Creating conditions for each child to realize the right to receive an education, taking into account his inclinations and capabilities, on the principles of democracy, openness, the priority of universal human values, and the protection of life and health;
Formation of a general culture of personality of students based on mastering the mandatory minimum content of educational programs;
Creating a basis for informed choice and subsequent mastery of professional educational programs;
Preparing a graduate who is competitive in the labor market;
Fostering citizenship, hard work, respect for human rights and freedoms, love for the environment, Motherland, family;
Formation of healthy lifestyle skills and habits in students;
Creating favorable conditions for comprehensive personal development, including by meeting the needs of students in self-education and receiving additional education;
Interaction with the family to ensure the full development of the child.
Characteristics of the organization in terms of scale of production, level of specialization.
1a – 27 school. 5a – 27 school. 10a – 24 academic days
1b – 26 studies 5b – 27 school. 10b – 16 school.
1c – 24 academic days 5v – 29 school. 11a – 18 school days
1 year – 19 school days 6a – 26 school. 11b – 21 school.
2a – 24 academic days 6b – 29 school. 10-11 – 79 school days
2b – 24 lessons 6c – 13th school. class
2c – 27 school. 7a – 29 school.
3a – 28 academic days 7b – 26 school.
3b – 27 school. 7c – 10 school.
4a – 29 school. 8a – 31 school.
4b – 27 school. 8b – 31 school.
4c – 22 school days 9a – 26 school days
1-4 – 304 studies. 9b – 28 school.
class 9c – 15th school.
5-9 – 347 studies.
TOTAL students in school 730 students, of which at home – 2 students, according to a special correction program of type VII - 47 students, VIII type – 5 students.
Intra-school management structure
The school is managed in accordance with the Law of the Russian Federation “On Education” and the standard regulations “On the educational institution of the Russian Federation” and on the principles of democracy, openness, the priority of human values, free development of the individual, based on the principles of self-government of the team and unity of command.
The school director carries out general management of all areas of the school’s activities in accordance with its Charter and the legislation of the Russian Federation, together with the Governing Council of the school (hereinafter referred to as the school’s Governing Council), determines the strategy, goals and objectives of the school’s development, and makes decisions on the program planning of its work.
The Pedagogical Council is a permanent governing body of the school to consider the main issues of the educational process, and is convened at least once every quarter. His decisions are recommendations for the teaching staff. Decisions approved by school order are binding.
The Administrative Council consists of three deputy directors for educational work, a deputy director for educational work and a deputy director for administrative and administrative work. Responsibilities between members of the administration are determined by school order.
Types, forms and frequency of intra-school control.
To monitor the process of learning and upbringing of students, the school administration combines various forms of control, giving preference to those that give the highest possible results, such as collective forms of control. (Example: class-generalizing control at the end of the first month of classes). Due to the fact that fifth-graders, moving to subject education, experience difficulties in communicating with a much larger number of teachers than in elementary school, in order to bring students and teachers closer together and adapt in this parallel, we carry out the named form of control, involving all teachers in it, working in parallel, a school psychologist, a librarian, GPA teachers and, finally, all members of the school administration. When assessing the knowledge and skills of students at this stage, we compare them with the previous ones, with the requirements of the programs, or with the results that we expected. If the results of class-generalizing control are alarming due to their originality, then we resort to planned administrative control: these are control sections based on the results of the quarter, half-year and year in certain subjects, and transfer exams.
We carry out collective forms of control and planned administrative control when studying new teaching technologies.
In order to avoid formally objective assessment of the activities of individual teachers and the teaching staff as a whole, we use another form of control - mutual control and methodological mentoring. We constantly resort to this form of control during the preparation for certification.
If some kind of “emergency” situation arises at school, when individual teachers or class staff at this stage need strict administrative control, we are forced to resort (extremely rarely) to the so-called spontaneous administrative control, the purpose of which is to identify and eliminate the causes and the consequences that led to the occurrence of this situation,
We carry out control in a planned and targeted manner. Its volume, frequency, quality, types, methods, and forms depend on the goals of control.
If we are inspecting educational work in a classroom, parallel unit, or school unit, then we identify for ourselves those parameters by which we will record changes in the behavior of children, their academic performance, and attitude towards the assigned task. The final result is determined by the growth in the level of education, good manners and development of students. The methods we use here are; questionnaires by teachers, students, parents; interviewing them; visiting and analyzing extracurricular activities.
If we set ourselves the goal of checking whether a teacher masters the art of teaching, then we try to attend as many of his lessons as possible over a certain period of time, to see the teacher in his direct interaction with children.
We consider the following to be the main elements of control of the educational process:
* Performing comprehensive training;
* Implementation of continuity between levels of education;
* The state of teaching academic subjects;
* System of individual work of teachers with students of different levels of training;
* Identifying the level of student learning;
* Quality of school documentation;
* Completion of training programs and the prescribed minimum of written work;
* Preparation for the final certification for the course of basic and secondary school;
* Organization of extracurricular activities with students;
* Health status of students;
* Implementation of decisions of pedagogical councils and meetings.
The main goal of modern education is to develop the child’s abilities that he and society need. During their time at school, all children should learn to be socially active and acquire self-development skills. This is logical - even in psychological and pedagogical literature, the goals of education mean the transfer of experience from the older generation to the younger. However, in fact it is much more than that.
Pedagogical aspect
The goals of modern education in teaching activities perform a system-forming function. After all, the choice of content, as well as means and methods of teaching, depends on their definition. The goals set for the teacher provoke the emergence of many professional issues. And the most important one sounds like this: “Why, what and how to teach schoolchildren?” It would seem a simple question. But the correct and complete answer to it can be given by someone who is aware of all the ethical, subject-matter, aesthetic, life and professional nuances of his profession.
And all good teachers initially define the goals and objectives of education. They are able to set them so precisely that they can build a process that guarantees their achievement and implementation as quickly as possible. A professional teacher will never ignore this, rushing straight to the preparation of manuals and programs.
Federal State Educational Standard
Allow each person to understand what the purpose of learning is. In the Federal State Educational Standard everything is spelled out as clearly as possible.
It says that the goal of education is not only to achieve subject results in the Russian language, geography, physics and other disciplines. The learning process is also aimed at shaping the personality of children and at mastering skills that will be useful to them in the future. These include communication skills, the ability to demonstrate leadership qualities and engage in self-education, the ability to find, process and use information, demonstrate your experience and the results of personal work.
The goal of education today is to develop several types of child activity at once and to motivate him to carry out a variety of research and design work.
Tasks
So, the purpose of education has already been discussed. Now you need to pay attention to the tasks.
The main one is the constant, systematic increase in the educational level of the population of our state. Also, one of the tasks involves preparing new generations for life in a democratic society. Training is also aimed at the formation and development of an integral educational space in the Russian Federation, not only at the federal, but also at the global level.
In addition to the above, education implies social integration of all groups of society. Regardless of their physical and mental health, ethnicity, political and religious beliefs. Based on this belief, another goal can be derived - ensuring the same starting opportunities for children in the field of education.
