Lecture
The essence of education and its place in the whole structure of the educational process
Driving forces, contradictions and logic of the educational process
The purpose and content of education
Laws of the educational process
Principles of education
Methods, techniques and means of education
Forms of education
Educational affairs and events
The collective as the subject and object of education
Educational systems
The structure of the educational system
Development of educational system
Variety of educational systems
Didactic tools
Test questions and tasks
Materials for seminars
Complex test tasks
Updated teaching tools on external resources
The essence of education and its place in the whole structure of the educational process
Education is one of the most important categorical concepts in pedagogy. However, it is widely used in everyday life. In a broad sense, education is the impact of society on a person (Fig. 5.1).
Fig. 5.1. Upbringing in a broad sense
In the narrow pedagogical sense, education is a process of specially organized interaction of teachers and pupils in the implementation of educational goals and objectives, reflecting the basic requirements of society.
Education is an important area of human activity. The need for a specially organized upbringing of a person is due to the fact that in the educational process the formation of moral qualities of the individual, familiarization with the cultural heritage of mankind, education of life position corresponding to the requirements of society, development of inclinations, abilities of the individual, necessary and useful to society, development of communicative function and socialization of the person occur. Education allows you to organize personally and socially valuable activities of the student, to form his experience of achieving personal and collective success.
In modern society, education serves three main functions :
1) cultural and creative function (preservation, transfer to a new generation and reproduction of the cultural heritage of mankind);
2) humanistic or human-forming function (development of the potential of the child's personality);
3) the function of socialization and social adaptation (preparation of the pupil for entry into the system of social relations).
The cultural and creative function of education is a link connecting the two other functions based on the assimilation by the pupils of the norms of the individual (humanistic function) and social (function of socialization) cultural life.
The close connection of upbringing with public life presupposes that the upbringing of the culture is peculiar to the culture and the historical memory of each nation, the national customs and traditions established in the society, and the national mentality.
The national identity of education manifests itself in various values, which are the basis of the educational process and the result of education. This is reflected in the goals and objectives of education, in the content and organization of the educational process.
At the core of the implementation of the idea of national identity of upbringing lies the principle of cultural conformity , founded in the XIX century outstanding German educator A. Disterweg. The essence of this principle is to take into account the cultural specifics of the place and time in which a person is brought up and will live. However, the implementation of the principle of cultural conformity does not mean bringing up in a child a sense of the superiority of his people over other peoples. In particular, Disterweg put universal values above national ambitions (his statement is known: “Man is my name, German is my nickname”).
The idea of a national identity of education is also traced in the works of KD. Ushinsky, who considered it necessary to study in depth the national culture, strengthening the role of the native language, national literature, the history of his country and his people at school.
In our time, consideration of national characteristics in the educational process is considered as a necessary condition for the education of patriotism, internationalism, and culture of interethnic relations.
Scientific knowledge and educational process and its implementation on a scientific basis involves the unity of the target, meaningful, operational, activity and evaluation and effective components of education. The target component includes a set of goals and objectives of education. The content component is the knowledge, skills, abilities and habits of activity and behavior, the experience of relationships that a pupil masters. The activity-activity component of education is a technology for organizing educational activities and interaction of participants in the educational process. Evaluation and productive component contains criteria and performance indicators, allowing to objectively assess the effectiveness of education.
The listed components are interconnected and interdependent. For effective education it is necessary that the goal of education should be specified in the complex of educational tasks, each of which had relevant content and provided with the best educational technology for it, and the system of criteria was adequate to the ideas about the desired result, which are defined in the target and content components.
In modern pedagogical concepts, education is considered as an integral part of the holistic pedagogical process .
Mental education is aimed at shaping the culture of intellectual activity, cognitive motives, mental powers, worldview and intellectual freedom of the individual, the ability to think, to independently draw conclusions.
Physical education contributes to the formation of the installation on a healthy lifestyle, a value attitude to their health, the need for physical activities and the ability to organize them with the use of their health, efficiency, appearance.
Labor education provides the formation of a value attitude to labor as a way of self-realization of the individual in society and the extraction of the material means necessary for life, the development of labor skills, skills and desire to work.
