Who is the author of the pedagogical work? Scientific organization of pedagogical work

pedagogical activity- pedagoginė veikla statusas T sritis Kūno kultūra ir sportas apibrėžtis Žmogaus, įgijusio žinių, kultūros ir tam tikros patirties, sąveika su žmogumi, siekiančiu visa tai įgyti. atitikmenys: engl. pedagogical activity vok. pädagogische Tätigkeit,… … Sporto terminų žodynas

PEDAGOGICAL ACTIVITY- activities carried out by specially trained professionals in educational institutions to achieve results provided for by the curriculum or a number of programs, as well as other objectives of education and its social goals… … Professional education. Dictionary

This is an activity for the education and training of people, based on the special professional training of the teacher and corresponding to the norms and rules of his personal behavior in the process of this activity. Types of teaching activities are varied... Fundamentals of spiritual culture ( encyclopedic Dictionary teacher)

Variety professional activity, aimed at transmitting sociocultural experience through training and education. (Pedagogy. Textbook, edited by L.P. Krivshenko. M., 2005. P. 418) Ch30.0 ... Pedagogical terminological dictionary

Dictionary-reference book on educational psychology

A special type of socially useful activity of adults, consciously aimed at preparing the younger generation for independent activity in accordance with economic, political, moral and aesthetic goals... Glossary of terms on general and social pedagogy

Pedagogical activity of Ostrogradsky. Ostrogradsky's pedagogical activity was very diverse. He gave public lectures on higher algebra, celestial and analytical mechanics, and taught at the Main pedagogical institute(1832... ... Wikipedia

PEDAGOGICAL ACTIVITY OF A TEACHER- PEDAGOGICAL ACTIVITY OF A TEACHER. The activities of a teacher aimed at planning, organizing and implementing the educational process, the purpose of which in language classes is the formation communicative competence students on the subject... ... New dictionary of methodological terms and concepts (theory and practice of language teaching)

Books

Pedagogical activity of a school librarian, I. I. Tikhomirov. This book is a response to the challenges of the time in one of the most humane professional fields activities – library and pedagogical work with children. The textbook reveals the essence of the new...

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 the various definitions of 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 activity, which are based on its various characteristics, 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 of the individual.” 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 personal development 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. Enriched spiritual world person. Various areas of his life improve, a moral attitude towards himself is formed,

other people, to nature. Spiritual and material values, and due to this, the progress of society and its progressive development are achieved. Every human society is interested in the positive results of pedagogical activity. 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 us to understand the various forms of his social life and 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 all possible options for its course, just 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 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- management 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, strictly a specific goal and options for achievement. The most important criterion The effectiveness of teaching is the achievement of the 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 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, therefore, 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 is expressed 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- an integral part of the teacher’s activity. He introduces parents to various industries pedagogy and psychology, students - with the basics of self-education, popularizes and explains the results of the latest psychological and pedagogical research, 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 functions in relation to this group management. 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.

3.3. Structure of teaching activity

In psychology, the following structure of pedagogical activity has been established: 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 aimed at creating a team and organizing joint activities. Communicative activity involves establishing connections and relationships between the teacher and students, their parents, and their colleagues. A detailed description of the structure of pedagogical activity was given by A.I. Shcherbakov. Based on an analysis of the professional functions of a teacher, 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 interrelated types of activity: diagnostic, orientation-prognostic, constructive-design, organizational, information-explanatory, communicative-stimulating, analytical-evaluative, research-creative.

Diagnostic activity is 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 receiving 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 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

Many teachers paid attention to the fact that a creative, research character is inherent in pedagogical activity: 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. To characterize the creative nature of 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 can be distinguished pedagogical creativity:

Availability of deep and comprehensive knowledge and its critical processing and comprehension;

The ability to translate theoretical and methodological principles into 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, select and construct an adequate methodological model, design 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 involves the teacher’s awareness of himself as a specific creative individual, the identification of his professional and personal qualities that require further improvement and adjustment, as well as the development of a long-term program for his 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 is 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 their mental states and promptly evoke creative inspiration in themselves and their 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 questions 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 a creative work on one of the suggested topics:

“The teacher in my life”, “My pedagogical ideal”.

The simpler the truth
the more difficult it is to prove it.

