Main types pedagogical activity are teaching and educational work. Teaching is a type of special activity of a teacher, which is aimed at managing primarily cognitive activity schoolchildren. Teaching is one of the main meaning-forming components of the learning process. In the structure of education, teaching is the process of activity of a teacher (teacher), which can function only as a result of close interaction with the student, both in direct and indirect form. But no matter what form this interaction takes, the teaching process necessarily presupposes the presence active process teachings.
It also acts as such provided that the activities of students are ensured, organized and controlled by the teacher, when the integrity of the learning process is ensured by the common goals of teaching and learning. During the preparation and implementation of the learning process, the teacher performs the following types activities: on the one hand, carries out selection, systematization of structuring educational information, presenting it to students, on the other hand, organizes a rational, effective system of knowledge and methods of operating it in educational and educational settings that is adequate to the tasks of teaching. practical work.
The subject of teaching activities is the management of educational and cognitive activities of students (see diagram 4). Educational work-- this is a pedagogical activity aimed at organizing the educational environment and managing various types of activities (including cognitive) of students in order to solve their problems harmonious development. Teaching and educational work are two sides of the same process: it is impossible to teach without exerting an educational influence, the degree of effectiveness of which depends precisely on how much
it will be thought out. Likewise, the process of education is impossible without elements of learning. Education, to reveal the essence and content of which many studies are devoted, is only conditionally, for convenience and deeper knowledge, considered in isolation from education. Revealing the dialectic of the relationship between these two sides of a single pedagogical process, it is necessary to take into account a number of their significant differences, for example, such as:
The noted differences in the organization of teaching and educational work show that teaching is much easier in terms of the methods of its organization and implementation, and in the structure of the holistic pedagogical process, according to V.A. Slastenin, “it should occupy a subordinate position” (Pedagogy: Textbook for students of pedagogical educational institutions / V.A. Slastenin et al. M., 1997. P. 27--28). If in the learning process almost everything can be proven or deduced logically, then it is much more difficult to evoke and consolidate certain personal relationships, since freedom of choice plays a decisive role here. That is why the success of learning largely depends on the formation of cognitive interest and attitude towards educational activities in general, i.e. from the results of not only teaching, but also educational work.
It should also be noted that the formation of knowledge, skills and abilities in the field of ethics, aesthetics and other sciences, the study of which is not provided curriculum, in essence, is nothing more than learning. In addition, V.V. Kraevsky, I.Ya. Lerner and M.N. Skatkin noted that experience is considered an integral component of the content of education, along with the knowledge and skills that a person acquires in the learning process creative activity and the experience of an emotional and value-based attitude towards the world around us. Without unity of teaching and educational work, it is not possible to implement the mentioned elements of education. Even A. Disterweg understood the holistic pedagogical process in its content aspect as a process in which “educational teaching” and “educational education” are merged together. In principle, both pedagogical and educational activities are identical concepts.
The idea of a holistic pedagogical process, for all its attractiveness and productivity, is not indisputable in the eyes of a number of scientists (P.I. Pidkasisty, L.P. Krivshenko, etc.), who believe that it carries a certain danger of “blurring the boundaries between theories training and education." In pedagogical science and practice, quite often there are misconceptions of another kind - the identification of teaching and pedagogical activities. Indicative in this regard is the opinion of N.V. Kuzmina, who considered them a specific characteristic of pedagogical activity, her high productivity. She distinguished five levels of productivity in teaching activities, referring only to teaching:
I (minimal) -- reproductive; the teacher knows how to tell others what he knows; unproductive.
II (low) -- adaptive; the teacher knows how to adapt his message to the characteristics of the audience; unproductive.
III (middle) - local modeling; the teacher has strategies for teaching students knowledge, skills, and abilities in individual sections of the course (i.e., forming pedagogical goal, be aware of the desired result and select the system and sequence for including students in educational and cognitive activities); medium productive.
IV (high) - system-modeling knowledge; the teacher owns strategies for forming the desired system knowledge, skills, and abilities of students in the subject as a whole; productive.
V (highest) - systematically modeling the activities and behavior of students; the teacher has strategies for transforming his subject into a means of shaping the student’s personality, his needs for self-education, self-education, self-development; highly productive (Kuzmina N.V. Professionalism of the personality of the teacher and master industrial training. M., 1990. P. 13).
Considering, for example, the responsibilities of a group teacher extended day, one can see both teaching and educational work in his activities. Solving the problem of instilling in students a love of work, high moral qualities, habits of cultural behavior and personal hygiene skills, he regulates the daily routine of schoolchildren, observes and provides assistance in the timely preparation of homework, and in the reasonable organization of leisure time. Obviously, instilling habits of cultural behavior, personal hygiene skills and educational activities, for example, is already an area not only of upbringing, but also of training, which requires systematic exercise. It is necessary to point out one more aspect of this problem: some teachers, in addition to teaching work They also perform the functions of a class teacher. Class teacher in a secondary school Russian Federation-- a teacher who, along with teaching, carries out general work on organizing and educating the student body of a certain class. The activities of the class teacher include:
- * comprehensive study of students, identification of their inclinations, requests and interests, creation of class assets, clarification of the School Charter or “Rules for Students” in order to develop norms of behavior and a sense of responsibility for the honor of the class and school;
- * monitoring progress, discipline, social work and leisure of students;
- * organization of extracurricular and extracurricular activities;
- * systematic interaction with students' parents, organization of the work of the class parent committee;
- * taking measures to prevent school dropouts, etc.
