Topic 3. What is the structure pedagogical activity?

N.V. Kuzmina singled out three interrelated components in the structure of pedagogical activity: constructive, organizational and communicative.

Organizational component

Communicative component

breaks down into 3 more components 1) constructive and meaningful (selection and composition educational material, planning and construction of the pedagogical process); 2) constructive-operational (planning their actions and the actions of students); and 3) constructive-material (designing the educational and material base of the pedagogical process).

involves the implementation of a system of actions aimed at including students in different kinds activities, team building and organization of joint activities.

is aimed at establishing pedagogically expedient relations between the teacher and pupils, other teachers of the school, members of the public, and parents.

A.I. Shcherbakov refers constructive, organizational and research components (functions) to general labor, that is, manifested in any activity.

Organizational

component includes features:

Reflective Component also called

Communicative component includes features:

structural component includes functionality:

1) informational

2) developing 3) orientation

4) mobilization

control and evaluation

component

1) perceptual

(associated with penetration into inner world person);

2) communicative

(aimed at establishing pedagogically expedient relationships);

3) communicative-operational (involves the active use of pedagogical equipment).

1) analytical 2) predictive 3) projective

What is the essence of pedagogical activity? The essence of pedagogical activity is in the transition of activity “for oneself” into activity “for another”, “for others”. This activity combines the self-realization of the teacher and his purposeful participation in changing the student (the level of his training, upbringing, development, education).

What are the goals of pedagogical activity? The purpose of pedagogical activity is to familiarize a person with the values ​​of culture. The purpose of pedagogical activity determines not only its organization, but also the methods of training and education, the whole system of relations in it.

3.What is pedagogical action and what are the forms of its manifestation? Pedagogical actions - actions aimed at solving pedagogical problems and carried out by pedagogical means, methods and techniques. Such actions include: - pedagogical observation; - pedagogical study of a person; - pedagogical analysis; - pedagogical assessment; - pedagogical decision; - development of a pedagogical scenario for an upcoming action or event; - pedagogical behavior; - pedagogical communication; - pedagogical impact; - pedagogical requirement; - pedagogical consultation; - pedagogical assistance; - pedagogical interaction and many others.

4. Give comparative analysis the main types of pedagogical activity - teaching and educational work.

Educational work

Differences

Teaching is a kind educational activities, which is aimed primarily at managing cognitive activity schoolchildren.

Educational work is a pedagogical activity aimed at organizing the educational environment and managing various activities of pupils in order to solve the problems of harmonious development of the individual

It usually has strict time limits, a strictly defined goal and options for how to achieve it. The most important criterion for the effectiveness of teaching is the achievement of the learning goal.

It does not pursue the direct achievement of the goal, because it is unattainable within the time limits of the organizational form. In educational work, one can only provide for the consistent solution of specific tasks oriented towards a goal. The most important criterion for the effective solution of educational problems is positive changes in the minds of pupils, manifested in emotional reactions, behavior and activities.

The content of training, and hence the logic of teaching, can be hard-coded, which is not allowed by the content of educational work. Formation of knowledge, skills and abilities from the field of ethics, aesthetics and other sciences and arts, the study of which is not provided for by the curricula

In educational work, planning is acceptable only in the most general terms: attitude to society, to work, to people, to science (teaching), to nature, to things, objects and phenomena of the surrounding world, to oneself. The logic of the teacher's educational work in each individual class cannot be predetermined by normative documents.

Usually does not involve interaction with students during the preparatory period, which can be more or less long.

In the absence of direct contact with the teacher, the pupil is under his indirect influence.

The results of students' activities are easily identified and can be recorded in qualitative and quantitative indicators.

It is very difficult to single out the result of the activity of the educator in a developing personality. Due to the stochastic nature of the educational process, it is difficult to predict the results of certain educational actions and their receipt is much delayed in time. In educational work, it is impossible to establish feedback in a timely manner.

Outcome

Teaching is much easier in the ways of its organization and implementation, and in the structure of a holistic pedagogical process, it occupies a subordinate position. The success of learning largely depends on the formation of cognitive interest and attitude to learning activities in general, that is, from the results of not only teaching, but also educational work.

Teaching and educational work in their dialectical unity take place in the activities of a teacher of any specialty.

6. Expand the meaning of the statement: the teacher is the subject of pedagogical activity . One of the requirements that the teaching profession makes is the clarity of the social and professional positions of its representatives. It is in it that the teacher expresses himself as the subject of pedagogical activity.

The position of a teacher is a system of those intellectual, strong-willed and emotionally evaluative attitudes towards the world, pedagogical reality and pedagogical activity in particular. It is determined, on the one hand, by the requirements, expectations and opportunities that society presents and provides to him. And on the other hand, there are internal, personal sources of activity - inclinations, experiences, motives and goals of the teacher, his value orientations, worldview, ideals.

