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In order for human partnership to develop, it is important to pass on your social knowledge to new generations.

The transfer of social security information may vary. In the first marriage, it was important to imitate, repeat, copy the behavior of adults. In the Middle Ages, such transmission occurred most often through the memorization of texts.

Over the years, humanity has become reconstituted, so that mechanical repetition and memorization are not the same the best ways transfer of social information. The greatest effect is achieved through the active participation of the person herself in this process, with the inclusion of creative activity, directed towards learning, mastering and transforming into unnecessary activity.

Today's life has presented a whole complex of possibilities for people, the initial range of which is given to a number of main directions of implementation. I will name some of them:

• setting up the development of pink, allowing the children to acquire all the knowledge, skills and skills that will ensure immediate pink development and the development of active independent thinking and creativity in the family social and viral activity;
• prerequisites for emotional development, which includes the formation in children of ideological-emotional, aesthetic development to mastery and effectiveness;
• the task of moral development, oriented towards the development of simple norms of human morality by the students, the beginning of moral behavior, towards the development of a child’s moral will, freedom of moral choice and similar behavior in everyday life;
• the task of physical development, directly aimed at improving the development of physical strength of children, which is the material basis of their vitality and spiritual well-being.
• determination of the individual-specific development that is revealed and the development of natural gifts in the skin of the child through additional differentiation and individualization of the processes of initiation and treatment;
• the heritage of cultural studies, which is based on great values world artistic culture, in order to resist the ruinous development of mass anti- and pseudoculture.

The active implementation of these tactical goals will allow us to really and effectively implement strategic objectives, to create a comprehensive development of specificity - the general method of the whole pedagogical process.

1. The pedagogical process as a whole system

The pedagogical process is the interaction between the trainers and the disciples, which develops, is directed towards the achievement of a given goal and which leads to a previously planned change in the state, the re-creation of the powers and responsibilities of the disciples. In other words, the pedagogical process is a process in which social knowledge is transformed into the personality of a person, which is formed (specificity). This process is not a mechanical refinement of the processes of cultivation, the beginning of development, but a new clear illumination. Wholeness, diversity and unity are the main indicators of the pedagogical process.

Pedagogical science still does not have an unambiguous interpretation of this concept. In philosophy, reasonable integrity is interpreted as the internal unity of an object, its autonomous autonomy, independence from dovkilla; On the other hand, we understand the integrity of all warehouses that are included in the educational process. Wholeness is objective, but not permanently their power. Integrity can emerge from one stage of the pedagogical process and be lost from another. This is as powerful as pedagogical science and practice. The importance of pedagogical objects, including the most significant and complex initial process, will be targeted.

The pedagogical process is a whole process

What is the next step to understanding the integrity?

Lighting:

at the post-graduate job;

Vikhovna ( manifests itself in everyone):

Rozvivayucha:

The pedagogical process is of low power.

The structure of the pedagogical process.

Stimulus and motivation. p align="justify"> The pedagogical process is a whole process.

The pedagogical process is a whole initial-educational process of unity and interconnection of education and learning, which is characterized by the active activity, agility and creativity of its subject. This is what brings about the greatest development and self-realization of individuality.

What is the next step to understanding the integrity?

Pedagogical science still does not have an unambiguous interpretation of this concept. In the philosophical sense, reasonable integrity is interpreted as the internal unity of an object, its intrinsic autonomy, independence from the excessive middle ground; On the other hand, we understand the integrity of all warehouses that are included in the educational process. Wholeness is objective, but not permanently their power. Integrity can emerge from one stage of the pedagogical process and be lost from another. This is as powerful as pedagogical science and practice. The integrity of pedagogical objects will be targeted.

The warehouses of the integral pedagogical process are: education, learning, development.

Thus, the integrity of the pedagogical process means the ordering of all processes to create a single goal - a universal, harmonious and wholesome development of individuality.

The integrity of the pedagogical process is manifested:

The uniformity of processes includes beginning, learning and development;

The orderliness of these processes;

The presence of hidden conservation of the specifics of these processes.

The pedagogical process is a functional process.

The functions of the pedagogical process are: illumination, teaching, development.

Lighting:

is implemented before the process of beginning;

at the post-graduate job;

at the activity of installations additional education.

Vikhovna (appears in everyone):

in the vast expanse in which the process of mutual investment and recovery takes place;

in particular and professionalism of the teacher;

in the initial plans and programs, forms, methods and methods, which will be used in the initial-vikhovny process.

Rozvivayucha:

Developments in the forging process are revealed in clear changes in mental activity, in the molding of new qualities, new minds.

The pedagogical process is subject to low power

The power of the pedagogical process is:

The whole pedagogical process will strengthen the warehouses of its process;

A comprehensive pedagogical process creates opportunities for the penetration of learning and development methods;

A complete pedagogical process is carried out to the unification of the teaching and student teams in a single school team.

The structure of the pedagogical process

Structure - the arrangement of elements in the system. The structure of the system is made up of the following criteria: components, as well as connections between them.

The structure of the pedagogical process consists of the following components:

Stimulus-motivational - the teacher stimulates the cognitive interest of students, which evokes their needs and motives before initial cognitive activity;

The teacher stimulates the cognitive interest of students, which evokes needs and motives before initial cognitive activity;

This component is characterized by:

emotional bonds between his subjects (vikhovatel-vikhovants, vikhovants-vikhovants, vikhovatel-vikhovatel, vikhovatel-fathers, father-fathers);

the motives of their activity (the motives of the conscripts);

formation of motives directly, destruction of socially valuable and especially significant motives, which largely determines the effectiveness of the pedagogical process.

Tsyolovy - awareness of the teacher and acceptance by students of the mark, the task of primary-cognitive activities;

This component includes all the different goals, the task of pedagogical activity from the general goal - “universal harmonious development of specialness” to the specific task of forming the following components.

Connections from analysis and selection of lighting replacement.

Operational-actional - most often reflects the procedural side lighting process(methods, techniques, methods, forms of organization);

Characterizes the interaction between teachers and children related to the organization and management of the process.

Costs and methods, depending on the specifics of the situation, develop in the most important forms of professional activity of caregivers and caregivers. This is how great goals are achieved.

Control and regulatory - includes combined self-control and control from the side of the payment;

Reflective - self-analysis, self-assessment with respect to the assessment of others and the importance of other peers initial activities studies and pedagogical activities and contributions.

The principle of integrity is the basis of the pedagogical process

Well, integrity is the natural power of the initial process. Vaughn is objectively starting, as soon as the marriage starts school, the process of beginning. For example, for the process of beginning, taken in an abstract sense, such characteristics of integrity mean the unity of the expression and execution. And for real pedagogical practice - the entirety of the illuminating, developing and spiritual functions. Aside from the names of the processes, there are associated and accompanying functions in the whole illumination process: treatment is not only effective, but also developing and illuminating functions, and the beginning is inevitably without auxiliary wow yomu vihovannya ta rozvitku. These links impose a bias on the goals, design, form and method of forming the initial process. So, for example, the process of beginning re-examines the formation of scientific phenomena, the acquisition of understanding, laws, principles, theories, which are useful great influx both for development and for the development of specialness. In place, education takes precedence over molding, norms, rules and ideals, valuable orientations, etc., but at the same time, manifestations of knowledge and value are formed. In this way, resentment processes lead to the head mark - the formation of specialness, and the skin from them is applied to the target marks in powerful ways. In fact, this principle is implemented by a complex of instructions to the lesson, instead of beginning, etc. activity of the teacher and student different forms, methods and techniques of learning.

U pedagogical practice, As in pedagogical theory, the importance of the process of initiation, as the complexity of its task and the methods of their implementation, is to know the expression of the right understanding of the relationship knowledge, as a beginner, in Obviously, the process of beginning and developing, in general knowledge, is a beginner one system statement about the world and ways to change it.

2. Regularities of the pedagogical process

Any science is dedicated to the discovery and investigation of laws and regularities in the sphere. Laws and patterns express the essence of phenomena, which have their own connections and connections.

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

connections between the pedagogical process and broader processes and minds;

connections in the middle of the pedagogical process;

connections between the processes of initiation, illumination, development and development;

between the processes of pedagogical care and the independence of students;

between the processes of spiritual influxes of all subjects of education (children, children's organizations, families, communities, etc.);

connections between instructions, place, methods, methods and forms of organization of the pedagogical process.

From the analysis of all these types of connections, the following patterns of the pedagogical process emerge:

The law of social understanding of goals, the replacement and methods of the pedagogical process. It reveals the objective process of the initial influx of sustenance deposits, the social formation of all elements of education and initiation. We are talking about those who vikorist this law, again and optimally translate social understanding into the level of pedagogical methods and methods.

The law of mutual understanding of the beginning, training and activities of students. It reveals the relationship between the pedagogical structure and the development of the power activity of students, between the methods of organizing the beginning and its results.

The law of integrity and unity of the pedagogical process. It reveals the relationship between parts and the whole in the pedagogical process, emphasizing the need for unity of rational, emotional, conscious and sound, vicarious, operational and motivational components at navchanni.

The law of unity and the interconnection of theory and practice.

The regularity of the dynamics of the pedagogical process. The amount of all upcoming changes depends on the amount of changes at the advanced stage. This means that the pedagogical process, such as the interaction between the teacher and the students, which develops, is incremental in nature. The greater the intermediate results, the greater the final result: the study that has the highest intermediate results has the greater ultimate achievements.

The regularity of the development of special features of the pedagogical process. The pace and progress of the development of specialness lies in:

1) slumpiness;

2) the vortex and primary middle;

3) stagnation of features and methods of pedagogical infusion.

The regularity of the control of the initial-edge process. The effectiveness of pedagogical infusion lies in:

the intensity of communication between students and teachers;

the size, nature and lining of the koriguvalnyh infusions on the windings.

Regularity of stimulation. The productivity of the pedagogical process lies in:

dії internal incentives (motives) of pedagogical activity;

intensity, nature and urgency of external (marital, moral, material and other) incentives.