The class teacher draws up a work plan for a quarter or half a year, at the end school year submits a brief report on its activities to the school administration. The most important task class teacher - development of student self-government (Psychological and pedagogical dictionary for teachers and administrators educational institutions. Author-comp. V.A. Mizherikov. Rostov n/d.: Phoenix, 1988).
There are several other types of teaching activities that are clearly shown in the diagram.
Thus, summing up what has been said, we come to the conclusion: pedagogical activity will be successful when the teacher is able to develop and support cognitive interests children, create an atmosphere in the classroom general creativity, group responsibility and interest in the success of classmates, i.e. when both types of pedagogical activity will actually interact in his activities with the leading, dominant role of educational work.
Professionally significant personality traits of a teacher
An important factor influencing the effectiveness of a teacher is his personal qualities. A young man, regardless of his choice future profession, should be aimed at developing such personal qualities, which would allow not only to communicate with other people on the basis of generally accepted norms of human morality, but also to enrich this process with new content. However, each profession makes specific demands on the personal qualities of a potential employee, who must carry out professional activities successfully.
Also in late XIX century P.F. Kapterev, an outstanding Russian teacher and psychologist, showed in his research that one of important factors The success of teaching activity is determined by the personal qualities of the teacher. He pointed out the need for a teacher to have such qualities as determination, perseverance, hard work, modesty, observation, and Special attention he paid attention to wit, oratorical abilities, and artistry. TO the most important qualities The teacher’s personality can and should be attributed to readiness for empathy, i.e. to understanding the mental state of students, empathy and the need for social interaction. In the works of scientists great importance attached to pedagogical tact, the manifestation of which expresses general culture teachers and the high professionalism of his teaching activities.
When considering the qualities of a teacher as a subject of activity, researchers seem to differentiate between professional and pedagogical qualities, which can be very close to abilities, and personal ones. To the important professional qualities of a teacher A.K. Markov includes: erudition, goal-setting, practical and diagnostic thinking, intuition, improvisation, observation, optimism, resourcefulness, foresight and reflection, and all these qualities in this context are understood only in pedagogical aspect(for example, pedagogical erudition, pedagogical thinking, etc.). A. K. Markova’s professionally significant qualities of a teacher’s personality are close to the concept of “ability.” For example, “pedagogical observation is the ability to read a person through expressive movements, like a book” (perceptual abilities) (Markova A.K. Psychology of teacher work. M., 1993. P. 24), “ pedagogical goal setting“is the teacher’s ability to develop a fusion of the goals of society and his own and then offer them for acceptance and discussion to students” (Ibid. p. 20). It is important that many of these “qualities” (abilities) are correlated directly with the pedagogical activity itself.
Considering in the same way as A.K. Markov, professionally significant qualities of a teacher (pedagogical orientation, goal setting, thinking, reflection, tact), L.M. Mitina correlates them with two levels pedagogical abilities- projective and reflexive-perceptive. In the study by L.M. Mitina identified more than fifty personal properties teachers (as professional significant qualities, and the actual personal characteristics). Here is a list of these properties: politeness, thoughtfulness, exactingness, impressionability, good manners, attentiveness, restraint and self-control, flexibility of behavior, citizenship, humanity, efficiency, discipline, kindness, conscientiousness, benevolence, ideological conviction, initiative, sincerity, collectivism, political consciousness, observation, perseverance, criticality, logic, love for children, responsibility, responsiveness, organization, sociability, decency, patriotism, truthfulness, pedagogical erudition, foresight, integrity, independence, self-criticism, modesty, justice, intelligence, courage, desire for self-improvement, tact , feeling new, self-esteem, sensitivity, emotionality (Mitina L.M. Teacher as a person and professional. P.20). This general list properties is psychological picture ideal teacher. Its core, its core are the personal qualities themselves - direction, level of aspirations, self-esteem, image of “I”.
One of the main professionally significant qualities of a teacher’s personality is “personal orientation.” According to N.V. Kuzmina, personal orientation is one of the most important subjective factors reaching the top in professional and pedagogical activities. In a general psychological sense, the orientation of an individual is defined as a set of stable motives that orient the activity of an individual, characterized by interests, inclinations, beliefs, and ideals in which a person’s worldview is expressed. Expanding this definition in relation to teaching activities, N.V. Kuzmina also includes an interest in the students themselves, creativity, teaching profession, inclination to engage in it, awareness of one’s abilities.
The choice of main activity strategies determines, according to N.V. Kuzmina, three types of orientation: 1) truly pedagogical, 2) formally pedagogical and 3) false pedagogical. Only the first type of orientation contributes to achieving high results in teaching activities. “A truly pedagogical orientation consists in a stable motivation for the formation of the student’s personality through the means of the taught subject, for the restructuring of the subject in anticipation of the formation of the student’s initial need for knowledge, the bearer of which is the teacher” (Kuzmina N.V. Professionalism of the teacher’s personality. P. 16).
The main motive for a truly pedagogical orientation is interest in the content of teaching activity (for more than 85% of students at a pedagogical university, according to N.V. Kuzmina, this motive is typical). The pedagogical orientation, as its highest level, includes a calling, which correlates in its development with the need for the chosen activity. In this highest level development - vocation - “a teacher cannot imagine himself without school, without the life and activities of his students” (N.V. Kuzmina).
A significant role in personal characteristics The teacher's professional pedagogical self-awareness plays a role.
The task of the future teacher is not just to know the above qualities, but to be able to diagnose himself in order to determine the degree of their formation at one or another stage of professional development, to outline ways and means further development positive qualities and neutralization and displacement of negative ones.
