Essential characteristics and stages of the pedagogical process. Essential characteristics and stages of the pedagogical process Main stages of organizing the pedagogical process

Pedagogical processes have a repeating, cyclical nature, and the same stages can be found in their development. The stages are not components, but a sequence of development: preparatory, main, final (Fig. 4). When all these steps have been completed, the process is complete - and everything starts all over again. If a lesson is presented as a separate process or part of a general one, you can understand how it all happens.

At the preparatory stage, proper conditions are created for the process to proceed in a given direction and at a given speed. At the same time, the following come to the fore: identifying and setting specific tasks, studying (diagnosis of conditions) for the development of the process, forecasting achievements, designing and planning the development of the process.

Rice. 4. Stages of the pedagogical process

The purpose of identifying and setting tasks is to transform the general pedagogical goal, facing the public education system, into a specific one, achievable at a given segment of the pedagogical process and in the currently existing conditions. This is always “tied” to a specific system for implementing the pedagogical process - school, class, lesson, etc. At this stage, contradictions are identified between the requirements of the general pedagogical goal and the specific capabilities of students of a given educational institution etc., ways to resolve these contradictions in the designed process are outlined.

It is impossible to set the right goal and determine the tasks of the process without diagnostics. Pedagogical diagnostics (from the Greek “bottom” - transparent and “gnosis” - knowledge) is a research procedure aimed at “understanding” the conditions and circumstances in which the pedagogical process will take place. Her the main objective- gain a clear understanding of the circumstances that will help or hinder the achievement of intended results. During the diagnostics, the necessary information is collected about the real capabilities of teachers and students, the level of their previous training, the conditions for the process, and other important attributes. It must be emphasized that the initially planned tasks are adjusted based on the results of the diagnosis: often specific conditions force them to be revised and brought into line with real possibilities. Diagnostic issues in the modern pedagogical process are so important that a special chapter will be devoted to them later.

Diagnostics is followed by forecasting the progress and results of the pedagogical process. The essence of forecasting (the prefix “pro” indicates anticipation) is to first, before starting the process, assess its potential effectiveness in specific conditions. Using scientific forecasting, we can learn about what does not yet exist, theoretically weigh and calculate process parameters. Forecasting is carried out using rather complex methods, but the costs are worth it, since in this case teachers have the opportunity to actively intervene in the design and course of the pedagogical process, without waiting until it turns out to be ineffective or leads to undesirable consequences. WITH concrete examples Diagnostics and forecasting of the pedagogical process will be discussed below.

The preparatory stage ends with a process organization project adjusted based on the diagnostic results, which, after final refinement, is embodied in a plan. IN pedagogical practice Various plans are used to guide the educational process at school, educational work, conducting individual educational activities, lessons, etc. Plans for pedagogical processes are specific and have a certain validity period, i.e. this is the final document that precisely defines who needs to do what, when and what.

The main stage of the pedagogical process can be considered as a relatively separate system, which includes important interrelated elements: setting and explaining the goals and objectives of the upcoming activity; interaction between teachers and students; the use of intended methods, means and forms of the pedagogical process; creation of favorable conditions; implementation of various measures to stimulate the activities of schoolchildren; ensuring the connection of the pedagogical process with other processes. The effectiveness of the process depends on how expediently all these elements are interconnected, whether their focus and implementation of the common goal and one another do not contradict. Thus, during pedagogical interaction, operational pedagogical control is carried out, designed to play a stimulating role. But if its direction and purpose are not subordinated to the general purpose and direction of the process, and do not take into account many other specific circumstances, control from a stimulus can turn into a brake.

An important role at the main stage of the pedagogical process is played by feedback, which serves as the basis for making operational decisions. management decisions. Feedback– the basis for high-quality process management; each teacher attaches priority to its development and strengthening. Only relying on it is it possible to find a rational relationship pedagogical management and self-management of their activities on the part of students. In this regard, let us recall once again that the pedagogical process is to a large extent a self-regulating system, since the teachers and students involved in it have their own will and freedom of choice. Prompt feedback during the pedagogical process contributes to the timely introduction of corrective amendments, giving pedagogical interaction the necessary flexibility.

The final stage of the pedagogical process is the analysis of the achieved results. Why is this necessary? Why is it important to once again carefully analyze its progress and results? The answer is obvious - in order not to repeat in the future the mistakes that inevitably arise in any, even very well-organized process, in order to take into account the ineffective moments of the previous one in the next cycle. By analyzing, we learn. The teacher who is able to benefit from the mistakes made grows. Exacting analysis and self-analysis is the right path to the heights of pedagogical excellence.