About the principles
There are certain foundations on which the education of the Russian Federation traditionally rests. These principles also cannot be ignored.
The key is pluralism in the educational environment, freedom and democracy. We also must not forget about humanism and importance, which necessarily manifest themselves in the processes of education and training.
In addition, the level of mobility, the variability of its technologies, individuality and scientific validity are important. And also constant adaptability. After all, the needs of society, like living conditions, are constantly changing. And along with them, the goals of modern education and the system itself are being transformed.
Functions of education
These are also worth discussing briefly. Each educational institution organizes a learning process that performs several important functions at once.
The first is motivational. At school, children gain incentive to get an education and study certain subjects. A good teacher knows how to justify the significance of this process, as well as awaken students’ interest in a particular discipline.
Another function is informational. During the lessons, children receive a certain amount of information that influences the formation of their worldview, provides food for spiritual development and specialized skills.
The third function is called integrating. After some time, each student begins to apply the knowledge and skills acquired at school in real life. This is one of the most important functions. The child, having realized by his own example that school knowledge is really useful, receives an additional, non-imposed incentive to learn. It is also worth noting the coordinating function. During the course of their education, children learn to apply various methods they have previously mastered to accomplish a particular task.
And the last, most important function is called educational. In the process of learning, the child receives spiritual and value development, masters such qualities as hard work, mental activity, determination, perseverance and perseverance.
Result of education
Much has been said above about the goals and objectives of training. There are many of them, but this is not the entire list. But whether an educational institution has successfully implemented a program can be easily determined. There is a standard “model” of a high school graduate.
If a student actively strives to expand his value horizon, leads a safe and healthy lifestyle, adequately and wisely designs his future and recognizes himself as an individual living in society, the goal of modern general school education has been achieved. Such a person can think creatively and critically, is able to independently choose a profession, and also knows how to make personal choices, perform actions and bear responsibility for them.
Learning process
When talking about the goal of general education, one cannot fail to note the actions of the teaching staff, without which its achievement is not possible.
First of all, this is didactic processing of educational material. Each teacher must adapt it for students to understand. And also highlight the most important thing. After all, it is unrealistic to provide students with all the knowledge on the subject - the time “budget” is too small. In addition, this is how the teacher turns science into an academic discipline. One is distinguished from the other by the logic of presentation and the set of concepts. Teachers specially select a part from a scientific discipline that corresponds to the learning conditions and educational program.
Professional teachers also take into account psychologization. The educational process assumes that children need to be taught material taking into account their age characteristics, level of training and personal characteristics. But such processing of information should not be carried out to the detriment of its scientific nature and objectivity.
Important Features
It is worth noting that every teacher, realizing the goal of education, must connect theory with practice and teaching with upbringing. Even if a teacher teaches mathematics, he must not be distracted from reality. Considering how abstract and abstract some theories are, this presents a certain professional challenge. However, any position proposed by a teacher for study must be combined with the formation of useful skills and abilities, as well as with the acquisition of creative experience and the ability to adequately assess reality.
And, of course, the content of training must necessarily correspond to the approved program. Education in the Russian Federation is aimed at the development of not only the individual, but society and the state as a whole. And all the tasks implemented by schools are dictated by the level of development of science, culture and the nature of our civilization.
Olga Moroz
The main role of the modern school
The main role of the modern school
Modern school is Home, in which a Unified educational, educational and information space has been formed, where students, teachers and parents interact, united by common goals and objectives and being equal participants in the educational process.
New school means new teachers open to everything new, understanding child psychology and developmental characteristics schoolchildren who know their subject well. The teacher’s task is to help children find themselves in the future, become independent, creative and self-confident people.
Today the school fulfills those tasks, which at other stages of the development of society were carried out by several social institutions (for example, family, informal children's organizations and associations, etc.). School seems to act as a mechanism (factor, condition, etc., which carries out the initial differentiation of society, forms the social status of a person, helps him adapt to different social conditions. The education system is one of the most important factors in the stability of society, a social regulator of relations between society and school, for, just as the content of education is formed under the influence of society, so society changes under the influence of education.
As is known, the socialization of personality is a contradictory process. On the one hand, it presupposes the adaptation of a person to society, and on the other, isolation (alienation) person from society. In the context of all-encompassing changes currently occurring in our society, the balance between adaptation and isolation (alienation, which presupposes successful socialization) is being disrupted. Fundamental changes in various spheres of life have led to changes in the functions and specific weight of various institutions of socialization, the disappearance of some of them (for example, all-Union children's and youth organizations disappeared) and the emergence of new (such as Boy Scout organizations). Adaptation of the personality of especially a young person in a society of constant change is difficult; a person cannot keep up with the rapid pace of events. The scope of maladjustment is expanding. Young people are forced to focus on separate, albeit important, life prospects; life values change.
The changes taking place in Russia, the processes of formation of civil society and the rule of law, the transition to a market economy, the recognition of human rights and freedoms as the highest value - determine new tasks for the domestic education system.
School, How main and the longest stage of education, becomes the key point in ensuring a new quality of education, on which the further life success of each person and society as a whole depends.
Implementation of state standards, expected transition school education to second generation standards means a rejection of the traditional model of forming a system for assessing the results of mastering general education programs and a transition to competency-based the foundations of this system.
Currently, Russian education must work proactively, prepare people for life in constantly changing conditions, promote the development of human potential, and solve the most significant and pressing social problems. In this regard, it is necessary to talk about a fundamental change in the role and place of educational systems in modern world.
New approaches to formation modern educational models are reflected in legal and regulatory frameworks documents: law "About Education", Concept of long-term socio-economic development of the Russian Federation until 2020, Priority national project "Education".
“Modernization and innovative development, according to the President of the Russian Federation D. A. Medvedev, is the only way that will allow Russia to become a competitive society in the world of the 21st century and provide a decent life for all our citizens.” In the context of solving these strategic problems, the most important personality qualities are initiative, the ability to think creatively and find innovative solutions, the ability to choose a professional path, and the willingness to learn throughout life. All these skills are formed from childhood. Main tasks modern school- revealing the abilities of each student, raising a decent and patriotic person, an individual ready for life in a high-tech, competitive world.
What is New school:
This school, where a creative environment will be created to identify especially gifted children, where the successful socialization of each individual will be ensured.
These are new teachers, open to everything new, who understand child psychology and developmental characteristics. schoolchildren, with new thinking, mobile, constantly working to improve their skills. The teacher’s task is to help children find themselves in the future, become independent, creative and self-confident people.
This is a center for interaction both with parents and the local community, as well as with cultural, healthcare, sports, leisure institutions, and other social organizations.
This means that the appearance schools, both in form and content, must change significantly. This leads to the requirements for modern school.
From knowledge of the learning paradigm to the paradigm of development, self-determination and self-realization of the individual.
From negative motives for avoiding troubles to complex positive motivation for success.
From knowledge, abilities and skills to the formation of personal and subject competencies.
From traditional teaching methods to modern educational technologies.
From the organization school space to create a comfortable motivational educational environment that ensures the activity and success of every child.
