding role of the teacher, who acts as the leader and organizer of the pedagogically expedient life and activities of students.

The classification of methods for implementing a holistic pedagogical process helps to identify the general and the special, the essential and the accidental, the theoretical and the practical, and thus contributes to their expedient and more effective use.

In modern didactics, the whole variety of teaching methods is reduced to three main groups:

1. Methods of organizing educational and cognitive activities. These include verbal, visual and practical, reproductive and problem-search, inductive and deductive teaching methods.

2. Methods of stimulation and motivation of educational and cognitive activity: cognitive games, educational discussions, etc.

3. Methods of control (oral, written, laboratory, etc.) and self-control in the learning process.

The use of methods for the implementation of the pedagogical process leads to a change in personality insofar as it leads to the emergence of thoughts, feelings, needs that induce certain actions. In the process of educational work with students, it is necessary to form their consciousness, excite the appropriate emotional states, develop practical skills, habits and habits. And this happens both in the process of learning and in the process of education, which requires the integration of teaching and education methods into a single system. Each method implements in unity the educational, upbringing and developmental functions, and its general purpose is to organize and stimulate the pedagogically expedient activities of children.

The system of general methods for implementing a holistic pedagogical process has the following form:

- methods of consciousness formation in a holistic pedagogical process (story, explanation, conversation, lecture, educational discussions, disputes, work with a book, example method);

- methods of organizing activities and shaping the experience of social behavior (exercises, training, the method of creating educational situations, pedagogical requirement, instruction, observation, illustrations and demonstrations, laboratory work, reproductive and problem-search methods, inductive and deductive methods);

- methods of stimulation and motivation of activity and behavior (competition, cognitive game, discussion, emotional impact, encouragement, punishment, etc.);

- methods for monitoring the effectiveness of the pedagogical process (special diagnostics, oral and written survey, control and laboratory work, machine control, self-examination, etc.).

In the real conditions of the pedagogical process, the methods of its implementation appear in a complex and contradictory unity. What is decisive here is not the logic of individual, "solitary" means, but their harmoniously organized system. At a certain stage of the pedagogical process, one or another method can be applied in a more or less isolated form. But without appropriate reinforcement by other methods, without interaction with them, it loses its purpose, slows down the movement of the educational process towards the intended goal.

Means of a holistic pedagogical process - a set of material objects and objects of spiritual culture, intended for the organization and implementation of the pedagogical process and performing various functions.

Cognitive load and visualization functions carry the following load:

- reflect the diversity of specific phenomena, objects of the surrounding world;

- organize the student's perception and observation of reality;

- have a significant impact on the sensory sphere of the student, develop his observation, thinking, imagination;

- stimulate cognitive and creative activity, help develop interest in learning;

- contribute to generalizations (allegories or images of literary characters, expressed in a word or by means of theatrical, visual arts, are carriers of generalized ideas);

- improve the quality of assimilation, the equipment of knowledge, which leads to their clear and conscious understanding;

- live associations created by visualization are stored in memory for a long time;

- with the help of visualization, abstract concepts and abstractions are filled with concrete content.

The teacher should keep in mind that, despite the most valuable advantages of visualization, its inept use can lead students away from solving the main problem, replace the learning goal with a bright tool, become an obstacle on the way to a deep mastery of knowledge, to the knowledge of essential connections and patterns.

Visualization is a universal means of training and education, which is equally valuable for students of different age groups: the younger the students and pupils, the more necessary and important is the use of visualization. In high school, its role is just as significant, but its types and uses are changing.

In pedagogical practice, in addition to visual means of education and upbringing, technical means are widely used.

Teaching aids - a set of technical devices with didactic support used in the educational process in order to optimize it for the presentation and processing of information. Technical teaching aids combine two concepts: technical devices (equipment) and didactic teaching aids (information carriers), which are reproduced with the help of these devices.

Without appropriate technical support of educational standards, it is impossible to achieve the required level of modern education, to create conditions for the versatile development of the individual.

2.2 Forms of organization of a holistic pedagogical process

The forms of organization of a holistic pedagogical process are an external expression of the coordinated activity of the teacher and students, educators and pupils, carried out in a certain order and mode.

The form of organization of the educational process is related to the number of participants, the time and place of the process, the order of its implementation and is realized as a unity of purposeful organization of content, means and methods. Since the interaction between the teacher and students takes place in the form of direct or indirect communication, the form is also a certain order of building their communication.

Organized training and education is carried out within the framework of a particular pedagogical system, has a certain organizational design. In didactics, there are three main systems of organizational design of the pedagogical process, which differ from one another in the quantitative coverage of students, the ratio of collective and individual forms of organizing the activities of pupils, the degree of their independence and the specifics of the management of the educational process by the teacher.

These include:

1) individual training and education;

2) class-lesson system;

3) lecture and seminar system.

The form of education is a purposeful, well-organized, rich in content and methodically equipped system of cognitive and educational communication, interaction, relations between the teacher and students. The result of such interaction is the professional improvement of the teacher, the assimilation of knowledge and skills by children, the development of their mental processes and moral qualities. The form of education is realized as an organic unity of purposeful organization of content, teaching aids and methods. A single and isolated form of education (lesson, lecture, laboratory work, seminar, excursion, etc.) has a particular teaching and educational value. It provides children with the assimilation of specific facts, generalizations, conclusions, the development of individual skills and abilities. The system of various forms of education, which makes it possible to reveal integral sections, themes, theories, concepts, apply interrelated skills and abilities, has a general teaching and educational value, forms systemic knowledge and personal qualities in schoolchildren.