In conclusion, let us turn to the research of this problem carried out at the Department of Pedagogy of the Moscow pedagogical university. As one of the options for classifying professionally significant personality traits of a teacher, we present a fragment of the PZLK map developed by V.P. Simonov (Diagnostics of personality and professional excellence teacher. M.: International pedagogical academy, 1995. P. 86--89) and containing the “optimal characteristics of the personality quality” of the teacher according to three important this manual aspects:
- 1. Psychological traits of personality as an individual:
- a) a strong, balanced type of nervous system;
- b) tendency to lead;
- c) self-confidence;
- d) demandingness;
- e) kind-heartedness and responsiveness;
- e) hyperthymia.
- 2. Teacher in the structure of interpersonal relationships:
- a) the predominance of a democratic style of communication with students and colleagues;
- b) minor conflicts only on fundamental issues;
- c) normal self-esteem;
- d) desire to cooperate with colleagues;
- e) the level of isolation in the team is zero.
- 3. Professional personality traits of a teacher:
- a) broad erudition and free presentation of material;
- b) the ability to take into account the psychological capabilities of students;
- c) speech rate - 120-130 words per minute, clear diction, general and special literacy;
- d) elegant appearance, expressive facial expressions and gestures;
- e) addressing students by name;
- f) instant reaction to the situation, resourcefulness;
- g) the ability to clearly formulate specific goals;
- h) the ability to organize all students at once;
- i) checks the degree of understanding of the educational material.
Any set of PZLK requires ranking them in order of importance. Yuzefavicius T.A. proposed dividing PZLK into 4 stages according to this criterion: dominant, peripheral, negative and professionally unacceptable qualities (Yuzefavichus T.A. Pedagogical errors teachers and ways to prevent them: A manual for teachers and students. - M.: 1998, S. 42--43).
Dominant qualities are the absence of any of which entails the impossibility of effective implementation of teaching activities. Peripheral qualities are understood as qualities that do not have a decisive influence on the effectiveness of activities, but contribute to its success. Negative qualities are qualities that lead to a decrease in efficiency pedagogical work, and professionally unacceptable ones lead to the teacher’s professional unsuitability. Let's take a closer look at these qualities.
Dominant qualities
- 1. Social activity, willingness and ability to actively contribute to the solution social problems in the field of professional and pedagogical activities.
- 2. Determination - the ability to direct and use all the qualities of one’s personality to achieve the set pedagogical tasks.
- 3. Balance - the ability to control one’s actions in any pedagogical situations.
- 4. The desire to work with schoolchildren - receiving spiritual satisfaction from communicating with children during the educational process.
- 5. The ability not to get lost in extreme situations-- the ability to quickly make optimal pedagogical decisions and act in accordance with them.
- 6. Charm is a fusion of spirituality, attractiveness and taste.
- 7. Honesty - sincerity in communication, conscientiousness in activity.
- 8. Justice is the ability to act impartially.
- 9. Modernity - the teacher’s awareness of his own belonging to the same era as his students (manifested in the desire to find a commonality of interests).
- 10. Humanity - the desire and ability to provide qualified pedagogical assistance students in their personal development.
- 11. Erudition - a broad outlook combined with deep knowledge in the field of the subject of teaching.
- 12. Pedagogical tact - compliance with universal human norms of communication and interaction with children, taking into account their age and individual psychological characteristics.
- 13. Tolerance - patience in working with children.
- 14. Pedagogical optimism - faith in the student and his abilities.
Peripheral qualities: goodwill, friendliness, sense of humor, artistry, wisdom (presence life experience), external attractiveness.
Negative qualities
- 1. Partiality - singling out “favorites” and “hateful” students from among students, public expression of likes and dislikes towards students.
- 2. Imbalance - inability to control one’s temporary mental state and mood.
- 3. Vengefulness is a personality trait that manifests itself in the desire to settle personal scores with a student.
- 4. Arrogance is a pedagogically inappropriate emphasis on one’s superiority over the student.
- 5. Absent-mindedness - forgetfulness, lack of concentration.
Professional contraindications
- 1. Availability bad habits recognized by society as socially dangerous (alcoholism, drug addiction, etc.).
- 2. Moral uncleanliness.
- 3. Assault.
- 4. Rudeness.
- 5. Unscrupulousness.
- 6. Incompetence in matters of teaching and education.
- 7. Irresponsibility.
A teacher’s individual style of activity is determined not by professionally significant qualities themselves, but by the unique variety of their combinations. The following types of combinations of professionally significant qualities of a teacher’s personality can be distinguished in relation to the level of productivity (effectiveness) of his activities:
First type combinations (“positive, without reprehensible”) corresponds to a high level of teacher work.
Second type(“positive with reprehensible, but excusable”) is characterized by the predominance of positive qualities over negative ones. Work productivity is sufficient. The negative, in the opinion of colleagues and students, is considered insignificant and excusable.
Third type(“positive neutralized by negativity”) corresponds to an unproductive level of teaching activity. For teachers of this type, the main thing in their work is self-direction, self-expression, career. Due to the fact that they have a number of developed pedagogical abilities and positive personal qualities, they can work successfully in certain periods. However, the distortion of the motives of their professional activity, as a rule, leads to a low final result.
Thus, knowledge of professionally significant personal qualities modern teacher, their roles in professional activity contributes to the desire of every teacher to improve these qualities, which ultimately leads to qualitative changes in educational work with children.