From traditional relationships "teacher-student", "teacher-parent" to relations of cooperation and partnership of all subjects of education.
From quality of education to quality of life inside and outside the walls schools.
Today it's hard to imagine school basics Modern school– a high-tech educational complex in which technical teaching aids are combined with new technologies for teaching academic disciplines.
Modern Russian schools, - How is that "factories", USSR times. Only the worker here is a student. In the same way, he gets up early in the morning and goes not because he wants to, but because he has to. Instead of a workplace there is a desk, instead of bosses there are teachers giving orders that must be carried out unquestioningly. One gets the feeling that school is in no hurry to part with the former authoritarian psychology and ethics: students are forbidden to think, and it’s easier for teachers when students just "perform". It’s rare to meet those involved in child development asking for their opinion.
Working with children in additional education after schools, are faced with this problem everywhere. Many people say that modern young people do not know how to express their thoughts, but they are mistaken. Modern children know how to express them, but they are afraid to express it, because in schools don't allow them to do this.
Believe me, they are very surprised when you sincerely ask them "what do you think…", and at the same time you really expect an answer from them and appreciate it, and do not speak against it “no, you’re wrong, or how could you say that”. Modern children love and can express their thoughts, the main thing is not only their "listen", but also "hear". This is also the reason for many disagreements between parents and children, when children cannot say anything to their parents, and they do not "seers" to guess what's in their hearts.
Conclusion: Your child must engage in additional education, which will allow him to develop his talents, creativity, activity, and psychology. Knowledge in school according to the program of Federal State Educational Standards (FSES) Right now it's absolutely not enough.
Modern school Education is not just a passive acquisition of knowledge, it is an active search, research, and comprehension of the material. This is the ability to find, analyze, systematize and, most importantly, competently present the information received.
Modern school – school of trust, tolerance, support for individual development of children, school formation of a healthy safe lifestyle.
School modern school
A modern school should become a place, where students master universal knowledge and skills. To be a full member of society and succeed in a rapidly changing world, today it is not enough to master basic numeracy, reading and writing skills.
Today it's hard to imagine school without a serious material and technical base. Ability to work with computer equipment, use the Internet, basics searching for the necessary information should start here.
Modern school
Today's secondary education is in dire need of talented teachers who can work effectively with student and teaching staff. Teacher in school
School should give the child the skills of active independent action. School classes form an independent personality, capable of making decisions and taking responsibility for them. Without the development of such skills, society will receive people who rely solely on help from the state and other people. the main task modern school the school was aimed at so that a person mechanically assimilates ready-made knowledge. In the old school a student was considered successful if he remembered well the educational information conveyed to him by the teacher. The task modern school is the ability of schoolchildren work with ready-made information, applying knowledge to reality. But the highest aerobatics that one should strive for school
Educational activities in modern school should be aimed at ensuring that studying is not only useful, but also interesting, more time should be devoted to extracurricular activities work: subject clubs, sports sections, creative associations, etc. This will allow students to decide on a professional orientation, broaden their horizons and form a well-rounded personality.
The most important thing is the equipment schools everything necessary for the educational process modern attributes, such as the Internet. Currently, not all Krasnoyarsk educational institutions have access to the World Wide Web, not to mention rural ones. schools. The second issue is the accessibility of education. It is not the parents who should purchase the textbooks. It is the duty of the state to provide a decent and, most importantly, free education to our children.
School plays a huge role in our lives role, which not everyone appreciates and does not fully understand. School and yesterday and today and tomorrow is assigned a very important and responsible role in the formation and education of the younger generation and each individual individually. Precisely personality, because a big baby comes into it, and when it’s finished, it comes out, even if it’s not yet a fully formed personality.
In simple alegorical language school- this is the foundation of a young life, it is a springboard for conquering life’s fateful peaks in in today's difficult world. school sometimes compared to the army. This comparison is not shared by everyone, but as for the guys, it’s fair. After all, the baby begins to work for the first time! For the first time, the guys begin to understand and create their own team, to understand what friendship and the feeling of a friend’s elbow are. The desire to be the first in any activity “sports, KVN, amateur performances” creates character, helps a young person to reveal his talent, his upbringing.
School- this is a huge organism in which everything should be aimed at creating and growing new modern generation. It often happens that students fall in love with their class teacher for many years. This happens when the teacher still has superhuman psychological abilities to teach, lead, and most importantly - love children, regardless of their differences, abilities, and parental capabilities. That's why some teachers are considered second mothers who remain in the memory for many years.
School– the initial step in the educational process and in the formation of personality. Its main task is to give the student that minimum of knowledge and skills that will allow him to start an independent life. Today's world is changing rapidly, so modern school society has increased demands.
1. A modern school should become a place, where students master universal knowledge and skills. To be a full member of society and succeed in a rapidly changing world, today it is not enough to master basic numeracy, reading and writing skills. To continue education, a young person needs to gain broad basic knowledge in those areas that are most in demand in society.
2. Today it’s hard to imagine school without a serious material and technical base. Ability to work with computer equipment, use the Internet, basics searching for the necessary information should start here. Modern school– a high-tech educational complex in which technical teaching aids are combined with new technologies for teaching academic disciplines.
3. No matter how advanced the technical equipment is schools, main Teachers bear the burden of teaching and raising children on their shoulders. Today's secondary education is in dire need of talented teachers who combine professional literacy and deep knowledge of the subject with mastery of psychology and the ability to work effectively with students. Competent teacher in school remains the central figure on whom the quality of education depends.
4. School in modern in her understanding, this is not a place for passive perception of knowledge. It should give the child the skills of active independent action. Classes that are structured in such a way as to develop children's initiative in every possible way form an independent personality capable of making decisions and taking responsibility for them. Without the development of such skills, society will receive a gray mass of thoughtless performers who rely solely on help from the state and other people.
5. One of main tasks of modern school– instill creativity skills in children. Old the school was aimed at so that a person mechanically assimilates ready-made knowledge. The better the student remembered the information, the more successful he was considered. A more effective approach is to teach schoolchildren work correctly with ready-made information, applying knowledge to reality. But the highest aerobatics that one should strive for school, – to give a person the opportunity to independently create something new, original and unique.
6. Study in modern school should be not only useful, but also interesting. Therefore, it is very important that the curriculum is complemented by extracurricular activities. We are talking about subject clubs, sports sections, creative associations schoolchildren. Such forms allow you to develop and consolidate children’s interest in main academic disciplines, help you make a professional choice, broaden your horizons and form a well-rounded personality.
About what school can be considered ideal, there has been heated debate for a long time. Some argue that the most important thing in school- strict discipline, without which it is impossible either to instill in children respect for teachers or to force them to study conscientiously. Other object: they say, school is not army, there is no need to accustom children to strict rules and demand their unconditional compliance. The main thing is a democratic, friendly atmosphere, so that children see teachers as older comrades, mentors, and not supervisors. Where is the truth?