The position of the teacher reveals his personality, the nature of social orientation, the type of civic behavior and activity.

The social position of the teacher grows out of the system of views, beliefs and value orientations that have been formed since childhood.

LB Itelson gave a description of typical role-playing pedagogical positions. The teacher can act as:

Informant, if it is limited to communication of requirements, norms;

A friend, if he sought to penetrate the soul of a child;

Dictator, if he forcibly introduces norms and value orientations into the minds of pupils;

Counselor if using careful persuasion;

The petitioner, if the teacher begs the pupil to be such, "as it should be";

An inspirer, if he seeks to captivate (ignite) with interesting goals, prospects.

Each of these positions can have a positive and negative effect depending on the personality of the educator.

7. Define a professiogram as a model of a teacher's personality.

A professiogram is an ideal model of a teacher, an example, a standard that represents the basic knowledge, skills and abilities, personal professionally significant qualities of a teacher.

Based on the understanding of the meaning of the concept of “professiogram”, we can talk about professional method personality study, which compares the teacher's knowledge, skills, personal qualities with those that he could have in accordance with the ideal model. This method allows design personal and professional growth teacher.

The need to create a professiogram of a modern teacher is dictated by a number of reasons:

- the importance of social order to the school, the teaching profession;

- the growing demands of society on the personality of the teacher;

- change in the criteria of his professional competence (due to socio-economic and scientific and technical transformations);

- the need to improve the quality of professional and pedagogical training.

In this regard, the problem of professional and pedagogical modeling has always been and will be in the center of attention of scientists, educators and psychologists. An adequate professional model of a teacher will correspond to each stage of social development. Its traditional, stable modules are the objectively necessary qualities of the teacher (professional knowledge, skills) and personal-subjective (the moral character of the teacher, his professional and pedagogical orientation, special pedagogical abilities; individual psychophysical qualities demanded by the profession)

In the activity of a teacher, ideological conviction determines all other properties and characteristics of a person, expressing his social and moral orientation. In particular, social needs, moral and value orientations, a sense of public duty and civic responsibility. Ideological conviction underlies the social activity of the teacher. That is why it is rightfully considered the most profound fundamental characteristic of a teacher's personality. A teacher-citizen is loyal to his people, close to them. He does not close himself in a narrow circle of his personal concerns, his life is continuously connected with the life of the village, the city where he lives and works.

In the structure of the teacher's personality, a special role belongs to the professional and pedagogical orientation. It is the core around which the main professionally significant properties of the teacher's personality are assembled.

The professional orientation of the teacher's personality includes interest in the teaching profession, pedagogical vocation, professional and pedagogical intentions and inclinations. The basis of the pedagogical orientation is the interest in the teaching profession, which finds its expression in a positive emotional attitude towards children, parents, pedagogical activity in general and its specific types, in the desire to master pedagogical knowledge and skills. Pedagogical vocation, in contrast to pedagogical interest, means an inclination that grows out of the awareness of the ability for pedagogical work.

The pedagogical tact largely depends on the personal qualities of the teacher, his outlook, culture, will, citizenship and professional excellence. It is the basis on which trusting relationships between teachers and students grow. The pedagogical tact is especially clearly manifested in the control and evaluation activities of the teacher, where special care and fairness are extremely important.

Pedagogical justice is a kind of measure of the objectivity of the teacher, the level of his moral education.

Personal qualities that characterize the professional and pedagogical orientation of a teacher are a prerequisite and a concentrated expression of his authority.

The basis of the cognitive orientation of the individual is spiritual needs and interests.

One of the manifestations of the spiritual forces and cultural needs of the individual is the need for knowledge. Continuity of pedagogical self-education is a necessary condition for professional development and improvement.

One of the main factors of cognitive interest is love for the subject being taught.

A modern teacher should be well versed in various branches of science, the basics of which he teaches, know its possibilities for solving socio-economic, industrial and cultural problems. But this is not enough - he must be constantly aware of new research, discoveries and hypotheses, to see the near and far perspectives of the science he teaches.

Most common characteristic The cognitive orientation of the teacher's personality is the culture of scientific and pedagogical thinking, the main feature of which is dialectics. It manifests itself in the ability to detect its constituent contradictions in each pedagogical phenomenon.

Didactics(didaktos - teaching, didasko - study (from Greek)) - a part of pedagogy that studies the problems of learning and education (learning theory).

For the first time the word didactics was introduced by the German teacher Wolfgang Rathke. Ya. A. Komensky interpreted didactics as a universal art of teaching everyone everything. At the beginning of the 19th century, the German educator I. Herbart introduced the theory of educational teaching into didactics.

Didactics- the science of training and education, their goals and content, methods, means and results achieved.