Moral education is associated with the formation of the moral qualities of the individual, corresponding to the requirements of public morality, the ability of a person to follow the socio-cultural norms of activity, behavior, relationships.
The goal of aesthetic education is to develop the ability of pupils to perceive, correctly understand, appreciate and create beauty in life and art.
The directions of the educational process are diverse, they meet the needs of society for the preparation of new citizens to solve actual problems of the modern world.
Global environmental problems that humanity faced at the end of XX - XXI century. necessitated the need for environmental education , the purpose of which is to create knowledge about nature and a responsible attitude towards it as the highest national and universal value.
One of the important areas of upbringing in modern socio-economic conditions is the formation of an economic culture — the development of an idea of the economic laws governing the development of society and the education of the personality traits necessary for it in production and economic activities.
In the context of globalization, international cooperation and the diversity of political parties and movements, the relevance of the formation of such qualities as political consciousness, internationalism, tolerance and patriotism is increasing. Political consciousness reflects relations between states, nations, parties, and the ability to understand them from the spiritual, moral and ethical positions. And internationalism is the international solidarity of people of different nations and races, the basis of their mutual understanding, mutual trust, interpenetration of cultures, values, knowledge and technology. Tolerance is tolerance towards representatives of a different culture, race, nationality, people of other political, religious and other beliefs. Patriotism is the love of one's homeland, the willingness to sacrifice for it something meaningful to oneself.
When comparing the educational process with the educational, both the properties common to both processes and those in which the specificity of the educational process is manifested are highlighted.
Common properties include: purposefulness, bilateral character, controllability, reflection in the process and the result of social values, unity of goals, objectives, content, forms and methods.
Features of the educational process are most clearly manifested in the following properties:
- multifactorial nature (much more factors influence education than training, including such factors, the influence of which is almost impossible to foresee in advance);
- variability of results (results of education are more difficult to predict and reproduce than the results of training; this property is closely related to the previous one);
- duration (the achievement of obvious positive results of education requires more time than when training);
- continuity (education of a person occurs not only in the educational process, but also in the family, as well as in interaction with various subjects outside the family and the school; even free communication with peers has an educative effect on the person);
- the complexity of the formation of the required qualities (educational material can be assimilated in blocks, but it is impossible to educate, for example, first discipline, then patriotism, then a value attitude towards oneself, and then proceed to educating aesthetic feelings).
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Driving forces, contradictions and logic of the educational process
Modern educational process is characterized by the unity of goals, cooperation in their achievement.
The process of education is a multifactorial process, complex, characterized by duration, as well as variability and uncertainty of results.
The educational process, like the learning process, is two-way in nature . He goes in two directions: from the teacher to the student and from the student to the teacher. If in the educational process bilateralism is manifested in the relationship of teaching and learning, the educational process is the relationship of education and self-education.
Self - education is a process of purposeful formation of the required qualities of a person, proceeding under the control of the personality itself. Self-education accompanies education and at the same time is its result.
The dialectic of the educational process is expressed in its continuous development, dynamism, mobility, and variability. It is revealed in its contradictions (internal and external).
Fig. 5.3. Contradictions of the educational process
One of the main internal contradictions that manifest themselves at all stages of the formation of a personality is the contradiction between the new needs arising from it and the possibilities of satisfying them. The resulting “mismatch” encourages a person to actively replenish, expand experience, acquire new knowledge, learn norms and rules, forms of behavior.
External contradictions appear between the requirements of the surrounding world and the capabilities of the individual to meet them. External contradictions also strongly affect the direction and results of the educational process. For example, the contradictions between the school and the family, the opposition from the family to some of the requirements of teachers, are very unfavorable. The contradiction between word and deed often becomes the cause of many difficulties and shortcomings in education; as well as the predominance of verbal methods of education and their relative isolation from the practical behavior of the individual. Teachers should be especially attentive to the contradiction between external influences and the internal aspirations of students.