What should it be school? Each of the theories put forward in the dispute is fair in its own way. But we must remember that the main function schools indicated in its very designation - "Educational establishment". That is, first of all, children in should study at school, master those subjects that are included in the educational program. And this requires both discipline (of course, within reasonable limits, without extremes), and good, highly qualified teachers who know how to present their subject not only correctly and clearly, but also interestingly, to instill in children a love for it. The teacher must be an authority for schoolchildren. But this authority must not based on fear, but on the respect of the elder.
To a good day children go to school willingly, knowing that teachers will not only talk about their subjects in an interesting and entertaining way, but will also listen to them, give good advice, and tell them how to solve this or that problem.
Unfortunately, some parents do not pay enough attention to raising their offspring, shifting this responsibility to school. Like, teachers work there, so let them explain to my child what is good and what is bad. Moreover, recently the rights schoolchildren clearly exceeded their responsibilities, and it became problematic for teachers to punish even persistent violators school discipline, because for this you can get a prison sentence.
This, of course, leaves a negative imprint on school reality. However, good teachers are able to find a common language even with "difficult" students, to instill in them that studying is not a burdensome duty, but a useful and necessary task, and that they must follow the rules that are mandatory for everyone.
The teacher must instill in children that they treat each other with respect, compassion, and show mutual assistance. It is no coincidence that graduates of good schools Even many years after receiving certificates, they regularly communicate and get together.
To summarize, you can say: perfect school is an educational institution that gives students good knowledge and contributes to the formation of worthy human qualities in them.
Given the fact that Modern students spend a lot of time at school, then their conditions must be appropriate. In addition to classes, children attend clubs and sections, so they should feel comfortable and at home. All in school should be set up so that children have the opportunity to study and relax. Otherwise, students will often get sick and get stressed. Maybe you will say that such ideal conditions do not exist? This means you need to strive for them. So, what should the ideal be like? school? School– second home Let's start with the classroom. First of all, the classroom should be spacious and bright. The stream of light should fall to the left of the student. The classroom must have an optimal temperature for work. Particular attention should be paid to the temperature in the classroom in winter. The student’s workplace, that is, the desk, should be comfortable and convenient, appropriate for his age. The blackboard in the classroom should be placed at a certain distance from the desks. The chairs on which children sit must be durable.
Modern school already requires equipment with electronic computer technology. Therefore in school Computer classes should be equipped. Administration schools should take care of computer desks that will be comfortable and practical to work with. If the school is equipped with modern computer technology, then the lessons will be interesting and meaningful for students.
Students will be able to better understand and remember the material. Health and development come first.
Conclusion
School the future should organically combine the experience of the past and advanced technologies modernity. Task schools– to reveal the potential of each student, to educate a comprehensively developed personality, ready for life in a high-tech, competitive world. Let's consider the requirements for modern school: Decent material and technical base. Interactive training.
Practical application of knowledge. Identifying and developing student talents. Education must correspond to the rapid development of society. Support for talented children. Self improvement teachers: desire for development, ability to interest schoolchildren, involve them in the educational process. Promotion of healthy lifestyles. Availability of sports and creative clubs. Formation of correct principles of education. External and internal view schools must be neat. Beautifully furnished school area.
When implementing all the tasks, problems arise modern school. To a large extent, they lie in the lack of material and technical support.
Since the 21st century is the century of information technology, for quality education school must have good technical skills base: provision of high-quality computer equipment, multimedia boards and other technological innovations. Modern schools must release from their walls a well-mannered, confident, independent person who is capable of taking responsibility for his actions, who has unconventional thinking and a clear idea of his future. Yesterday's schoolboy must be able to go towards the goal and achieve it.
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The educational goals of the School of Life stem, on the one hand, from the highest humane ideals of a civilized society, on the other, from the theory of a humane-personal approach to children, from an understanding of the essence of education in the context of the theory. The highest postulate of these ideals is the commandment from the “New Testament”: "Be perfect, just as your Father in heaven is perfect" (Matthew's Holy Gospel) , that is, a person is invited to improve himself to the extent of becoming a God-man.
On the path to achieving this highest goal, humanity has to overcome, generation after generation, step by step, the difficulties of climbing the rocky ladder of spirituality, morality, and education. It doesn’t happen without breakdowns and falls.
The period of the technocratic era, the era of the pursuit of material wealth, was marked by a decrease in spirituality, high morality, and a devaluation of the highest ideals. This era distorted the appearance of man. Man has become, although intellectually powerful, spiritually poor. His concerns are more focused on personal well-being, and to a lesser extent they are focused on the common good, on spiritual needs. This era of technocracy has reduced the highest goals of education to selfish and crudely materialistic demands: to equip the younger generation with a solid knowledge of the fundamentals of science, to give them the opportunity to “make their way” in life and to succeed in accumulating the benefits of a technocratic civilization. The learning process has displaced the holistic educational process from school. The pedagogical science of this era universalized the principle of authoritarianism in the pedagogical process, was carried away by the development of problems of didactics (the learning process) and the creation of separate didactic systems with enhanced opportunities for the development of intelligence. School goals such as the formation of a moral and spiritual, free and creative personality, although proclaimed, were only an appendage and result of learning.
On the verge of two eras - the obsolete and passing era of technocratism and the coming era of Heart and Spirituality - the highest spiritual and moral values are being revived, a revaluation of values is taking place, the educational sphere is being updated in the direction of spirituality, humanization and humanitarization, and the search for systems for personal development. This period of the junction of eras - when the outgoing era does not want to leave and feels strength in itself, and the coming one has not yet had time to gain strength - is complex and contradictory. All this has an impact on the renewal movement in the educational sphere; it was reflected in the definition of the goals, objectives and content of the School of Life.
When determining the goals and objectives of the School of Life, it is taken into account that the initial stage of education is an integral part all educational chain and original there is a link in it. Therefore, on the one hand, it must take upon itself the responsibility to lay the foundations for the successful implementation of the goals and objectives of the unified educational process at subsequent stages, on the other hand, it must set itself its own goals and objectives, which can be usefully resolved at this stage and with these properties age. However, strict separation of the goals and objectives of the School of Life from the goals and objectives of subsequent levels of the school is practically impossible.
In the system of goals and objectives of the School of Life, the main goal is put forward as the core of the entire educational process and its subordinate and accompanying goals and objectives.
primary goal answers the question: what kind of person does the school strive to educate and educate? Based on what has already been said at the beginning of this section, personal-humane pedagogy envisions itself as the main goal that the school as a whole should follow. Noble Man, Noble Person, Noble Citizen. There is no need to give an interpretation of the essence of a Noble Man, for the age-old ideals of society in the minds of people paint a multifaceted picture of noble citizens. Whatever qualities of a Noble Man the teacher puts into this concept, he will not be able to get confused (as could happen with other concepts, like “New Man”). And parents understand the meaning of a Noble Person, because in it the parental ideal can be seen more clearly than in such concepts as “Good person”, “Educated person”, “Educated person”.
The School of Life serves to realize this main goal. The meaning, the essence of her work, is to contribute with all her educational means to the formation, development, and upbringing of a Noble Person in a Child by identifying his personal qualities.