1) teaching - the ordered activity of the teacher in the transfer of ZUNs, their awareness and practical application;

2) teaching - a process during which new forms of behavior and activity arise on the basis of ZUNs, exercises and social experience;

3) training - a systematic, purposeful, specially organized process of interaction between teachers and students, aimed at the transfer of knowledge and skills and the development of creative abilities;

4) education - the result of learning, the system of the volume of knowledge gained in the learning process;

5) knowledge - understanding, preservation in memory and the ability to reproduce the basic facts of science and the theoretical generalizations arising from them;

6) skills - mastering the ways of applying knowledge in practice, which is manifested in activities;

7) skill - automatic ability to accurately and quickly perform actions based on existing knowledge (as a result of repeated performance of a certain action);

8) academic subject - the field of scientific knowledge;

9) educational material - the content of an educational subject, which is determined by GOST;

10) the purpose of training - what the training strives for and what its efforts are aimed at;

12) teaching method - a way to achieve the goal;

13) teaching aids - subject support educational process(teacher's voice, classroom equipment, TCO);

14) learning outcomes - what learning comes to, the specific implementation of the intended goals.

Subject, tasks and contradictions of didactics:

Didactics covers the entire system of education in all subjects.

Didactics is:

• General- the concept of teaching, learning; factors influencing the learning process; conditions in which training is carried out and results
• Private- methods of teaching subjects, a subject that has its own specifics of teaching

The main tasks of didactics:

1) development of problems - what to teach, how to teach, whom to teach;

2) to study the patterns of educational and cognitive activity of students and ways to activate it in the learning process;

3) organization of cognitive activity to master scientific knowledge and skills;

4) to develop cognitive mental processes and creative abilities in students;

5) develop more advanced organization of the learning process, introduce new learning technologies in learning;

Didactics performs the following functions:

1) educational- transmission of the ZUN system on each age stage personal development;

2) developing- the formation and development of the mental qualities of the individual, their change;

3) educational- the connection between knowledge and attitudes to the world around, to oneself and other people.

The driving forces of learning are contradictions - opposing opinions clashing in conflict:

a) contradictions between the interest of students and the subject;

b) the contradiction between teaching and learning;

c) the contradiction between the level of previous knowledge and new knowledge;

contradictions between the required and achieved level of students' attitudes towards learning, i.e. motive for learning and practically learned knowledge.

Didactic concepts (J. A. Comenius, I. F. Herbart, J. Dewey, P. P. Galperin, Sh. A. Amonashvili):

In didactics, there are 3 main concepts of learning:

but) traditional- the main role in it is played by teaching and the activities of the teacher (J.A. Komensky, I.F. Herbart, A. Disterverg and I.G. Pestalozzi);

b) pragmatic- the main role is given to the teachings and activities of students (D. Dewey, L. Tolstoy, V. Lai);

in) contemporary- the main role of the interaction of teaching and learning, the activities of the teacher and students (Zankov, Davydov, Elkonin, Ilyin).

The concept of didactics first appeared in his work The Great Didactics. He said that children in school should be treated equally by all: noble and plebeian, rich and poor. He introduced the principle of visibility, which he called the "golden rule of didactics." Great merit is the introduction classroom system schooling. The concept of “lesson” and “change” appeared, divided the year into quarters and singled out vacations. The class consists of a permanent group of children.

In the "Great Didactics" highlighted 4 six-year stages of development, including years of training and education of a young person:

Maternal school (from birth to 6 years);

School mother tongue(from 6 to 12 years old);

School of Latin Language (from 12 to 18 years old);

Academy and travel (from 18 to 24 years old).

Training programs have been developed for all these levels. Ya. A. Comenius paid more attention to 3 features of a person: mind (connection with thinking), hand (connection with activity), language (connection with speech). Thanks to these features, a person is capable of self-development.

Sh. Amonashvili "Technology of humane pedagogy".

He studied the possibilities of mastering new meaningful concepts by students. His methodology was called "Theory of the gradual formation of mental actions." The theory is based on an algorithm - a strict sequence of actions leading to a given result.

This teaching is widely used in elementary school and has the following steps:

1) preliminary acquaintance with the action, the condition for its implementation (oriented stage);

2) the formation of the action as externally verbal (pronunciation);

3) formation of actions in inner speech (consciousness);

4) the transition of external actions into internal ones (internalization) and the action becomes an act of thinking.

The assimilation of information should occur in the process of purposeful learning. In the beginning, learning theory favored the inductive method (learning from the particular to the general), and then the deductive method (from the general to the particular).

Basic pedagogical concepts

Didactics(from the Greek didaktikós - instructive, related to learning), part of pedagogy that develops the theory of education and learning, upbringing in the learning process.

teaching- the ordered activity of the teacher to achieve the goal of learning (educational tasks), providing information, education, awareness and practical application of knowledge.

Education- the ordered interaction of the teacher with students, aimed at achieving the goal.

Organization of training- streamlining the didactic process according to certain criteria, giving it the necessary form for the best organization of the goal.