The regularity of the unity of sensitive, logical and practice in the pedagogical process. The effectiveness of the pedagogical process lies in:

1) intensity and brightness wonderful feeling;

2) logical interpretation of what has been received; practical stagnation of the comprehended.

The regularity of the unity of external (pedagogical) and internal (cognitive) activities. From this point of view, the effectiveness of the pedagogical process lies in:

the benefits of pedagogical activity;

yakosti vlasnoy initial-vikhovnoy activity, which is victorious.

The regularity of the rationalization of the pedagogical process. Perebіg and the results of the pedagogical process lie in:

the need for marriage and specialness;

possibilities (material, technical, economic, etc.) of marriage;

minds of the process (moral, psychological, aesthetic and other)

Many patterns of beginnings are revealed in advance, empirical ways, from which beginnings can be met with acknowledgment. In order to encourage effective learning systems, complicating the learning process by incorporating new teaching features will require theoretical knowledge of the laws that govern the learning process.

External and internal patterns of the process are visible. The first ones (descriptions) characterize the relevance of current processes and minds: the socio-economic, political situation, the level of culture, the needs of marriage in a particular type of personality and level of education.

Connections between the components of the pedagogical process are brought to the internal patterns. Between goals, values, methods, ways, forms. Otherwise, it is determined that there is a deposit between deposited, learned and learned material. Pedagogical science has established a number of such patterns, most of them are due to the creation of obligatory minds. I will name some of them, followed by numbering:

There is a natural connection between the beginnings and the conclusions: the initial activity of the investment is important and has a superior character. The greatest influx lies in the low minds in which the pedagogical process takes place.

It’s a different pattern to talk about those that lie between the reader’s interaction, learning and the result of learning. Obviously, the beginning cannot be reached to this point, since there is no mutual activity of the participants in the process at the beginning, their daily existence. A private, concrete manifestation of these regularities and connections between the activity of the student and the results of the day: the more intense, the more familiar the initial-cognitive activity of the student, the greater the intensity of learning. This pattern is more pronounced among teachers and students; if the goals are not met, the effectiveness of the beginning is significantly reduced.

It is only through the interaction of all components that we begin to ensure that we achieve results that meet our goals.

The remaining rule is that everything should be connected to the system in advance. If the teacher correctly chooses instructions, settings, methods of stimulation, and organization of the pedagogical process, he or she will ensure that the minds are always up to the point of their possible improvement, then good results will be achieved.

It is more common to find a specific pattern in the principles of the pedagogical process.

3. Understanding the spiritual expanse and the spiritual system

Social space vortex process . Whether the reality of life flares up in space, and skin brutality arises in its own space.

The spiritual process, as a socio-psychological phenomenon, is constructed, expanded and developed in an entire society, which has its own expansive framework.

In its own way, society is located in a geographical space, which has a great influx on the physical, mental self-esteem of people, and this means, speaking about the social space, one cannot forget about the space that has burned up like every day of objects.

The practice of school training strongly reflects the specific characteristics of natural space: in children who linger in the sea, school life is associated with sea butts; children sleep in the sea; the schoolchildren who were born in the steppe develop a very unique way of living: they live near the steppe, interact with the steppe, master, conquer and appropriate the steppe as life means; Small children who grow up in the stone sacks of modern architecture, perceive light through the prism of urbanization and are silently like children who live in the bosom of nature, they feel themselves.

Social space is extension social calendars, Today they are heartbroken before the child, either in the form of words, actions, leaders of people, or in the singing form of speeches, the interior, the architectural ensemble, transport, apparatus, and so on.

The richness of social information contains evidence of history, traditions, material values, mysticism, morality, science; includes the achievements of underground human culture, reflected in forms of behavior, habits, achievements of civilization, works of individual creativity, lifestyle; saves a real turnaround for someone who has a new relationship. And this entire overflow of social waters from this important moment for the individuality, which grows and enters the world, creates the social situation and development of the child. For the skin child, this situation of development may have its own individual option, to contain in its own special understanding human, cultural, historical, national, family, group elements, and warms up before the child as a micro-center, and for the child itself as the only one possible This is the true middle ground, as a characteristic of life, up to what point.

3.1 Vikhovna system

For many years now, both here and beyond the cordon, it has been realized that training is a special sphere and cannot be seen as an addition to the beginning and illumination. The appearance of spirituality as part of the structure of enlightenment diminishes its role and reflects the realities of social practice of spiritual life. Knowledge and learning cannot be effectively achieved without the teacher’s access to the field of education. In this case, the current school is considered to be a complex system, in which training and learning act as the most important storage elements of its pedagogical system.

p align="justify"> The pedagogical system of the school is a goal-directed, self-organizing system, in which the main method is the inclusion of the younger generations in the life of the marriage, their development as creative, active characteristics, as they master the culture of the marriage. This meta is implemented at all stages of the functioning of the school’s pedagogical system, in its didactic and higher subsystems, as well as in the sphere of professional and professional education of all participants in the educational process.

The theoretical concept is implemented in three mutually interconnected, interpenetrating, interdependent subsystems: the educational, didactic and spolkuvannya, which, as they develop, flow into the theoretical concept. Pedagogical collaboration as a way of interaction between teachers and students is a valuable component of the school’s pedagogical system. This role of education in the structure of the pedagogical system is due to the fact that its effectiveness lies in the gaps that develop between adults and children (in the fields of sports and humanism, vocational training and trust, respect to the skin) during the course of the sleeping activity.

The spiritual system is a complete social organism that functions through the interaction of the main components of spirituality (subjects, goals, methods of activity, contributions) and contains such information creative characteristics, as a way of living for the team, its psychological climate

3.2 Lighting in Russia and trends in light development

Under the system of dark lighting we mean the totality of preschool education settings, dark-illuminated schools, boarding schools, children's kennels, installations for children's work, as well as all the foundations of high schools and secondary vocational education.

The principles of encouraging the system to study in Russia are as follows:

1. The connection with specific minds and the goals of government policy in the minds of the cob of market fruits. Vikorist and traditional Zagalni vymogi, which are presented before school, additional adjustments are made to the educational system, the organizational and management structure of the entire educational system, mental financing, the rights and guarantees of communities for education.

2. Preservation of the main provisions that were formed in the Russian school, and itself: the priority of the sphere of light, the secular nature of light, the development and evolution of the characteristics of both articles, the unification of the collective, group and Individual forms of the lighting process.

3. Professional self-esteem of young people in accordance with social needs, regional, national and foreign cultural traditions of the peoples of Russia, as well as the specialties, national and individual characteristics of young people.

4. The diversity of lighting installations, the diversity of forms of education among sovereign and non-states lighting installations with and without winding due to production.

5. The democratic nature of the lighting system, the choice of schools for the type of lighting component lighting programs corresponding to their cognitive needs and social interests.

Trends in light development. These features and trends may be of a disruptive and varied nature, as they are otherwise indicated for the development of lighting systems in most parts of the world. The most common statements are:

a) The ever-increasing emphasis on marriage among the educated population is becoming increasingly aware of the change in the minds of social and moral progress.

b) Expanding the range of state secondary educational and vocational schools, as well as other primary schools, to ensure free education. In the USA, for example, 90% of schools are state-owned. This opens up the possibility of providing the necessary illumination to all concerned citizens, regardless of their current state.

c) The trend of tuition fees in private secondary education and vocational schools, as well as in other major primary schools, continues to persist. In the USA, tuition fees for private schools range from 7 to 10 thousand. dollars per river, fees for child care from 40 to 500 dollars. for a month. In elite universities the won reaches 17-20 thousand. dollars on the river, which makes it difficult for rich students to earn money for their morning and work.

d) The financing of the system for raising funds in the state budget is growing. For example, lighting needs account for 12% of the federal budget. In other countries, this number is much smaller, which, incredibly, cannot help but compete in school education and streams the growing capacity of primary-school work.

e) Earnings for the needs of studying and schools of koshtiv from various devices. 10% of the funds seen in the development of the average light will have to pay to the federal government, 50% to the state government and 40% will have to pay private taxes.

e) Extension of the principle of municipal care by school. The US federal government provides equal opportunities to all schools by providing financial and technical assistance, but does not directly or control their activities.

g) Expansion of different types of schools and their structural expansion. This trend is based on the fact that students have different skills and strengths, which in later years begin to be clear in school. Of course, everyone behind these very programs would be ineffective. This is where the particularity of the region, where the school is located, and the needs of local production come into play. Why, in most parts of the world, the school system has been loosened different types With a unique internal structure.

h) The subsection of subjects that are included in the compulsory and subjects that are subjected to the choice of the students themselves. In many US schools, in grades IX-XII there are two obligatory subjects English language and physical training. Thus, the Newton Nore school offers approximately 90 subjects for students to choose from.

i) To engage schoolchildren through independent work in libraries and primary offices. At the Newton Nore School, the school's opening hours for the day are 22 years (the school does not hold classes on Saturdays). This allows students to study in the library for 1-2 years each day, independently learn or consolidate their knowledge.

j) Advance of lighting-swirl installations and uninterrupted lighting. This trend is increasingly making its way. She is convinced that the rapid development of science and technology, the up-to-date technologies of production, the emergence of new technologies are emerging from the producers of deep knowledge, the development of new scientific achievements and the continuous progress nurturing your professional qualifications.

4. Priority directly to the development of pedagogical science in current minds

School - social institute, the suspense-power system (div. Law of the Russian Federation “On Establishment” 1992), is called upon to satisfy the sanctity of the suspense, the particularity of the state. School is a crowd of people. Social understanding, given popular knowledge, is clear: to encourage creativity, initiative, and independent individuality, which is the share of all spouses and sovereigns on the right.