3.1. The essence of pedagogical activity
IN ordinary meaning the word “activity” has synonyms: work, business, occupation. In science, activity is considered in connection with human existence and is studied in many areas of knowledge: philosophy, psychology, history, cultural studies, pedagogy, etc. One of the essential properties of a person is manifested in activity - to be active. This is what is emphasized in various definitions this category. Activity is a specific form of socio-historical existence of people, their purposeful transformation of natural and social reality. Activity includes a goal, a means, a result and the process itself. (Russian pedagogical encyclopedia. - M., 1993).
Pedagogical activity is a type social activities, aimed at transferring from older generations to younger generations the culture and experience accumulated by humanity, creating conditions for their personal development and preparing them to fulfill certain social roles in society. As noted by psychologist B.F. Lomov, “activity is multidimensional.” Therefore, there are numerous classifications of activities based on their various signs, reflecting the various aspects of this phenomenon. There are spiritual and practical activities, reproductive (performing) and creative, individual and collective, etc. Various types of teaching activities are also highlighted. Pedagogical activity is a type of professional activity, the content of which is training, education, education, and development of students.
The system-forming characteristic of pedagogical activity is the goal (A.N. Leontyev). The purpose of pedagogical activity is general in nature. In domestic pedagogy, it is traditionally expressed in the formula “comprehensive harmonious development personality." Having reached the individual teacher, it is transformed into a specific individual attitude, which the teacher tries to implement in his practice. The main objects of the purpose of pedagogical activity are the educational environment, the activities of students, the educational team and the individual characteristics of students. The implementation of the goal of pedagogical activity is associated with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of students, the creation of an educational team, and the development of individuality.
The subject of pedagogical activity is the management of educational, cognitive and educational activities of students. Management activities consist of planning one’s own activities and the activities of students, organizing these activities, stimulating activity and consciousness, monitoring, regulating the quality of training and education, analyzing the results of training and education, and predicting further changes in the personal development of students. One of the most important characteristics of pedagogical activity is its collaborative nature. It necessarily presupposes a teacher and the one whom he teaches, educates, and develops. This activity combines the self-realization of the teacher and his purposeful participation in changing the student (the level of his training, education, development, education).
Characterizing pedagogical activity as an independent social phenomenon, we can indicate its following characteristics. Firstly, it is of a concrete historical nature. This means that the goals, content and nature of such activities change in accordance with changes in historical reality. For example, L.N. Tolstoy, criticizing the school of his time with the dogmatic nature of education, bureaucratic behavior, lack of attention and interest in the student’s personality, called for humane relations in school, for taking into account the needs and interests of the student, spoke out for the development of his personality, which would make a growing person harmonious, highly moral, creative. “When educating, educating, developing, ... we must have and unconsciously have one goal: to achieve the greatest harmony in the sense of truth, beauty and goodness,” wrote L.N. Tolstoy (L.N. Tolstoy Who should learn to write and from whom, the peasant children from us or us from the peasant children? // Ped. soch., M., 1989. – p. 278). Considering all the shortcomings of the school of his time to be the result of the undeveloped problem of the essence of man, the meaning of his life in contemporary psychology and philosophy, L.N. Tolstoy made a successful attempt to realize his own
understanding this problem when organizing the Yasnaya Polyana school for peasant children. Secondly, teaching activity is special kind socially valuable activities of adults. Social value This work is that the spiritual and economic power of any society or state is directly related to the self-improvement of its members as civilized individuals. The spiritual world of man is enriched. Are improving various areas his life activity, a moral attitude towards himself is formed,
other people, to nature. Spiritual and material assets, and due to this, the progress of society, its progressive development, is carried out. Each human society interested in positive results of teaching activities. If its members degrade, no society will be able to fully develop.
Thirdly, teaching activities are carried out by specially prepared and trained specialists based on professional knowledge. Such knowledge is a system of humanities, natural sciences, socio-economics and other sciences that contribute to the knowledge of man as a historically established and constantly developing phenomenon. They allow you to understand various forms his social life, relationships with nature. In addition to professional knowledge, professional skills also play a big role. The teacher is constantly improving in practical application knowledge. Conversely, he draws them from activity. “I became a real master only when I learned to say “come here” with fifteen to twenty shades,” admitted A.S. Makarenko. Fourthly, pedagogical activity is creative in nature. It is impossible to program and predict everything possible options its course, as it is impossible to find two identical people, two identical families, two identical classes, etc.
3.2. Main types of teaching activities
The main types of pedagogical activities traditionally include educational work, teaching, scientific, methodological, cultural, educational and management activities.
Educational work- pedagogical activities aimed at organizing the educational environment, and organized, purposeful management of the education of schoolchildren in accordance with the goals set by society. Educational work is carried out within the framework of any organizational form, does not pursue the direct achievement of a goal, because its results are not so clearly perceptible and do not reveal themselves as quickly as, for example, in the learning process. But since pedagogical activity has certain chronological boundaries at which the levels and qualities of personality development are recorded, we can also talk about the relatively final results of education, manifested in positive changes in the consciousness of students - emotional reactions, behavior and activity.
Teaching- management of cognitive activity in the learning process is carried out within the framework of any organizational form (lesson, excursion, individual training, elective, etc.), has strict time limits, strictly a specific goal and options for achievement. The most important criterion teaching effectiveness is the achievement educational goal. Modern domestic pedagogical theory considers training and education in unity. This does not imply a denial of the specifics of training and education, but a deep knowledge of the essence of the functions of the organization, means, forms and methods of training and education. In the didactic aspect, the unity of teaching and upbringing is manifested in the common goal of personal development, in the real relationship between teaching, developing and educational functions.