Form of education- a way of existence of the educational process, a shell for its inner essence, logic and content. The form is primarily related to the number of trainees, the time and place of training, the order of its implementation, etc.

Knowledge- a set of human ideas in which the theoretical mastery of this subject is expressed.

Skills- mastering the ways (techniques, actions) of applying the acquired knowledge in practice.

Skills- skills brought to automatism, a high degree of perfection.

slide 6

Basic signs of learning

Slide 7

Receptions and teaching aids

The application of each teaching method is usually accompanied by techniques and means. Wherein admission training is only an element integral part teaching method, and teaching aids (pedagogical aids) are all those materials with the help of which the teacher carries out a learning effect (learning process).

Pedagogical approaches include:

Moving around the audience

questions of a reproductive nature;

Pedagogical tools include:

· teaching and laboratory equipment;

· training and production equipment;

didactic materials;

teaching and visual aids;

· technical means learning and automated learning systems;

computer classes;

· organizational and pedagogical means (curriculum, examination cards, task cards, etc.).

Slide 14

Form of education- a way of existence of the educational process, a shell for its inner essence, logic and content.

The form of education determines how it is possible to organize the interaction of participants in the learning process in an effort to solve the problems of cognition, the formation of skills and abilities.

The form is primarily related to the number of trainees, the time and place of training, the order of its implementation, etc.

slide 15

Forms of study

slide 16

Lecture(from Latin lectio - reading) - a systematic, consistent presentation of educational material, any issue, topic, section, subject, methods of science.

Slide 17

Types of lectures

introductory- initial acquaintance of students with the main scientific and theoretical provisions of this branch of science;

motivational- arousing interest among students, creating an incentive for all further activities;

preparatory- preparing students for more complex thought processes, laying the foundations for the use of other methods and forms of education;

integrating- representation of science in the system and development as a logical whole; access to further theoretical analysis beyond the initial understanding;

installation- orientation of students to sources of information, instructions for independent work and practical recommendations, highlighting the most important and difficult parts of the material (in the system of correspondence and evening education);

overview - overview lectures are the basis for conducting laboratory, practical, seminar classes;

final - as a rule, completes the study of the theoretical course, summarizes the material studied for the entire period of study.

Slide 18

Lecture structure

Educational lecture in the university should have a clear and strict structure. Historically, a lecture, as a rule, consists of three parts: introduction (introduction), presentation and conclusion.

Introduction (introduction) determines the topic, plan and purpose of the lecture. It is designed to interest and set up the audience, to tell what the subject of the lecture is and its relevance, the main idea (problem, central question), the connection with previous and subsequent classes, and to pose its main questions. The introduction should be short and focused.

Slide 20

Statement- the main part of the lecture, in which the scientific content of the topic is realized, all key questions are posed, the entire system of evidence is given using the most appropriate methodological techniques. In the course of the presentation, all forms and methods of judgment, argumentation and evidence are used. Each theoretical position must be substantiated and proven, the formulations and definitions given must be clear, rich in deep content. All evidence and explanations are aimed at achieving the set goal, revealing the main idea, content and scientific conclusions. Each training question ends with brief conclusions that logically lead students to the next question of the lecture.

Number of questions in a lecture- usually, two to four. Sometimes individual questions are divided into sub-questions, which facilitate the presentation and assimilation of the material. Too fractional division of a two-hour lecture or, on the contrary, excessively large components are undesirable in a logical and psychological-didactic sense. The duration of its parts should be commensurate with the scientific significance of the problems presented.

slide 21

Conclusion summarizes in brief formulations the main ideas of the lecture, logically completing it as a whole. It may give recommendations on the procedure for further study of the main issues of the lecture independently on the specified literature.

slide 22

Plan

Conducting a lesson

Topic: General information about explosives ah, explosive devices, weapons and ammunition, their detection and identification.

Study questions:

1. Explosives and explosive devices. Definition, types, classification.

2. Weapons and ammunition. Definition, types, classification.

3. Methods for detecting and identifying explosives, explosive devices, weapons and ammunition.

Purpose of the lesson: To familiarize trainees with the main types of explosives, explosive devices, weapons and ammunition used for terrorist purposes. To bring to the students the methods of their detection and identification.

Time: 2 study hours.

Class type: Lecture.

Method: Story, show, explanation.

classroom : UK-1, No. 119.

Educational and material base: Basic set of explosives for training SECUR001, training weapon 9mm. PM and 5.45 mm. AKS, training ammunition, dummies of explosives, models of improvised explosive devices.

Literature:

slide 26

STUDY PROCESS

Introduction - this is a justification and proof of the importance of the topic under consideration, acquaintance with the essence of the problem - 5-7 minutes.

Main part:

1st question - Explosives and explosive devices. Definition, types, classification.

2nd question - Weapons and ammunition. Definition, types, classification.