It is especially important to understand the reasons for the incomplete compliance of the process and results with the original plan, to determine where, how and why errors occurred. Practice confirms that most of all they appear when the teacher ignores diagnostics and forecasting of the process, works “in the dark”, “by touch”, hoping to achieve a positive effect. Apart from disappointment, dissatisfaction, loss of time and interest, such a process cannot give students anything.

It should be borne in mind that the educational process does not develop spontaneously. The centuries-old practice of education has developed a certain form of its organization. The pedagogical process is divided into separate segments and cycles. Each has its own logic. Stages of the pedagogical process: preparatory, main, final. Each of them has its own specific tasks and is carried out in a certain order. If a teacher tries to change something in him, he must understand well what these changes can lead to.

Pedagogical processes are cyclical in nature. The same stages can be found in the development of all pedagogical processes. Stages are not components, but sequences of process development. The main stages can be called: preparatory, main, final.

At the preparation stage of the pedagogical process (preparatory), proper conditions are created for the process to proceed in a given direction and at a given speed. At this stage, the following important tasks are solved: goal-setting, diagnosing conditions, forecasting achievements, designing and planning the development of the process.

The essence of goal setting (justification and goal setting) is to transform the general pedagogical goal facing the public education system into specific tasks that are achievable at a given segment of the pedagogical process and in the existing specific conditions. Goal setting is always “tied” to a specific system for implementing the pedagogical process - school, class, lesson, etc. At this stage of the functioning of the pedagogical process, contradictions are identified between the requirements of the general pedagogical goal and the specific capabilities of the student population of the educational institution, etc., and ways are outlined resolving these contradictions in the designed process.

It is impossible to set the right goal and determine the tasks of the process without diagnostics. Pedagogical diagnostics (from the Greek “dia” - transparent and “gnosis” - knowledge) is a research procedure aimed at “clarifying” the conditions and circumstances in which the pedagogical process will take place. Its main goal is to gain a clear understanding of the reasons that will help or hinder the achievement of the intended results. During the diagnostic process, all the necessary information is collected about the real capabilities of teachers and students, the level of their previous training, the conditions of the process, and many other important circumstances. It is important to emphasize that the initially planned tasks are adjusted based on the results of the diagnosis: very often specific conditions force them to be revised and brought into line with real possibilities.

Diagnostics is followed by forecasting the progress and results of the pedagogical process. The essence of forecasting (the prefix “pro” indicates anticipation) is to assess in advance, preliminarily, even before the start of the process, its possible effectiveness in the specific conditions available. Using scientific forecasting, we can learn about what does not yet exist, theoretically weigh and calculate process parameters in advance. Forecasting is carried out using rather complex methods, but the costs of obtaining forecasts are worth it, since in this case teachers have the opportunity to actively intervene in the design and course of the pedagogical process, without waiting until it turns out to be ineffective or leads to undesirable consequences. Below we will look at specific examples of diagnostics and forecasting of the pedagogical process.

The preparatory stage ends with a process organization project adjusted based on the results of diagnostics and forecasting, which, after final refinement, is embodied in a plan. The plan, like the process itself, is always “tied” to a specific system. In pedagogical practice, various plans are used - management of the educational process at school, educational work in the classroom, plans for conducting individual educational activities, lessons, etc. Plans for pedagogical processes have a certain validity period. Thus, a plan is the final document that precisely defines who, when and what needs to be done.

The stage of implementation of the pedagogical process (main) can be considered as a relatively separate system, which includes important interconnected elements: setting and explaining the goals and objectives of the upcoming activity; interaction between teachers and students; the use of intended methods, means and forms of the pedagogical process; creation of favorable conditions; implementation of various measures to stimulate the activities of schoolchildren; ensuring the connection of the pedagogical process with other processes. The effectiveness of the process depends on how expediently these elements are interconnected, whether their focus and practical implementation of the common goal and each other do not contradict each other. For example, during pedagogical interaction, operational pedagogical control is carried out, designed to play a stimulating role. But if its direction, volume, purpose are not subordinated to the general goal and direction of the process, and do not take into account many other specific circumstances, control from a stimulus can turn into a brake.