Any contradiction can be the driving force of the educational process under the following basic conditions:
- the contradiction should be interpreted as something important, and its overcoming - as a vital necessity;
- overcoming the contradiction should be feasible for those participants in the educational process who are faced with it;
- contradictions should be overcome gradually, step by step, based on previous experience.
The logic of the educational process is subject to the laws of personality formation and development. It is determined by the fact that the formation of required qualities in a person is possible only with a certain sequence of stages, actions, operations, with a certain combination of methods of pedagogical influence and interaction of an individual with other people, etc.
The presence of a certain logic in the educational process makes it possible to isolate in it some systems that have such a structure that corresponds to this logic. In other words, the logic of the educational process is reflected in one or another of its systems and structures .
The following figure shows such examples of the manifestation of the logic of the educational process in its various structures.
Fig. 5.4. Examples of the manifestation of the logic of the educational process in its various structures
Let's comment on some examples.
According to the target criterion, the structure of the educational process consists of tasks. This structure has several hierarchical levels, since common and long-term tasks are specified in more specific ones. In this case, the tasks of education are set on the basis of the requirements of society, from local conditions, taking into account the age and level of personal development of the pupils.
The logic of mastering moral norms by a pupil is reflected in the main stages of the educational process, which form the following structure: 1) pupils' awareness of the required norms and rules of behavior; 2) knowledge must go into beliefs; 3) education of feelings; 4) activities and behavior that meet the requirements of society and cultural norms.
The logic of communication and dependencies between components is determined by the structure, which includes: 1) design; 2) organization of activities; 3) regulation of interpersonal communication and its correction; 4) control and debriefing.
The logic of the teacher-educator is in the sequence of pedagogical actions: 1) familiarization with the general norms and requirements; 2) the formation of relationships; 3) the formation of views and beliefs; 4) the formation of the general orientation of the individual.
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The purpose and content of education
Fig. 5.2. The ideal of education in different eras
In modern pedagogy, the dominant goal is the formation of a civilized personality, combining diverse development with the ability to social adaptation. According to N.E. Shchurkova, “school education, defining the goal of” a person capable of building a life worthy of a Man, “should prepare children for choosing a life road within the boundaries of culture, and not at the level of a savage, construct an individual version of life”. Thus, in the process of upbringing, the development of the individuality of a pupil is inseparable from the socialization of the individual, and the main goal of education that is common to all schools and teachers and defined by the social order is the formation of a personality that is useful to society and is able to succeed.
Man and society as a whole can exist only in conditions suitable for his life. The preservation of such conditions on Earth in recent decades has been under threat, therefore maintaining the ecological balance is a socially significant task. Consequently, social adaptation, which combines social utility with the personal success of a person in society, is now complemented by the mandatory requirement of respect for nature. Based on the foregoing, the most common goal of education today is a necessary and useful for society, a person capable of personal success, whose personality develops and realizes itself in harmony with itself, nature and society .
Under the content of education understand the system of knowledge, beliefs, skills, qualities and personality traits, sustainable behaviors that students must master in accordance with the goals and objectives. Mental, physical, labor, moral, aesthetic education ensures the complexity of the upbringing effects on the child and allow to form a comprehensively developed personality.
Currently, there are several approaches to the content of education. Consider some of them.
E.V. Bondarevskaya, considering the education of schoolchildren as a process of forming a citizen, a person of culture and morality, suggests the following components of the content of raising a person’s personality as a carrier of culture [1] (Table 5.1).