Until 1975, I worked in the Central Office of the Ministry of Public Services of the Population of Uzbekistan as a senior economist and financier. He constantly went on business trips to the regions of the republic, where he delved into and studied the sectoral nature of the consumer service. It should be noted that it is universal in nature, since it contains technologies from all sectors and spheres of activity of the national economy and it has every right to be called a branch of the national economy. Here services are carried out according to the orders of the population, not only consumer value is created, but also new value, so here the work is social and individual in nature.
Those working here have a general understanding of all sectors and spheres of the national economy. If material production has fixed production assets, then the consumer service also has non-productive fixed assets; these funds only perform work and services of an individual nature.
Currently, in a market economy, there is no emphasis on material and intangible production, there is a special emphasis here, everything is closer to business and entrepreneurship, as long as it produces services and makes a profit, recoups costs.
In 1972, on November 15, after 5 years of work in the system of the Ministry of Consumer Services of the Population of Uzbekistan SSR, I entered the full-time graduate school at the Faculty of Economics of Moscow State University (MSU) named after. M.V. Lomonosov on the Lenin Hills. The largest higher education institution, one of the centers of world science. The first in Russia, founded in 1755 on the initiative of M.V. Lomonosov, consisting of philosophical, legal and medical faculties. Many scientists from the university's scientific schools have made and are making great contributions to world science. Faculties (1977): physics, mechanics and mathematics, computational mathematics and biology, geography, philosophy, historical geological journalism, psychology, economics, law; Institute of Asia and Africa; over 30 thousand postgraduate students are currently studying. In addition to world science, here during graduate school they also studied special courses, such as the works of K. Marx “Capital”.
Marx’s economic teaching is of current importance today not only because the laws of movement of capitalism that he revealed in general continue to remain the basis of modern capitalism, but also because it shows some economic laws common to all formations. In this teaching we find our main weapon of knowledge - the method of materialist dialectics, applied by Marx in the concrete analysis of capitalist society.
I specifically draw attention to dialectics, since it is, first of all, the logic of thinking, which allows us to build coherent theories of knowledge. Our National Personnel Training Program, adopted by the Oliy Majlis as the Law of the Republic of Uzbekistan, is based on this; this is the essence of the National Education Model. This program has been accepted by the world community and awarded the UNESCO Gold Medal. Today it is considered along with the German (Humboldtian, also known as “Soviet”), Anglo-American, French and Japanese as the fifth basic model of education in the world. In principle, one can find similarities in it with the German education system, which is focused on understanding the essence of things and developing coherent, logical schemes for perceiving the surrounding reality. But that’s not the point, the point is that our modzhel is not focused on training a specialist, but on nurturing a comprehensively developed personality.
Meanwhile, along with foreign educational literature, in recent years the Anglo-American education scheme, alien to us, has been actively penetrating to us. In order to understand the difference between them, you need to remember our old radios and televisions. When purchasing them, we also received a manual on how to use the new device. It explained everything in detail, listed possible malfunctions and failures, and included a schematic radio diagram of the device. After reading this manual, we fully understood how and why the device works. But if we come home today with a purchase, instead of the previous manual we will find an image of a control panel and arrows indicating what needs to be pressed and what will come of it.
The same is true in the Anglo-American education system. It doesn't explain the point. Ready-made recipes (buttons) are offered there. And as a result, in our system we get a creatively thinking specialist, and in the Anglo-American system we get just a good performer.
Following this trend, which is not at all ours, dialectics has been completely removed from our programs for passing the minimum Ph.D. in philosophy. Instead, graduate students are encouraged to study the history of philosophy. It’s just not clear why this is needed during the research process. So now we have to read dissertations entirely composed of recipes, slogans and appeals. I just want to say that this is not science or a dissertation, but the Party’s Calls for May Day. The text of this kind of work is very reminiscent of phrases that were once heard from the stands of the mausoleum, such as: “Long live our science, the most progressive science in the world! Hooray!!!". But there is no logic, evidence or true novelty in most of the works. Isn’t it time for our philosophers to start equipping young scientists with dialectics as the main tool scientific knowledge, adding to it modern concepts of a systemic, program-targeted, cybernetic approach, synergetics and other general theoretical tools for understanding the surrounding world. Otherwise, our scientific youth will soon not be able to draw up a research plan; the left hemisphere of their brain, which is responsible for the logic of thinking in humans, will atrophy and die completely without training and stress. And everything will be like in that old joke: “The international expedition “Doctors Without Borders” walked along the sands of Kuzyl-Kum.” Far from housing, we came across a dying man. A mobile operating room was immediately set up, and an experienced surgeon performed a craniotomy on the patient. And when he opened it, he was stunned. There was only one cerebral gyrus. I thought and thought and straightened it out. Soon the patient came to his senses and was asked who he was. And he answers them: “I just defended my defense and became a candidate of sciences.” This is, of course, an anecdote and an extreme exaggeration, but there is some truth in it. In our science, the problem of young people mastering logic and basic research tools has become acute. Quite often there are works copied by students from textbooks, without research logic and a spark of creativity. It hurts your heart to face this. Good, at least not so often yet.
And I once again turn to the legacy of my great Moscow teachers, who laid the basis for the methodology of my research in my candidate and doctoral dissertations on the principles of dialectical knowledge of economic theory about the primacy of production, which is undoubtedly directly related to the spread of dialectics to the sphere of social relations.
My supervisor was Professor T.N. Krylov, deputy head of the department of consolidated national economic long-term planning of the USSR State Planning Committee.
He was a very demanding leader, he gave me a task for a certain period of time and asked me to show the result. I was simply forced to complete these tasks on time. I always sat in the State Library named after V.I. Lenin during the day and wrote at night, and therefore defended my Ph.D. thesis on time. My term in graduate school ended on November 15, 1975. The dissertation was discussed in April 1975 and my work was recommended for defense. I waited in line for defense for almost 8 months, and only on January 13, 1976, I defended my Ph.D. dissertation on the topic “Issues of economics and planning of consumer services for the population” (using the example of Uzbekistan). This dissertation work of mine, on the recommendation of the Academic Council of the Faculty of Economics of Moscow State University named after M.V. Lomonosov, was published in 1984 as a monograph of 8.5 pp.
I devoted my entire life to economic science. I always had to occupy responsible positions (although I did not hold major positions): head of a sector, head of a department, head of a department, etc. I always fulfilled my duties in a timely manner, took a responsible approach to the instructions of my superiors and solving economic issues. During this time, I realized that in order to be right and be useful, it is necessary to recognize that reality and established beliefs in society, which I everywhere called the expression “conventional wisdom”, “generally accepted point of view”, “conventional wisdom”, “everyday knowledge” ", they disperse. In the end, it is not surprising that I have always preferred reality. In my research and many years of experience in scientific and pedagogical activity, during which I had to observe the mentioned discrepancy between reality and public perceptions, to realize its importance of independent decision-making. In the end, I came to the conclusion that in economic and political life - much more than in other areas - reality is either in thrall to social and established preferences, or to street and material gain. No other topic has so strongly attracted my attention as a researcher and teacher - that is why my two monographs in Soviet time. I will clarify here that the main place in my research is given to the issues of the dominant role of economics in social development Uzbekistan..
The main goal of my research is to understand how exactly economic science, and moreover, economic and political systems, cultivate their truths under the pressure of material factors and fashionable political trends. Such truths lack the necessary connection with reality. My teachers in understanding this most complex truth were the works of the country's largest economists of that time. This is Leonid Vitalievich Kantorovich - mathematician and economist, academician, one of the founders of the economic and mathematical direction of research. Vladimir Fedorovich Mayer is my scientific consultant on my doctoral dissertation, with whom we jointly wrote most interesting works- “Wages in the USSR”, “Planning of the national economy”, “Differentiated balance of income and consumption of the population and its use in planning”, “Scientific foundations of economic forecasting”. Leonid Ivanovich Abalkin - worked in the field of problems of planned development and proportions of the world economy, political economy and economic policy. Abel Gezevich Aganbegyan - worked on problems of economics and industrial management. Gavriil Kharitonovich Popov is a leading scientist in the field of control theory. Tigran Sergeevich Khachaturov – works on the economics of transport and the efficiency of capital investments. Nikolai Aleksandrovich Tsagolov is a leading political economist. It is no coincidence that I mention these famous names with special respect, since I know these people personally. I met with them many times in the process of preparing my candidate and doctoral dissertations, communicated at scientific conferences, and maintained informal friendly relations within the framework of a simple ethical connection - teacher-student. As people say, I “ate a pound of salt” with each of them, or better, as it was customary to say at that time in academic environment- “I drank a bucket of vodka.” I hardly drink at all - my size by Moscow standards doesn’t allow me. I am only 160 cm tall, and therefore I was unable to keep up with the highly professional drinking habits of the Moscow scientific elite. Now, at the age of maturity and wisdom, I lament the fact that I did not come out en masse for a worthy high science drinking alcohol, otherwise, who the hell knows, perhaps he would have been elected an academician in Moscow.
But this is a joke. High academic titles are awarded not for lavish feasts, but for contributions to science. A informal communication only a way to learn new things from the lips of the original source, to exchange ideas and thoughts. This is what I did when communicating with colleagues and teachers in Tashkent. I am close in spirit and worldview to the excellent economic works of famous Uzbek academic economists - Alim Muminovich Aminov, Ibragimzhan Iskanderov, Saidahror Gulyamov, Marat Tursunkhojaev, Victor Ivonin, Kalandar Abdurakhmanov, Erkin Ganiev, Bakhodir Khodiev, Erkin Muratov and many others. And these are not just outstanding modern thinkers, the elite of the Uzbek national intelligentsia are also just my friends and colleagues, with whom I am always ready to meet at the morning pilaf on the occasion of some joyful event, but most importantly, communication with them always keeps me on my toes , enriches with new ideas and new approaches to the study of economic processes.
After defending my Ph.D. thesis and upon returning to Tashkent, since 1976 I worked as the head of the department of the Main computing center(Ministerial Computing Center) Tashkent. True, I worked here for a short time, until April 1977. From April 4 to December 1977, he worked as deputy head for scientific work of the Special Design Bureau (SPKTB) of the Ministry of Furniture Industry of Uzbekistan.
In 1978, he went to work at the Scientific Research Economic Institute (NIEI) under the State Planning Committee of the Uzbek SSR as the head of a sector, where he worked until August 1978.
In September 1978, I went to work as a senior teacher at the Tashkent Polytechnic Institute named after Beruni, but I didn’t work here for long either; in the winter of February 1979, I fell ill and underwent surgery in a Moscow clinic. Therefore, in August 1979, I left this institute and went to work at the Tashkent Pharmaceutical Institute.
From September 1979 to the present, I have been working at the Tashkent Pharmaceutical Institute, first as a senior lecturer, and since September 15, 1979, there has been a competition for the position of senior lecturer in the course of political economy. Here life forced me to plunge deeply into the jungle of economic theory. But I was immensely happy about this, because for many years, essentially, I walked hand in hand with such luminaries of economic theory as Karl Marx, with his unsurpassed labor theory of value in the four-volume Capital, Adam Smith - one of the founders of classical political economy, David Ricardo - the largest representative of the classical school of political economy, John Stuart Mill - a major representative of the classical school of political economy, Alfred Marshall (1842-1924) - the head of the Cambridge school of early marginalism and the beginnings of neoclassical political economy, Veblen Trostain - the founder of the technocratic direction of institutionalism, Jean Baptiste Say - who created a complete course of practical political economy, Paul Samuelson - Nobel Prize Laureate (1970), Milton Friedman - representative of the Chicago School, one of the ideologists of monetarism, Nobel Prize Laureate (1976), John Maynard Keynes - one of the founders of macroeconomic analysis, John Kenneth Galbraith - who played a significant role in the development of American liberalism, the author of a very interesting work, “The Economics of Innocent Deception,” written by him in 2004 at the age of 95. A deep and comprehensive study of their immortal works not only enriched my knowledge, it allowed me to carry it to our students, a new generation of young professionals entering life. And the thoughts of the great economists, transformed by me into accessible lecture material, served and continue to serve them as a serious help both in science and in future activities.
And yet I can’t help but pay attention to last job Galbraith, since already in 2004 he predicted the coming global financial and economic crisis as a consequence of institutionalized innocent deception, which undoubtedly plays a large role both in private life and in public discussions. However, both those who profess an innocent deception and those who control it openly do not recognize its existence. I emphasize that they have neither a feeling of guilt nor a sense of public opinion for deception. Innocent deception is not the invention of any individual or group: it represents a natural, even true, belief in what can best serve one's own and larger interests. But any deception, any fraud, sooner or later, is still discovered. For example, the events of 2008, the global financial and economic crisis that affected almost all countries of the world community, which caused a sharp decline in the growth rate of the entire economy, a decline in production in many countries, with all the ensuing negative consequences.
But I will not delve into the theory, I will only say that I paid attention to this work also because it was written by the author at the age of 95. And this means that I, at today’s round 70, still have a quarter-century of creative reserve. And I hope to write at the same age a good book on the theory of economic self-deception. Perhaps God will give me long years and clear thinking, you look and I can cope with this kind of work, which I will certainly write with a share of our original eastern humor, as befits a fellow countryman of the legendary Khoja Nasritdin.
But I’ll continue about the matter. At the same time, while working as a senior lecturer at the same institute, I continued working on my doctoral dissertation. In 1984, he was attached in absentia to doctoral studies at the Faculty of Economics of Moscow State University named after M.V. Lomonosov. The topic of my doctoral dissertation was approved: “Territorial planning for the development of consumer services in the Union Republic”, issues of theory and practice (based on materials from Uzbekistan). My scientific advisors were Professors G.Kh. Popov and F.V. Mayer. I had to travel to Moscow often.
This work was carried out mainly at the former department of history of the CPSU and political economy of our pharmaceutical institute. In terms of its relevance and scientific novelty, my doctoral work was not inferior to other dissertations devoted to sectoral development issues.
Unfortunately, there is still an opinion that after the transition to a market economy, problems in the non-productive sphere, including consumer services for the population, have lost relevance. But this is far from true. Indeed, the former purpose of consumer services as a service sector for repairing defects produced by the industry of the administrative-command system has faded into oblivion. But this sphere is gradually developing a different purpose. The fact is that in a market economy, consumer services essentially continue the production process, freeing people from routine work, providing them with proper rest and preparing them for the next working day.
This is clearly visible already on the shelves of grocery stores. There are a lot of semi-finished products, sliced and well-packaged products. A tired housewife who has returned from work no longer spends hours in the kitchen preparing dinner. She only heats ready-made dishes in the microwave. The same is true in the field of consumer services. In a market economy, household services are growing like an avalanche. A person is almost completely freed from unproductive household activities, which specialized enterprises do faster, better and cheaper. Therefore, in a market economy, it is necessary to develop all areas of consumer services for the population, and small businesses should play a dominant role in this. The share of the service sector should grow rapidly, absorbing free labor resources leaving the production sector, solving an acute and pressing problem of the economy of Uzbekistan - employment. It is no coincidence that in modern conditions of the development of globalization of markets, the services market is second in quality and quantity, after the goods market.
In 1989, in Moscow, I published the monograph “Improving the planning of consumer services for the population.” It was a large work with a volume of 16.5 l. This monograph revealed a paradigm that I clearly formulated about the rapid development of the service sector, which has not lost its novelty and relevance in the modern period.
On November 17, 1989, I defended my doctoral dissertation on the topic: “Territorial planning of consumer services for the population of a union republic” - issues of theory of practice (based on materials from Uzbekistan), in the specialized academic council of the Faculty of Economics of Moscow State University named after M.V. Lomonosov. While dealing with dissertation problems, I did not forget about publishing my scientific works, since “a scientist without work is like an apple tree without apples.” I have over two hundred of them. And here I will give a list of only the most significant, from my point of view.
1. Improving planning of consumer services for the population. Monograph, M., 1989. 16.5 p.l.
2. Planning of consumer services for the population. Monograph. M., 1984. 8.5 pp.
3. Analysis of growth rates and structure of household services in Uzbekistan. M., Moscow State University. 1976. 1.2 p.l.
4. Planning of household services. M. 1974. 0.5 pp.
5. Household services - to the level of new tasks “Communist of Uzbekistan”, No. 12. 1972 -0.3 p.l.
6. Scientific report – “ Automated system planned calculations of consumer services for the population. Tashkent, 1976, State. No. 192570 register 5.1 p.l.
7. Scientific report: “Development of consumer services. V. Tashkent. 1977. State. Register No. 212777, 5.3 pp.
8. Scientific report. Urban development. Tashkent city. 1978. State register No. 229950. 5.5 pp.
9. Scientific, theoretical and methodological worldview in the concept of higher education development. T. 2003 0.5 p.l.
10. Formation of the reform of the armed forces in the concept economic growth. T.2005. 0.3 p.l.
11. National values in the concept of economic growth. T. 2006. 0.3 pp.
12. Entrepreneurial and managerial abilities in the field of pharmacy in market conditions. T.2007. 0.1 p.l.
13. Development of marketing and its functions in the pharmaceutical sector. T. 2007. 0.1 pp.
14. Development of human capital and growth of national wealth. T. 2010. 0.1 p.l.
15. Some humanistic problems of modern economics of society. T. 2010. 0.1 p.l.
16. Humanistic issues and moral, ethical, psychological and cultural aspects. T. 2010. 0.1 p.l.