3rd question - Methods for detecting and identifying explosives, explosive devices, weapons and ammunition.

Conclusion - the main conclusions on the topic of the lesson, recommendations and suggestions for the practical application of the lesson materials are formulated, the prospects for further research in this direction are indicated - 5-7 min.

Self-study task:

Head of SAB N.N. Ivanov

Slide 27

Slide 28

From the history

The seminary form of education originated in ancient Greek and Roman schools, where students' messages were combined with debates, comments and conclusions of teachers.

Seminars were further developed at the universities of Western Europe, where from the 17th century they were intended mainly for students to work on sources (usually in the humanities).

Since the beginning of the 19th century, seminars have been introduced at some departments in Russian universities.

Since the beginning of the 20th century, university seminars have been helping to expand the general scientific horizons of students, familiarizing them with the most important problems and research in their chosen field of science.

Seminar types:

- workshops for in-depth study certain system courses;

– seminars dedicated to a particular topic of the course;

– a research seminar, the subject matter of which does not depend on lectures.

Extended conversation

A detailed conversation involves preparing students for each issue of the lesson plan with a single list of recommended mandatory and additional literature for all.

Reports are prepared by students on a pre-proposed topic. Performances of students take place at their request or at the request of the teacher.

In addition to the general goals of the educational process, the task is to instill in students the skills of scientific, creative work, to educate them in independence of thinking, a taste for the search for new ideas and facts, examples.

Seminar-dispute

A dispute as an element of a regular seminar can be called by the teacher during the lesson or planned in advance by him. Controversy arises occasionally and spontaneously.

During the controversy, students develop resourcefulness, quickness of mental reaction and, most importantly, the worldview defended in the dispute develops as a deeply personal one.

Press conference

A press conference is one of the varieties of the reporting system. On all points of the seminar plan, the teacher instructs the students (one or more) to prepare short reports.

The seminar is a press conference, somewhat similar to a seminar for listening to reports.

On all points of the seminar plan, the teacher instructs the students (one or more) to prepare short reports.

Then each student is obliged to ask him one question on the topic of the report. Questions and answers to them form the central part of the seminar. As you know, the ability to raise a question presupposes a certain preparedness on the relevant topic. The speaker answers the questions first, then any student who has expressed a desire to speak on one or another of them. As a rule, an active discussion unfolds on the issue under discussion. Upon its completion, the teacher gives the floor for the report on the second paragraph, etc. The teacher makes his conclusion either on each issue discussed, or at the end of the seminar.

Consequently, didactics is the science of learning and education, their goals, content, methods, means, organization, results achieved.

teaching- the ordered activity of the teacher to achieve the goal of learning (educational tasks), providing information, education, awareness and practical application of knowledge.

Doctrine- a process (more precisely, a co-process), during which, on the basis of cognition, exercise and acquired experience, new forms of behavior and activity arise, and previously acquired ones change.

Education- the ordered interaction of the teacher with students, aimed at achieving the goal.

Education- a system of knowledge, skills, and ways of thinking acquired in the process of learning.

Knowledge- concepts, schemes, facts, laws, patterns, a generalized picture of the world that have become the property of human consciousness. Knowledge can be empirical acquired through experience, and theoretical obtained as a result of consideration of patterns, connections, relationships between objects and phenomena. Knowledge plays a stimulating and regulating role. Their structure is the unity of cognitive, emotional, motivational and volitional components.

Skills- mastering the methods (techniques, actions) of applying the acquired knowledge in practice.

Skills- skills brought to automatism, a high degree of perfection. Skills are sensory, mental, motor, complex.

Target(educational, educational) - what education strives for, the future towards which its efforts are directed.

Organization- streamlining the didactic process according to certain criteria, giving it the necessary form for the best implementation of the goal.

The form- a way of existence of the educational process, a shell for its inner essence, logic and content. The form is primarily related to the number of trainees, the time and place of training, the order of its implementation, etc.

Method- the way to achieve (realize) the goals and objectives of training.

Means– subject support of the educational process. The means are the voice (speech) of the teacher, his skills in a broad sense, textbooks, classroom equipment, etc.

results(learning products) - this is what learning comes to, the final consequences of the educational process, the degree of realization of the intended goal.

Recently, the status of the main didactic categories has been proposed to be assigned to the concepts didactic system(a set of methods, means and processes aimed at achieving the effectiveness of the educational process) and learning technologies(system of techniques, methods).

1. Gnostic (cognitive) includes the skills: to analyze the pedagogical situation - to formulate strategic, tactical and operational tasks in the field of education and training (strategic tasks are super-tasks that determine the initial goals and final results of pedagogical activity, in the real pedagogical process, strategic tasks are transformed into tactical; operational tasks - these are current tasks that arise before the teacher at each individual moment of his pedagogical activity) - to develop strategies for solving pedagogical problems - to evaluate productive and unproductive solution projects and ways to implement them.