An important role at the stage of implementation of the pedagogical process is played by feedback, which serves as the basis for making operational management decisions. Feedback is the basis for high-quality process management; every teacher must give priority to its development and strengthening. Only by relying on it is it possible to find a rational relationship between pedagogical management and self-management of their activities on the part of the educated. In this regard, let us recall once again that the system of the pedagogical process is to a large extent a self-regulating system, since the people involved in it have their own will and freedom of choice. Prompt feedback during the pedagogical process contributes to the timely introduction of corrective amendments, giving pedagogical interaction the necessary flexibility.

The cycle of the pedagogical process ends with the stage of analysis of the achieved results (final). Why is this necessary? Why is it important to once again carefully analyze the progress and results of the pedagogical process after its completion? The answer is obvious - in order not to repeat in the future the mistakes that inevitably arise in any, even very well organized, process, so that in the next cycle the ineffective moments of the previous one are taken into account. By analyzing, we learn. The teacher who benefits from the mistakes he makes grows. Therefore, exacting analysis and self-analysis is the right path to the heights of pedagogical excellence.

It is especially important to understand the reasons for the incomplete compliance of the process and results with the original plan, to determine where, how and why errors occurred. Practice confirms that most errors occur when a teacher ignores diagnostics and forecasting of the process and works “in the dark,” “by touch,” hoping to achieve a positive effect. Apart from disappointment, dissatisfaction, loss of time and interest, such a process cannot give students anything.

IV. Let’s put together a summary table of the stages of the pedagogical process. Fill in the missing lines. If you have any problems, please contact the correction unit for assistance.

Stages of the pedagogical process

RIGHT ANSWERS

Control test

1. What is the pedagogical process?

2. What is the pedagogical process as a system?

3. Describe the components of the pedagogical process.

4. Why is the pedagogical process considered as labor?

5. What does the integrity of the pedagogical process mean?

6. What are the dominant and accompanying functions of the processes?

7. What are the specifics of the processes that make up the pedagogical process?

8. How will you determine the dynamics of the pedagogical process?

9. How does personality develop in the pedagogical process?

10. How to manage the pedagogical process?

11. Define the pattern of stimulation.

12. Formulate the law of the unity of the sensory, logical and practical in the pedagogical process.

13. What is the essence of the pattern of unity of external and internal activities?

14. Formulate the pattern of conditionality of the pedagogical process.

15. Identify and analyze the main stages of the pedagogical process.

16. What is diagnostics, forecasting, design?

17. What is pedagogical interaction?

18. What main ideas does cooperation pedagogy develop?

Literature for self-education

Amonashvili Sh.A. Personal and humane basis of the pedagogical process. - Minsk, 1990.

Volkov IL. There is one goal - there are many roads. - M., 1990.

Ibuka Masaru. After three it's too late. - M., 1991.

Ivanov A.F. Rural school. - M., 1987.

Ilyin E.N. The hero of our lesson. - M., 1991.

Ilyin E.N. The birth of a lesson. - M., 1986.

Ilyin E.N. The art of learning. - M., 1982.

Ilyin E.N. The path to the student. - M., 1988.

Karakovskip V.A. My beloved students. - M., 1987.

Lysenkova S.N. When it's easy to learn. - M., 1981.

Lysenkova S.N. The method of advanced learning. - M., 1988.

Pedagogical search. - M., 1988.

Soloveychik S. L. Eternal joy. - M., 1986.

Soloveychik S. L. Pedagogy for everyone. - M., 1987.

Soloveychik S.L. Learning with passion. - M., 1976.

Shatalov V.F. Support point. - M., 1987.

The pedagogical process often follows one pattern. This is explained: Limited means. Human sensitivity. The inability to solve all problems at once.Stages- sequence of process development. Main stages: Preparatory. Main. Final. At the stage “preparation of the pedagogical process” (preparatory) proper conditions are created for the process to proceed in a given direction and at a given speed. At this stage, the following important tasks are solved: 1) goal setting; 2) diagnostics of conditions; 3) forecasting of achievements; 4) design and planning of process development. Main stage- implementation of the pedagogical process - can be considered as a relatively separate system, which includes important interrelated elements: 1) setting and explaining the goals and objectives of the upcoming activity; 2) interaction between teachers and students; 3) the use of intended methods, means and forms of the pedagogical process; 4 ) creation of favorable conditions; 5) implementation of various measures to stimulate the activities of schoolchildren; 6) ensuring the connection of the pedagogical process with other processes. Stage of analysis of achieved results (final). This stage is necessary in order not to repeat in the future the mistakes that inevitably arise in any, even very well-organized process, in order to take into account the ineffective moments of the previous one in the next cycle. By analyzing, we learn. The teacher who benefits from the mistakes made grows. The pedagogical process needs monitoring (constant observation for correction). Continuous monitoring of the development and productivity of the pedagogical process is carried out according to special parameters and based on accepted criteria. Levels of study: State. Regional. School. University.