Working at the Tashkent Pharmaceutical Institute, I was first a senior lecturer, and after defending my doctoral dissertation, I was the head of the department for more than 20 years. At the same time, I have always attached great importance to the development of domestic science and the training of highly qualified personnel. I taught and still teach social and humanities disciplines. I pay great attention to the development of educational, methodological, research, spiritual and educational work, as well as new pedagogical, information and innovative technologies.
The main problem of teaching in recent decades has been to ensure that existing systems and content of education correspond to the intended strategy for training personnel for a free market economy. At the same time, it is necessary to draw the attention of future specialists to the problem of a consistent transition to a new socio-economic formation - from the industrial to the information society, which entails significant changes in the organization educational activities. The problem of transferring new knowledge from one person to another, and developing new skills in them, is now associated, first of all, with the emergence of new technical means. Along with traditional printed materials, audio cassettes, video cassettes, video disks, telephone and e-mail, computer training programs, and the Internet began to be used in educational activities. New learning technologies have emerged: teleconferencing, computer conferences, virtual classrooms and virtual universities. Modern Computer techologies storage, processing and transmission of information have given rise to a new form of learning education - distance learning. The processes of teaching and acquiring knowledge are separated not only in space, but often also in time. New forms of educational organizations are also emerging. In particular, organizations are being created that implement different models of distance learning (distance education universities, university consortia, etc.) all modern technologies are successfully used in teaching disciplines at our department of social sciences.
So, a new page in my life from the age of 39 began while working at the Tashkent Pharmaceutical Institute. Here I began active teaching and research work. Throughout my scientific career, I trained pharmacists, although I was not a pharmacist. But I understood that without economics, without knowledge of the basics of spirituality and culture, any specialist with a higher education cannot be a true intellectual. But when communicating with future pharmacists, it would not behoove me to be ignorant of their special issues. Therefore, I spared no time in studying the history of the outstanding healers Hippocrates, Galen, Dioscarides (Pedani), Paracelsus (Philip Aureal Theophrastus Bombast von Hohenleim), Abu Ali Husayn Ibn Abdalah Ibn Sino - Avicenna.
I remembered the wonderful words of the great Ibn Sino, who died in full consciousness and his last words on his deathbed sounded like this:
From black dust to celestial bodies
I discerned the secrets of the wisest words and deeds.
I avoided deceit, untangled all the knots,
Only I could not unravel the knot of death.
During my work for almost 32 years at the Tashkent Pharmaceutical Institute, it was headed by 8 rectors. Each of them made a significant contribution to the education of future pharmacists. Each of them had their own “zest” in their work and I remember their activities with pleasure. Kholmatov Hamid Kholmatovich - Doctor of Pharmaceutical Sciences, Professor, Honored Worker of Health Care of the Republic of Uzbekistan, took his official duties very seriously. Khorlamov Igor Andreevich – associate professor. He temporarily acted as rector. He was vice-rector for scientific work. Zakirov Uzu Bakievich – Doctor of Medical Sciences, Professor. He was a man high culture. At the same time he served as head of the department of pharmacology at Tashkent State Medical Institute. He worked for about two years, then left. Erkin Rakhimovich Tashmukhamedov – Doctor of Pharmaceutical Sciences, Professor. He became rector as a result of elections (back then rectors were elected). He also worked only for a short time, about two years. Akhmedov Uzar Akhmedovich - temporarily served as rector. Iskandarov Saadulla Iskandarovitch – Doctor of Chemical Sciences, professor, academician, very independent, strong-willed person, a true master of his craft. He did a lot for the pharmaceutical institute. Created a specialized council for the defense of dissertations; created the scientific journal Chemistry and Pharmacy. Under him, many became candidates and doctors of pharmaceutical sciences. For the first time in the history of the Tashkent Pharmaceutical Institute, he organized foreign business trips and study tours. Tulagonov Abdukadir Abdurakhmonovich – Doctor of Pharmaceutical Sciences, Professor. He served as acting rector for about a year. Yunuskhodzhaev Akhmadkhoja Nugmanovich – Doctor of Pharmaceutical Sciences, Professor. Master of his craft. Takes his responsibilities responsibly. A modern leader of a very high class.
In October 2006, our Department of Social Sciences, for the first time in the 70-year history of our institute, held a scientific and theoretical conference on the topic “National Values - Our Spiritual Wealth”, it was attended by 92 speakers who made reports on various topics reflecting the national values of peoples Uzbekistan. Naturally, all this will remain in the annals of our university history.
WITH great pleasure I must note and thank the members of our department from simple laboratory assistants to the teaching staff themselves: R. Nazarov, R. Amanbaev, Y. Khusanbaev, N. Rakhmonberdiev, D. Saidumarov, I. Shamsiev, G. Khoshimov, N. Nazarbaev, D. Abdurakhimova, D. Nazarova, F. Akhmedova, O. Mayorova, N. Yusupova, S. Kadirova, N. Mamatov, L. Sultanova, D. Sobirova, I. Tillakhodjaeva, O. Rakhmanberdieva, D. Khodzhimuratova, F. Makhkambaev, S. Isaev and others. In the process of working together, I acquired many true friends, including Kh. Aliyev, S. Aminov, U. Akhmedov, Kh. Kamilov, Kh. Kamilov, A. Karimov, O. Shabilolov, A. Ibragimov, Kh. Zainuddinov, N. Olimov, K. Ubaydullaev, O. Sultonkulov, A. Kadirov, S. Ziyaev, T. Shoturaev and many others. In all my years of working together, I have never had a conflict with anyone and have always maintained friendly, friendly relations with everyone. Of course I am proud to have such close friends. The world is small, but people are not alone in it, and having many friends is a great happiness. On this occasion, one of the great poets of the world, possessing all the knowledge of a scientist, an outstanding statesman, Nizamiddin Mir Alisher Navoi, once wrote:
Unfortunately, a person does not know how, having lost a friend, he can find a friend again,
There was no need to part, so the man thinks.

My colleagues always said about my shortcomings that I was too kind and warm-hearted. True, I could never, as expected, reprimand them if they violated the internal regulations of the institute or department or did something else unpleasant from such a person. But I have never been a two-faced Janus - a hypocrite. Because I trusted people too much and respected this team.
Of course, among them there were good teachers and those who did not know enough about their subjects. This manifested itself when they conducted lectures or seminars, classes, educational and methodological, scientific work, etc. Naturally, in any business there are successes and gaps. Moreover, in our department, where more than 20 academic disciplines. More than 50% of the teaching staff were historians, moreover, those who had long ago graduated from the history departments of national universities, receiving a specialty in “History of the CPSU”, or “Social Studies”. Therefore, at first it was difficult for historians to adapt to new subjects of the history of Uzbekistan, political science, the theory and practice of building a democratic society, philosophy, the idea of national independence, cultural studies, and religious studies. It is a pity that among them there were few teachers with academic degrees. Only R. Nazarova, R. Amanbaeva, I. Shamsieva, O. Mayorova, D. Sobirova were candidates of science and two doctors of science, N. Mamatov and me. In context, it can be noted that a candidate or doctor of science is not just a title, but this is a very important job; to be a candidate or doctor of science, a person devotes half of his life to science. Essentially, a person must study, study and study throughout his life. He must know a lot. It is no coincidence that the classics say: “There is no wide high road in science, and only those who, without fear of fatigue, climb its rocky paths can reach its shining peaks.” (K. Marx. Capital vol. 1. Preface to the French edition. London March 18, 1872). Marcus Tulius Cicero said, “Not knowing what happened before you were born means always remaining a child.”
In any scientific research, not only the result of the research, but also the path leading to it must be true. And yet, as the proverb says, “it’s better to see once than to hear a hundred times,” and therefore a program was born at our institute to familiarize the teaching staff with market economy right on the spot in countries where it has existed and been developing for a long time.
Therefore, on December 4, 1995, we - 24 professors and teachers - went to Thailand. In Pattaya we sailed on a large boat, the simplicity and low speed of which could not justify its pompous name “express yacht”. This ship was making excursion voyages along the Gulf of Thailand.
We enjoyed getting to know Thailand - one of the most peaceful and stable countries South-East Asia, which in recent years has distinguished rapid growth industry and tourism. In area it is 8 times smaller than Uzbekistan - 51.3 km2, but the population there is 3 times larger. And they speak different languages there: Thai, Laotian, Chinese. But almost all believers are Buddhists. The basis of the government system is the Constitutional monarchy. A monetary unit with an interesting name is the Baht. The word is familiar to us from the corporate name of the Tashkent tobacco factory. I just want to call these banknotes UzBAT.