Table 5.1
The main components of the content of education by E.V. Bondarevskaya
|
Directions educational process |
Upbringing content |
|
Fostering free personality |
High level of self-awareness. Citizenship. Self-esteem, self-esteem. Self discipline. Honesty. Orientation in the spiritual values of life. Free choice of content of life. |
|
Fostering humane personality |
Mercy, kindness. Ability to compassion, empathy, altruism. Tolerance, benevolence, modesty, willingness to assist near and far. The pursuit of peace, good neighborliness, an understanding of the value of human life. |
|
Spiritual education |
The need for knowledge and self-knowledge. The need for beauty. Reflection. The need for communication. Search for the meaning of life. Autonomy and integrity of the inner world. |
|
Nurturing a creative personality |
Developed natural abilities. The need for transformative activity. Knowledge, skills, abilities. Developed intelligence. Intuition. Life Creativity. |
|
Nurturing a practical personality |
Знание основ экономики. Трудолюбие, хозяйственность. Компьютерная грамотность. Владение языками. Знание народных и религиозных обычаев. Здоровый образ жизни, физическая закалка. Эстетический вкус, хорошие манеры. Обустройство дома, обеспечение благосостояния семьи. |
Н.Е. Щуркова выделяет следующие компоненты содержания воспитания школьника:
- ценностное отношение к природе как общему дому человечества;
- ценностные отношения к нормам культурной жизни (к физической и гигиенической культуре, к культуре движений и поведения, к культуре экологической, духовной, правовой и экономической, к культуре умственного и физического труда);
- представления о человеке как субъекте жизни и наивысшей ценности на земле;
- ценностное отношение к социальному устройству человеческой жизни;
- образ жизни, достойной Человека (отношения к материальным и духовным ценностям на основе представлений о Добре, Истине и Красоте как главных характеристиках жизни, достойной Человека);
- жизненная позиция, способность к индивидуальному выбору жизненного пути.
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Закономерности воспитательного процесса
Закономерности воспитания обычно понимаются как недостаточно познанные законы, упорядоченность познанных явлений, возникающих в воспитательном процессе связей и зависимостей, а также факторов, влияющих на воспитательный процесс. Для практики воспитания важнее всего связать закономерными отношениями эффективность воспитательного процесса с теми его компонентами, которые оказывают наибольшее влияние на качество воспитания. Таким образом, закономерности воспитания можно определить как зависимости эффективности воспитания от некоторых факторов, условий .
Эффективность воспитания зависит…
1. От сложившихся воспитательных отношений. Одно и то же воспитательное воздействие может привести к разным результатам, если не учитывать те отношения, которые сложились между педагогом и воспитанником.
2. От соответствия цели и организации действий, помогающих эту цель достигнуть. Понятие «организация» включает в себя специально упорядоченную совокупность воздействий, отношений, условий, форм и методов работы. Если организация не соответствует цели, воспитательный процесс не достигает успеха.
3. От соответствия социальной практики и характера (направленности, содержания) воспитательного влияния на воспитанников. Воспитательный процесс сопровождается тем, что человек мыслит и действует, получает знания и приобретает практический опыт, усваивает нормы и правила социального поведения и тут же проверяет их на практике. При этом необходимо, чтобы у педагога слово не расходилось с делом, а то, чему учит педагог, находило подтверждение и применение в жизни и опыте ребёнка.
4. От совокупного действия объективных и субъективных факторов. К субъективным факторам относятся личностные особенности педагогов и воспитанников, влияющие на взаимодействие между ними. Объективные факторы отражают условия воспитания: материальные, педагогические и др.
5. От интенсивности воспитания и самовоспитания. Для успеха самовоспитания важно, чтобы воспитанник научился правильно оценивать себя, мог заметить у себя положительные качества и недостатки, силой воли преодолевать препятствия, мешающие воплощать свои жизненные планы. Наличие у личности этих умений является результатом воспитания.
6. От активности его участников в педагогическом взаимодействии.
7. От эффективности сопутствующих воспитанию процессов: развития и обучения. Чем эффективней организовано обучение, чем успешней происходит развитие личности, тем выше результаты воспитания.
8. От качества воспитательного воздействия. Педагогическое воздействие воспитателей на воспитанников предполагает целеустремленную организацию их деятельности, общения, систематического и планомерного развития интеллектуальной, эмоциональной и волевой сфер в соответствии с поставленной целью.
9. От интенсивности воздействия на «внутреннюю сферу» воспитанника. «Внутренняя сфера» - система мотивов, потребностей, эмоций, интеллекта личности, рассматриваемая как целостное образование. В воспитательном процессе внешние влияния трансформируются во внутренние достижения школьника.