2. Design includes skills: to formulate a system of goals and objectives - to plan the activities of students - to plan their own activities.

3. Constructive includes skills: selection and compositional construction of educational material for transfer to students - designing students' activities in accordance with their age and individual characteristics, their own future activities and behavior, taking into account the capabilities of students.

4. Organizational. No matter how well the material is selected, no matter how interesting it is built, the teacher will not succeed if he cannot organize the activities of the students and his own. The organizational component involves the inclusion of students in various activities, the formation and organization of the student team. Thus, organizational activity is a practical solution to pedagogical problems.

5. Communicative. This is the establishment of pedagogically expedient relationships between the teacher and students, with other teachers, parents, and members of the public.

15. Competence of the teacher

Professional Competence teacher:

Classification of professions

Professiogram of a teacher

Theoretical and practical readiness of the teacher

A profession is a certain type of labor activity, characterized by the sum of requirements for a person. A specialty is a type of knowledge within the framework of one activity. Teacher - the position of a teacher of one or more subjects in a general education school. Classification is a meaningful order of things, phenomena, their division according to some important features. Signs:

1) The nature of labor - mental or physical

2) The subject of labor - five subjects or groups of professions:

Man is technology

Man is man

Man is nature

Human - sign system

Man is an artistic image

A teacher's professional profile is an ideal model of a teacher, teacher, class teacher, teacher. An example, a standard, which presents: 1) the main qualities of a person that he must possess 2) knowledge, skills, skills, to perform his functions

Theoretical and practical readiness of the teacher. Competence - the personal capabilities of an official, his qualifications, knowledge, experience, allowing him to take part in the development of a certain range of decisions or solve issues, due to the presence of certain knowledge and skills.

Competence is a skill within competence. Professional competence- his theoretical and practical readiness for the implementation of pedagogical activities, characterizing his professionalism.

16. The main features of professional pedagogical activity

Professional pedagogical activity is deliberate

It is separated from the daily activities of the child.

It is handled by a special person who has the necessary knowledge, skills and abilities.

For its implementation, there are certain forms: lesson, test, homework

It pursues a specific goal: to teach, develop, educate. The goal largely determines the content of upbringing and education.

The child usually also understands the special, serious nature of this activity - he is included in a special relationship with the teacher (business, official, regulated).

The results of pedagogical training activities can be checked, it is more difficult to check upbringing. A real teacher is not limited to strictly regulated activities, but conducts informal conversations, discusses problems, and provides assistance to students.

The teacher is a manager. He manages the learning activities of students. Control functions:

1) Planning

2) Organization

3) Coordination and management

4) Control

17. Analytical skills of the teacher

Formation of analytical skills is one of the criteria of pedagogical skill, because with their help knowledge is extracted from practice. It is through analytical skills that the generalized ability to think pedagogically is manifested. This skill consists of a number of sub-skills:

Analyze pedagogical phenomena

To comprehend each element of the pedagogical phenomenon in connection with the whole and in interconnection with others

Explain pedagogical phenomena in terms of theory

Diagnose pedagogical phenomena

Solve pedagogical problems

The theoretical analysis of facts and phenomena includes the isolation of a fact or phenomenon, its isolation from other facts and phenomena; establishing the composition of the elements of a given fact or phenomenon; disclosure of the content and allocation of the role of each of the elements of this structure; definition of this phenomenon in the educational process.

Pedagogical fact here means one or another type of educational attitude, and pedagogical phenomenon- the result of the interaction of such forms of activity as an event that occurred in the life of a student, the teacher's actions based on the analysis of this event in connection with the task set by him, the actions of students and the pedagogical result of the teacher's action.

18. Projective skills of the teacher

The development of a project of educational work means a translation into pedagogical language goals of training and education, their maximum concretization and substantiation of methods for their phased implementation.

The next step is to determine the content and activities, the implementation of which by students ensures the development of predictable qualities and states. At the same time, it is important to provide for a combination of various types of activities and the holding of special events in accordance with the tasks set.

Projective skills include:

Highlighting a problem

Rationale for Implementation Methods

Translation of the purpose and content of education into specific pedagogical tasks

Planning the content of pedagogical activity

Selection of activities that are adequate to the tasks set, planning a system of joint creative affairs

Determination of forms, methods and means of the pedagogical process in their optimal combination

Planning a system of techniques to stimulate the activity of schoolchildren and the content of negative manifestations in their behavior

Planning the development of the educational sphere and relations with parents and the public

19. Reflective skills of the teacher

They take place in the implementation by the teacher of control and evaluation activities aimed at himself. It is usually associated only with the final stage of solving the pedagogical problem, understanding it as a kind of procedure for summing up the results of educational activities.

Reflexes - turning back, reflection; analysis of own actions and states. This is a control and evaluation activity, comprehension of one's actions.