In 1996, on September 6, ten of us went to Turkey to Haci Tepin National University in Ankara for a conference.
We departed from Tashkent at 1630 local time on flight 109 on an IL-86 aircraft, tail number 86097, to Istanbul airport, arriving at 1915. We were accommodated in the Inter Hotel in room 503 - Abdujalil, Kudrat, Ismat and I were together.
On September 8 we went to Ankara by bus. There we were accommodated at the Kent Hotel. Each has a separate number. On September 16, 1996, we arrived in Tashkent.
Türkiye is a big country. Twice the size of Uzbekistan in area and 2.5 times in population. More than 4 million people live in the capital alone. Country with mountainous terrain and extensive sea coasts - connects Southern Europe and Asia. It has a centuries-old history. Turkey's territory is located in Asia and Europe.
Almost the entire northern border of Turkey runs along the 1,595 km long Black Sea coast. In the south and west, Turkey is washed by the Mediterranean and Aegean seas. The Aegean coastline is heavily indented and is home to many of the country's 159 islands. In the northwest lies the Sea of Marmara, connected by narrow straits to the Black and Aegean Seas. The Sea of Marmara, with an area of 11,140 km, separates the European part of Turkey from the Asian part.
The Temple of Hagia Sophia (Aya Sophia) is located in the most populous city of Turkey, Istanbul. This temple is from the 6th century. - one of the greatest monuments of Byzantine architecture. Istanbul, founded by the Greeks around 660 BC. as Byzantium and in 330 AD, renamed Constantinople, was in 395-1453. capital of the Byzantine Empire, and in 1453-1918. - Ottoman Empire.
There were many trips and we joked among ourselves, quoting A.S. Pushkin’s quatrain:
How long will I walk in the world,
Now in a carriage, now on horseback,
Now in a wagon, now in a carriage,
Sometimes in a cart, sometimes on foot.
Of course, we didn’t have to travel around in wagons and carriages, but in cars, buses and boats, the guides took us around a lot.
Returning to Tashkent, I again turned to historical sources and was surprised to find that historical connections Uzbekistan and Turkey were much closer than I thought. It turns out that for a long time Islam was dominated by the theory of the sovereignty of the Turkish sultans over all Sunni Muslims. This means that the Uzbeks, Tatars, and Bashkirs, professing Islam, revered the Turkish sultans almost on an equal basis with Allah. And only thanks to the works of the St. Petersburg German, an outstanding historian-orientalist, academician Vasily Vladimirovich Bartold and his book “Caliph and Sultan,” published in 1912, the Uzbeks, and with them other Sunni Muslims, finally overcame the centuries-old Turkish spiritual yoke. It was in this work, based on priceless handwritten documents stored in Bukhara and Samarkand, that Barthold proved that the theory of the transfer of the caliphate by the last Abbasid caliph to the Turkish Sultan is a legend that emerged only in the second half of the 18th century to suit the political claims of Ankara.
It is also very characteristic that Ankara’s political ambitions were very noticeable in the first years after Uzbekistan gained independence. But thanks to a wise and balanced foreign policy, Uzbekistan was able to overcome Turkey’s unfounded claims to its dominant importance in Turkic-speaking Central Asia. The result of this was deep mutual respect and good-hearted, mutually beneficial partnerships, both in foreign policy and in foreign economic relations.
I think that our short visits to countries with market economies subsequently played a much greater role and brought a much greater effect than was spent on these business trips. This allowed us to conduct a dialogue with students not from abstract, but from concrete positions. Support our lecture material with specific examples of what we saw.
It should be noted with special pride that our President Islam Abduganievich Karimov called 2010 the year of the “Harmoniously Developed Generation”, in connection with this, the concept “The highest value of our sacred homeland is the person, his rights and interests” was developed. This suggests that humanistic issues are the main key problems of our time. And at the heart of this concept are the tasks of modernizing production and creating a new economic system in the unity of material and financial flows. But the main place in this system is assigned to man - as a factor and as capital of the modern development of our society.
The World Bank and the United Nations Development Program (UNDP) are even trying to put a value on human capital. Calculations dating back to 1994 showed that physical capital or accumulated material wealth constitutes only 16% of the total wealth in the world, while natural wealth is estimated at 20%, and accumulated investments in people or human capital - 64% of world wealth. Moreover, in some countries, such as Germany, Japan, Switzerland, this figure reaches 80%.
As historical development progressed, the relationship to human capital as a factor determining the power and role of countries and nations on the world stage changed.
The UN Development Program defines the concept on the basis of which the indicator is developed - the index human development(HDI). This indicator is the average of three values: gross domestic product per capita, life expectancy and the level of education (culture) of people 25 years of age and older. This indicator is calculated for each country in relation to the level of the corresponding three indicators achieved as the highest in the world.
The report of our President Islam Karimov at the celebrations dedicated to the 19th anniversary of the independence of the Republic of Uzbekistan “The highest value of our sacred Motherland is man, his rights and interests” provides the following data: compared to 1990, the gross domestic product of our country has increased almost 3.5 times, and per capita - 2.5 times, the average salary at the end of this year will be about 500 US dollars and will increase almost 14 times, another attractive fact. Over the past 10 years, the average life expectancy in our country has risen from 67 to 73 years.
Hence: the main way to achieve the prosperity of Uzbekistan is in educating a person, in improving a person, in capital investments in a person, in improving and changing the quality of human life. In our country, we have long stopped looking at humans as a means of production, and have made them a priority goal of socio-economic development. Therefore, the general idea of the future society in our country, in our opinion, should be universal concern for the preservation of a peaceful and dignified life for all people, work and spiritual perfection.
We consistently convey these ideas about the primacy of man in the socio-economic development of the state to our students. But one of the defining areas of work of our department is the problem of national tolerance.
Uzbekistan as an independent sovereign state has its own Constitution. And if you carefully read its Preamble, it is not difficult to notice that it, as the Basic Law of the state, was adopted “in order to ensure peace and national harmony.” Therefore, it is no coincidence that the concept of people includes all “citizens of Uzbekistan, regardless of their nationality.” This means that people of all nationalities – citizens of Uzbekistan, “are the only source state power" in the country.
Moreover, all rights and freedoms of citizens of Uzbekistan apply to any national groups and to people of every nationality. Moreover, no part of society, including national associations, or individual any nationality “cannot speak on behalf of the people of Uzbekistan.” “The Republic of Uzbekistan guarantees legal protection and patronage of its citizens, regardless of nationality, both on the territory of the Republic of Uzbekistan and abroad.”
It would seem that these simple and understandable words of the Constitution of the Republic of Uzbekistan are trivial. They correspond to our mentality and understanding of life in the country. But if we turn to history and international experience, we will be convinced that the achievement of these customary rights of people of different nationalities is a great benefit of our society, the result of the enormous work of the state, political, public and religious organizations, national associations and youth movements. Since the time of the Roman state, the main principle of imperialist policy has been the principle of “Divide and rule”. And people have always been divided according to two main criteria - by nationality and by religion. These were win-win options that are still in service with all subversive external structures. After all, the easiest way to set a person against another is to hammer into his head the fact that his neighbor has the wrong hair color, the wrong eye color, and he speaks completely differently, prays to his gods and eats his national food. You don't have to look far for examples. More recently, social conflicts took place on this basis in neighboring Tajikistan and Georgia. Sunnis and Shiites are in conflict in Iraq, and the problem of the Kurds has not been resolved in Turkey. And in Israel, people are dying due to conflicts between Jews and Palestinians.
These well-known examples give us the right to be proud of the truly wise national policy pursued in the country and consider the highest level of interethnic tolerance in Uzbekistan the greatest achievement of state policy. Essentially, the people of Uzbekistan in this area have managed to develop effective mechanisms for implementing the main provisions of the famous model “Their own path of renewal and progress.” I think that today it can be presented as a completely competitive export technology, which our neighbors in the region, Ukraine, Georgia, the Baltic republics, and many other countries would do well to use. But let us only especially note that the foundation of this technology is the reliance on “an ideology based on the worldview of people and the mentality of nations formed over millennia, which determines the future of this people, helping them to take their rightful place in the world community, capable of becoming a strong bridge between the past and the future " This means that in every country the formation of a national idea must be approached creatively.
In the preface to the book “The Idea of National Independence,” the President of Uzbekistan clearly states that the main objective The national idea is to “unite the people in the name of a great future, to encourage every citizen of the country, regardless of his nationality, linguistic and religious affiliation, to live with a sense of constant responsibility for the fate of his Motherland; cultivate pride in the rich heritage of ancestors, accumulated spiritual values and noble traditions; to form highly moral and harmoniously developed people; transform selflessness for the sake of our sacred land into the meaning of life.” He emphasizes three main directions in this process - peace and tranquility in the country, the well-being of the people and the prosperity of the Motherland. These provisions National idea are consonant with a person of any nationality living in Uzbekistan. Penetrating into people's consciousness, they fall on fertile soil, causing a positive resonance throughout society. All the peoples of Uzbekistan accept them with an open soul.
All my colleague teachers always emphasize in their classes that in the traditions of our people, peace and tolerance, spiritual identity, the originality of sacred traditions, the priority of the highest interests and goals of the people and the state, freedom from manifestations of aggressive nationalism and extremism and other vices of disrespectful attitude towards others nations and peoples. In Uzbek families, it is passed on from generation to generation simple truth that the source of wisdom and strength is education younger generation in the spirit of patriotism, loyalty to the land on which they are born and live. It is this approach that organically connects the past and future of each nation, allowing them to be proud of the immortal heritage of their great ancestors and, together with other peoples of Uzbekistan, to open up a wide opportunity to master the achievements of world culture and progress.
We ask our students to remember that the roots of interaction between people of different nationalities go back to the distant past. And the ideology of every people living on our land has always included religious tolerance, obedience to law, and reverence for worldly authorities. These original Uzbek qualities, carefully filtered by other peoples of Uzbekistan, like gold bars, became the universal wealth and property of the entire country. That is why in Uzbekistan no one organizes pogroms, demonstrations, or rallies. Cheap populism, political extremism and demagoguery are contrasted with ordinary rationalism and the resulting principle that “no matter how much you say halva, it will not be sweeter in your mouth.” Because no one, no politician, no guardian of the common good, will make you rich and will do the work for you. The people have long been greeting teachings about pseudo-democracy with a grin, preferring to follow the centuries-tested ideology of stability in social relations.
In the training courses taught by the teachers of our department, we pay special attention to the contribution of scientists of different nationalities to the treasury of national and world culture. For example, in Uzbekistan and Russia they honor their fellow countryman, Academician of the St. Petersburg Academy of Sciences (1812) Vasily Vladimirovich Bartold, an outstanding orientalist historian who lived most of his life in Uzbekistan. Thanks to his works and the highly qualified scientists he trained, the Tashkent University was created in Tashkent and is successfully training personnel state institute Oriental Studies, the educational building of which is adjacent to our Pharmaceutical Institute. The Institute of Oriental Studies operates as part of the Academy of Sciences of Uzbekistan, conducting fundamental research in this area. It is impossible not to say that the entire historical science of Uzbekistan is based on the authority of Bartold and his outstanding works, recognized throughout the world. His works such as “Turkestan in the era of the Mongol invasion” (parts 1-2, 1898-1909), “Caliph and Sultan” (1912), “Ulugbek and his time” (1918), and others translated into many languages, not have lost their relevance today. In these and his other studies, he clearly pursues the dominant thesis that only outstanding individuals serve as the driving force of history. It was he who revealed to Russia and Europe all the greatness of the outstanding astronomer and scientist Ulugbek and other famous figures who left a noticeable mark on the history of Uzbekistan. And the conclusion of his teaching about the determining role of the individual in social progress organically entered into the National model of personnel training, adopted by the Oliy Majlis of the Republic of Uzbekistan on August 27, 1997 in the form of the Law of the Republic of Uzbekistan “On National program on personnel training."
Bartold and Evgeniy Karlovich Betger stood at the origins of library and museum work in Uzbekistan. In 1870, with their assistance, the first Turkestan public library was opened in Tashkent (now it is the Alisher Navoi Library), thereby laying the foundations of secular education in Uzbekistan. In 1876, in Tashkent, also with the participation of Bartold, the first public museum was opened, consisting of collections on mineralogy, zoology, numismatics, and ethnography. Later, public museums were opened in Samarkand in 1896 and in Fergana in 1899.
Among the outstanding scientists of that time, one cannot fail to mention Peter Ivanovich Lerch, one of the founders of the world-famous Uzbek archeology. It was under him that the first excavations began in Samarkand and Afrasiab. And largely thanks to his works, at the end of the last century, UNESCO solemnly celebrated the 2500th anniversary of Samarkand.
The outstanding works and scientific heritage of these scientists, who revealed to the world the unfading ideas of the great Uzbek citizens, are still honored in Uzbekistan and Russia by the whole world. They organically entered the consciousness of Uzbek people and Russians and today they are perceived as nothing other than their own, national ones. This is just a small touch of what all the peoples of Uzbekistan have in common.
Among the outstanding names of Uzbek scientists, one cannot fail to note Richard Richardovich Schroeder (10/15/1867 – 04/27/1944), academician of the All-Russian Academy of Agricultural Sciences (1935), academician of the Academy of Sciences of Uzbekistan. This is the son of the famous Russian fruit grower Richard Ivanovich Schroeder (1822-1903) - the Chief gardener and teacher (since 1862) of the Petrovsky Agricultural and Forestry Academy (now the Moscow Agricultural Academy), who in his time formed the scientific basis for the acclimatization of tree and shrub species, including including fruit crops in Russia. His son Richard Richardovich in 1902 created and headed the first Turkestan Agricultural Experimental Station, on the basis of which the Scientific and Production Association for Horticulture, Viticulture and Winemaking was later formed. R.R. Schroeder. He was the first dean of the agricultural faculty of the People's University in Tashkent, and taught at the Central Asian State University. He founded and edited the magazines “Agriculture of Uzbekistan” and “Dekhkan”. He developed many new varieties of plants: cotton - “Schroeder”, wheat “Kora-Koltak”, 8 varieties of apple trees, etc. His works “Cotton culture in Central Asia”, “Climate of cotton regions of Central Asia”, “Study of flowers of fruit trees and experiments with pollination”, “Experiments with fertilizing grapes”, “Frequency of harvests in seed orchards”, etc. have not lost their relevance and are now and are still used as reference books for scientists studying the problems of agricultural crops.
Among the many areas of public life in Uzbekistan, in which people of different nationalities have left a noticeable contribution, we speak with particular warmth about their contribution to education and training. Particularly respected is the family of excellent teachers Yuri Evgenievich Shenger (1904-1974), vice-rector for scientific work of the Tashkent Institute of National Economy Natalia Nikolaevna Shabanova (1909-2002), head of the department money circulation. They, together with the Rector of the Institute Mukhamedzhan Muradovich Kariev, prepared a wonderful school of professional economists. With their support, in 1967, the scientific work of one of the students of this university, for the first time in the history of Uzbek higher education, won the All-Union Scientific Competition student works and received the first Gold Medal in the republic for the best student scientific work.
However, it is known that investments in knowledge have a prolonged effect. And the excellent quality of the specialists trained under the leadership of Kariev and Shenger manifested itself much later, after gaining independence and the start of economic reforms. It was the graduates of the Tashkent Institute of National Economy who were able to refuse standard models“shock therapy” of the World Bank and prove to the whole world the consistency and effectiveness of the unique reform model known as “Your path of renewal and progress.”
Thanks to their efforts, Uzbekistan prevented collapse processes in the economy, ensured high rates of development, and was the first among the CIS countries to enter the stage of economic growth in the post-crisis period. It is no coincidence that a special term appeared in European scientific literature regarding the success of economic reforms in Uzbekistan - “The Uzbek mystery”.
Our teachers especially note that an even more noticeable contribution by people of different nationalities was made to the industrialization of Uzbekistan. The largest international diasporas were formed during the formation of large industrial centers of the republic. The names of excellent organizers of economics and production are well known: Vasily Fedorovich Bessler (1919) - the founder of modern statistical management in the country, who for a long time (1963-1989) permanently headed the industrial statistics of Uzbekistan, Irina Ernstovna Ivonina (1947), who headed the Ministry of Finance of the Republic of Uzbekistan , management of financing of basic industries, new management methods and macroeconomic analysis, currently carried out in the republic scientific leadership economic research in the field sustainable development oil and gas complex of the country - the most important sector of the economy of Uzbekistan, forming over a quarter of the country's gross domestic product and almost half of its budget revenues.
The creation of coal mining facilities in Angren, the chemical and petrochemical industries in Chirchik and Fergana, the food industry in Gazalkent, and mining enterprises in a number of regions of Uzbekistan is associated with the excellent business qualities of workers and engineers of various nationalities. And finally, the most famous industrial facility in the country is the automobile plant in the city of Assaka, built at the very beginning of our independence with the support of the Korean automobile industry.
We present this example of national tolerance and cooperation with special pride, since there is no more vivid example for students than Nexia, Tiko, Damas and Matis scurrying around the city. And only then, we say that one of the largest in the world - our gold mining industry, uranium production, complex processing of hydrocarbon raw materials at industrial giants in Bukhara and Shurtan are also the product of the work of scientists, engineers and specialists of various nationalities.
You can talk as much as you like about famous representatives of various national diasporas. But one cannot stress enough the most important moment that any successes and achievements of our people are inextricably linked with joint work with specialists of other nationalities.
This is the essence of the National Idea of Uzbekistan - not to divide, but to unite people with a common cause, a common heritage. The national idea in Uzbekistan is not the idea of one nationality. This is the idea of a multinational people, which gives us new strength, strengthens confidence and determination in achieving a high goal - the formation of a state with a great future.
I, as the head of the department of social disciplines, have always paid and continue to pay close attention to the development of our student’s personality in the spirit of national tolerance. This is one of the cornerstone aspects of our social science faculty.
Therefore, I am sure that our graduates understand well that the National Idea of Uzbekistan, reflecting the interests of the entire people, is an effective mechanism for uniting people of different nationalities. And although each nationality retains its identity and fully supports the development of national languages, culture and traditions, the principles of the National Idea, which are close in spirit to everyone, form something common that erases interethnic boundaries in solving the problems of progress of society and the state.