Scientific and methodological activities . The teacher combines a scientist and a practitioner: a scientist in the sense that he must be a competent researcher and contribute to the acquisition of new knowledge about the child, pedagogical process, and practice - in the sense that he applies this knowledge. The teacher is often faced with what he does not find in scientific literature explanations and ways to solve specific cases from their practice, with the need to generalize the results of their work. Scientific approach in work, therefore, is the basis of the teacher’s own methodological activity. Scientific work The teacher is expressed in the study of children and children's groups, the formation of his own “bank” of various methods, generalization of the results of his work, and methodological - in the selection and development methodological topic, leading to the improvement of skills in a particular area, in recording the results of teaching activities, and in the actual development and improvement of skills.
Cultural and educational activities- an integral part of the teacher’s activity. It introduces parents to various branches of pedagogy and psychology, students – to the basics of self-education, popularizes and explains the results of the latest psychological pedagogical research, creates a need for psychological and pedagogical knowledge and a desire to use it in both parents and children. Any specialist dealing with a group of people (students) is more or less involved in organizing its activities, setting and achieving goals collaboration, i.e. performs functions in relation to this group management. It is goal setting, application certain ways its achievements and measures of influence on the team are the main signs of the presence of management in the activities of the teacher-educator.
When managing a group of children, the teacher performs several functions: planning, organization - ensuring the implementation of the plan, motivation or stimulation - this is the teacher encouraging himself and others to work to achieve the goal, control.
3.3. Structure of teaching activity
Well established in psychology following structure pedagogical activity: motive, goal, activity planning, processing of current information, operational image and conceptual model, decision making, actions, checking results and correcting actions. When determining the structure of professional pedagogical activity, researchers note that its main originality lies in the specificity of the object and tools. N.V. Kuzmina identified three interrelated components in the structure of pedagogical activity; constructive, organizational and communicative. Constructive activity is associated with the development of technology for each form of student activity and the solution of each pedagogical problem that arises.
Organizational activities are aimed at creating a team and organizing joint activities. Communication activities involves establishing connections and relationships between the teacher and students, their parents, and their colleagues. Detailed characteristics the structure of pedagogical activity was given by A.I. Shcherbakov. Based on analysis professional functions For teachers, he identifies 8 main interconnected components-functions of pedagogical activity: informational, developmental, orientational, mobilizational, constructive, communicative, organizational and research. A.I. Shcherbakov classifies constructive, organizational and research components as general labor ones. Specifying the function of the teacher at the stage of implementation of the pedagogical process, he presented the organizational component of pedagogical activity as a unity of information, development, orientation and mobilization functions.
Among the many types of activities, I.F. Kharlamov identifies the following interconnected species activities: diagnostic, orientation-prognostic, constructive-design, organizational, information-explanatory, communicative-stimulating, analytical-evaluative, research-creative.
Diagnostic activities associated with the study of students and establishing the level of their development and education. To do this, the teacher must be able to observe and master diagnostic methods. Forecasting activity is expressed in the constant setting of real goals and objectives of the pedagogical process at a certain stage, taking into account real possibilities, in other words, in predicting the final result. Constructive activity consists of the ability to design educational and educational work, select content that corresponds to the cognitive abilities of students, and make it accessible and interesting. It is associated with such a quality of a teacher as his creative imagination. The organizational activity of a teacher lies in his ability to influence students, lead them, mobilize them for one or another type of activity, and inspire them. In information activities, the main social purpose of the teacher is realized: the transfer of the generalized experience of older generations to young people. It is in the process of this activity that schoolchildren acquire knowledge, ideological, moral and aesthetic ideas. In this case, the teacher acts not only as a source of information, but also as a person who shapes the beliefs of young people. The success of teaching activities is largely determined by the ability of a professional to establish and maintain contact with children, to build interaction with them at the level of cooperation. To understand them, and, if necessary, to forgive them; in fact, all the activities of a teacher are of a communicative nature. Analytical and evaluation activities consist of obtaining feedback, i.e. confirmation of the effectiveness of the pedagogical process and achievement of the set goal. This information makes it possible to make adjustments to the pedagogical process. Research and creative activity is determined by the creative nature of pedagogical work, by the fact that pedagogy is both a science and an art. Based on the principles, rules, recommendations of pedagogical science, the teacher uses them creatively every time. To successfully implement this type of activity, he must master the methods of pedagogical research. All components of pedagogical activity are manifested in the work of a teacher of any specialty.
3.4. The creative nature of pedagogical activity
That creative research character is immanently inherent in pedagogical activity, many teachers paid attention: Ya.A. Komensky, I.G. Pestalozzi, A. Disterweg, K.D. Ushinsky, P.P. Blonsky, S.T. Shatsky, A.S. Makarenko, V.A. Sukhomlinsky and others. For characteristics creative nature In pedagogical activity, the concept of “creation” is most applicable. The teacher-educator, with the help of creative efforts and work, brings to life the potential capabilities of the student, pupil, creates conditions for the development and improvement of a unique personality. In modern scientific literature, pedagogical creativity is understood as a process of solving pedagogical problems in changing circumstances.
The following criteria for pedagogical creativity can be distinguished:
Availability of deep and comprehensive knowledge and its critical processing and comprehension;
Ability to translate theoretical and methodological provisions in pedagogical actions;
Ability for self-improvement and self-education;
Development of new methods, forms, techniques and means and their original combination;
Dialecticality, variability, changeability of the system of activity;
Effective application of existing experience in new conditions;
The ability to reflectively evaluate one’s own activities
and its results;
Formation individual style professional activity based on the combination and development of standard and individually unique personality traits of a teacher;
Ability to improvise based on knowledge and intuition;
The ability to see a “fan of options.”