Back in the 19th century, for example, in most countries of the world, school education was limited only to learning the basics of counting, writing and reading. But with the development of the technical foundations of production, science and the spiritual life of society, the requirements for the content school education increased. Under the influence of this, the volume and theoretical level of natural and mathematical knowledge acquired at school began to expand, and subjects of the humanities cycle - language, literature, history, etc. - began to be studied more thoroughly. In connection with the development of production, the level of requirements for general scientific, technical and professional training of young people gradually has increased, and currently in almost all countries of the world the search for ways to improve the content of school education and its modernization continues.

To objective social factors, influencing the content of school education, also include changes in the development of science and technology, which are accompanied by the development of new theoretical ideas and fundamental technological improvements, as exemplified by the current scientific and technological revolution(NTR). Such changes in school education were also required by the development molecular biology and genetics, development of the theory of jet propulsion, fission of the atomic nucleus, production and use of new chemicals, widespread implementation in all areas of the production of computer technology and microelectronics. However, the content of school education is greatly influenced by subjective factor, in particular, politics and ideology of society. For example, as recently as the middle of the 19th century. Some Russian government officials tried to prove that education not only does not bring benefit to the common people (“cook’s children”), but even harms it, because it gives rise to “ferment of minds” and causes indignation at the existing system.

No less important when determining the content of school education is the following: subjective factor, as the methodological positions of scientists. The basis for different positions and views on the content of education is how one or another scientist interprets the question of the mental development of schoolchildren under the influence of educational work. In this regard, let us consider the most well-known theories of education that were developed in pedagogy in the past and had a significant impact on the content of school education.

28. Basic documents planning the content of education in modern school. The concept of education standards.

The standard of education is understood as a system of basic parameters accepted as the state standard of education, reflecting the social ideal and taking into account the capabilities of the real individual and the education system to achieve this ideal (V.S. Lednev).
In this sense, standardization of education in developed countries world has long been carried out through the development of curricula and programs, establishing a certain level of education, etc. However, the term “standard” itself in relation to education began to be used relatively recently. The standard establishes the scope of the school component of the content of education, reflecting the specifics and focus of an individual educational institution. Education standard, on the one hand, reflects the obligations of the state to its citizen, and on the other hand, the obligations of the citizen to the state in the field of education. The state requires its citizens to achieve a level of education determined by the standard and guarantees, in turn, the level necessary for this educational services.
The introduction of standards makes it possible to eliminate spontaneity and voluntarism in the development of a system of criteria for the quality of education of schoolchildren, increase the objectivity and information content of control, and unify assessments. Obtaining reliable information about the real state of affairs at school will create conditions for making informed management decisions at all levels of education. State educational standards make it possible to carry out the function of improving the quality of education. They are designed to fix the minimum required amount of educational content and set the lower acceptable limit of the level of education. Before their introduction, there were no national mandatory norms. Available guidelines and ideas about quality general education developed spontaneously, were aimed at the most prepared schoolchildren and were inaccessible to a significant part of students. The absence of clearly defined limits of assimilation led to the fact that the real level of knowledge of many graduates turned out to be extremely low, and high level the level of education of individual schoolchildren did not solve the problem of the quality of education as a whole.
Introduction educational standards allows you to resolve the issue of guaranteed achievement by each student of a certain, predetermined level of basic personal culture, helps to increase the overall level of education and, consequently, improve the quality of education in general. Contents educational process regulated by curricula, curriculum for subjects and recorded in educational books and electronic storage devices. A curriculum is a certificate from an educational institution. Determining duration school year, durations of quarters and holidays, etc. It is developed taking into account the laws of the educational process, sanitary, hygienic and organizational requirements, and established traditions. Based curriculum is being compiled training program. This includes: an explanatory note about the goals of studying this subject, the basic requirements for the student’s knowledge and skills, the thematic content of the material being studied, a list of educational equipment and visual aids, recommended literature.

The pedagogical process is cyclical in nature. There are the same stages in the development of pedagogical processes. Stages are not constituent parts (components), but sequences of process development. Main stages: 1) preparatory, 2) main and 3) final

PP consists of a cycle of repeating steps.