10. От интенсивности и качества взаимоотношений между самими воспитанниками. Взаимовоспитание влияет на становление личности именно потому, что воспитывают сверстники и друзья. В этом случае цели и содержание воспитания не только лучше понимаются, но и принимаются часто некритически и сразу.
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Принципы воспитания
Принципы воспитания – это фундаментальные положения, которые отражают общие требования к организации воспитательного процесса. Принципы формулируются на основе научного анализа процесса воспитания, соотносятся с его закономерностями, с целями и задачами, с уровнем развития педагогической науки, с возможностями имеющейся системы образования. Сегодня не существует единства мнений в вопросе о принципах воспитания, авторы разных учебных пособий предлагают различные формулировки и различное количество принципов.
В учебном пособии И.П. Подласого[2] приводится следующая система принципов:
- принцип общественной направленности воспитания состоит в том, что в воспитательном процессе необходимо готовить ребёнка к активной общественной жизни, учить быть полезным членом общества.
- принцип связи воспитания с жизнью , трудом означает, что воспитание должно ориентировать ребенка на трудовую деятельность в реальных условиях взрослой жизни: вырабатывать ценностное отношение к процессу и результату своего труда и труда других людей, трудовые умения и навыки, помогать в выборе профессии ;
- принцип опоры на положительное в воспитании имеет следующий смысл: видеть в положительные качества, развивать их и с помощью этих качеств преодолевать недостатки;
- принцип гуманизации воспитания требует от педагога уважения прав и свобод ребёнка, ненасильственного формирования у воспитанника требуемых качеств;
- принцип личностного подхода требует в индивидуального подбора для каждого воспитанника наиболее подходящих методов, приёмов, средств и форм воспитания; этот принцип реализуется благодаря учёту в воспитании индивидуальных особенностей ребёнка;
- принцип единства воспитательных воздействий означает единство, непротиворечивость требований к ребёнку, предъявляемых различными субъектами воспитания, соответствие самого воспитателя тем качествам, которые он хочет воспитать в ребёнке.
К реализации принципов воспитания предъявляются следующие требования :
- обязательность (принципы должны соблюдаться в обязательном порядке в любом педагогическом действии, в противном случае воспитательному процессу будет нанесён серьёзный ущерб);
- комплексность (одновременно должны осуществляться все принципы, нельзя сегодня реализовать один принцип, завтра другой и т.д.);
- равнозначность (все принципы важны в равной степени, среди них нет более важных и менее важных).
Методы, приёмы и средства воспитания
Метод воспитания - это способ воздействия на сознание, волю, чувства, поведение воспитанников с целью выработки у них определенных качеств. Метод может быть также определен и как способ управления деятельностью, в процессе которой осуществляется самореализация личности, её социальное и физическое развитие.
Прием воспитания - часть общего метода, отдельное действие.
Средство воспитания – это уже не прием, но еще и не метод. Например, труд - средство воспитания, но показ, оценка труда, указание на ошибку в работе - это приемы, с помощью которых организуется использование данного средства в целях воспитания.
К средствам воспитания относятся речь педагога, а также различная деятельность: трудовая, игровая, учебная. Особым средством воспитания является коммуникативная деятельность (общение), поскольку при общении происходит не только обмен информацией, на и взаимное влияние участников общения друг на друга. К средствам относятся также различные объекты, используемые как предметная поддержка воспитательного процесса (плакаты, иллюстрации, репродукции, музыкальные и художественные композиции, элементы эстетического оформления окружающей среды и т.д.).
Поскольку любой метод воспитания на практике осуществляется с помощью определённых средств и приёмов, метод в его практической реализации можно определить как систему приемов и средств. Вместе с тем, в структуре каждого метода возможны разнообразные сочетания средств и приёмов, что позволяет учитывать конкретную ситуацию применения метода.
Существуют различные классификации методов воспитания. Так, по характеру воздействия выделяются методы убеждения, упражнения, поощрения и наказания (Н.И. Болдырев, Н.К. Гончаров, Ф.Ф. Королев и др.). Более обобщенная классификация: убеждение, организация деятельности, стимулирование поведения (Т.А. Ильина, И.Т. Огородников). Согласно классификации И.С. Марьенко, методы воспитания подразделяются на объяснительно-репродуктивные, проблемно-ситуативные, приучение, упражнение, стимулирование, торможение, руководство, самовоспитание.