Today the school is faced with a rather problematic situation. According to the postulate, the teacher is responsible for “transmitting” knowledge, cultural norms, etc. to children. to become involved in the “over-the-top” pedagogy of education, which means it is a manifestation of complete authoritarianism. Even though there was no hope, “children on their own” would fade away. Children, deprived of the direct activity of teachers, and because of inertia they create dogmas, vibrated by authoritarian pedagogy, and they are guilty of various forms of protest, hope to live. This is the pedagogical interpretation of the situation. New guidelines are needed so that the school does not go by the method of “trial and experiment”, recommendations are needed, developed on a scientific basis, which will help to take into account democracy even in school, a new didactic system is needed.

The democratization of marriage determines the democratization of the school. The democratization of the school is also a guarantee of the irrevocability of the renovation and re-creation of the school, which may affect all aspects of school life. Democratization is a revolution for people, like a schoolboy. Democratization is a substitute for formalism and bureaucracy in the pedagogical process.

This is a humanistic idea of ​​​​cooperative activity of children and adults on the basis of mutual understanding, penetration into the spiritual light of one another, collective analysis of the progress and results of this activity, in its essence directed to the development of a particular osti.

The humanization of a democratic system means that, through an initial evolutionary process, there is a greater need to satisfy the cognitive and spiritual needs of students, that the character of the initial generation of students is humanized, and the possibilities of and the participation of all students and teachers under the control of the school authorities. Therefore, the entire vitality of the school, the entire activity of teachers and students, is placed at the service of the student. Acceptable minds and a harmonious development of specialness are being created. Learning acts as a subject of various, internal mutual relations, types of activity, first of all, gaming, life-changing, labor. The practice of innovative teachers and the results of scientific research of other didactors show that it is the development of students' knowledge and understanding, the formation of their abilities and the similarity of their knowledge and wisdom. compulsively signifying the hand at the school and posture with it. The school community maintains trustworthy relationships between teachers and students. The skin's ability to reach its limits, intolerance to shortcomings increases: in readers this generates joy and pride in the results of their work, the effort to make them even better; In learning, I value a sense of independence, the influence of my abilities on the most important problems that arise in any initial and living situation. And this is due to the fact that the priorities in this school are not programs, not basic subjects what you need to go through, not the rules, formulas, dates, principles, what you need to remember, but the child, the learning, who is intellectual, spiritual and physical development. These priorities and responsibilities absolutely manifest themselves in the interests of students in knowledge, in their social activity, in the diagnosis of their abilities, in the creation of minds for choosing a profession, in the protection of the rights of children. Which has the essence of a specially oriented endeavor.

The school is based on the mutually dependent activity of the teacher and teacher, oriented towards achieving specific goals. This head exposes the re-creation of school life as a teacher, but not with Hegel’s reasonable meaning, but a creative teacher who is worthy of the position of humanistic pedagogy.

School is not a system for learning and developing knowledge. The teacher is responsible for not conveying information or advising students according to spontaneous interests as far as organizing the process of beginning. It is no secret, the lessons to pass the lessons at the all -active screeches, yaki pre -Magayu to the deprivator of his own vidpovіdys, at the same lessons TIShhni Oklapennyam, fear, there for an hour the panic of the negative reacts to the leader of the recover. There is no time to know in such lessons. The teacher’s style of activity and the nature of his collaboration with students changes the activity of the students.

In the pedagogical profession, there are two polar, diametrically opposed styles of work for teachers: authoritarian and democratic. The importance of this or that in the lesson suggests the essence, the nature of this or that didactic system.

The highly mutual activity of students and teachers, inspired by democratic principles, was shown to us by innovative teachers who were able to help students understand the long-term goals of their studies, to create the process of learning what is important for children, and to This will encourage the development of their cognitive interests, the formation of ideological moral wickedness. Clear design of the initial material, visibility of supports and reference signals, concentration of the material in large blocks, creation of a highly intellectual background, methods for organizing successful initial-cognitive activities of students, with the help of other reach navchannya without a primus stove. The relevance of these and similar approaches of innovative teachers and student-didacts is great because, as a result of the insignificant organization of the initial process, the sparks of knowledge in the eyes of our students are extinguished. We can talk about some kind of cognitive interest, since after spending 10 thousand lessons in his school life, he knows that day after day he checks for the same thing: after checking the homework, testing the previously administered dose new, then consolidated and home improvement. Moreover, in the presence of the whole class, at the beginning of the lesson, the teacher “feeds” one or two boys with his meals, as there are always revelations about those that the teacher wants from them. For some guys, such feelings equate to stressful situations, for others - the ability to assert themselves, for others, to be angry at the torment of their comrades.

Such peculiarities of practice began in pre-reform schools, but they are being reinvented again. Respectfully, since the lesson has created an atmosphere of trust, kindness, spiritual comfort, mutual understanding, and harmony, then in the process of such a lesson the specialness is not less learned new material, and develop and acquire moral values.

4.1 Education as a pedagogical process

It is significant that the fragments of enlightenment as a subject of pedagogy are a pedagogical process, then the words “enlightenment process” and “pedagogical process” will be synonymous. In the first place, the pedagogical process is carried out with the aim of highlighting the results of the way to ensure uniformity of training and education. Its essential characteristic is the integrity of the internal integrity of its components, its apparent autonomy.

The view of the pedagogical process as a whole is possible from the position of a systemic approach, which allows us to learn from a new system - the pedagogical system (Yu.K. Babansky).

Under the pedagogical system, it is necessary to understand the individually interdependent structural components, united by a single illuminating method for the development of the features and functions of the entire pedagogical process.

p align="justify"> The pedagogical process, in this way, is a specially organized interaction between teachers and students (pedagogical interaction) with the drive of the displacement, learning from the victorious methods of teaching and learning (pedagogical yearly functions) with the aim of increasing the task of illumination, aimed directly at satisfying needs, Like marriage, so is the very specialness of its development and self-development.

Whatever the process, the subsequent change of one will become another. The pedagogical process is the result of pedagogical interaction. In fact, pedagogical interaction constitutes the essential characteristics of the pedagogical process. However, in addition to any other mutual relationship, there is direct contact (both painful and temporary) between the teacher and the graduates, and there is no mutual change in their behavior, activities and work .

Pedagogical interaction includes the same pedagogical input, which is actively absorbed and assimilated by the student and the power activity of the rest, which is revealed in the indirect and intermediary inputs on the teacher and on oneself (themselves). education).

This understanding of pedagogical interaction allows us to see in the structure of both the pedagogical process and the pedagogical system the two most important components of teachers and students, who act as their most active elements. The activity of the participants in pedagogical interaction allows us to talk about them as subjects of the pedagogical process, which contributes to their results.

The traditional approach identifies the pedagogical process with the activity of the teacher, pedagogical activity with a special type of social (professional) activity, directly aimed at the implementation of the goals of education: transfer of knowledge from the older generations to the younger generations, accumulated culture and knowledge, the creation of minds for their special development and preparation for the establishment of a great social partnership.

Meta-illuminate how the totality of success in the sphere of spiritual creation, as social influence and determinant (change of mind) of pedagogical systems. At the boundaries of these systems, it becomes an immanent (internally powerful) characteristic of the place of illumination. No one has a pedagogical interpretation of the connection with the spirit of, for example, the century of the Spiritualists, the level of their special development and the development of the team, etc. There is an explicit and implicit presence in the workplace, and in teachers and students, meta-awareness functions on an equal basis with awareness and manifestation in action.

Also, meta, being the expression of the agreement of our marriage and interpreted in pedagogical terms, plays the role of a system-creating official, and not an element of the pedagogical system, then. forces external to her. The pedagogical system is created with a focus on meta. The methods (mechanisms) of the functioning of the pedagogical system in the pedagogical process are the beginning and development, such as pedagogical instruments, which contain those internal changes that are observed in the pedagogical system itself, so in these subjects, teachers and students.

4.2 Research relationship between pedagogical science and pedagogical practice in the social space

Today, no one can doubt the scientific status of pedagogy. Superechka passed into the field of scientific development and pedagogical practice. The real achievements of the trainers appear to be far more ambiguous: in one case there is a stench of deep knowledge and a rather stagnant pedagogical theory, in another case they bring to a high individual the mastery of the teacher, the mystique of pedagogical infusion, sensitive to that intuition. In the last decade, the inconvenience between school practice and pedagogical science was especially acutely felt. The rest was especially punished for those who do not ensure practice with progressive recommendations, are torn from life, and do not follow the rapid processes. Reader, having ceased to believe science, there has been a shift between practice and theory.

The food is even more serious. It seems that we have begun to forget that the mastery of the teacher, the high mysticism of spiritual learning, overlaps with scientific knowledge. If it were possible to achieve high results without knowledge of pedagogical theory, this would mean that there was no need for the rest. Ale doesn’t do that. It is possible to carry out any kind of work through a machine or a simple house without special engineering knowledge, but it is impossible to carry out daily disputes without them. So it is with pedagogy. The more difficult the task is for the contractor to master, the more likely it is that his pedagogical culture will be the same.

The development of pedagogical science will not automatically ensure the quality of education. It is necessary for theory to be fused with practical technology. So far, the convergence of science and practice is not moving fast enough: according to the estimates of the fakhivts, the difference between theory and practice is 5-10 years old.

Pedagogy is rapidly progressing, truly realizing its significance as a dialectical, linear science. In the rest of the decade, significant successes were achieved in a number of areas, ahead of the development of new technologies. There has been progress in the creation of thorough methods of healing, technologies of self-illumination and self-religion. New scientific developments are being developed in school practice. Research and development complexes, original schools, experimental Maidans - these are significant milestones on the path of positive change.

Many theorists of pedagogy, adhering to the principles of the classification of sciences established by the German philosophers Windelband and Rickert, bring pedagogy to the so-called normative sciences. The reason for this is the peculiarity of the laws learned by pedagogy. Until the end of the day, the stench remained and a lot of things were lost in broad lines that express the underlying trends in the development of pedagogical processes. This complicates their stasis for a specific forecast, during the process and the future results can only be transferred to the zagalnyh rice. The principles of pedagogy are revealed by great variability and insignificance. In many situations, it is impossible to establish a norm (“the teacher is guilty, the school is guilty, the student is guilty”), unless he ensures the achievement of these norms with scientific support.