Meanwhile, various types of control are known:

Control based on the correlation of the obtained results with the specified samples

Control based on the intended results of actions performed mentally

Control based on the analysis of finished results of actually performed actions

Reflective skills consist of the following skills:

Are the goals and objectives formulated correctly?

Compliance of content and tasks

Effectiveness of measures

Reasons for success and failure

20. Predictive skills of the teacher

Consist in:

Setting goals and objectives

Seeing difficulties and overcoming them

Selection Methods

Designing the content of the interaction of participants, hypotheses, modeling

The management of social processes, which is also educational, always involves orientation towards the final result clearly set by the consciousness of the subject of management.

Pedagogical forecasting, carried out on a scientific basis, is based on knowledge of the essence and logic of the pedagogical process, the laws of age and individual development students. Depending on the object of forecasting, predictive skills can be divided into three groups:

1) Forecasting the development of the team: the dynamics of its structure, the development of a system of relationships

2) Forecasting the development of a personality: its personal and business qualities, feelings, will and behavior

Forecasting the pedagogical process: educational, educational and developmental opportunities for educational material, the difficulty of students in learning and other activities.

21. Organizational skills of the teacher

The organizational activity of the teacher ensures the inclusion of students in various types of activities and the organization of activities, the team, turning it from an object into a subject of education.

Organizational skills as general pedagogical ones include mobilization, information-didactic, developing and value-oriented.

1) Mobilization skills are associated with attracting the attention of students and developing their sustainable interests in learning, work and other activities; formation of knowledge needs, equipping students with skills academic work and the foundations of the scientific organization of educational work; stimulation of the organization of knowledge and life experience of pupils in order to form in them an active independent and creative attitude to the phenomena of the surrounding reality; reasonable use of methods of encouragement and punishment by creating an atmosphere of joint experience.

2) information and didactic skills are usually associated with the direct presentation of educational information, while they also take place in the methods of obtaining it. These are the skills and abilities of working with printed sources and bibliographic, the ability to extract information from other sources and adapt it, transform, i.e. the ability to interpret and adapt information to the tasks of training and education.

Information skills are manifested in:

Ability to present learning material clearly and concisely

It is logically correct to build and conduct a specific story, explanation, conversation

Form questions in an accessible form briefly

Express an idea using graphs, charts, diagrams

Use different methods

3) Developing skills of pedagogy - the zone of proximal development of individual students, the class as a whole. Creation of problem situations and other conditions for development cognitive processes, feelings and will of pupils. Stimulation of cognitive independence and creative thinking, the need to establish logical and fundamental relationships, the creation of conditions for the development of individual characteristics, the implementation of an individual approach to students for these purposes.

4) Orientation skills are aimed at the formation of moral and value attitudes of the scientific worldview, instilling a steady interest in learning activities, organizing joint creative activities aimed at developing socially significant personality traits.

22. Communication skills of the teacher

The organizational skills of the teacher are inextricably linked with the communicative ones, on which the establishment of pedagogically expedient relations between the teacher and students, colleagues, parents depends. With the help of the word, the teacher forms a positive motivation for the teaching of students, a cognitive orientation and creates a favorable psychological environment.

Communicative skills can be structurally represented as interrelated groups of perceptive skills, communication skills proper, and skills and abilities of pedagogical technique.

1) Perceptual skills:

Perceive and adequately interpret information about signals from a communication partner received in the course of joint activities;

To penetrate deeply into the personal essence of other people, to establish the individual originality of a person

To determine how a person belongs to what type of personality and temperament, to capture the nature of experiences by minor signs

To see the main thing in another person, to correctly determine his attitude to social values, to resist the stereotypes of perception of another person.

2) Skills of pedagogical communication. The organization of direct communication requires the ability to carry out a communicative attack, i. draw attention to yourself. 4 ways: speech, pauses, movement-sign variant, adjacent variant. At this stage, such an ability to establish psychological contact with the class is necessary, which contributes to the transfer of information and its perception.

3) Management of communication in the pedagogical process initially involves the ability to act organically and consistently in a public setting, organize joint creative activities with students, purposefully support communication by introducing elements of a conversation, rhetorical questions, etc.

Successful Management pedagogical communication requires the ability to distribute attention and maintain its stability.

Establishing feedback in the process of communication helps empathic processes that arise in the course of interaction between the teacher and pupils. Emotional feedback is comprehended through the ability to capture the general mood of the class through the behavior of students, from the eyes and faces, to feel in the process of communication the onset of a change in the emotional states of students, their readiness to work, to see in a timely manner the exclusion of individual students from the general activity.

23. Teaching career

Career is a general sequence of stages of human development in the main areas of life. The essential component of the concept of "career" is the movement forward.

Career - active promotion of a person in the developed areas and improvement of the way of life, ensuring its stability in the flow of social life

Career types:

Linear. A person from the very beginning of his labor activity chooses the area he likes and stubbornly climbs the hierarchical ladder throughout his life.

stable. A person still in his youth chooses the area of ​​his activity and remains in it to the end, not striving to move up the hierarchical ladder.