In the history of education, the following forms of organization of learning are known: individual learning, individual-group, lecture-seminar, class-lesson system, Bell-Lancaster system of mutual learning, Batavian system, Mannheim system, Dalton Plan, brigade-laboratory system, project method . Of all these forms, the most suitable for mass education were those that arose in the XII-XIII centuries. in medieval Western universities, the lecture-seminar system and the system that appeared in the 16th-17th centuries. in the schools of Ukraine, Belarus and the Czech Republic, the class-lesson system, theoretically substantiated and clearly structured by Ya.A. Comenius.

Functions of learning forms:

- teaching and educational - creates optimal conditions for the transfer of knowledge, skills, the formation of a worldview and the development of mental processes of students;

- integrating-differentiating - allows you to implement interaction, exchange of information, individual and differentiated approach to students;

- systematizing and structuring - requires a clear hourly planning of the studied material for years, quarters and individual forms of organization of education (what is studied in the classroom, what is taken out for homework, excursions, etc.);

- complementary and coordinating - forms of organization complement and correct each other.

Within the framework of various forms, collective, frontal, group, pair and individual (differentiated or undifferentiated) work is used. If a class or group collectively solves one problem, jointly masters a common topic, the result of the work depends on the common combined efforts, then collective or group work is meant. In group work, the teacher sets a task for the group, instructs, monitors the activity, corrects it, provides assistance, evaluates the results of the learning activities of the group and individual students with the help of a consultant appointed from the most prepared students. The composition of the group is from 3 to 5 people.

Generalized signs of collective activity:

- awareness of the purpose of the activity as a single and significant for each participant; - division of functions and responsibilities;

- establishment of relations of mutual responsibility;

- direct interaction between students, their joint coordinated activities;

- control by the teacher and mutual control by the students themselves.

With individual work, each student is included in the educational process on the instructions and under the control of the teacher or on his own initiative to the best of his ability, but everyone does the same thing. An individualized type of educational work is such a student’s work when he does a task on a card, on an individual board or in his notebook, compiled in accordance with his educational capabilities and characteristics.

In pair work, the help of a stronger student to a weak one is organized or responsibilities are distributed between two students on an equal footing. Mutual learning, the process of transmission, perception of educational material, mutual verification of the results of educational activities are provided.

These types of organization of educational work can be combined: the teacher works individually with 1-2 students, the work of the class is organized in groups under the guidance of consultants, etc.

The form of the educational process is an image of interaction between a student and a teacher that is accessible to external perception, which has developed thanks to the system of means used, built in a certain logical support of the method of work.

Currently, forms of educational work are used, classified by the number of participants.

1. Mass: theme evenings, matinees, evenings of questions and answers, oral magazines, reviews, competitions, festivals, tournaments, auctions, exhibitions, hikes, expeditions, rallies, meetings, club work, fairs, theater, etc.

2. Group: circles, studios, ensembles, sections, class hours, KTD, living rooms: musical, literary, poetic, etc.; round tables, conferences, folk gatherings, skits, KVN, wall printing, psycho-games and psycho-trainings of communication, etc.

3. Individual: errands, collecting, extracurricular reading, physical improvement, computer games and activities, etc.

Due to the complexity of the phenomena under consideration, any classification in pedagogy, like the one above, is rather arbitrary. For example, a conference is classified as a group work, but if it is held at the school level or as an interschool conference, then it becomes mass, and so with many forms of work.

There are other classifications: by time of holding and preparation time, types of activity, result, etc. For example, E.V. Titova is trying to separate the concepts of "event", "business" and "game". An event is any form of work, if it is organized by someone for pupils, and they participate, perform, perceive, etc.

Functions of educational work forms:

- organizational - reflects a certain logic of actions and interaction of participants, is a set of organizational techniques and means used by the educator and pupils;

- regulatory - one or another form that determines the nature of the relationship between the educator and pupils, between pupils;

- informative - communication of a certain amount of knowledge, deepening and clarifying the available information, organizing the experience of life.

Like the forms of education, the forms of educational work can complement each other, pass one into another.

The choice of forms of educational work and the technology for their implementation depend on the goals set, the content of the work, the age of the participants, the degree of their upbringing, their interests, the experience and skill of the teacher.

From the standpoint of the integrity of the pedagogical process, the lesson must be considered as the main form of its organization. It is in the lesson that all the advantages of the class-lesson system are reflected. In the form of a lesson, it is possible to effectively organize not only educational and cognitive, but also other developing activities for children and adolescents.

The advantages of the lesson as a form of organization of the pedagogical process are that it has favorable opportunities for combining frontal, group and individual work; allows the teacher to systematically and consistently present the material, manage the development of cognitive abilities and form the scientific worldview of students; stimulates other activities of schoolchildren, including extra-curricular and home activities; in the classroom, students master not only the system of knowledge, skills and abilities, but also the methods of cognitive activity themselves; the lesson allows you to effectively solve educational problems through the content and methods of pedagogical activity.

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