It is not important to understand why the daily routine of scientific research and pedagogical mastery is not taken into account. Norms, established on the basis of an analysis of the essence of pedagogical phenomena, are nothing more than an abstract truth. Remind them with a living place of the building's teacher, what he thinks.

The nourishment of the theory of pedagogy, i.e., for those who have not yet lost the human eye, but must be presented in abstractions, transformed into a collection of “dead”, “deserted” schemes, is even more relevant. Try to divide pedagogy into theoretical and normative (practical) from the last century. “For those who are at a loss,” reads one pre-revolutionary monograph, “pedagogy is a theoretical science, since its influence lies in the known laws by which the physical and spiritual nature of man is ordered; For those who have goals, pedagogy is a practical science.”

In the process of discussion about the status of pedagogy, which concerns both, various approaches to the analysis and structure of the knowledge accumulated by science, assessment of their level and the stage of maturity of science itself were suggested. For us, the important fact is that most of our predecessors around the world respect the established and legitimate views from the great galus of pedagogical knowledge of theoretical pedagogy, which replaces the basic scientific knowledge about the patterns and laws in sacredness, illumination, inspiration. The main components of the system of scientific pedagogy are also axioms and principles. Through specific recommendations and rules, theory meets practice.

5. The pedagogical process of moral culture in particular to the social space

In the process of education, the formation of morality is of great importance. On the right is that people, being members social system and being in many enormous and special relationships with each other, they are responsible for the first order of the organization, and in this other world they are comfortable with their activities with other members of the team, they conform singing norms, rules and rules. Why does skin function evolve without a variety of different functions, the function of which is the regulation of human behavior in all spheres of life and activity - in this case, in this and in Together with other people, in politics and science, in civil affairs, in games etc. This regulatory function is defined by legal norms and regulations sovereign bodies, military-administrative rules at enterprises and in installations, statutes and instructions, notices and punishments for official duties, penalties, morality.

There is a sense in how people’s behavior is influenced by various legal norms, laws, administrative rules and the introduction of service personalities, on the one hand, and morality, on the other. Legal and administrative norms and rules are of an obligatory nature, and for their violation there is no legal or administrative responsibility. Having broken, for example, people of the same law, signed up for a job and not followed official service instructions - bear legal and administrative responsibility. The marriage has created a new life special bodies(court, prosecutor's office, police, various inspectorates, commissions, etc.), which guard the laws, various regulations and mandatory regulations and impose certain sanctions until they are quiet, who will destroy them?

It's different morality than morality. The norms and rules that apply to this sphere do not have such an obligatory character, and it is practically necessary for them to lie down to the very specificity.

If the same people destroy them, marriage, you know unknown people At least one moment will come to the fore - the power of a contemplative thought: stop, moral condemnation and judgment, huge condemnation, as immoral actions and actions are already developing a serious nature.

Understanding the essence of morality, specialness follows the memory that the term morality is most often used as a synonym for this concept. Timing, these concepts need to be separated. Under morality in this regard, we must understand the system of norms, rules and benefits developed in the marriage, which appear to be specific to various spheres of life and activity. Human morality is interpreted as the totality of its knowledge, the beginning and the beginning, associated with the development of these norms, rules and benefits. The intended interpretation is very important for pedagogy. The formation of morality and moral training is nothing more than the translation of moral norms, rules and knowledge, skills and behavioral traits, and their inept development.

What do moral norms, rules and guidelines for special behavior mean? The stench is nothing else, like the expression of the singing wines, provoking the morality of marriage to the behavior and activity of specialness in different areas of life and special life, social and special contacts are related to others people.

The morality of marriage embraces the great diversity of these wines. When they are grouped, one can clearly discern the place between the work of the students and the formation of the morality of the students. In general, this work must include the formation of the following moral standards:

a) setting the policy of our state: understanding the progress and prospects of light development; correct assessment of the middle ground in the international arena; understanding of moral and spiritual values; pursuit of justice, democracy and freedom of peoples;

b) setting before Fatherland, other countries and peoples: love and devotion to Fatherland; intolerance to the point of national and racial hatred; kindness to all lands and peoples; culture of interethnic trades;

c) put before work: sumlinna work in the backyard and especially good; the ancient discipline of practice;

d) placing material values ​​before the end of life: concern about saving and multiplying the end of life, kindness, protection of nature;

e) focus on people: collectivism, democracy, mutual assistance, humanity, mutual respect, concern for the family and the care of children;

e) setting yourself: high awareness of the enormous burden; almost moisture, principles.

But for moral inspiration it is necessary to be well oriented towards his place. It is no less important to understand in detail how a person can be respected morally and in what, apparently, the true essence of morality is manifested. When you answer this question, at first glance, it comes to mind: a moral person is one who, in her behavior and life, strives for moral norms and rules and follows them. Alternatively, you can kill them under the influx of external primus or try to show your “morality” for the benefit of a special career or hopefully achieve other advantages in the marriage. Such modern “moral decency” is nothing more than hypocrisy. With the slightest change in circumstances and living minds, such a person, like a chameleon, quickly changes her moral confusion and begins to ignore the barks of those who previously praised.

In the minds of the social conditions that are evolving in the country, democratization and freedom of marriage are especially important, so that the individuality itself should be moral, so that it complies with moral norms and rules not only due to external enormous incentives or primacy, but through inner desire for goodness, justice, nobility and deep understanding of their necessity. Same tsemav na uvazi N.V. Gogol, if he firmly stated: “Untie each person’s hands, but don’t tie them; you need to put pressure on those who are trimming your own skin in your hands, and not on those who are being trimmed by others; so that we will comply with the law itself as many times as possible.”

5.1 Professional activity that particularity of the teacher

The sense of the pedagogical profession is revealed in the activity in which its representatives operate and are called pedagogical. Vona є special look social activity aimed at transferring from older generations to the younger generations the accumulated culture of humanity and the creation of the minds of their special development and preparation for the emergence of new social roles in the marriage.

It is obvious that this activity is carried out not only by teachers, but by fathers, large-scale organizations, workers of enterprises and installations, volunteers and other groups, as well as members of the mass media. ii. However, in the first phase, this activity is professional, and in the other, it is extra-pedagogical, as people are aware of the fact that the skin of a person is affected in passing and, for their own sake, are engaged in self-illumination and self-improvement. Pedagogical activity as a professional takes place in specially organized educational institutions: preschool institutions, schools, vocational schools, secondary specialized and general elementary institutions, in the fields of additional education, advanced qualifications and retraining.

To understand the essence of pedagogical activity, it is necessary to go to the analysis of its reality, which can include the unity of meaning, motives, actions (operations), and results. The system-forming characteristic of activity, both creative and pedagogical, is meta (A.N. Leontyev).

Meta pedagogical activity connected with the implementation of the concept of spirituality, which today’s riches are seen as a human ideal of harmoniously developed peculiarities that go from the depths of the century. This hidden strategic goal reaches the highest levels of concretized tasks, initiation and development from various directions.

The main objectives of the pedagogical activity are the spiritual environment, the activity of the graduates, the leadership team and the individual characteristics of the recruits. The implementation of pedagogical activities related to the development of such social and pedagogical tasks as the formation of a school center, the organization of the activities of recruits, the creation of a school team, the development of specialization .

The main functional unit, behind which all the powers of pedagogical activity are manifested, is pedagogical activity how to unite goals and place. The concept of pedagogical activity expresses those secrets that are inherent in all forms of pedagogical activity (lessons, excursions, individual conversations, etc.), rather than being reduced to just one of them. This very hour of pedagogical activity is special, as it determines both the underground and all the wealth around it. Reverting to the forms of materialization of pedagogical activity helps to show the logic of pedagogical activity. The pedagogical activity of the teacher initially appears in the form of cognitive task. Based on obvious knowledge, it is theoretically possible to introduce cats, the subject and the result of one’s action. Cognitive task, being psychologically supreme, is then transformed into the form of a practical re-creative act. This reveals a discrepancy between the methods and objects of pedagogical input, which is indicated by the results of the teacher’s work. In connection with this, from the form of a practical act, action is again transformed into the form of a cognitive task, the minds of which become external. Thus, the activity of a teacher-supervisor, by its nature, is nothing more than a process of perfection of untreated impersonality of the task of various types, classes and equals.

The specific features of pedagogical tasks and those that are decided to practically lie on the surface. The stench often evokes intense work of thought, analysis of many factors, minds and surroundings. In addition, the risk is not presented in clear terms: it is determined based on the forecast. The reality of a number of pedagogical tasks is highly susceptible to algorithmization. Since the algorithm is still clear, its use by different teachers can lead to different results. This means that the creativity of teachers is connected with the search for new solutions to pedagogical tasks.

Traditionally main types of pedagogical activity, which is involved in the whole pedagogical process, is the contribution and spiritual work.

The spiritual work is a pedagogical activity, aimed at the organization of the spiritual center and the management of various types of activities of the spiritual students in order to ensure the harmonious development of specialization. And work is such a type of spiritual activity, directing to management is important to the cognitive activity of schoolchildren.

Visnovok

The pedagogical process is a whole initial-educational process of unity and interconnection of education and learning, which is characterized by the active activity, agility and creativity of its subject. This is what brings about the greatest development and self-realization of individuality.

This means that, having explained everything that has been said, you can create the offensive symbols:

The reader needs to focus not so much on the principles of learning, but in their system, ensuring scientifically based selection of goals, selection, replacement, methods and methods of organizing the activities of students, creative work creative minds and analysis of the initial and evolutionary processes.

The reader should carefully consider the underlying principles of this system as recommendations for the incorporation into life of a system of basic laws and strategic goals that form the core of the modern concept. school coverage(Universal harmonious development of specialness, individuality, active and special approaches, continuity and development, optimization of the initial process.