В настоящее время наиболее распространена классификация методов воспитания по их направленности (Г.И. Щукина, Ю.К. Бабанский). Направленность метода – комплексная характеристика, включающая цель (зачем применяется), содержание (что формируется), процесс (как именно происходит влияние, способы влияния на воспитанника). По этой классификации выделяется три группы методов воспитания:
- методы формирования сознания личности;
- методы организации деятельности и формирования опыта общественного поведения;
- методы стимулирования поведения и деятельности.
Взаимосвязь цели, содержания и процесса в этой классификации показана в табл. 5.2.
Таблица 5.2
Классификация методов воспитания по их направленности
|
Направленность |
Content (название класса методов) |
Формирование сознания личности |
Организация деятельности и формирование опыта общественного поведения |
Стимулирование деятельности и поведения |
|
purpose |
To form knowledge and ideas about the right social behavior, about social and cultural norms, conviction in the necessity of their observance |
To organize the activities of the pupils in such a way that they gain experience of correct behavior in society |
Create motivation for the right behavior. |
|
|
Process (methods) |
Story, conversation, lecture, report, dispute, example, instruction, explanation, explanation, suggestion |
Exercise, schooling, pedagogical requirement, assignment, public opinion, bringing up the situation |
Competition, encouragement, punishment |
Characteristics of parenting methods prepared with the participation of students are posted on an external resource.
Any method is not in itself good or bad, its effectiveness depends on the conditions of its use. The right choice and the optimal combination of methods lead to the desired result, allow you to effectively carry out the educational process.
The choice of methods of education depends on a number of conditions, including:
- the purpose and tasks of education (for example, the methods of forming the consciousness of the personality are meaningless to be used to solve organizational problems);
- the content of education;
- age features of pupils (for example, the lecture will not allow to achieve a good result in the education of younger students, but it is appropriate in working with high school students);
- individual characteristics of pupils (the same method may affect different children in different ways);
- the level of formation of the student team (for example, public opinion is most effective in a cohesive team);
- the relationship between the teacher and pupils (for example, the assignment requires a certain confidence in the child from the teacher);
- the means of education used (for example, excellent ownership of the relay, artistry of the teacher largely determine the success of the story method);
- the level of proficiency of the teacher in one way or another (it is obvious that poor proficiency in the method will have a low effect, even if the method itself is correctly chosen for this situation);
- the time allotted to achieve the result (for example, training allows you to quickly form a skill than an exercise, but it is a more “hard” effect on the child, therefore, it is recommended to be used only with an acute shortage of time).
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The form of education is a system of organization of educational work, which sets the logic of interactions of participants in the educational process as a collective activity, the interaction of its participants [3].
Forms of education are extremely diverse (Fig. 5.5).