"Tutor support" - Psychological readiness. Active learning methods. Development results. Formation of positive educational motivation. The main difficulties of teachers. Readiness issues. The main tasks of a tutor-methodologist. Scheme of tutor support for primary school teachers. About education in the Russian Federation.

“Pedagogical experiment” - Educational experiment. Scheme of the relationship between ascertaining and search experiments. Formative (creative, transformative, educational) experiment. Features of the pedagogical experiment. Search for funds and conditions. The problem of finding reasons. Conditions for conducting the formative experiment. Experimental procedure.

“History of Pedagogical Thought” - Abu Raikhan Beruni. The influence of the enlightenment ideas of the Koran. Contribution of Zakhiriddin Babur. Components. History of the development of educational thoughts. Pedagogical ideas. Jadidists. Koran. Concepts about history. History of pedagogy. Avesta. Education and school in Central Asia. History of pedagogical thought in Central Asia.

“Pedagogical work” - Hygiene and psychophysiological foundations of schoolchildren’s educational work. NOTE in class and at home. Criteria for implementing the principle. The task in pedagogical activity. Organizational lesson. Interpretation. Scientific organization of labor. The essence of science. NOTES in the social work of schoolchildren. Things to do. The purpose of pedagogical work.

“Pedagogy” - Corrective pedagogy. Principles for creating a European Higher Education Zone. Pedagogy as a science. Categorical-conceptual apparatus of higher education pedagogy. Higher educational establishments. A set of theoretical and applied sciences. Definition of higher education. Branches of pedagogy. Structure of the education system.

“Pedagogical mentoring” - Scientific and methodological activities. Project effectiveness monitoring. Information and methodological support and consulting activities. Training. Regulatory activities. Municipal level: organizational activities. Implementation level. Objective of the project. Pedagogical mentoring.

There are a total of 14 presentations in the topic

MINISTRY OF EDUCATION AND SCIENCE OF UKRAINE
Poltava State Pedagogical Institute
them. V.G. Korolenko
Crimean Psychological and Pedagogical Faculty
Scientific organization of pedagogical work
(Course work)
The work was completed by a student
_____ group course ____
Melnikov V.N.
Scientific adviser :
______________________
Simferopol
2008

Plan

Introduction

1. Fundamentals of the scientific organization of pedagogical work
1.1. The essence of the scientific organization of teachers' work
1.2. Laws and principles of scientific organization of teacher’s work
1.3. Theory and practice of organizing process management of teaching activities
2. Principles and methods of introducing the scientific organization of pedagogical work into practice
2.1. Principles and methods of organizing pedagogical action
2.2. Principles and methods of measuring the process and results of teaching work
3. Experience in the scientific organization of teacher activities
3.1. Issues of general organization of teacher work at school
3.2. Organization of teacher’s work in the process of preparing for classes
3.3. Experience in improving the organization of the educational process
3.4. Organization of training educational process
3.5. Organization of scientific, methodological and social work
4. An integrated approach to organizing student activities
4.1. Basic means of organizing student activities
4.2. Improving the organization by type of activity
4.3. Main factors determining student activity
5. Techniques for organizing personal work
Conclusion
List of sources used

Introduction

“The road is wonderful - go become a teacher.”

ON THE. Dobrolyubov

Everything starts at school, and school starts with the teacher.
The pride of a teacher is the highest, most selfless pride on earth. This is the pride of those who give, who are happy by giving, and by giving, they are enriched. Without this wonderful selflessness, one cannot be a real teacher.
A teacher cannot be someone who does not remember his own childhood and is unable to easily and freely transfer into the complex and unique world of childhood dreams, feelings and experiences. Such a teacher will be cut off from his students. A teacher by vocation is forever registered in the Land of Childhood, he is desired and honorable Sir. But this does not mean at all that the teacher must somehow adapt to the children, trail behind their interests, aspirations and needs. The art of a teacher is to, from the heights of his education and life wisdom, relying on the conclusions of psychology and pedagogy, creatively using them in his everyday life, to penetrate into the most distant galaxies of the children's world, to deeply and clearly understand this world, to awaken, and not to force their pets to master knowledge, to do good deeds and deeds.
The teaching profession is humanistic in the highest sense. Man transforms nature through his labor. But the teacher’s work is valuable and great because it shapes the nature of man himself.
The main thing is faith in your strengths and capabilities. To become a teacher, you must graduate pedagogical institution. To become a teacher-organizer, you need to master the basics of the scientific organization of pedagogical work.
N.K. Krupskaya once pointed out the need to study the theory of NOT. She wrote: “...organizational habits are developed in the process of work - without throwing yourself into the water, you will not learn to swim. However, it in no way follows from this that there is no need to study how to organize any kind of work, there is no need to study the principles of labor organization.” The fundamentals of NOT should be studied in organic unity with practical activities.
Anyone who fights for the introduction of NOT in schools must not only understand the complex and difficult tasks facing him, but also be self-critical, not only admit his shortcomings, but also passionately desire to eliminate them.
Solving the problems of NOT, on the one hand, is associated with regulation, since without this it is unthinkable to manage the educational process, and on the other hand, it requires a creative approach. This contradiction is dialectical. It is resolved successfully provided that pedagogical creativity is the leading aspect of the teacher’s activity, if the teacher masters scientific methods of work.
The scientific organization of pedagogical work is designed to free the teacher from routine operations, from the template, and teach him to work creatively. And the creative style is alien to subjectivism, based on scientific approach to all social processes. It presupposes high demands on oneself and others, excludes complacency, and resists any manifestations of bureaucracy and formalism. A creative style in a teacher’s work is the guarantee that the school will successfully cope with the task of teaching every student to learn, live and work.