The teacher is responsible for many aspects related to the interaction between the elements of the pedagogical process (increasing knowledge and development, elementarism and systematicity in knowledge, the relationship between the abstract and the concrete, etc.) and carefully regulating it in In addition, focusing on the laws and principles of learning and achieving a harmonious pedagogical process.

We already know about those that the Latin word “process” means “rush forward”, “change”. The pedagogical process is the interaction between the trainers and the disciples, which develops, is directed towards the achievement of a given goal and which leads to a previously planned change in the state, the re-creation of the powers and responsibilities of the disciples. In other words, the pedagogical process is a process in which social knowledge is transformed into specialness. The pedagogical literature of the past has embraced the concept of the “initial-evolutionary process.” Follow-up P.F. Kaptereva, A.I. Pinkevich, Yu.K. Babansky and other teachers have shown that this concept is sound and inconsistent, that it does not reflect all the complexity of the process and, first of all, the most important figures - integrity and complexity. Safeguarding the integrity of the beginning, training and development on the basis of integrity and strength become the main essence of the pedagogical process. In other words, the “initial-educational process” and the “pedagogical process” and the concepts that they mean are identical.

Let's look at the pedagogical process as a system (Fig. 5). The first thing that comes to mind is the appearance of a new impersonality of subsystems that are connected to each other by other types of connections. The system of the pedagogical process should not be reduced to its own subsystems, no matter how great and independent they may be. The pedagogical process is the main system that unites the entire system. It combines intense processes of molding, development, shaping and learning at the same time from all minds, forms and methods of their development.

Pedagogical theory has made progress, having learned to represent the pedagogical process as a dynamic system. In addition to a clear view of warehouse components, such identification allows one to analyze the numerical connections and connections between the components, and therefore, in practice, manage the pedagogical process.

p align="justify"> The pedagogical process as a system is not identical to the system of the process. As a system in which the pedagogical process takes place, there is the system of public education, taken as a whole, school, class, initial occupation and others. The skin of these systems functions in different external minds: natural-geographical, family, cultural, cultural and others. And the specific skin and brain systems. Before the internal minds, for example, there are material-technical, sanitary-hygienic, moral-psychological, aesthetic and other minds.

Structure (from the Latin structura - budova) is the process of arrangement of elements in a system. The structure of the system is composed of elements (components) based on the accepted criterion, and connections are made between them. In the same place, the Rosuminnya Zvamiyazkiv nyvazhlivah, Boilki Knowichi, is, the problem of the painting of the organized process, and the manual of the teddy process, is able to virishuvati. The connections in the pedagogical system are not similar to the connections between components in other dynamic systems. The essential activity of the teacher appears in organic unity with a significant part of his work (and also with all of them). The object is the subject. The result of the process is directly related to the interaction between the teacher, the established technology, and the teaching.

To analyze the pedagogical process as a system, it is necessary to establish an analysis criterion. How such a criterion can be used is any indication of the process, the extent of its progress and the magnitude of the achieved results. It is important to comply with the goals of the system. Analyzing the system of the pedagogical process using all theoretically possible criteria is not only important, but there is no need for it. Investigators are looking for more of these, the study of which reveals the most important connections and ensures insight into and knowledge of previously unknown patterns.

Which student should be the first to learn about the pedagogical process? Of course, our first goal is to understand the underlying system and the interconnections between its main components. Therefore, the systems and criteria they see are to blame for the purpose of the meeting. To see the system's structure, we quickly use the criterion of rowness, which allows us to see the main warehouses in the follow-up system. Let’s not forget about the system of carrying out the process, which is the “school”.

The components of the system in which the pedagogical process takes place are teachers, teachers, and teachers. The pedagogical process itself is characterized by the goals, objectives, place, methods, forms of interaction between teachers and the students who achieve the results. This is the warehouse system of components - purposeful, substitute, active, effective.

The whole component of the process includes all the different goals and objectives of pedagogical activity: from the general goal – the universal and harmonious development of features – to the specific objectives of the formation of various components or their elements. The substitutive component brings out the sense of investment, both in secret and in each specific task, and the activity component - the interaction between teachers and students, their training, organization and management of the process, without any possible The final result will be achieved. This component in the literature is also called organizational or organizational-managerial. In conclusion, the effective component of the process reflects the effectiveness of its progress, characterizing the progress of the task in accordance with the set goal (Fig. 6).

Few systems of the pedagogical process have been seen to analyze the connections that appear between the components of the system. Of particular importance are informational, organizational, active, and communicative connections in the process of pedagogical interaction. An important place is occupied by the links between management and self-regulation (regulation and self-regulation). In many cases, the causal-hereditary connections are clearly revealed, which are visible among them. For example, analysis of the reasons for the lack of effectiveness of the pedagogical process allows for the planned design of future changes, and the unique repetition of mistakes made. It is not without reason that the shape of genetic connections is revealed, i.e., the identification of historical trends, tradition and research, which will ensure the proper onset of the design and development of new pedagogical processes iv.

The remaining ten years of development of pedagogical theory are characterized by the ability to see functional connections between the objects of pedagogical systems, their detailed analysis and description of formalized features. Significant results have not yet been achieved with the training of the simplest activities and training, which are characterized by the interaction of a minimal number of factors. When testing the functional modeling of complex ones, which are approaching real multi-factor pedagogical processes, a supra-mundane schematization of activity is obvious, so as not to bring about the dirtiness of knowledge. This is not far from being stubbornly necessary: ​​to develop finer and more precise formalized descriptions of the process of introducing pedagogical research into new branches of modern mathematics and the possibilities of computational technology.

In order to more clearly understand the pedagogical process that takes place in the pedagogical system, it is necessary to understand the warehouse systems of popular education as a whole. This approach deserves serious respect from the contributions of the American educator F.G. Coombs in the book “Illuminate the crisis. System analysis". Her author considers the main components of the illumination system to be: 1) the goals and objectives that determine the operation of the systems; 2) the studies that are the main tasks of the system; 3) the management that is involved in the system. є coordination, care and assessment of the system’s activity; 4) the structure and division of the initial hours and flows of studies is consistent with different tasks; 5) substitution - mainly what students can learn from education; 6) compilations; 7) chief aides: books, classrooms, maps, films, laboratories, etc.; 8) facilities necessary for the initial process; 9) technology - accept all the methods that are used in science; 10) control and assessment knowledge: rules of admission, assessment, testing, preparation; 11) further work to advance knowledge and improve the system; 12) use of indicators of the effectiveness of the system 1.

Professor I.P. Rachenko sees the following components in the system of illumination that has formed our country:

1. Goals are the tasks that determine the activity of the system.

3. Pedagogical personnel to ensure the implementation of goals and the direction of initiation and training.

4. Scientific personnel, who will ensure the scientifically based functioning of the system, continuously and thoroughly replace the methods of organization and development on the level of current opportunities.

5. Learn, learn and learn which are the head of the system.

6. Material and technical security (placement, possession, technical features, chief assistants

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

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

9. Organization and management.

In this system, the place of the skin component is determined by its significance, the role of the system and the nature of the interactions with others.

It’s not enough to add some heat to the system. It is necessary to understand its developments - to study the warehouse elements of the past, today and tomorrow, to develop the system in its dialectical development.

p align="justify"> The pedagogical process is a labor process, as well as any other labor process, designed to achieve meaningful goals. The specificity of the pedagogical process is that the majority of recruits and the majority of those who are recruited work together to create their own records of participants in the labor process - pedagogical mutualism.

As in other labor processes, the pedagogical sees objects, features, and products. The objectives of the teacher's activity are the particularity of what is developing, the team of students. The objects of pedagogical practice include complexity, consistency, self-regulation, power and such intensity as self-development, which determines the variability, diversity, and uniqueness of pedagogical processes.

The subject of pedagogical practice is the formation of a person who, as a teacher, is at an earlier stage of his development and does not have the knowledge, intelligence, novice, and knowledge necessary for an adult. The uniqueness of the object of pedagogical activity also lies in the fact that it develops above the direct proportional position of the pedagogical person on the new, and, according to the laws governing his psyche, the peculiarities of perception, understanding nya, mentality, formation of will and character.

Koshti (in order) praci - those that a person places between themselves and the object of praci in order to reach what is desired on that object. In the pedagogical process, the procedures are also very specific. They include not only the knowledge of the teacher, his evidence, the special influence on the student, but the types of activities for which he is responsible for switching students, the methods of teaching with them, the methodology of pedagogical infusion. These are spiritual benefits.

About the products of pedagogical practice, the creation of any direct pedagogical process, has already been discussed in the previous sections. It is clear that those who are “preparing” for this are a huge people. In specific processes, “parts” of the hidden pedagogical process, there are private values, formed around the core of specialness consistent with the hidden goal.

p align="justify"> The pedagogical process, as well as any other labor process, is characterized by levels of organization, management, productivity (efficiency), technology, economy, the vision of which opens the paths for education the establishment of criteria that allow giving not only clearly, but also and several assessments of the achieved levels. The cardinal characteristic of the pedagogical process is the hour. It serves as a universal criterion that allows us to reliably judge how smoothly this process proceeds.

I I. Refill bypasses

Current pedagogical science has a number of different points of view on the essential essence of the pedagogical process (Y.K. Babansky, B.P. Bitinas, Z.I. Vasilyeva, I.Ya. Lerner, B.T. Likhachov , V.A. Slastenin , G.I. Shchukina in). You can see and compare various author's positions from this diet that are included in the initial aid books.

Such a hidden meaning makes it possible to see the basic characteristics and peculiarities of the pedagogical process children's cage.

As is obvious from the significance, the leading characteristics of the pedagogical process are:

Directness;

Solidity;

the presence of connections between participants;

Systematicity and procedurality (active nature).

Let's take a look at the presentations in the report.

Purposefulness of the pedagogical process. All authors perceive the pedagogical process as a process aimed at achieving specific pedagogical goals. The very meta of the pedagogical process can be understood in different ways.