* Ennobling the soul and heart of the Child.
* Development and formation of the Child’s cognitive powers.
* Ensuring the Child’s creative appropriation of an expanded and in-depth volume of knowledge and skills with certain characteristics.
Below, without additional interpretation, is the general picture, a general diagram of the system of goals of the School of Life with a schematic presentation of their content.
The main goal of the School of Life: To contribute to the formation, development, and upbringing of a Noble Person in a Child by revealing his personal qualities .
Goal: Ennobling the soul and heart of the Child
* attractiveness of good, creation of good deeds;
* expansion of consciousness;
* kindness, sensitivity, clarity;
* responsibility for your thoughts and actions;
* creation;
* comprehension of beauty;
* duty, responsibility, care;
* assessment and experience of life phenomena;
* love, compassion, joy, empathy, mercy, desire to please people, help them;
* thrift, caring attitude;
* overcoming fear, fearlessness, courage; » politeness, compliance, modesty;
* understanding without words;
* concern;
* desire for self-knowledge, self-education; » spiritual life, interest in spiritual life, desire to enrich spiritual life;
* interest in philosophizing, the desire to explain, understand nature, life, the universe, infinity;
* interest in religions;
* awareness of the Motherland, one’s nationality;
* will, volitional efforts, perseverance;
* thoughts and deeds to improve living conditions
for yourself and for others;
* joy, satisfaction;
* calmness, silence;
* communication, luxury of communication, conversation;
* social activity;
* heart, cordiality, honesty, sincerity;
* conscience.
Goal: Development and formation of the Child’s cognitive powers
* observation, attentiveness, insight, grasping;
* intelligence, guess, discovery;
* statement, description - precise, clear;
* ability to listen, understand, listen, ask;
* making judgments, using logic and evidence;
* methods of theoretical and empirical thinking and generalization;
* awareness of the goal and construction of an activity plan;
* desire for cognitive difficulties;
* the desire for depth of awareness, the ability to get to the bottom of it;
* interest and willpower, diligence;
* memorization and reproduction;
* imagery;
* desire for something new;
* courage of expression, flight of thought;
* independence;
* cooperation;
* thinking and asking cognitive questions;
* search for sources of knowledge;
improvement, enrichment of cognitive motives
activities;
* the beauty of the cognitive process, search,
* joy of knowledge;
* love of knowledge, desire to know more;
* responsibility for knowledge;
* mastering methods of cognitive activity;
Goal: Ensuring the creative appropriation by the Child of an expanded and in-depth volume of knowledge and skills of appropriate quality*.
First quality
Knowledge is the personal property of the Child; through them and on their basis, he creates in himself his personal position, personal orientations, point of view, worldview; expresses and asserts itself through various types of activities.
Second quality
Knowledge helps the Child to delve deeper into life, into life phenomena, explain them to himself and others, understand the causes and consequences of other life phenomena; knowledge encourages him to care about improving his life, warns him against the consequences of rash actions and statements.
Third quality
Knowledge expands the Child’s consciousness, helps him comprehend natural phenomena, think about the structure of the Universe, about Infinity, about the purpose of man in life, about his mission in life, about his duty to the Earth and humanity, to the Cosmos. Knowledge expands and enriches the spiritual life of the Child.
Fourth quality
Assigned knowledge is endowed with the power of magnetic attraction of other knowledge, the desire for more in-depth knowledge, searches, and discoveries; new knowledge is capable of giving clarity to what has already been appropriated, bringing it into a new order, giving birth to spiritual knowledge within the Child, causing intuition, comprehension, grasping, eureka.
Fifth quality
The volume, depth, openness of knowledge and personal desire for its further deepening and improvement serve as the basis for the Child’s successful assimilation of the knowledge cycle of the subsequent stage of education.
The School of Life, as the basis of educational goals, proclaims universal human values, but leads the Child to these values through comprehension of the universal human values of his people, his nation, his country, his Motherland. She educates and develops in the Child the Spirit of the people, country, nation to which he belongs, and through him introduces him to the Planetary Spirit. This most important feature of the goals of the School of Life is clothed in the concept Love to motherland. Love for humanity includes love for the Motherland, love for one’s people. It is not without a reason that a person is born in a certain country and belongs to a certain people. This affiliation conceals both a duty to the Motherland and the conditions for serving one’s mission. Special love for the Motherland is not a narrow and imperfect feeling. And the imperfection of affairs in the Motherland does not reduce the aspiration for it. People often reject their homeland due to various circumstances. Human dignity is lost in turmoil. They often pronounce the old, cynical proverb - “where it’s good, there’s homeland.” There is a big misconception in such cynicism. Truly, he can better serve humanity who does this in the name of the Motherland. Wings can carry a person around the world. He will love all humanity, but he will know that he is serving the Motherland and fulfilling his duty, his mission to the Motherland and to humanity. The task of nurturing love for the Motherland, nurturing the national Spirit of one’s people should be traced in the texts and subtexts of the content of education, it should accompany, visibly and invisibly, the educational process.
Structure of the School of Life
The School of Life constitutes the primary or elementary level of a comprehensive school. Regardless of the form in which it exists - as an independent school with its own administrative management or as a set of classes in a comprehensive school, it does not lose its autonomous dependence on the secondary school, at least in the content of education. In addition, children who have completed the first level of school will have to continue their education at the second level, as this is required by the state law on basic education.
The structure of the School of Life is variable.
She may be:
1) three-year with I, II, III grades, with the beginning of school life from the age of 7-8;
2) four-year with I, II, III, IV grades, with the beginning of school life from 6-7 years of age;
3) six-year elementary with I, II, III, IV, V and VI grades, with the beginning of school life from the age of 6-7.
These main types of primary (elementary) schools, especially four-year and six-year schools, can have as components both in content and organizationally zero classes (for 5-6 year old children) or also preparatory groups (for 4-5 year old children ). In this case, the following options will arise:
4) five-year with zero and I, II, III, IV grades, with the beginning of school life from the age of 5-6;
5) six-year-old with a preparatory group, zero and I, II, III and IV grades, with admission to school from the age of 4-5;
6) seven-year with zero and I, II, III, IV, V and VI classes, accepting children from 5-6 years of age;
7) eight-year-old with a preparatory group, zero and I, II, III, IV, V and VI classes, accepting children from 4-5 years of age.
Added to this variability is the working mode of the school: with a regular school day, an extended day or a full day. These features of the school day bring their own specifics to each option. It becomes necessary to maneuver the content of education, the number of educational courses and electives; it is necessary to make changes in the organization of children’s lives at school and in the family, in the ways children work independently, etc. In each specific case, the School of Life with a particular structure and working day, as well as taking into account local conditions, requires special consideration, based on the general principles of a humane-personal approach and the proposed content of education. It is recommended to create a School of Life with admission of children from 4 and 5 years of age and with a full-day regime.