N.D. Nikandrov and V.A. Kan-Kalik distinguishes three spheres of teacher’s creative activity: methodological creativity, communicative creativity, creative self-education.
Methodological creativity is associated with the ability to comprehend and analyze emerging pedagogical situations, selection and construction of adequate methodological model, designing content and methods of influence.
Communicative creativity is realized in the construction of pedagogically appropriate and effective communication, interaction with students, in the ability to get to know children, and to carry out psychological self-regulation. Creative self-education presupposes the teacher’s awareness of himself as a specific creative individuality, identification of one’s professional and personal qualities that require further improvement and adjustment, as well as the development long-term program own improvement in the system of continuous self-education. V. I. Zagvyazinsky names the following specific features pedagogical creativity: strict time limit. The teacher makes decisions in situations of immediate response: lessons daily, unforeseen situations immediately, hourly; communication with children constantly. The ability to compare a plan with its implementation only in episodic, momentary situations, and not with the final result due to its remoteness and focus on the future. In pedagogical creativity, the emphasis is placed only on positive result. Such methods of testing a hypothesis, such as proof by contradiction, bringing an idea to the point of absurdity, are contraindicated in the work of a teacher.
Pedagogical creativity always co-creation with children and colleagues. A significant part of pedagogical creativity is carried out in public, in a public setting. This requires the teacher to be able to manage his mental conditions, quickly evoke creative inspiration in yourself and your students. Specific are the subject of pedagogical creativity - the emerging personality, the “tool” - the personality of the teacher, the process itself - complex, multifactorial, multi-level, based on the mutual creativity of partners; the result is a certain level of development of the personality of the students (Zagvyazinsky V.I. “Pedagogical creativity of the teacher.” - M., 1987).
Problematic issues and practical tasks:
1.What is the essence of teaching activity?
2. What are the goals of teaching activity?
3. What is the structure of teaching activity?
4. How is the collective nature of pedagogical activity manifested?
5. Why is teaching activity classified as creative?
6. Write creative work on one of the suggested topics:
“The teacher in my life”, “My pedagogical ideal”.
The main types of pedagogical activities traditionally include educational and teaching, scientific, methodological, cultural, educational and management activities.
Teaching is the management of cognitive activity in the learning process, carried out within the framework of any organizational form, has strict time limits, a strictly defined goal and options for achievement.
The most important criterion for teaching effectiveness is the achievement of learning activities.
Modern Russian pedagogical theory considers teaching and upbringing as a unity. In the didactic aspect, the unity of teaching and upbringing is manifested in the commonality of purpose and personal development, in the real relationship of teaching, development and educational functions.
The teacher combines a scientist and a practitioner: a scientist in the sense that he must be a competent researcher and contribute to the acquisition of new knowledge about the child and the pedagogical process, and a practitioner in the sense that he applies this knowledge. A teacher is often faced with the fact that he does not find in the scientific literature explanations and methods for solving specific cases from his practice, with the need to generalize the results of his work. The scientific approach to work, therefore, is the basis of the teacher’s own methodological activity.
The scientific work of the teacher is expressed in the study of children, the formation of his own “bank” of various methods, generalization of the results of his work, and the methodological work is expressed in the selection and development of a methodological topic.
Cultural and educational is an integral part of the teacher’s activities. It introduces parents to various branches of pedagogy and psychology, students – to the basics of self-education, popularizes and explains the results of the latest psychological and pedagogical research, etc.
When managing a group of children, the teacher performs several functions: planning, organization of support fulfillment of the plan, motivation or stimulation is the teacher’s encouragement of himself and others to work to achieve a set goal, control.
The professionally determined properties and characteristics of a teacher include the general orientation of his personality (social maturity, civic responsibility, professional ideals, humanism, highly developed, primarily cognitive interests, selfless attitude towards his chosen profession), as well as some specific qualities:
- organizational;
- communicative;
- perceptual-gnostic;
- expressive;
- professional performance;
- physical and mental health.
In the study of the psychology of pedagogical activity, a number of problems can be identified. Among the most important of them are the following:
Problem creative potential and opportunities for them to overcome pedagogical stereotypes.
The problem of teacher professionalism.
Problem psychological preparation teachers.
The problem of preparing teachers for developmental education systems.
The problem of teacher training.
Today there is an extensive list of various educational technologies. They are all interconnected with each other, that is, they borrow technological techniques from each other. For my work, I chose the technology of system-activity learning, because I wanted my students to work independently in class, to be able to control and analyze their work, to “obtain” and comprehend knowledge in feasible independent work.
In transition secondary schools At the Federal State Educational Standard, teachers are given the task of developing knowledge in accordance with new standards, universal actions that ensure all academic subjects, with competencies that allow students to act in new environment at a high quality level. The implementation of these tasks is fully facilitated by the system-activity approach to training, which is included in the new standards.
The technology of the activity method means that setting educational problem and the search for its solution is carried out by students during a dialogue specially built by the teacher. Children, under the guidance of a teacher, but with a high degree of independence, answer questions and discover new knowledge.
Children are given the opportunity to develop the ability to see each phenomenon from different points of view. Possession of this skill is one of the most important characteristics modern man. It is associated with such personality traits as tolerance for other people's opinions and habits, willingness to cooperate, mobility and flexibility of thinking.
Based on the fact that the most important characteristic of the activity method is consistency, the system-activity approach is carried out at various stages of the lesson.