Fig. 5.5. A variety of forms of education
Based on mass pedagogical experience, the forms of education can be differentiated according to the following features:
1) by the number of pupils covered by this form of work:
- individual (tutor - pupil): individual conversation, counseling, individual assistance, etc .;
- group (educator - a group of children, part of the class collective): initiative group, council of affairs, self-governing bodies in the class, etc .;
- collective (the tutor - the whole team of the class): a class meeting, a guided tour, a hike with the class, etc .;
- Mass (educator - several groups, classes): a ruler, as well as any educational matter, event, system of affairs, covering several classes, be it one parallel or the whole school;
2) by the number of organizers: organized by one person, group of organizers or the whole team;
3) by result; The result can be:
- information exchange;
- development of a common decision, a collective opinion;
- socially significant product (for example: wall newspaper, congratulations for the holiday, help for the elderly, a theatrical performance for the audience, etc.);
4) by the presence of preliminary preparation:
- impromptu (a segment of educational work is carried out without prior preparation, for example, when the class teacher is forced to immediately resolve or at least smooth out the conflict between students),
- planned as a separate episode of educational work (for example, an educational event),
- planned as a result of educational work over a long period of time (for example: a collection summing up the results of collective creative activity, or a class meeting on the basis of a quarter);
5) by the nature of the inclusion of pupils in the activity:
- providing for the mandatory (but not compulsory!) participation of all students,
- providing for the mandatory participation of individual members of the student team (for example, participation in an event may be mandatory for the initiative group organizing it, for the rest - voluntary),
- based on voluntary participation;
6) on the interaction of the team with other people and teams:
- open (for others, together with others),
- closed (only inside the team, for your team);
7) by the nature of the dominant activity of pupils: games, cognitive, labor, sports, communication, value-oriented;
8) according to the method of influence of the teacher: direct (the teacher influences the personality of the pupils directly) and mediated (through someone: through the class team, through the close friends of the pupil, through parents, through other teachers, etc.);
9) to include pupils in the preparation: prepared with or without the participation of pupils;
10) by the subject of the organization:
- the forms in which the organizers are teachers;
- forms in which the activity is organized on the basis of cooperation of teachers and pupils;
- the forms in which the initiators and organizers are pupils;
11) for the duration of use:
- form of education as an episode of educational affairs, events (for example, one of the stages of team competition can take place in the form of a relay, the other - in the form of a contest of experts on the Brain Ring rules, etc.),
- as an event of a certain form (for example: conversation, evening of rest, class meeting, gathering),
- a form of education as a system of educational affairs and activities, designed for a long period of implementation (for example: the system of duty for the school, carried out throughout the school year, the system of classroom hours united by a common theme, etc.);
12) by frequency of use:
- traditional: a) widely known and used in mass practice, long recognized by the teaching community; b) included in the system of traditions of the school, class;
- episodic: a) forms that, by virtue of their specificity, cannot be used often (for example, very complex in an organization or having a strong emotional impact on pupils, calculated on the surprise effect); b) being episodic in the work of the school, class, specific teacher;
- non-standard: a) new in teaching practice and science; b) not previously used in this school.
Educational affairs and events
Educational event is a segment of educational work, an element of the educational system. Yu.A. Konarzhevsky defined an educational event as a set of educational influences, material and spiritual conditions, subordinated to a single integrated educational goal, interacting with each other and constituting a holistic education . When planning, implementing and analyzing an educational event, it should be remembered that it is a system conditioned by the goals and objectives of education, which in turn is included in the system of educational work with the class and the educational system of the school, just as the lesson is a segment of the educational system.
However, the educational event, unlike the lesson, is not regulated in time (the exception is the class hour, which is often included in the lesson schedule). In a broad sense, an educational event is not only a class hour and an extra-curricular event, but also a short “meeting” meeting, and an organizational five-minute session, held daily by the class teacher before the start of classes. In other words, an educational event can be called any segment of the educational process specially organized by a teacher.
Along with the term "educational event" in the national pedagogy since the 1990s. The term “educational affair” is widely used [4]. The educational work, as well as the educational event, is collective in nature, it should be necessary for children (perceived as something important), useful for their personal development and socialization, feasible (feasible for children of this level of development).
“Educational matter” is the most common name for a specially organized segment of a joint activity of a teacher and pupils in solving educational tasks. VD is usually defined as the type of organization and implementation of specific activities of students. We can say that the educational process consists of a chain of VD.
The main difference between educational affairs and events is, in our opinion, the fact that educational affairs can cover several segments of educational work, united by a common personal and socially significant goal. An example of an educational case can serve, for example, a collective creative business (KTD), which includes 6 stages-segments, each of which solves special, distinct from other tasks.
The VD is based on two approaches: activity and integrated. The first requires the organization of various types of activities of schoolchildren: cognitive, labor, sports, value-oriented and communicative (free communication). And the second is the “merging” of all types of activities, their influence in a single process.
According to the goals and purpose, several types of ID are distinguished: ethical, socially oriented, aesthetic, educational, sports, environmental, labor, etc.
The main goal of socially oriented VD is the education of socially
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Часть 1 Theory of education
Часть 2 - Theory of education
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Pedagogy and didactics
Terms: Pedagogy and didactics