1 Fundamentals of the scientific organization of pedagogical work
1.1 The essence of the scientific organization of teachers’ work
Introducing a teacher to NOT requires, first of all, introducing him to the basic concepts and categories of this branch of scientific knowledge.
Labor in a broad sense is a purposeful human activity.
Labor in its narrower sense is just one of the forms human activity associated with the production of material or spiritual values. According to various criteria, human activity is divided into physical and mental, material and spiritual, play, learning, work, communication, etc.
Pedagogical work is one of the types of work in its broad sense, where the teacher and the student actively interact (the latter act not only as objects, but also as subjects of activity), material and spiritual means, and working conditions.
The object of pedagogical activity is also very specific - the student, who, as already noted, is also its subject. A student's activity in the learning process depends on many factors. Among them, the organization and ability of the teacher to independently obtain knowledge, which in turn is the result of training and education, is of particular importance.
Organization. In the most general sense, it should be understood, on the one hand, as internal orderliness, consistency in the interaction of parts of the whole, and on the other, as a set of processes or actions leading to the formation and improvement of relationships between parts of the whole.
The term “pedagogical” in the organization of work indicates that the general ideas of NOT in in this case transformed, transformed taking into account the specifics of pedagogical work. In the organization of any work there is more common, basically similar, than different, specific.
Organization is a complex, integrative property of a teacher’s personality, which is characterized by the presence of organizational abilities and is expressed in the ability to organize one’s own and others’ activities and behavior. At the same time, this is also a certain qualitative state of the individual, his ability to carry out ordered actions and behavior. High teacher organization is a level of development of organizational abilities that meets modern requirements.
The term “structure” in NOPT is not just the construction of something, it includes the following questions: what elements and parts does a holistic activity consist of; in what order or sequence are these parts located? How are they interconnected? This kind of algorithm facilitates the process of forming a structure, as well as checking its presence.
The term “system” in NOPT is also not a simple set of elements, not the usual summation of their properties. This is, first of all, their connections and relationships (a certain organization). It is connections and relationships that unite elements into a system and generate interaction between them.
Is it possible to take the well-known traditional four-element lesson system as the basis for the training system? Historically developed, it reflects not only the centuries-old experience of teachers, but also the most important organizational, pedagogical and technological patterns of the educational process. It contains every element: a survey that allows the teacher to obtain information about students’ mastery of the last lesson and readiness to learn a new one; learning new things, consolidating them, designed to transfer the most important, essential things from short-term memory to long-term memory; homework, with the goal of completing a certain cycle of activity.
A general example of a model of a teacher’s pedagogical work system, which includes as main parameters:
- goals and objectives that determine the activities of the system;
- content of activity;
- organization and management;
- a teacher called upon to practically implement the set goals and objectives of the activity, to determine its content and organization;
- students whose training and education is the goal of this system;
- logistics;
- working conditions.
In the practice of individual teachers who are keen on using NOPT in their practical activities, one can often find a set of random, organically unrelated elements. Deprived of purposeful and durable internal organization, such a “system” is not only ineffective, but also unable to interact with other systems. A random set of elements is, at best, only the starting material for forming a system. It can be formed not only by elements that have the appropriate purpose.
Labor can be called scientifically organized only if it is based on modern achievements of science and practice, on a comprehensive methodological analysis of labor processes, and the integrated use of factors that allow achieving maximum results.
Provide maximum efficiency training and education with the best use of time, effort and resources of all participants in the labor process - this is the main task NOPT.
The concept of NOT includes not all science, but only that part of it that is necessary for organizing the labor process. This does not include organization in general, but only the organization of specific activities, not work in general, but only its organization. The specifics of NOPT, which studies the structures and systems of organizing pedagogical work, methods of their formation and functioning, are determined by pedagogy. Teacher's NOT is a branch of pedagogy.
1.2 Laws and principles of scientific organization of teacher’s work
The NOT identifies three fundamental laws that are manifested in any activity, including pedagogical ones.
The first one reads: Maximum savings and efficient use of time.
Time, as the main measure of the labor process, is not only a philosophical, social, economic, but also pedagogical category.
Creation and effective use of favorable working and rest conditions is the second law of NOT.
Working conditions are the external environment, a complex of factors - social, psychophysiological, material and technical, sanitary and hygienic, without which human work is unthinkable.
Temporary care for the health and comprehensive development of all participants in the labor process is the third fundamental law of NOT. It is he who characterizes the nature of labor organization. That is, the opportunity to use all your creative potential for the benefit of people and society.
The principles of NOPT are the starting points of the theory of the organization of pedagogical work. The principles of NOPT include:
- principle of organizing action
- principle of measurement organization
- the principle of general organizational purpose.
1.3 Theory and practice of organizing management of the process of pedagogical activity
Management is considered as a purposeful, systematic external influence on an organized object or the process of transferring a system from one state to another.
Every modern leader strives to comprehend the science of management, master its scientific methods, perfectly study the object of management and, of course, have the opportunity to apply their knowledge in practice.
If we try to identify the main link in the chain of problems in organizing school management, then, in my opinion, it is the organization of the pedagogical activities of the teacher and the student’s educational activities.
Solving the problems of scientific organization of work for teachers and students is not only tactical, but also strategic. In the second case, NOT provides at the level modern requirements nurturing highly organized students, preparing them for life and work.
For a teacher, of practical interest is the question of where exactly in NOPT the elements of management of teaching activities are “laid in”, and when in the process of work the need for relatively independent solution of management problems arises.
It is possible to trace how the management function is implemented in one or another specific pedagogical activity - in the process of its organization. As an example, I’ll take a lesson - the most common joint activity between teacher and student.
Call. Students enter the classroom, sit down and prepare for classes. Self-organization is evident here. In each specific case, better or worse, the established stereotype of students’ collective activity “works out.” You can talk about management only after a teacher appears in the classroom.
A lesson, like any other activity, begins with setting a goal. In order to achieve the goal in accordance with the content of the work, the requirements for training and education of students, the conditions in which the activity is carried out, the teacher creates a set of tasks that correspond to the goal. In accordance with these tasks, appropriate methods and means are selected, and organized planning principles are drawn up.
When implementing a plan, the teacher does not simply strive to solve this or that organizational problem, but adheres to certain regulations established in his plan based on personal experience. At the same time, he observes the labor process, registers in memory everything that can be easily observed. To obtain more objective, reliable information and provide feedback, the teacher carries out control. At all stages of the lesson, the teacher strives to achieve the best result.

2 Principles and methods in introducing the scientific organization of pedagogical work into practice
2.1 Principles and methods of organizing pedagogical action
The organization of the process of pedagogical work is based on methods that follow from such initial provisions of NOTP as the formulation of goals and objectives (goal formation), the choice of appropriate forms and methods of work, scientifically based planning, the choice and appropriate use of equipment and means of labor. These methods are called organizational, because they organize activities, and scientific, because they organize activities, and scientific, because they are organically fused with scientific theory.
Let's consider methods and techniques for determining goals and objectives individual species pedagogical activities.
The goal of pedagogical work is knowledge about the expected result, its ideal representation, anticipation.
A task in pedagogical activity is a private goal set taking into account specific conditions; it is a task to reach some part of the common goal.
If a goal is an ideal model of the intended result of an activity, then tasks as private goals are stages towards achieving a common goal that characterize the labor process itself. The components of any holistic activity are the goal, motives, means, conditions and results of work.
The purpose of the activity must be connected not only with the content and motives, but also with all other components - conditions, means, work in general. The goal sets and predetermines the choice of methods and means of activity. However, this is not achieved automatically; for this, the teacher needs certain knowledge and skills.

The methodology for formulating the goals and objectives of teaching and educating students is, in a condensed form, the theory of goal formation in the process of pedagogical activity. It reveals the essence of the process of goal formation itself, the laws of NOTP, and answers the question of how to correctly formulate the goal and objectives of pedagogical activity.
The method of planning a teacher’s pedagogical work helps to draw up a plan—to adjust the work, to make an organizational drawing, a model, a program. Planning is a subtle process of developing sequential actions, the essence of which is to build a system of educational or educational work, taking into account all the determining factors.
The task of NOTP is to consider what is common to the planning of any pedagogical activity and can be used as a basis for developing any plan, taking into account the specifics of the upcoming activity. The planning method includes operations to assess the teaching environment from the point of view of long-term goals, predicting the progress and results of work.
2.2 Principles and methods of measuring the process and results of teaching work
The principle of labor regulation. The concept of “rationing” means a guiding principle, a rule, a model. You can’t do without them in training and education. The solution of problems of standardization of pedagogical work is facilitated by the principle of standardization and its methods. As the starting point for the scientific organization of pedagogical work, rationing determines a set of costs and actions necessary to complete a given amount of work, taking into account certain organizational, pedagogical and technical conditions.
The concept of “rationing” includes three components: labor costs (labor), volume of work and working conditions.
In pedagogical work there are standards that are established by relevant laws and directives: the length of the working day, vacations, workload standards for teachers of various subjects.
The teacher himself must be able to standardize the training session - in terms of volume and complexity: have training programs that determine the volume and complexity of the content of the material, and indicate the time required to study a particular topic.
If there is no standardization, then there are no samples against which teaching activities are checked. Recently, in pedagogical literature, along with “standardization,” the term “standardization” has been used. This concept is broader, as it includes the development of both conventional norms and requirements for non-regulated types of teaching activities.
A teacher's skill is determined by many components, including accounting and control of his teaching activities. NOPT, developing principles and methods of accounting, which will be purposefully observed and studied. This is the first step of accounting and control. The second is to record facts, phenomena and events identified during the observation process. The third step is a critical analysis of the accounting results, the time for generalizations and conclusions necessary to make the optimal decision.
Accounting and control are important functions of teaching work. If accounting is a system for obtaining measurements of labor results, grouping them and analyzing information expressed primarily in quantitative indicators, then pedagogical control associated with obtaining information about the content, organization, process and results of work.
The main school methods of control and accounting are observation, questioning, various types of tests, problem solving, reference diagrams, etc.
The scientific organization of labor is closely related to the problem of making optimal decisions. Ultimately, any choice is associated with decision making. If a decision is made taking into account all the circumstances and conditions, then it is called optimal, and the process of choosing and making such a decision is called optimization.
Optimality, as an integral part of the system of principles of NOPT and as the leading principle of the group for measuring the process and results of work, helps to find the most favorable solution, action, methods, conditions and results. And this leads to humanization and, ultimately, to the scientific organization of labor.