1. Preparatory stage

At this stage, the proper conditions are created for the process to proceed in a given direction and at a given speed. At this stage, important tasks are solved: 1) goal setting, 2) diagnosing conditions, 3) predicting achievements, 4) designing the development of the pedagogical process, 5) planning.

1.1. Goal setting. Formulating the expected result (goals, objectives) and the conditions for its achievement.

1.2. Diagnostics. The study of the psychological climate, material, sanitary, hygienic conditions of which PP takes place. Collection of information about the real capabilities of teachers and students. Determining the level of education and training of students. Studying the composition of the primary class group of students, families of schoolchildren. The initially planned tasks are adjusted based on the results of the diagnosis and are brought in accordance with real possibilities.

1.3 Forecasting progress and results of the pedagogical process. Preliminary (before the start of the process) assessment of its capabilities, effectiveness and existing specific conditions.

1.4. Design Development of a project for organizing a PP. The finalized project is embodied in programs and plans for achieving the set goals: management of the educational process, educational work with a group of students, teaching an academic discipline, notes on extracurricular activities, lessons.

2. Main stage

2.1. Organization. Includes the activities of the teacher (teaching, managing various activities of students) and the active participation of students in the proposed activities to achieve their goals and plans.

The stage includes interrelated elements:

1.) Pedagogical interaction: a) setting and explaining the goals and objectives of upcoming activities, b) contact between teachers and students, 3) using the intended methods, forms, means, c) creating favorable conditions, d) implementing developed measures to stimulate the activities of students.

2.) Operational pedagogical control, playing a stimulating role.

3.) Feedback from students showing their level of mastery of the content of a lesson or extracurricular activity.

4.) In case of deviation from the set goals and objectives, regulation and correction of the activities of students and teachers.

3. Final stage

3.1. Monitoring, analysis and evaluation of achieved results. Identification and assessment of the results of education and training of students, the effectiveness of lessons taught, educational activities, forms, methods, means of educational programs used, causes of errors, difficulties in the activities of teachers and students. Designing corrective measures.

Pedagogical processes are cyclical in nature. The same stages can be found in the development of all pedagogical processes. Stages are not components, but sequences of process development. The main stages of the pedagogical process can be called preparatory, main and final.

On preparation stage The pedagogical process creates the appropriate conditions for its flow in a given direction and at a given speed. The following tasks are solved here: goal setting, diagnostics of conditions, forecasting of achievements, design and planning of process development.

Essence goal setting(justification and goal setting) is to transform the general pedagogical goal facing the public education system into specific tasks that are achievable at a given segment of the pedagogical process and in the specific conditions available.

It is impossible to set the correct goal and process objectives without diagnostics. Pedagogical diagnostics is a research procedure aimed at “clarifying” the conditions and circumstances in which the pedagogical process will take place. Its essence is to obtain a clear idea of ​​the state of an individual (or group) by quickly recording its defining (most important) parameters. Pedagogical diagnostics serves as the most important means of feedback for the purposeful influence of the subject on the object of the pedagogical process.

Diagnosis is followed by forecasting the progress and results of the pedagogical process. The essence of forecasting is to assess in advance, preliminary, even before the start of the process, its possible effectiveness in the existing specific conditions.

The preparatory stage ends with the adjusted data based on the results of diagnostics and forecasting. process organization project, which, after final development, is embodied in plan. The plan is always “tied” to a specific system. In pedagogical practice, various plans are used: management of the pedagogical process at school, educational work in the classroom, conducting lessons, etc.

Stage implementation of the pedagogical process (basic) can be considered as a relatively separate system that includes important interconnected elements:

Setting and explaining the goals and objectives of upcoming activities;

Interaction between teachers and students;

Use of intended methods, means and forms of the pedagogical process;

Creation of favorable conditions;

Implementation of various measures to stimulate student activity;

Ensuring the connection of the pedagogical process with other processes.

The effectiveness of the pedagogical process depends on how expediently these elements are interconnected, whether their focus and practical implementation of the common goal and each other do not contradict each other.

An important role at the stage of implementation of the pedagogical process is played by feedback, which serves as the basis for making operational management decisions. Feedback is the basis of quality process management.

On final stage the results achieved are analyzed. Analysis of the progress and results of the pedagogical process is necessary in order not to repeat in the future the mistakes that inevitably arise in any, even very well organized, process, in order to take into account the ineffective moments of the previous one in the next cycle.