The nature of the goals of the pedagogical process of the kindergarten and the development of current trends in the development of pedagogical science and practice preschool education. At first glance, the characteristic feature of the pedagogical process is indicated by low simple nutrition - does the child really need a kindergarten? Should fathers bring their child before preschool?

To begin with, one can clearly understand one’s powerful position and one’s simply broad thoughts about the fact that kindergarten is the time and place to prepare a child for school. Such, unfortunately, the point of view has been extremely broadened to the point that the goals of the pedagogical process of the kindergarten are connected not with the development of the child, but with its preparation before delivery entry test to school. With such a reasonable task of preschool education, this period becomes not a valuable stage in a person’s life, but a preparatory period before the beginning of the offensive; and the life of a child with its unique values ​​and meanings that only a few can live in preschool child School rice is beginning to grow more and more.

The preschool foundation is seen as a unique expanse accumulated by a child through interaction with the world - knowledge and penetration into culture, familiarity and familiarity with human life. In preschool, processes are developed that allow children to reveal the world to themselves and simultaneously reveal the world to themselves. Therefore, the goals of the pedagogical process of the kindergarten are primarily related to the development of the integral nature of the child, its uniqueness, individual originality. In connection with this, the entire pedagogical process becomes a totality or a complex of pedagogical minds, directed towards the development of the individuality of the child, the discovery of her individual world, her abilities and skills, the accumulation to the point of consolidation and mutual interaction And with the light of people and culture.

What is the mechanism for determining the goals of the pedagogical process? Or, otherwise, apparently, the evidence is taken for the purpose of the pedagogical process?

The reasons for the emergence of goals in the pedagogical process are understood in modern pedagogy in an ambiguous manner - from the social understanding of marriage, which is dictated by the pursuit of the special needs and interests of the child. The goals of the pedagogical process are often identified with the goals of the teacher’s activity, which is interpreted even more broadly by some authors – from the activity of education, management and care – to the activity of assistance, assistance and support.

It is important for a teacher to know that the goals of the pedagogical process are achieved through the process of communication at one point in four warehouses:

Valuable position of the teacher. The goals of the pedagogical process are determined by the peculiarities of your pedagogical position, your interpretation of the philosophy of childhood, the relevance of your value position to the child, your understanding of the priority tasks school coverage.

Purpose of setting up the initial mortgage. The goals of the pedagogical process are indicated by these normative documents, which contain social agreements that want to ensure the success of a graduate of this initial foundation. For school and professional education, we are in charge of the state with such documents. lighting standards. A children's cage is a special type of lighting installation and is less susceptible to standardization. These target settings are determined by regulatory documents, and, especially, by the specific lighting programs.

The range of capabilities, needs, interests and strengths of children. The goals of the pedagogical process are determined by the individual characteristics of the students. Current diagnostic tools that are in the arsenal of pedagogical science and practice, your pedagogical intuition and mastery allow you to train your students, adjust the goals of their development and training, in essence, transform This is the pedagogical process for the individual educational route of a child.

Encouragement of the fathers’ social services. The goals of the pedagogical process are determined by how parents get their children into kindergarten. It is important to keep an eye on the child, organize training and play with yearlings, early special education and preparation before school.

The complexity of the significance of the goals of the pedagogical process lies in the need to find the harmony of the warehouses, which is often superfluous to one another. We emphasize that they are of equal value and their equal appearance signifies the effectiveness of the pedagogical process.

The integrity of the pedagogical process. One of the main characteristics of the pedagogical process is integrity. Integrity as an internal unity and non-superficiality of all components of the pedagogical process characterizes great rhubarb of his organization.

Wholeness is characteristic of rice in the educational process of the nursery. Even in the context of the school education system, the pedagogical process of the kindergarten does not have a clear boundary between the forms of organization of the processes of education and training of the child. However, current science In the practice of preschool education, the problem of the integrity of the pedagogical process is perceived as one of the main ones. The integrity of the pedagogical process is understood as the integrity of the processes of socialization and individualization of the preschooler, preserving the nature of the child and development in culture, enriching the individual of the total cultural awareness of the process of inclusion to sociocultural awareness, the integrity of development and illumination.

So, what kind of pedagogical process can be called holistic? What are the daily characteristics of the whole pedagogical process of the kindergarten?

According to the first, This is a pedagogical process that ensures the integrity of the medical-psychological-pedagogical support of the child. The age-old peculiarities of a preschooler, bubbliness, looseness and sensitivity in the development of somatics, physiology, and psyche lead to a special kind of support for the child in the educational process. Availability of a complex of reliable information about health and development mental processes, displaying special dexterities, addressing the problems of the skin of a child allows the design of lines of individual whole development. The development of the system of medical-psychological-pedagogical support in the pedagogical process transforms it at the stage of practical implementation into the individual educational and developmental route of the preschooler.

In a different way, This is a pedagogical process that ensures the integrity of the supreme, illuminating and developing tasks. In the pedagogical process of kindergarten and children there is mutual interaction great quantity osvіtyan. Current preschool deposits have more additional educational services, and that’s all Great quantity Fakhivtsі, which prevail, as a rule, are highly direct. It is necessary to facilitate the work of teachers, to select the most important priorities for the development and training, and to ensure that the child in the minds of interaction with various teachers and the design of a unified pedagogical process. The implementation of the healthy function of the pedagogical process in everyday minds is associated with the existing methods of integration different species the activities of children, the organization of the initial process, which synthesizes the work of various specialists.

On the third, This is a pedagogical process that ensures the integrity of a child’s life. The macro-meso-factors, the current socio-cultural environment, changed the life of the child and filled it with new cultural attributes. The changing world of things that affects preschoolers, new pieces of information have become available. The integrity of the pedagogical process can be ensured in the way that the enrichment of the child’s sociocultural knowledge is based on, and in accordance with the already obvious evidence, the individual subculture, the core of any input This is not only the pedagogical process of kindergarten, but the preschooler’s living middle.

On the fourth This is a pedagogical process that ensures integrity in the process of interaction between the child and the world of adults. The effectiveness of the pedagogical process, the optimization of its potential, which develops, is possible in the event that the teacher has good information about the uniqueness of the child’s life in the family, and the fathers know how children live in the kindergarten. The attack on the world of a preschooler, the understanding of his right to this unique world is a task to unite both teachers and fathers in the process of development of a child. The combination of teachers and fathers allows for the development of unified strategic lines for the development of the integrity of individuality and the development of internal potential.

The five This is a pedagogical process that ensures the integrity of the light space. The current pedagogical process is designed as a system of minds that allows each child to realize individual needs and interact with children's medicine. The variability of the light space will ensure that children have the opportunity to choose and exercise independence depending on their interests and preferences. The organization of multifunctional types of children's activities initiates the creation of children's activities, in which the child's skin functions, which it has achieved, and simultaneously performs with other children . In such a bright space, the processes of socialization and individualization in preschoolers harmoniously complement each other.

The nature of the connections between participants in the pedagogical process. The broadest type of connection between the teacher and children is the interaction as a special type of indirect or indirect, external or internal relationship, connection.

The process of interaction between teacher and children in the pedagogical process can be organized as:

The process is in flux

The process of idleness

The spivdiya process

Interaction as an influx is more characteristic of an authoritarian approach and is revealed in a dedicated teacher to formulate the peculiarities of a child in line with the ideal model. Assessing the effectiveness of pedagogical inputs and the success of children’s development is assessed step by step in approaching this ideal. This type of interaction is characterized by equal differentiation of children with low, medium and high scores. The teacher himself chooses the methods and forms of interaction in order to advance the level of development of the students. This type of interaction is often observed in the practice of preschool education. This advantage is related to the ease of organization, but when the teacher is transferred to the children, the child’s right to an individually unique line of development will not be ensured.

Mutualism and inactivity are typical for teachers of the liberal and formal types. The formal organization of the pedagogical process and the life of children is revealed by the fact that the teacher is less than nominally responsible for the position of her function. The methods of this form of mutual interaction may be of a conventional nature, of insurance for the “average” child, the teacher does not delve into the child’s problems, and there is a superficial concern for the pedagogical process. This type of interaction is perhaps the most dangerous, and, unfortunately, there are few reasons for the practice of child care.

The organization of mutual interaction in the process of modern government takes a specially oriented approach and transfers the maximum possible range of subjective positions of participants in the pedagogical process, then. subject-subject notes of the teacher and children.

With this type of mutual interaction, the teacher will demonstrate ways and forms that will promote the individual interests, aspirations, and strengths of children and demonstrate a wide range of role interactions and diversity. The process is the most complex in practical implementation, since the teacher not only determines the assigned activities, but also designs the assigned activities of the child in such a way that she embraces them as her own. Vlasna

For the pedagogical process of kindergarten, it has become traditional to adopt a specially oriented model of interaction between the teacher and the students. What are the characteristic features of this model?

1. Special position of the teacher to the child. The teacher treats the child as a unique, whole person. Pedagogical tasks are related to the understanding of the child’s world, the development of internal potential, and the enrichment of individual sociocultural knowledge. Fundamentally important is the positive attitude of the teacher to the child’s manifestations. The skin of a child is unique and talented in its own way. The “solution” to this uniqueness and talent is the axis of manifestation of proper pedagogical mastery. Products and products of a child’s activity are valued as a “formula for success”, from the looks of it. In this case, the process of development of a child becomes a process of developing new and new heights and differences, and not a process of correcting obvious shortcomings.

2. Organization of pedagogical mutual interaction in ways of supporting the support system that transmits (O.S. Gazman):

View of the pedagogical process as a process based on the inner freedom of the child and the teacher, creativity, humanism in common;

Placed before the child as a subject of free choice and activity;

Giving pedagogical assistance to a child who understands himself and his abilities, in situations of difficulty and experiences of success.

The sense of the methods of support and support is considered by the educator to be the teacher of that uniquely unique, individually individual capacity and vibrancy that is embedded in the skin of a particular person and is developed by it.