Spiral. Such a career is for restless people. They are happy to plunge into the work, work hard and do their job well, advance with their rank. After 5-7 years, their interest fades, they go to another job and everything repeats again.

Short-term. A person often moves from one job to another. He does not particularly choose the way of activity, and only occasionally and temporarily receives minor promotions.

Layered. If a person successfully copes with his duties, he is put forward. After a series of nominations, he reaches his competence, he will not be promoted again.

Decreasing. A person starts his career well and achieves a promotion, but something unexpected happens in his life that brings him to the very bottom.

In order to determine in which direction to move, you need to determine what is life success. Success is an event that receives social and public support. It's a matter of your target setup, ie. subjective feeling.

Personal professionalism. Perspective (scheme of its construction):

1. Awareness of the value of honest work, the need for education after school.

2. Public orientation in the socio-economic situation in the country, forecasting its change

3. Knowledge of the world of professional work

4. Targeting

5. Understanding your strengths and weaknesses

6. The idea of ​​external obstacles to the goal

7. Availability of a system of backup options

8. Idea about the meaning of your future professional work

9. Beginning of the practical implementation of the professional work plan

It is very important for professional advancement to be able to create your own image. Reputation is only part of the image. It is a whole complex of personality traits and ways of self-expression.

For a teacher, the image is extremely important, because it is he who influences the formation of attitudes, values ​​and ideas among pupils. Personal qualities are important in the image, since the degree of trust depends on how moral he is.

24. Design and process of solving pedagogical problems

The pedagogical task is the basic unit of the pedagogical process. Must meet the following conditions:

Possess all the existing features of the pedagogical process

Be common in the implementation of any pedagogical goals

Observable during isolation by abstraction in any real process

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

All tasks are solved in compliance with the principle scheme, which involves the passage of four interrelated stages:

Situation analysis and problem setting

Designing solutions and choices that are optimal for given conditions

Implementation of the plan for solving the problem in practice, including the organization of interaction, regulation and correction of the course of the pedagogical process

Analysis of decision results

25. The essence of the learning process

This is a very complex process of objective reality. It includes a large number of diverse connections and relationships of many factors of various orders and nature. The concept of learning includes 2 components - teaching and learning.

Teaching is the activity of teachers in organizing the assimilation of educational material, teaching is the activity of students in assimilation of the knowledge offered to them.

The school should teach to think, to develop students in all respects. Learning is characterized by the following features:

1) Bilateral character

2) Joint activities of teachers and students

3) Guidance from the teacher

4) Special planned organization and management

5) Integrity and Unity

6) Matching student development

7) Management of the development and education of students

26. The difference between the process of scientific knowledge and teaching

27. Drivers of the learning process

The learning process as a specific process of cognition should be considered as a process of constant movement and development, in which there are big and small jumps, recessions, unexpected turns of thoughts, possible insights.

The main contradiction of teaching is the contradiction between the ever-complicating requirements of the teacher and the student's capabilities (the level of their knowledge, development, motives, and the abilities of their activities that they possess). This contradiction is reflected and concretized in the contradictions of the contents of knowledge, skills, motivational and operational aspects of learning.

These include the contradictions between the student's personal worldly experience and scientific knowledge. Between old knowledge and new knowledge. Between knowledge and the ability to use it. Between a more complex cognitive task and the presence of previous insufficient methods for solving it.

The main contradiction is the driving force of learning because it is inexhaustible, i.e. makes sense in the eyes of students, and the resolution of the contradiction is clearly recognized or as a necessity.

The condition for the formation of contradictions as the driving force of learning is its proportionality with the cognitive potential of students.

In short: the driving force is knowledge of ignorance.

28. Basic elements of the learning process

29. The unity of the educational, upbringing and developmental functions of education

Upbringing, the harmonious development of the personality presupposes the unity of its education, upbringing and general development. All these components of comprehensive development are understood as the formation of knowledge, skills, upbringing of personal qualities and the development of the psychological sphere of the individual.

Educational Function: scientific knowledge, special abilities and skills, general educational skills and abilities.

Educational function: the formation of a worldview

Developmental function: development of sensory perception

30. The system of didactic principles of teaching

The principles of education are determined by the goals of education and have a historical character. Some of them are losing their meaning. There is a restructuring of the content of the principles that have retained their significance for new purposes, and new principles appear that reflect the new requirements of society for learning.

Modern principles determine the requirements for all components of the educational process - logic, goals, objectives, content formation, choice of forms and methods, stimulation, planning and analysis.

The following principles are identified as fundamental:

1) Consciousness and activity

2) Visibility

3) Systematic and consistent

4) Strength

5) Scientific

6) Availability

7) Links between theory and practice

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