Each option requires specific conditions and an appropriate subject-spatial environment, as well as proportionate for the child’s perception of the content of education, methods and forms of pedagogical activity. Children who have completed the preparatory group and zero grade come to the first grades with a more systematic experience in moral and spiritual development and knowledge, and they can continue life in the elementary grades without wasting time on adapting to school life and on what they have already acquired in the previous period . The pace of progress will be accelerated, the content of education will be expanded and deepened.
In the Schools of Life, which accept students from the age of 6-7, children will have to adapt to school life, gain initial development and acquire initial knowledge and skills. The content of education will naturally undergo changes in accordance with the capabilities of children. It cannot be argued that children who have completed a 5-6-year School of Life will in the future always be ahead in their spiritual, moral and cognitive development of children who have completed a three- or four-year School of Life, because at this age the period of identifying hidden possibilities has not yet been exhausted and their accelerated development.
Children are enrolled in the School of Life on the basis of a medical report on their physical and mental health. No testing is used to determine their readiness for training. when only external knowledge and skills are revealed instead of hidden capabilities and levels of development. Tests that record external knowledge and skills, or even the levels of development of children in order to establish their readiness for learning, are untenable for the School of Life, if only for the reason that in this school the educational process is leading, which is aimed at developing the child’s holistic personality, at becoming his spiritual, moral and cognitive spheres, to nurture life in him. Learning tests cannot predict the ability to learn. The principle is that, despite the greater volume of educational content and the increased level of cognitive activity, any normal child, physically healthy and mentally competent, even without knowledge of letters and the ability to read, without knowledge of simple counting, etc. - will be able to successfully advance in his spiritual and cognitive development. And these children will not lag one iota behind children who were tested only for learning ability and then involved in an authoritarian learning process.
The number of children in the preparatory group and grade zero ranges from 8 to 14. In foreign language classes, a group of 14 children is divided into two subgroups. The number of children in grades I-IV ranges from 8 to 24. In the latter case, during foreign language classes, the class is divided into three subgroups.
In the School of Life there may be several parallel preparatory groups, zero and I-IV (I-VI) grades, but with the expectation that there should be no more than 200 children in the school.
In the School of Life, it is allowed for a Child who has discovered an advanced level of development in moral, spiritual and cognitive terms to move to the next grade before the deadline, or be admitted directly to the second grade, or, bypassing some (II, III, IV) grade , moved on to the next one. However, only in terms of the volume of knowledge, such leaps from class to class are not encouraged in the School of Life.
It is also allowed for a teacher (an ensemble of teachers), using more modern methods, to accelerate the moral, spiritual and mental development of all children in the class and to complete their high-quality assignment of the content of individual or all educational courses ahead of schedule. In such cases, it is possible either to deepen the content of education of individual (prematurely mastered) educational courses, or to shorten the duration of the initial stage and switch to mastering educational courses at a subsequent level.
The general management of the School of Life, if it is independent, should preferably be carried out collegiately, with the help of a pedagogical council under the leadership of an elected or appointed chief trustee. The School of Life Trustee carries out the decisions and recommendations of the board. If the School of Life is part of a secondary school, then the deputy director for primary classes, who is selected by the pedagogical council or appointed by the director, can act as a trustee. The members of the council are presenters teachers of the School of Life. The council resolves all educational and methodological issues, discusses the results of its educational process with children, evaluates creative discoveries and initiatives.
Each class in the School of Life is taught by one or as few as possible (from two to six) teachers, forming a group, or rather, pedagogical ensemble. The group (ensemble) is formed by the leading teacher (class leader), who is appointed before the class is recruited. The lead teacher (class leader), in agreement with the main trustee, invites colleagues to work in the class. They make up ensemble, group of like-minded people and under the guidance of a lead teacher carry out the educational process in a coordinated manner, based on the basic principles and provisions of a humane-personal approach to children. The head teacher has the right to raise the issue of removing from work with the class a teacher who violates the unity of activity and introduces dissonance into the educational process.
The School of Life has medical, correctional, psychological and methodological services.
Medical The service constantly monitors the health of children, prevents illness, and carries out medical preventive measures.
Correctional The service identifies various disorders and deviations in the functional activities of children and conducts individual and group correctional work.
Psychological service: studies the psychological characteristics and manifestations of the character of each child; predicts the immediate development of the child; measures development zones and anxiety levels in each child; analyzes the living conditions and relationships of the child in the family, at school, and in other environments; makes recommendations for teacher groups, for parents and for her work in creating psychological comfort around the child. Every psychologist at the School of Life is a soulmate for children.. The psychological service carries out its work in close connection with other services.
Methodical The service develops educational materials, methodological issues, summarizes the experience of teachers, organizes courses and seminars to improve qualifications and skills, conducts scientific and practical conferences, creates and manages a parent seminar (university).
Each service conducts educational work among children and parents.
Since ancient times, constant attention has been paid to pedagogical goals. Every scientist and practical teacher sought to clarify the goals of his contemporary school. One can detect two main directions along which their development took place. The first direction in developing goals involves, first of all, the needs of society, so scientists developed requirements for raising a child based on the tasks of the state, society, and class. Representatives of this trend demanded the education of a warrior (Plutarch), a harmoniously developed citizen (Plato), a patriotic citizen (democratic revolutionaries), and a comprehensively developed personality (the founders of Marxism). Thus, the development and justification of pedagogical goals was carried out on a value-based, teleological basis: the highest goal is considered to be the goal that most corresponds to the needs of society and the state.
The second direction is historically based on the principle of conformity with nature (V. Ratihiy, Ya. A. Komensky,
J.-J. Russo, K.D. Ushinsky). Developing this principle in new conditions, modern teachers and psychologists come to the need to develop environmental pedagogy, raise the problem of child ecology (S.A. Amonashvili), humanistic pedagogy (K.R. Rogers, V.A. Sukhomlinsky). This direction requires paying attention to the person himself, to his essential forces, to his integrity (B.G. Ananyev,
B.C. Ilyin), on the individual meaning of life (I.A. Ilyin, V. Frankl), on a person’s self-realization of his strengths and abilities (A. Maslow, K.R. Rogers, L.S. Rubinstein), on his integrative qualities (A. N. Leontyev, P. M. Yakobson). In other words, the development of pedagogical goals is possible and necessary based on the existence and development of individual mental and personal qualities. The identified directions reflect objective trends in the development of pedagogy, therefore the development of pedagogical goals should be carried out in two aspects: from the point of view of an objectively given social order, reflecting social needs for a certain personality and individuality (teleological aspect), and from the point of view of a subjectively given one, dictated by characteristics and needs development of man himself (aspect of existence). Hence, the main goal of a modern school is to provide every student with the opportunity to live a decent and fulfilling life in society. To do this, a balance must be maintained between the three poles of the foundations of education: Culture, Society and the Individual. The school is thus oriented and based on three types of values: respect for cultural heritage, the values of social inclusion and the values of individual development. The main goal determines the direction of its achievement.