Systematicity and procedurality (active nature) of the pedagogical process. The pedagogical process is supplemented by the use of a system object - a set of elements that, in the joints and connections between themselves, create solidity and unity. The following signs are characteristic of the pedagogical process as a system:

The integrity that is manifested in the interdependence and interdependence of all components of the pedagogical process. A change in one of the warehouse pedagogical process changes the entire nature of its transition.

Structurality. The structure of the pedagogical process includes the following main components: purposeful, alternative, technological, effective, resource.

Openness. The pedagogical process of the kindergarten is open to the sociocultural space, a system that integrates with the system uninterrupted lighting people.

I will describe the multiplicity. p align="justify"> The pedagogical process can be described from the point of view of various aspects, depending on the position from which the analysis of this system is carried out.

The structure of the pedagogical process of the kindergarten as a system is presented in Diagram 1.

A systematic view of the pedagogical process allows us to look at it structural components in a static, spacious image.

If we are talking about the real practice of organizing the pedagogical process, then in this case we can mean this important characteristic pedagogical process as procedurality and development of the pedagogical process in the hour. In this context, the pedagogical process has the potential to consistently change from one to another and require a variety of varied and diverse tasks. The pedagogical task itself, as the result of the teacher’s awareness of the goals of development and education of the child, as well as the minds and methods of their implementation in practice, is one or the “centre” of the pedagogical process. In the course of organizing the pedagogical process, the teacher is concerned with the level of complexity and scale of the results of the task. These are the problems that are subsequently projected behind the results of the child’s development and the problems that arise situationally in the deprived life of children.

Pedagogical process as a pedagogical system

In the organization of the pedagogical process one can see the following stages:

1. The stage of analyzing the situation, determining the pedagogical direction, designing options and choosing the optimal minds for implementation.

2. The stage of this plan is the highest task in practice, which transfers the organization of activities and the interaction of subjects of the pedagogical process.

3. Stage of analysis of the results of solving the assigned task.

Pedagogical process It is called the development of mutual interaction between the conquerors and the conquered, the direct achievement of a given goal and what leads to a previously planned change in the state, the re-creation of authorities and the challenges of testing. In other words, the pedagogical process is a process in which social awareness is transformed into specialness.

The pedagogical literature of the past has embraced the concept of the “initial-evolutionary process.” Investigations have shown that this concept is not entirely clear, it does not reflect all the complexities of the process and, first of all, its main important factors – integrity and strength. The main essence of the pedagogical process is to ensure the integrity of learning, education and development on the basis of integrity and strength.

The pedagogical process is carried out in such a way that the integrated system includes subsystems integrated into the other (Fig. 3). It combines processes of molding, development, shaping and learning together with minds, forms and methods of their processing.

Small 3

The pedagogical process as a system is not identical to the system of its progress. As systems in which the pedagogical process takes place, there is the system of public education as a whole, school, class, primary education, etc. It is specific for the skin and brain system. For example, material and technical, sanitary and hygienic, moral, psychological, aesthetic, etc. must be addressed to the inner minds.

Structure(from the Latin struktura – budova) – the process of arrangement of elements in the system. The structure of the system is composed of elements (components) based on the accepted criterion, and connections are made between them. In yakosti components systems in which the pedagogical process takes place, B.T. Likhachov sees the following: a) the purposeful pedagogical activity of that person – the teacher; b) vikhovuvanih; c) replacement of the pedagogical process; d) organizational-managerial complex, organizational framework, within which all pedagogical ideas and facts are formed (the core of which is the form and method of training and learning); e) pedagogical diagnostics; f) criteria for the effectiveness of the pedagogical process; g) organization of interaction with natural and fertile media.

The pedagogical process itself is characterized by the goals, objectives, place, methods, forms of interaction between teachers and the students who achieve the results. These are the components that create the system: purposeful, alternative, active, effective.

Tsyolovy The component of the process includes a variety of goals and objectives of pedagogical activity: from the general goal (the overall and harmonious development of features) to the specific objectives of the formation of various components or their elements. Zmistovny The component enhances the senses, both for the purpose and for the specific task of the skin. Activity The component promotes the interaction between teachers and trainees, their training, organization and management of the process, without which the final result cannot be achieved. This component is also called organizational, organizational-active, organizational-managerial. Productive The component of the process determines the effectiveness of its progress and characterizes the achievement of destruction in accordance with the target.

4.2. The integrity of the pedagogical process

The pedagogical process is internally connected to the totality of many processes, the essence of which is that social justice is transformed on the basis of a molded person. This process is not a mechanical process of formation, learning, development, but is now clearly illuminated and is subject to special patterns.

Wholeness, strength, unity are the main indicators of the pedagogical process, which reinforce the uniformity of all warehouse processes. The complex dialectics at the center of the pedagogical process lies in: 1) the unity and independence of the processes that create it; 2) integrity and consistency of input systems; 3) the visibility of the hidden and the preservation of the specific.

The specificity of the processes that create the entire pedagogical process is revealed when seen dominant functions. The dominant function of the process is beginning - beginning, development - development, development - development. However, from the names of the processes, the whole process includes accompanying functions: thus, treatment is not only effective, but also illuminates and develops functions, which must begin without any accompanying effects. ihovannya and rozvitku. The dialectics of interconnections imposes biases on the goals, assignments, changes, forms and methods of creating organically inseparable processes, during the analysis of which one can also see dominant characteristics.

The specificity of the processes is clearly evident during the elections forms and methods of reaching the target. Just as the newly-trained vikorist emphasizes the strictly regulated class-trained form of work, the one who is trained is more important than the higher forms: suspenseful bark, athletic, artistic activity, thoroughly organized splicing, strong work. The methods (paths) of achievement are divided into one at their core: since the development of vikoryst is more important than the methods in the intellectual sphere, then the development, without interfering with them, is more similar to the characteristics that flow into motivation and the emotional-emotional sphere.

Develop your own specific methods of control and self-control, which will help you learn and learn. In general, for example, obligatory patients have sleep control, writing tasks, exercises, and sleep.

Control over inheritances is subject to fewer regulations. Here information is given to teachers to monitor the progress of activities and behavior of students, a huge idea, the implementation of the planned training program and self-education, and other direct and indirect characteristics.

4.3. Regularities of the pedagogical process

Among the hidden laws of the pedagogical process (more details in section 1.3) can be called the following.

1. The regularity of the dynamics of the pedagogical process. The amount of all upcoming changes depends on the amount of changes at the advanced stage. This means that the pedagogical process, like the interaction that develops between teachers and students, has a step-by-step, “step-by-step” character; The greater the intermediate reach, the greater the final result. This is the result of these regularities: the greatest advances are due to the study that produces the most intermediate results.

2. The regularity of the development of special features of the pedagogical process. The pace and achievement of the development of specialness lies in the slump, the transitional and initial middle period, inclusion before the initial rotational activity, stagnation of methods and methods of pedagogical influx.

3. The regularity of the control of the initial-edge process. The effectiveness of pedagogical infusion depends on the intensity of the feedback between students and teachers, as well as the size, nature and intensity of the core infusions on students.

4. Regularity of stimulation. The productivity of the pedagogical process lies in the influx of internal stimuli (motives) of initial spiritual activity; intensity, nature and relevance of external (family, pedagogical, moral, material, etc.) incentives.

5. The regularity of the unity of sensitive, logical and practice. The effectiveness of the pedagogical process lies in the intensity and sweetness of empathetic understanding, logical understanding of what is understood, practical understanding of what is understood.

6. The regularity of the unity of external (pedagogical) and internal (cognitive) activities. The effectiveness of the pedagogical process is determined by the strength of pedagogical activity and the power of initial and spiritual activity.

7. The regularity of the rationalization of the pedagogical process. This is the result of understanding the needs of marriage and the peculiarities, capabilities (material and technical, economical, etc.) of marriage, the minds of the process (moral and psychological, sanitary and hygienic, aesthetic and In.).

4.4. Stages of the pedagogical process

Pedagogical processes tend to be cyclical. In the development of all pedagogical processes, one can recognize the same stages. The stages are not warehouses, but sequences are the development of the process. The main stages of the pedagogical process can be called preparatory, main and final.

on stages of preparation In the pedagogical process, the right minds are created for its progress in a given direction and with a given speed. The following tasks exist here: goal-setting, diagnostics of minds, forecasting of achievements, design and planning of process development.

Substantiality purposeful(orientation and production of the goal) is to transform the hidden pedagogical method that faces the system of public education, in a specific direction that can be reached at a given stage of the pedagogical process in certain specific minds.

It is impossible to put the correct mark on the process without diagnostics. Pedagogical diagnostics– this is a previous procedure, aimed at “clarifying” the minds and conditions in which the pedagogical process is ongoing. Its essence is to reject the clear manifestations of the state of particularity (or groups) by fast fixing its initial (most important) parameters. p align="justify"> Pedagogical diagnostics serve as the most important gateway for the purposeful influx of the subject into the educational process.

Diagnostics follows forecasting the progress and results of the pedagogical process. The essence of forecasting lies in the fact that in advance, in advance, even before the beginning of the process, assess its possible effectiveness in specific minds.

Ends preparatory stage Scored based on the results of diagnostics and prognosis process organization project, which, after residual processing, is included in plan. Plan for initial connections to a specific system. Pedagogical practice is subject to different plans: the implementation of the pedagogical process for schoolchildren, teaching work for the class, conducting lessons and others.

Stage development of the pedagogical process (basic) can be seen as a clearly integrated system that includes important interconnecting elements:

Setting and clarifying goals and planning future activities;

Interaction between teachers and students;

A selection of the intended methods, features and forms of the pedagogical process;

the creation of sympathetic minds;

Activation of various approaches and stimulation of the activities of students;

The secure connection between the pedagogical process and other processes.

The effectiveness of the pedagogical process depends on the extent to which all the elements are interconnected, and not to overestimate their directness and practical implementation of the same goal.