3 Experience in the scientific organization of teacher activities
3.1 Issues of general organization of teacher work at school
The teacher works in a team, therefore, the improvement of his activities is primarily related to the general organization of work in the school. Success in solving this issue comes when school leaders and the entire teaching staff deeply understand that the leading direction of the scientific organization of their work is the stimulation and organization of creative searches for teachers, the constant improvement of the content and organization of teaching activities.
The success of pedagogical creativity depends on the division of pedagogical labor. It is recommended to first divide the relevant types of teaching activities between team members, giving everyone the opportunity to come up with an initiative, a sensible proposal. To achieve such mutual understanding and interaction in which both the teacher and the entire team worked on a common program harmoniously, with the least expenditure of time, effort and money. This division of labor requires the administration to engage in thoughtful and targeted selection and placement of personnel, a clear distribution of job responsibilities, and a system of interaction in the team.
A high level of collective creativity, rationalization of forms and methods of teaching work is possible in a team where work is reasonably standardized, carefully planned, where control and accounting are provided on the basis of norms and plans.
It is best to do what you love in a well-organized workplace. The teacher's workplace is an integral part of the teaching and educational process. If it is well thought out and modernly equipped, working on it becomes easier and more enjoyable. Improving the working and rest conditions of teachers is considered in NOPT as an organic part of the educational process.
The significance of this direction of NOPT is the improvement of the system of incentives for work. Training and education are unthinkable without planned and systematic motivation. Teachers themselves also need stimulation. NOPT requires the creation and skillful use of a clear system of moral incentives for teaching work. Practice shows that many schools do not have such a system.
Improving the system of advanced training for teachers is of paramount importance, as it ensures the success of all other areas, equipping teachers with modern achievements of science and technology (practice), promoting the development of pedagogical creativity and skill.
All considered areas of NOTE in the creative life of teaching staff are equally important. The absence of any of them reduces the efficiency of the team. A high general level of work organization in school is a guarantee and a reliable basis for improving the work of teachers and students.
3.2 Organization of students’ work in preparation for
classes
Preparing a teacher for training sessions and educational activities is First stage and a very crucial moment of any specific pedagogical activity. During these hours, the teacher is busy studying relevant materials, selects an indicative basis for the activity, carefully develops it, designs it.
The quality of the lesson depends decisively on the teacher's preparation for classes. We can say that with poor preparation, the teacher loses his breath “even at the start,” dooming the educational process to chance and spontaneity.
To a decisive extent, teacher preparation for classes is not directly standardized or controlled by anyone. The time required to prepare for classes depends on the complexity of the upcoming lesson, on how well the teacher has mastered the forms, methods and means of labor he uses, how favorable the operating conditions are, and how the students relate to the teacher.
Based on the level of preparation for classes, teachers can be divided into three groups.
The first group of teachers has a certain system of work. They prepare for classes in a broad way, that is, they study not only everything valuable in their subject, but also use everything new in pedagogy, psychology, methodology and NOTE. They have a lot of preparations for each lesson, all that remains is to select what you need.
Teachers of the second group are united by the fact that for each training session or educational event they strive to improve their preparation, but without a specific system.
The third group includes teachers who do not particularly bother preparing for lessons. Having gained some experience, they make attempts to improve, however, not so much during the preparation period as during the lesson with students. Their process of preparing for classes usually consists of a quick review of the program, textbook, manuals, and rewriting last year's plan. As a result, a pattern is developed that does not allow the teacher to grow and improve.
There are some teachers who work unevenly. At different times they occupy a place in different groups, but gravitate more toward the intermediate. One thing is important: among them there are few teachers, the system of preparation for classes, who would meet the requirements of NOPT.
So, let's look at what it means to prepare for classes in accordance with the requirements of NOPT. The main thing comes down to understanding the most important ideas and the principles of the scientific organization of pedagogical work, to form a clear daily routine, to allocate the most “creative hours” in the work and rest routine for preparing for classes. The flaw in this link turns out to be a huge loss time, a noticeable loss in education.
It is important that the teacher has a favorable environment both at school and at home, has a well-organized workplace, and a personal library sufficient to prepare for classes. No less important psychological preparation teacher, which largely determines the success of the labor process and its final result.
In any pedagogical activity, including in preparing a teacher for classes, the following actions should be highlighted: indicative, performing and evaluative.
In preparing for tomorrow's lessons, the teacher needs to clearly and clearly formulate the purpose and objectives of the activity, choose appropriate methods and means, and provide for the creation of favorable working conditions. At the approximate stage of preparation for classes, it is important to find answers to the following questions: what to do, how to achieve goals. What methods and means to use. Under what conditions should it be used?
Design activity consists of developing, on an approximate basis, a well-founded plan and tools for the most complex and difficult tasks. The development of tools - separate individual tasks for strong and weak students - is one of the primary pedagogical tasks. In the design process, the teacher finds answers to questions such as the feasibility of constructing a particular activity, the selection of instrumentation options, the use of which allows organizing effective interaction between teacher and student, and successfully combining individual, group and collective educational work of students. The plan also includes certain standards, forms of control and accounting carried out during the execution process.
The program of performing actions in the process of preparing for classes is developed with perspective and accordingly recorded in the plan, but especially in detail and carefully in the instrumentation. Here it is important to calculate what knowledge, skills and abilities, habits and abilities of students to rely on, what to connect with what and what, what cause-and-effect relationships to establish in order to achieve the goal the best way, what activities to organize in order to take the next next step in the development of students.
The essence of the evaluation (final) stage of activity is that in the process of this action the plan provides for checking and assessing the prospects for achieving the set goal and objectives, studying the question of by what means the goal can prevent the work from being performed in the best possible way, what should be provided to overcome those or other difficulties.
The methodology for this work may be different in each specific case, but the set of work actions is the same for everyone. By following these recommendations, the teacher facilitates the process of mastering the methods of preparation for training sessions and educational activities.
3.3 Experience in improving the organization of the educational process
Any activity must be oriented, designed, instrumented, and then executed, analyzed, and evaluated. This is the technological chain of the process of pedagogical work. If preparation for classes is an extremely important part of the educational process, then the educational process is its main link, and not only because it consists of almost three-quarters of planned classes and takes up 90% of the time the teacher communicates with students.
In order to more fully reveal the reserves hidden in the process of organizing the educational work of teachers and students, we will consider the individual stages of educational activities from the perspective of their scientific organization. Let's start with a student survey. Learning something new is usually preceded by identifying how firmly the previously acquired knowledge has been assimilated, skills have been consolidated, and skills have been formed. The word determines the level of readiness for the upcoming lesson. Having received information about the readiness of the class to study new material, we can highlight two important organizational problems: organization of educational material and organization of educational activities of students in the classroom.
The organization of educational material allows the student to understand the proposed material, put his knowledge into a certain perspective, which makes it much easier and more organically assimilated. Organizing educational material is primarily a didactic and methodological task. Its organizational aspect is that already in the process of preparation for each topic the following should be highlighted: a) a system of concepts, patterns or laws that are subject to mandatory assimilation, b) a system of facts, arguments, evidence necessary for deep comprehension and understanding of the system of concepts and categories , c) a system of practical actions that develops the necessary skills and abilities to establish a connection between science and practice, life.
The scientific organization of material in whole blocks at once, making up the structure of knowledge, facilitates their perception and memorization, allows students to isolate the main one from the mass of information and form a system of knowledge.
It is precisely this organization of educational material that allows students to direct their attention to the most essential in what they are studying, creates guidelines along which they direct their mental actions.
A teacher must perfectly know his subject and, above all, its dialectical foundations, be able to convey his knowledge to others, highlight the most essential and important things in a phenomenon, explain and help students to assimilate, remember and apply the acquired knowledge in practice. This can be achieved only by studying the age-related characteristics of children’s perception and thinking, the conditions of their development at each age stage, the volume and nature of the life experience of modern schoolchildren.
“It is necessary to master the dialectical basis of science, which alone can fully reveal all the specifics, all the peculiarities of a given science.”
Often it is in the educational process that the dialectical connections and relationships that are organically inherent in each subject, each school discipline. By restoring them when studying this or that material, we thereby organize it more economically and thereby contribute to deeper and more lasting assimilation.
An equally important aspect of the educational process is the organization of students’ learning activities during the lesson itself. A reasonably organized educational process creates a special psychological “field”, an environment that has emotional impact on the student, creates a spirit of healthy competition and enthusiasm, thereby increasing the effectiveness of educational activities. To successfully organize teaching, teachers strive to thoroughly study students, their age and individual characteristics, temperament, interests, abilities, attitude, state of health, etc.
Repetition and consolidation of new educational material, assessment and taking into account the knowledge, skills and abilities of students is the final summary part of the lesson. NOPT helps to reveal modern aspects of a teacher’s assessment activity, makes it systematic and systematic, like the entire educational process. Grades in journals and diaries are indicators of students’ educational work and teacher effectiveness. Assessment of academic performance, which is often treated carelessly by some teachers, is in fact an important psychological and pedagogical problem. Assessment of a student’s performance should reflect the quantity and quality of knowledge, achievements, skills and abilities in their dialectical unity. Quality is defined as a property of objective knowledge from the point of view of its relative value, relationships between parts and other knowledge, and the quality criterion is considered as specific instructions on how to use it in practice, including to obtain new knowledge.