Human. School is for the student, it must teach him to be a person, for which it is necessary to achieve the harmonious development of the following spheres: intellectual, motivational, emotional, volitional, subject-practical, self-regulation and existential. It is necessary to form a humane attitude towards people, towards oneself, the ability to resolve interpersonal and business conflicts using non-violent methods, develop human qualities that exclude consumerism,
permissiveness, immorality. In the course of achieving this group of goals, the problems of individuality development, the maximum possible development of these areas for a student, and the choice of the type of professional activity that is suitable for him are solved.
Basic orientations: the intrinsic value of human life, individuality, spiritual freedom and spiritual dignity, the moral meaning of human life and activity, physical and mental health.
Family. Fostering a culture of family relationships: a decent life in the family, maintaining a healthy lifestyle in the family, reviving the best traditions of family education, preparing the student for an independent family life, cultivating an attitude towards free time as an important area of student development. In the course of achieving this group of goals, the following problems are solved: establishing correct relationships in the family (with parents, brothers, sisters), choosing the optimal mode of intellectual, emotional and physical stress in the family, ways of reacting to successes and adversity in family life, optimal forms of free time in the family and outside it.
Basic orientations: the importance and necessity of family; culture of relationships in the family (legal, economic, moral, sexual and other relations); family traditions.
Society. Formation in a student of qualities that help him realize himself both as a social being and as a unique individual; formation of a civic position, respectful attitude towards laws, norms of social life and culture, development of the ability to communicate, cooperate, make a conscious choice of life path, fostering a caring attitude towards the culture and traditions of one’s people and native land. When achieving this group of goals, problems are solved: choosing a lifestyle, a personality image, one’s place in society, and the formation of a value system acceptable to oneself and society.
Basic orientations: man as the main value of society; his love and freedom; life of man, nature, planet; cognition (information, knowledge, truth); labor as a means of existence and survival, as a source of knowledge, creativity, profession; Fatherland (freedom and democracy, peace and security, national identity and national culture, voluntary performance of civic duties); beauty (art, aesthetics, beauty of spirit and body, beauty of work, life, nature); material assets (things, money, capital, private and other property).
Humanity. Forming in the student an awareness of himself as a part of humanity and nature, an understanding of moral responsibility to humanity and future generations for his own activities in the development of nature, the use of scientific discoveries and technology, and the preservation of historical and cultural monuments. Formation of intersocial qualities based on universal human values and ensuring their affirmation in the process of life. First of all, this is an increased sensitivity to what is happening in the world, a not indifferent attitude to world problems that concern every person, this is responsibility and active participation in solving universal human problems. In the process of achieving this group of goals, the problem of determining one’s personal attitude to such consequences of human activity as wars, militarization, accidents, catastrophes, etc. is solved.
Basic orientations: ecological culture, civil attitude towards historical, spiritual and material cultural monuments.
Hence, the main task of the pedagogy of individuality is to reveal the patterns of formation of a person’s individual qualities and give practical recommendations on how to do this. Its tasks include revealing the essence and age-related characteristics of the main spheres of a person, identifying the specifics of the teacher’s activities in developing the student’s individuality. The pedagogy of individuality is an integral part of general pedagogy. Over the course of its history, general pedagogy, having summarized the experience of many generations, has formulated a number of principles that lie at its basis.
The emergence of a new component of it - the pedagogy of individuality - presupposes the emergence new principles. These include:
Anthropological principle: respect for a person, for his dignity, for his interests and needs. This principle encourages us to study the individuality of man in its entirety and to promote the development of its essential powers. Holistic human knowledge is the area in which an individual will find answers to questions about what a person is, what kind of relationship he has with himself and others. A person’s knowledge of his subjective world must touch the deepest human essence;
- principle freedom of independent human development. The beginning and end of pedagogy lies in the fact that the child is a person, he has the right to independently react to circumstances and act as he sees fit, he has the right to self-esteem. But at the same time, it is necessary to teach him the freedom of his life: freedom to choose goals and means of achieving them, freedom of action, freedom of perception. Freedom is considered, on the one hand, as an intrinsically valuable, complex-structural personal formation, on the other hand, as a form of individual existence, as a necessary condition for the full manifestation and development of the actual human principle in a person;
- principle reality of human being: no one can be a means for the benefit of another, everyone achieves his own goals;
- principle self-realization: it is not a matter of “projecting personality” (A.S. Makarenko), but of recognizing the versatility of a person and his ability to determine his own life, views, activities and behavior. The teacher must be aware of his responsibility - aware of his role as an assistant (and not a leader) in the development of the child’s individuality and act, first of all, in his interests;
- principle motivation: the formation of holistic motivation, and not just learning motivation, contributes to the self-improvement of a person’s individuality. It is necessary to take into account the presence in an individual of not only the motivation of knowledge, but also the motivation of work, achievement, motivation of affiliation, motivation of self-knowledge and self-improvement, motivation of conflict, etc.;
Finally, principle integrity: it is necessary to form a whole person (and not just personal qualities) - to harmoniously develop all spheres of a person’s mental world, integrative personal and mental qualities. Developing these ideas, we must move from technocratism to humanism in education, from the task of forming only knowledge to the task of general human development 1 .
The principles of the new pedagogy are developed not only by the followers of our scientific school, but are further developed in a number of fundamental studies carried out independently of the authors of this manual. See for example: Zaitsev V.V. Theory and practice of developing personal freedom of students in the primary education system: Author's abstract. dis. ... Dr. ped. Sci. Volgograd, 1999; Rakhlevskaya L.K. Theory and practice of human studies courses in the structure of pedagogical education: Abstract of thesis. dis. ... Dr. ped. Sci. Yaroslavl, 1999.
2.2. Personality Development Goals
I. Kant formulated a position that expresses the essence of humanism: a person can only be an end for another, but not a means. Therefore, let us look at the child not as a means of strengthening our state (remember our cliches: preparation for life for the benefit of society, preparation for the defense of the Motherland, etc.), but as a goal for the development of the “human” in him (V.G. Belinsky ). “Improve yourself,” advised L.N. Tolstoy, - and only in this way will you improve the world” 2.
The main task of the teacher is to help the child in his development, and all humanistic pedagogical practice should be aimed at developing and improving all the essential human powers of the student. These include the following areas: intellectual, motivational, emotional, volitional, subject-practical, existential and the sphere of self-regulation. These spheres in their developed form characterize the integrity, harmony of individuality, freedom and versatility of a person. His social activity depends on their development. They determine his lifestyle, his happiness and well-being among people.
The essence of most of the above-mentioned areas is revealed in the works of psychologists. But the subject of pedagogy requires their systematic consideration as the goals of the pedagogical process. Therefore, let us move on to consider their essence, first of all, as the goals of the student’s development.
The intellectual sphere, as is known, is characterized by types of thinking (creative, cognitive, theoretical, empirical, divergent, convergent, sanogenic, pathogenic, etc.), style of thinking (analytical mindset, imaginative thinking, visual-figurative), qualities of the mind (ingenuity, flexibility, independence, criticality of the mind, the ability to act in the mind, etc.), cognitive processes (attention, imagination, memory, perception), mental operations (isolation, comparison, analysis, synthesis, systematization, abstraction, formalization, concretization, interpretation, etc. .), cognitive skills (to pose a question, isolate and formulate a problem, put forward a hypothesis, prove it, draw conclusions, apply knowledge, etc.), learning skills (highlight the main thing, plan, set goals, read and write at the proper pace, take notes and etc.), non-subject knowledge and skills (ideas about morality and universal human values, moral actions, positions, etc.), subject knowledge, abilities and skills, an integral system of general educational and special knowledge.