Gate connections play an important role at the stage of the pedagogical process, as they are the basis for making operational management decisions. The gateway is the basis for clear process control.

on final stage There is an analysis of the achieved results. An analysis of the progress and results of the pedagogical process is necessary in order to avoid repeating the mistakes that inevitably fail in any, even well-organized, process, so that the ineffective moments of the previous one are taken care of in the next cycle.

4. Pedagogical process, features of the pedagogical process, principles of its organization

Pedagogical process– this concept includes the method and method of organizing the work-related activities, which are related to the systematic and purposeful selection and determination of external factors in the development of subjects of development. Under the pedagogical process is understood the process of initiation and development of specialness as a special huge function for the implementation of the necessary middle part of the singing pedagogical system.

The concept of “process” is similar to the Latin word processus and means “change ahead”, “change”. The pedagogical process implies a steady interaction between subjects and objects lighting activities: vikhovatelіv and vikhovuvanikh. p align="justify"> The pedagogical process of aiming at the highest level of this task and leading to changes, we will outline later, to the re-creation of authorities and roles of teachers. Otherwise, the pedagogical process is a process that turns out to be singular. The main feature of the pedagogical process is the obviousness of the unity of initiation, training and development on the basis of preserving the integrity and strength of the system. The concepts of “pedagogical process” and “initial-educational process” are unambiguous.

The pedagogical process is a system. The system consists of various processes, including molding, development, training and learning, inextricably linked with all minds, forms and methods. As a system, the pedagogical process consists of elements (components), and the arrangement of elements in the system is its structure.

The structure of the pedagogical process includes:

1. Meta – identification of the sub-bag result.

2. Principles are the main ones directly at the reachable goal.

4. Methods – it is not necessary to work with the teacher and study with the method of transfer, processing and replacing the beginning.

5. Koshti – methods of “work” with zmіstom.

6. Form – this is a consistent approach to the result of the pedagogical process.

The goal of the pedagogical process is to effectively predict the outcome of the work. The pedagogical process is made up of different goals: the goals of thorough implementation and the goals of starting at the skin level, skin discipline, etc.

The regulatory documents of Russia represent such a wide variety of purposes.

1. The system of goals for typical provisions about educational establishments (formation of a special cultural culture, adaptation to life in marriage, creation of a basis for informed choice and mastery of professional educational programs, education in reliability and love before Batkivshchyna).

2. A system of diagnostic goals for early programs, where all goals are divided into stages and equal beginnings and are reflected in place of the first initial courses. The system can use this diagnostic method to initiate professional training, thereby preparing for future professional training. The importance of such professional goals in Russia is the result of important processes in the education system, which respects, first of all, the interests of the younger generation in the pedagogical process.

Method(In Greek. SheShosk) pedagogical process - these are the ways of interaction between the teacher and the student, the practical actions of the beginner and the student, which conceal the acquired knowledge and the vicarious replacement of the beginning as evidence. The method is a simple method of achieving a given goal, a method of perfecting the task, which will lead to the perfection of the problem.

Different types of classification of methods of the pedagogical process can be listed as follows: behind the scenes: verbal (opinion, conversation, instruction), practical (authority, training, self-direction), physical (showing, illustrating, presenting material ialu), based on the structure of particularity: methods formation of information (testimony, conversation, instruction, display, illustration), methods of formation of behavior (right, training, game, entrustment, help, ritual, etc.), methods of formation of feelings (stimulation) (praise, praise, condemnation, control, self-control, etc. .d.).

The components of the system are teachers, teaching and learning. Being a system, the pedagogical process consists of several components: goals, assignment, place, methods, forms and results of interaction between the teacher and the student. Thus, the system of elements has purposeful, meaningful, active, and effective components.

Whole component The process includes the integration of all various goals and the task of light activity.

Active component– this is the mutual relationship between the teacher and the teacher, their interaction, coordination, organization, planning, control, without which it is impossible to achieve the desired result.

Productive component The process shows how effective the process is, which means success and achievement in keeping with the goals and objectives.

Pedagogical process- this is an obligatory labor process, which is connected with achievements and the most important goals and tasks. The peculiarity of the pedagogical process lies in the fact that the work of the teacher and the student comes together, forming an independent relationship between the objects of the labor process, which is a pedagogical mutual relationship.

p align="justify"> The pedagogical process is not so much a mechanical process of learning, learning, development, but rather a completely new clear system that can order objects and participants to its own laws. All components are ordered in the same way - preserving the integrity, strength, and integrity of all components.

The specificity of pedagogical processes is manifested through the infusion of functions of pedagogical action. The dominant function of the process is beginning - beginning, development - development, development - development. In the same way, learning, learning and developments evolve in a whole process and other interpenetrating developments: for example, learning manifests itself not only in the spiritual one, but also in the developing and illuminating functions, but not in the beginning. Vidrivno knitted with vyhovannyam and development.

The objective, necessary, substantive connections that characterize the pedagogical process are determined by its laws. The laws of the pedagogical process are as follows.

1. Dynamics of the pedagogical process. p align="justify"> The pedagogical process conveys the progressive nature of development - the final achievements of learning to grow simultaneously with intermediate results, which clearly indicates the developing nature of the relationship between the teacher and children.

2. Development of special features of the pedagogical process. The development of the specificity and pace of achieving the goals of the pedagogical process is determined by the following factors:

1) genetic factor – sluggishness;

2) pedagogical factor– the level of the spiritual and light spheres; the fate of the superior-vikhovny robot; special methods of pedagogical infusion.

3. Management of the initial-edge process. The management of the initial-high process has a significant impact on the effectiveness of teaching and learning. This category should be included in:

1) the evidence of a systematic and valuable feedback loop between the teacher and the student;

2) the obviousness of the singing spirit inflowing and creative inflows into learning.

4. Stimulation. The effectiveness of the pedagogical process is determined by the following elements:

1) the level of stimulation and motivation of the pedagogical process by students;

2) a consistent level of external stimulation on the part of the reader, which is expressed in intensity and urgency.

5. The unity of sensitive, logical and practice in the pedagogical process. The effectiveness of the pedagogical process lies in:

1) the benefits of special education;

2) the logic of mastering the acquired learning;

3) the stage of practical development of basic material.

6. The day of external (pedagogical) and internal (cognitive) activities. The logical combination of two mutually interacting elements – the stage of pedagogical infusion and the initial-spiritual work of students – means the effectiveness of the pedagogical process.

7. Knowledge of the pedagogical process. The development and development of the pedagogical process lies in:

1) the development of diverse human concepts and the realities of marriage;

2) obvious material, cultural, economic and other opportunities for a person to realize their needs in marriage;

3) the level of minds in the development of the pedagogical process.

Therefore, the important features of the pedagogical process are reflected in the basic principles of the pedagogical process, such as the formation of its underground organization, format, form and method.

Significantly headaches principles of the pedagogical process

1. The humanistic principle, which means that the directness of the pedagogical process has a humanistic beginning, and for the sole purpose of developing and living attitudes of the individual and marriage.

2. The principle of interconnection between the theoretical directness of the pedagogical process and practical activity. In this case, this principle means the interconnection and interaction between the substitution, the forms and methods of illumination and the initial work on the one hand, and the changes and manifestations that are encountered in every adult life of the region – economics, politics, culture, and other aspects.

3. The principle of combining the theoretical beginning of processes with practical actions. The significant importance of the current idea of ​​practical activity in the life of the younger generation conveys the systematic development of positive behavior and gives the opportunity to formulate values ​​in a special way. Fish yakost.

4. The principle of scientific knowledge, which means the need to bring awareness to the previous level of scientific and technological achievements of success, as well as to the already accumulated knowledge of civilization ii.

5. The principle of orientation of the pedagogical process towards the formation of knowledge and ability, knowledge and behavior. The essence of this principle applies to any organization of activity, if children are unlikely to be able to grasp the veracity of a theoretical conclusion, confirmed by practical actions.

6. The principle of collectivism of processes is initiation and inspiration. This principle is based on the integration and interpenetration of various collective, group and individual methods and methods of organizing the initial process.

7. Systematicity, occurrence and consistency. This principle conveys consolidated knowledge, knowledge and skill, special yaks, which were acquired in the process of beginning, as well as their systematic and subsequent development.

8. The principle of accuracy. These are important principles for the process of initiation, and for the entire pedagogical process. In every context, the beginning of the pedagogical process takes into account the laws and principles of studying the external world, which lead to the development of thought from the figuratively concrete to the abstract.

9. The principle of aestheticization of the processes of teaching and training of children. The discovery and development in the younger generation of a seemingly beautiful, aesthetically pleasing production makes it possible to develop an artistic relish in them and enhance the uniqueness and value of family principles.

10. The principle of interconnection between pedagogical management and the independence of students. It is very important to acclimate people from childhood to the end of their life, to want initiative. I agree with the principle of achieving effective pedagogical management.

11. The principle of child visibility. This principle can show the importance of the active position of students in the pedagogical process.

12. The principle of reasonable placement before the child, in which the ability and desire for a well-rounded relationship will be achieved.

13. The principle of bringing together the same courage to great specialness, on one side, and the singing zeal of strength to oneself, on the other side. This is only possible if there is a fundamental reliance on the strengths of the individual.

14. Availability and strength. This principle in the pedagogical process conveys consistency between the everyday work of students and their real possibilities.

15. The principle of infusing the individual characteristics of students. This principle means that the place, forms, methods and methods of organizing the pedagogical process change continuously up to the age of students.

16. The principle of the effectiveness of results in the process of initiation. Demonstrating this principle is based on the work of mental activity. As a rule, knowledge that is acquired independently becomes valuable.

In this way, it means the gradual development and initiation of the pedagogical process, as a system-creating component of the lighting system, I'll give you a dirty description educational systems in Russia, as well as the peculiarities, structure, patterns, principles of the pedagogical process, we were able to reveal the main idea of ​​the lecture and understand what kind of process the educational process is, being basic, systemic, goal-directed and integrated processes in theirs is the navchannya that flows onto The development of specialness, therefore, into the development of marriage and power.

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