Successful assessment activities in the lesson are possible only if there is clear feedback, when at each stage of the lesson the teacher receives information about the mastery of the topic and, to some extent, measures the success of everyone. Does not lose its meaning and comprehensive assessment, which is assigned to the student after an additional survey taking into account all his activities (lesson score).
Organizing homework is essential. Parents, teachers, and individual scientists complain that schoolchildren are overloaded with homework. There is an opinion that homework is not needed at all, that you need to have time to do everything in class and teach the younger generation to master knowledge on their own. Students are overloaded with homework for various reasons. Most often due to poor work organization.
Psychophysiology requires that in the process of activity its clear regime must be taken into account. For independent learning activities, this means reinforcing knowledge over a certain period of time, developing appropriate skills, and forming necessary skills, that is, something that is not always possible to achieve in the classroom. It follows that the volume and nature of homework should be seriously thought out and individualized, taking into account the specifics of the subject and the age characteristics of the students.
As a result of the research of scientists and the creative searches of teachers, a number of new approaches to teaching students have been developed and put into practice: programmed learning, problem-based learning and others. Let us dwell on the issue of organizing the implementation of new teaching approaches into practice, since the implementation scientific ideas there are no less important task NOPT than their development.
New approaches to learning are in abundance, and the results of their implementation are, as a rule, little tangible.
There are many reasons for this situation. However, the main one is related to the lack of development of the subject-methodological level of each of the new approaches, taking into account the age characteristics of students. This is also due to the lack of preparation of teachers to perceive them, and sometimes simply ignorance of the organizational aspect of this problem.
The emergence of new directions in education has given rise to a number of problems. The first of them is to determine the boundaries of the distribution of one or another approach and its real capabilities for solving various types of educational problems.
The second problem is the relationship between old and new approaches to learning. In solving this problem, NOPT proceeds from the fact that not everything traditional immediately and completely becomes obsolete, and everything new does not appear out of nowhere. In the process of interaction between new and traditional approaches the latter, acting in new connections and relationships, become more perfect.
The essence of the third problem is related to identifying the relationships between new approaches to student learning.
Introducing teachers and school leaders into the essence of the organizational aspect of the problem under consideration means helping them determine the logic and structure of organizing the educational process. NOPT, offering a general scheme for introducing new approaches to teaching, first of all recommends carefully studying this method and understanding its creative essence.
3.4 Organization of the educational process
In a narrow, pedagogical sense, education is relatively independent, although it is closely related to teaching since teaching is educational. But no matter how great the educational value of teaching, it is not adequate to education. Education is in some cases a separate area, different from teaching methods, which is confirmed by many years of practice of the entire public education system of our state.
Modern psychology names play, learning, work and communication as the main types of human activity, indicating that each age is characterized by a certain type of activity. The upbringing of the younger generation is carried out through these main activities. In order to ensure the comprehensive education of students, it is necessary to organize their comprehensive activities, and not a simple set of diverse activities. Educational activities, as is known, complement, expand, connect together, and raise to a qualitatively new level knowledge, skills, abilities, attitudes and other personality qualities formed in the main types of activities. Of course, there are also individual events that have great independent educational value.
Educational activities are one of the essential parts of educational work. They should not be overestimated, which often leads to a transition from one extreme to another. Thus, some teachers, instead of organizing the diverse activities of students, limit themselves to individual educational activities, thereby nullifying the independent activities of the children. Others incorrectly believe that as soon as the educational process is well organized, there will be no need for special educational activities.
Since the student develops and is formed in activities, the main task is to best organize those types of activities that, at a given age, as psychologists have established, effectively develop and shape the student’s personality. Even novice teachers can easily cope with individual pedagogical activities, but unfortunately, not everyone is able to organize well the holistic, and even more so the collective, activities of students. Therefore, one should turn to NOPT and its recommendations for organizing the education of schoolchildren in the learning process. For a schoolchild, educational activity is the main and leading one for ten whole years. It is worth organizing creative searches for teaching teams aimed at improving the organization of the educational process and all educational activities.
For an experienced teacher, all extracurricular educational activities, even additional classes, if the need arises for them, are not a simple continuation of the lesson, neither in form nor in content. This new form work where the role functions of the teacher change, the time of direct communication with the student increases, as well as the independence and activity of schoolchildren.
When it comes to additional lesson then not only the teacher, but also the students should know for what purpose it is carried out, what tasks need to be solved.
A large place in school life is given to the organization and such extracurricular educational work as classroom hours, visits to theaters, museums, trips to places of military and labor glory, excursions to nature, to production, military sports games, tourist trips.
3.5 Organization of scientific, methodological and social work
This section includes a wide range of issues related to the teacher’s work related to the social activities of the school. It is necessary to understand the structure, knowledge of which is necessary both for the head of the school and for every teacher involved in the scientific organization of pedagogical work.
The organization of scientific, methodological and social work is designed to ensure active participation in the following activities:
-in the system of political education and professional self-education
- in the process of creative search for teaching staff
- in the activities of the school methodological association of teachers
- in the work of the methodological association of class teachers
- in social activities directly at school.
Creative work teacher in unity with planned and systematic self-education and self-upbringing contributes to relatively rapid professional growth and thereby facilitates social activity, which at the same time is a powerful stimulus for further creative activity.
The scientific organization of pedagogical work becomes effective only if there is an integrated approach to organizing the activities of teachers and students. The practical task of school leaders is to organize the introduction of scientific achievements and best practices (including NOPT and based on it) into the educational process in order to work better today than today.

4 An integrated approach to organizing student activities
4.1 Basic means of organizing student activities
The student’s daily routine, from the point of view of physiology and hygiene, is a precisely established routine of life, which presupposes correct alternation during the day of work, rest, nutrition and sleep, observing the rules of personal hygiene.
Teachers, parents, and, of course, the students themselves are responsible for shaping a student’s daily routine. Few educators see any significant problem in creating a daily routine. In the NOPT system, the daily routine is an integral part of the educational process, the normative basis for the life and activities of a student. Guys whose leisure time is properly organized, their free time is properly organized, learn differently.
Practical activities related to the formation of a schoolchild’s daily routine begin with finding out which of the students has a daily routine and to what extent this regimen meets reasonable requirements, who fulfills it and how. After studying the general condition, it is necessary to clarify it through conversations, observations, and sometimes experiment. Then, based on approximate routine moments and patterns of routines for students, conversations are held with students and parents about the daily routine, its importance in teaching and upbringing. It turns out whether other family members have a daily routine, what their consistency is, etc.
The daily routine is developed, as a rule, by the students themselves (in primary grades - with the help of parents), and adjusted by the teacher, class teacher. Before this, the daily routine is agreed upon with the parents. Consistency with them will undoubtedly contribute to its implementation.
Thus, from the point of view of NOPT, the formation of a student’s daily routine is considered as an important pedagogical task related to the organization of education and self-education.
A student’s workplace is the area of his work activity both at school and at home. This is not just a chair, table or desk, but also their placement, equipment, equipment in accordance with the age and individual characteristics of students. This area should be comfortable and interesting to work in, not only during the working day, but also throughout many years of study. It is impossible to provide a schoolchild’s knowledge without an appropriately organized workplace.
From the standpoint of NOPT, the workplace is a broader concept than the student’s area of educational work. In the NOT system, the workplace is a factor in increasing the level of organization of a student’s work, a factor in his education. It is here that the advanced functions of the daily routine are implemented, issues of the effectiveness of educational work are resolved, valuable personality qualities are formed - accuracy, neatness, frugality, etc.
Working in a well-equipped and equipped workplace that meets sanitary and hygienic requirements is easy and pleasant. A prepared workplace creates an increased emotional state, which in turn promotes job satisfaction, forms a positive attitude towards the work process, and reduces fatigue.
At school, the organization of work places is generally unsatisfactory. In schools where a classroom system of classes has been introduced more attention pay attention to appearance office than on organizing a teacher’s or student’s workplace.
The technique of organizing personal work is a complex of automated techniques, simple devices and technical means that make it possible to increase the level of organization of a student’s independent activity.
The goal is the core of the organization of any activity, because it seems to contain the vital energy necessary to complete this or that work.
A task from the point of view of NOTP is an order, a task that should be completed on the basis of certain tasks.
An important starting point for a student’s NOT is the ability to expediently select and use methods and techniques of activity. In order to quickly and efficiently achieve your goal and solve problems that arise along the way, it is important to find and skillfully apply appropriate methods and techniques.
Planning is another starting position of NOT. Its essence is to create an integral system of work from disparate parts, determine its required volume and content, and calculate how much time it will take to complete it.
It is also important to teach how to calculate work over time. The very nature of human activity requires standardization: without developing certain standards, it is impossible to evaluate work and develop a reasonable plan. Standardization is not only a way to improve the labor process, but also a way to measure its effectiveness.
In the development of students, the role of accounting and control is very important, which allows (in the presence of reasonable standardization) to always have objective information about the state of the labor process, to see the reasons for their successes and failures, and to prevent falling behind.
4.2 Improving the organization by type of activity
The organization of students' educational activities under the guidance of a teacher is a program, a planned and systematic activity, during which the teacher equips students with the basics of science. The learning process carried out by the teacher and students is effective only if there is active mutual understanding and collective activity of the students.
The essence of organizing educational activities lies in the teacher’s ability to provide creative activity and student independence. This is especially important in the current conditions, when the amount of knowledge necessary for a person is growing sharply and rapidly and it is no longer possible to rely only on mastering a certain amount of facts. The ability of schoolchildren to independently replenish their knowledge and navigate the rapid flow of scientific and political information now claims a decisive place.
The main method of acquiring knowledge is its conscious comprehension and assimilation.
4.3 Main factors determining student activity
Let's start the conversation with the family and its social environment. Nowadays, the bulk of parents are educated people, usually having secondary or higher education. The material security and social well-being of each family have increased. A large role is given to labor collectives and the public in education. The school is no longer the only provider of information. New powerful media came to her aid - print, radio, television.
Television broadcasting is one of the mass media of information and propaganda, education and organization of leisure for the population. Television has become a reliable life companion for many, especially in the absence of large family, children's group when, during the absence of parents, children are left alone with the TV.
Broadcasting is the most common means of political, cultural, educational and educational influence.
Children's periodicals are an important mass media among schoolchildren.

5 Techniques for organizing personal work
The concept of “personal labor technology” includes a set of means, tools, as well as simple but perfect devices, automated techniques used in the process of teaching activities and helping to increase its effectiveness.
The main purpose of the teacher’s personal work technique is to make the teacher stronger, expand and increase his capabilities in achieving his goals. The essence of mastering personal pedagogical techniques is to make the teacher stronger, expand and increase his capabilities in achieving his goals. The essence of mastering personal pedagogical technology consists of polishing, bringing labor techniques to the state of a perfect skill, which, with further use, does not require significant expenditures of time and energy, and is implemented almost automatically. In this case, the work proceeds quickly, easily, and accurately.
Without the technique of personal work, the success of teaching in our time is completely unthinkable. The more solid your own arsenal of tools and the more perfect your personal work technique, the more time is freed up for creative growth and improvement of teaching skills.

Conclusion
They talk about NOT quite a lot and remember it quite often, but they rarely actually resort to its help. Any initiative of the teacher will be supported and met with approval if it starts with action, with the completion of certain work. Unity of word and deed is an important prerequisite for success.
When introducing NOPT, some teachers strive to immediately cover almost everything, to complete as much work as possible, forgetting that it is NOPT that requires starting small, step by step. In solving the problems of NOPT, there is a danger of getting carried away not only by a large amount of work, but also by the desire to do everything as quickly as possible. We must remember: “less is better.”

Literature (used)
1. It all starts with the teacher / Ed. prof. Ravkina Z.I., - M: Education, 1998
2. Kerzhentsev P.M., Principles of labor organization, - M: 1999
3. Demakova I.D., With faith in the student, - M: Education, 2001
4. Rachenko I.P. NOTE teacher, - M: Education, 2002
5. Sukhomlinsky V.A., I give my heart to children, - M: 1972
Additional:
1. Levi L., The art of being yourself
2. Pedagogical search: experience, problems, findings, - M:
Labor organization of convicts

Who is the author of the pedagogical work? Scientific organization of pedagogical work

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Introduction

Introduction

ON THE. Dobrolyubov