Traditional education, characterized by the unity of curricula, frontal forms of teaching and communication, standard methods and external assessments of academic performance, does not contribute to the development of students' intelligence. With all official documents, the teacher aims to transmit information, to develop knowledge, skills and abilities. And, in fact, most of the principles of didactics are subordinated to the same goal. Therefore, teachers pay little attention and effort to developing the intellectual capabilities of students. Experiments and observations show that the lack of demand for such qualities as intelligence, flexibility and, at the same time, certain cliches in the work of a teacher reduce the level of development of the intellectual sphere.
Tolstoy L.N. Pedagogical essays. M, 1989. P. 449.
Motivational sphere includes the entire set of needs, motives and goals of a person that are formed and developed throughout his life. A significant part of the student’s motivational sphere is learning motivation. It is formed at a certain stage of a person’s life and is associated with a certain place of his stay (motivation of a first-grader, high school student, student, working person). Motivation for learning is understood as a system of goals, needs and motives that encourage a person to master knowledge, ways of knowing, to be conscious about learning, and to be active in learning activities. Most often, schoolchildren’s motivation is considered by teachers element by element, and not as a system. In such cases, individual motives, needs, interests are identified and the following goals are inevitably set: developing interest in one’s subject, cultivating a responsible attitude towards the study of a particular academic subject. But achieving such goals does not lead to the formation of holistic motivation, but to its fragmentation: students develop motives for studying individual subjects and do not develop motivation for learning as a whole. With this approach to motivating learning for pedagogical purposes, an incorrect attitude towards social values, towards the world of knowledge and professions is projected.
Emotional sphere characterized not only by emotions and feelings, but also by anxiety and self-esteem. With a high level of anxiety, the student is easily irritated, gets upset over trifles, gets lost in simple situations, is not confident, is afraid of failure, and gets excited quickly. If self-esteem is high or low, he experiences difficulty communicating and reacts painfully to comments. Special studies have found that 80% of senior secondary school students have an increased level of anxiety and inadequate self-esteem; high levels of anxiety and teachers. Therefore, for pedagogical purposes, it is extremely important to pay attention to the formation and improvement of the emotional sphere: to provide for the development in the child of the necessary skills in managing his emotions, to teach him to manage specific feelings (anger, anxiety, resentment, envy, empathy, shame, pride, fear, pity, love etc.), teach you to understand your emotional states and the reasons that give rise to them.
Strong-willed sphere characterized by a person’s conscious setting of a goal, a super task. A person with a developed will is characterized by determination, overcoming external and internal obstacles, overcoming muscle and nervous tension, self-control, and initiative. To develop the volitional sphere, the teacher must provide the following goals: development of initiative, self-confidence; development of perseverance, the ability to overcome difficulties to achieve the intended goal, the ability to control oneself (restraint, self-control); improving independent behavior skills; training in activity planning and implementation, control without outside help, etc.
Sphere self-regulation is characterized by freedom to choose goals and means of achieving them; awareness of their choice; conscientiousness, self-criticism, versatility and meaningfulness of actions; the ability to relate one’s behavior to the actions of other people; integrity, reflection, optimism; a person’s ability to manage his physical and mental states, the ability to maintain them at the proper level. In pedagogy and psychology, very little attention is paid to identifying the essence and significance of the sphere of self-regulation. Therefore, teaching practice, in fact, does not form this facet of individuality. At the same time, human freedom in choosing the goals and means of activity, behavior, freedom of creativity is an integral, most important property of a person. For development and
improvement of the sphere of self-regulation for pedagogical purposes must include: transfer of students to higher levels of its development; developing their mental and physical self-regulation skills; developing the child’s necessary skills for analyzing life situations; teaching children the skills to become aware of their behavior and the condition of other people; developing skills of honest attitude towards ourselves and other people.
Subject-practical the sphere includes the abilities, actions, and skills of students in various types of activities and communication. Here we must proceed from the need to develop in children qualities that help a person realize himself both as a purely social being and as a unique individual. You cannot limit yourself to the questions: “who to be?”, “what to become?”, it is necessary to decide “how to live?”. For the purpose of life is life, that is, the process of life itself. It follows that the child must be helped to learn to live: through his actions he must express his attitude towards the world, nature, himself, and other people.
Existential sphere characterized by harmony of feelings and actions, words and deeds, feelings and communication, which are expressed in a person’s life position in relation to himself and others. Today the thoughts of P.F. are especially relevant. Lesgaft about the goals of development of this sphere: to develop in a person a conscious attitude towards his actions, limit their arbitrariness and develop in him the desire for improvement; take care of both the beauty of the body and the beauty of speech and independence in the manifestation of thought; develop the ability to control your needs and manage yourself.
Humanism is about respecting the integrity of another person, recognizing his individuality and personality, and being fair to him. Summarizing the consideration of the main areas of individuality as pedagogical goals (they are presented in more detail below), we note that the real goal of the school is to give each student a general education and provide conditions for the harmonious development and improvement of all aspects of individuality. This goal, in contrast to the global general idea of comprehensive personal development, is specific, achievable and real, psychologically justified, as it corresponds to the nature of the child’s development. And this is where her humanism is seen.
An attentive reader may ask questions: what about education? What does it mean to actually implement moral (aesthetic, environmental, etc.) education? This means developing to a certain extent all spheres of individuality: giving an idea of morality, moral values (intellectual sphere), forming moral relationships (motivational sphere), providing adequate emotional experiences associated with moral values (emotional sphere), stimulating the intensity of moral and volitional aspirations in the implementation of moral actions (volitional sphere), to help the individual make the right and conscious choice of moral ideals and norms (the sphere of self-regulation), to achieve sustainability in the moral actions of schoolchildren (subject-practical sphere), to develop respect for the human person and its inviolability - not with a finger, not to offend another person with either word or thought (existential sphere). In other words, developed holistic individuality itself ensures the harmony of personal and social, personal and individual, spiritual and material. In this case, a person can truly realize himself, choose one or another ideology or religion, and realize his human nature. The development of personal qualities occurs in the process of education based on the formation of individual qualities.
Questions and tasks
1. List the main pedagogical goals of the school.
2. What are the main goals of individuality development?
3. How and in what ways are your individual characteristics manifested?
4. What needs to be developed in each of the main areas?
5. Name the principles of pedagogy of individuality.
6. Highlight the novelty of these principles.
7. Explain the relevance of the highlighted novelty.
8. Choose the principle that you think is the most novel. What's new about it? How relevant is it?
9. Which of the principles seems to you the most familiar, traditional? Literature: 4; 14; 23; 31; 33; 34; 56; 61; 142.