At the stage motivation (self-determination) for educational activities conscious entry of students into the space of learning activities in the lesson is organized.
On at this stage children are being prepared for work, with the tasks of the lesson being discussed with them (“let’s practice solving examples”, “let’s get acquainted with a new computational technique”, etc.) Good wishes are also expressed to the children, moral support is given or children are invited to think about what will be useful for successful work in the lesson.
At the stage updating knowledge children's thinking is prepared for learning new material, reproducing educational content, necessary and sufficient for the perception of new things, I indicate situations that demonstrate the insufficiency of existing knowledge. I turn it on problematic issue motivating the study of a new topic. At the same time, work is being done to develop attention, memory, speech, mental operations.
At the stage problematic explanation of new material children's attention is drawn to distinctive property task that caused difficulty, then the goal and topic of the lesson are formulated, I organize an introductory dialogue aimed at constructing and comprehending new material, which is recorded verbally, with signs and with the help of diagrams.
Students are offered a system of questions and tasks that lead them to independently discover something new. The discussion results in a conclusion.
At the stage primary consolidation students perform training exercises with obligatory commenting, speaking out loud the studied algorithms of action.
When conducting independent work with self-test used custom uniform work. Students independently complete tasks to apply the learned properties and rules, test them in class step by step, comparing them with the standard, and correct the mistakes made, determine their causes, establish methods of action that cause them difficulty and they have to refine them. I create a situation of success for each child.
Next stage- inclusion in the knowledge system and repetition. Here, children determine the boundaries of applicability of new knowledge, train the skills of using it in conjunction with previously learned material, and repeat the content that will be required in subsequent lessons.
At summing up lesson we record the new knowledge learned and its significance. Self-assessment of educational activities is organized and homework is agreed upon. Summing up the lesson helps the child understand his own achievements and his problems.
Thus, the use of problem-based learning techniques, design methods and group forms of work makes it possible to implement an activity-based approach to teaching schoolchildren.
Learning through the activity method provides for such an implementation of the educational process, in which at each stage of education it is simultaneously formed and improved. whole line intellectual qualities of the individual.
I believe that correct use activity-based teaching method in lessons will optimize educational process, eliminate student overload, prevent school stress, and most importantly, make studying at school a unified educational process.
Today, every teacher can use the activity method in his practical work, since all the components of this method are well known. Therefore, it is enough just to comprehend the significance of each element and use them systematically in your work. The use of activity-based teaching technology creates conditions for the formation of a child’s readiness for self-development, helps to form a stable system of knowledge and a system of values (self-education).
Traditionally, the main types of pedagogical activities carried out in the holistic pedagogical process are teaching and educational work.
Educational work is a pedagogical activity aimed at organizing the educational environment and managing various activities of students in order to solve the problems of harmonious personal development. And teaching is a type of educational activity that is aimed at managing primarily the cognitive activity of schoolchildren. By and large, pedagogical and educational activities are identical concepts. This understanding of the relationship between educational work and teaching reveals the meaning of the thesis about the unity of teaching and upbringing.
Education, to reveal the essence and content of which many studies are devoted, is considered only conditionally, for convenience and deeper knowledge, in isolation from education. It is no coincidence that teachers involved in developing the problem of the content of education (V.V. Kraevsky, I.Ya. Lerner, M.N. Skatkin, etc.), along with the knowledge and skills that a person acquires in the learning process, consider the experience of creative activities and experience of emotional and value-based attitude towards the world around us. Without unity of teaching and educational work, it is not possible to implement the mentioned elements of education. Figuratively speaking, the holistic pedagogical process in its content aspect is a process in which “educational teaching” and “educational education” are merged (A. Disterweg).
Let's compare in general outline teaching activities that take place both in the learning process and in after school hours, and educational work, which is carried out in a holistic pedagogical process.
Teaching, carried out within the framework of any organizational form, and not just a lesson, usually has strict time limits, a strictly defined goal and options for achieving it. The most important criterion for teaching effectiveness is the achievement of the educational goal. Educational work, also carried out within the framework of any organizational form, does not pursue the direct achievement of a goal, because it is unattainable within the time frame limited by the organizational form. In educational work, only a consistent solution can be provided specific tasks goal oriented. The most important criterion effective solution educational tasks are positive changes in the consciousness of pupils, manifested in emotional reactions, behavior and activities.
The content of training, and therefore the logic of teaching, can be rigidly programmed, which the content of educational work does not allow. The formation of knowledge, skills and abilities in the field of ethics, aesthetics and other sciences and arts, the study of which is not provided for in the curriculum, is essentially nothing more than training. In educational work, planning is acceptable only in the most general terms: attitude towards society, towards work, towards people, towards science (teaching), towards nature, towards things, objects and phenomena of the surrounding world, towards oneself. The logic of a teacher’s educational work in each individual class cannot be predetermined by regulatory documents.
The teacher deals with approximately homogeneous “source material”. The results of the teaching are almost unambiguously determined by its activities, i.e. the ability to evoke and direct the student’s cognitive activity. The teacher is forced to reckon with the fact that he pedagogical influences may overlap with unorganized and organized negative influences for a schoolchild. Teaching as an activity has a discrete nature. It usually does not involve interaction with students during the preparatory period, which may be more or less long. The peculiarity of educational work is that even in the absence of direct contact with the teacher, the student is under his indirect influence. Usually the preparatory part in educational work is longer, and often more significant, than the main part.
The criterion for the effectiveness of students’ activities in the learning process is the level of assimilation of knowledge and skills, mastery of methods for solving cognitive and practical problems, and the intensity of progress in development. The results of students' activities are easily identified and can be recorded in qualitative and quantitative indicators. In educational work, it is difficult to correlate the results of the teacher’s activities with the developed criteria of education. It is very difficult to identify in a developing personality the result of the activity of the educator. In the educational process, it is difficult to predict the results of certain educational actions and their receipt is much delayed in time. In educational work, it is impossible to provide feedback in a timely manner.
The noted differences in the organization of teaching and educational work show that teaching is much easier in the ways of its organization and implementation, and in the structure of the holistic pedagogical process it occupies a subordinate position. If in the learning process almost everything can be proven or deduced logically, then it is much more difficult to evoke and consolidate certain personal relationships, since freedom of choice plays a decisive role here. That is why the success of learning largely depends on the formed cognitive interest and attitude towards educational activities in general, i.e. from the results of not only teaching, but also educational work.
Identification of the specifics of the main types of pedagogical activity shows that teaching and educational work in their dialectical unity take place in the activities of a teacher of any specialty. For example, a master of industrial training in the system of vocational education in the course of his activities solves two main tasks: to equip students with the knowledge, skills and abilities to rationally perform various operations and work while complying with all requirements modern technology production and labor organization; to prepare such a qualified worker who would consciously strive to increase labor productivity, the quality of the work performed, would be organized, and value the honor of his workshop and enterprise. Good master not only transfers his knowledge to students, but also guides their civic and professional development. This, in fact, is the essence of the professional education of young people. Only a master who knows and loves his job and people can instill in students a sense of professional honor and create a need for perfect mastery of the specialty.
In the same way, if we consider the responsibilities of an after-school teacher, we can see both teaching and educational work in his activities. The regulations on extended day groups define the tasks of the teacher: to instill in students a love of work, high moral qualities, cultural behavior habits and personal hygiene skills; regulate the pupils’ daily routine, monitoring timely preparation homework, provide them with assistance in learning, in the reasonable organization of leisure; carry out activities together with the school doctor to promote the health and physical development of children; keep in touch with the teacher, class teacher, with parents of pupils or persons replacing them. However, as can be seen from the tasks, instilling habits of cultural behavior and personal hygiene skills, for example, is already the sphere of not only education, but also training, which requires systematic exercises.
So, of the many types of activities of schoolchildren, cognitive activity is not limited only to the framework of learning, which, in turn, is “burdened down” by educational functions. Experience shows that success in teaching is achieved primarily by those teachers who have the pedagogical ability to develop and support the cognitive interests of children, to create an atmosphere of general creativity, group responsibility and interest in the success of classmates in the classroom. This suggests that it is not teaching skills, but the skills of educational work that are primary in the content of a teacher’s professional readiness. Due to this professional training future teachers has as its goal the formation of their readiness to manage the holistic pedagogical process.
The main types of pedagogical activities traditionally include educational work, teaching, scientific, methodological, cultural, educational and management activities.
Educational work is pedagogical activity aimed at organizing the educational environment, and the organized, purposeful management of the education of schoolchildren in accordance with the goals set by society.
Educational work is carried out within the framework of any organizational form and does not pursue a direct goal, because its results are not so clearly tangible and do not reveal themselves as quickly as, for example, in the learning process. But since pedagogical activity has certain chronological boundaries at which the levels and qualities of personality development are recorded, we can also talk about the relatively final results of education, manifested in positive changes in the consciousness of students - emotional reactions, behavior and activities.
Teaching is the management of cognitive activity in the learning process, carried out within the framework of any organizational form (lesson, excursion, individual training, elective, etc.), has strict time limits, a strictly defined goal and options for achievement. The most important criterion for teaching effectiveness is the achievement of the educational goal.
Modern Russian pedagogical theory considers teaching and upbringing as a unity. This does not imply a denial of the specifics of training and education, but a deep knowledge of the essence of the functions of the organization, means, forms and methods of training and education. In the didactic aspect, the unity of teaching and upbringing is manifested in the common goal of personal development, in the real relationship of teaching, development and educational functions.
Scientific and methodological activities. The teacher combines a scientist and a practitioner: a scientist in the sense that he must be a competent researcher and contribute to the acquisition of new knowledge about the child and the pedagogical process, and a practitioner in the sense that he applies this knowledge. A teacher is often faced with the fact that he does not find in the scientific literature explanations and methods for solving specific cases from his practice, with the need to generalize the results of his work. The scientific approach to work is thus. is the basis of the teacher’s own methodological activity.
The scientific work of the teacher is expressed in the study of children and children's groups, the formation of his own “bank” of various methods, generalization of the results of his work, and the methodological work - in the selection and development of a methodological topic leading to the improvement of skills in a particular area, in recording the results of teaching activities, actually in practicing and improving skills.
Cultural and educational activities are an integral part of the teacher’s activities. It introduces parents to various branches of pedagogy and psychology, and students to the basics of self-education, popularizes and explains the results of the latest psychological and pedagogical research, and creates the need for psychological and pedagogical knowledge and the desire to use it in both parents and children.
Any specialist dealing with a group of people (students) is more or less involved in organizing its activities, setting and achieving goals for collaboration, i.e. performs management functions in relation to this group. It is the setting of a goal, the use of certain methods of achieving it and measures of influence on the team that are the main signs of the presence of management in the activities of a teacher-educator.
When managing a group of children, the teacher performs several functions: planning, organization - ensuring the implementation of the plan, motivation or stimulation - this is the teacher encouraging himself and others to work to achieve the goal, control.