Types of activities in which the Moon type best reveals its qualities Work that requires minimal interaction with other people; collection of data (including secret); analytics; programming; Scientific research; archival work; library

Types of activities in which the Venus type best reveals its qualities Any leisurely work where help to others is required; gardening; caring for the sick, animals and children; all types of services; work on finishing something; household services;

Types of activities in which the Saturn type best reveals its qualities Work related to long-term planning; work related to managing the activities of a group of people; searching for ways to develop, improve and modernize; management of middle and

TEACHER AS A SUBJECT OF PEDAGOGICAL ACTIVITY The teacher is the organizer of the life and activities of students. The content of students’ activities follows from the goals and objectives of education and upbringing and is determined by the curriculum, subject programs and approximate content

29. Types of activity There are three types of activity that genetically replace each other and coexist throughout the entire life course: play, learning and work. They differ in final results (product of activity), in organization, in features

2.3. Activity. Activity structure. Types of activities Activity is the active interaction of a person with the environment in which he achieves a consciously set goal that arose as a result of the emergence of a certain need or motive. Motives and goals

Pedagogy test

for certified teaching staff

Choose the correct answer

1. The basis for an objective assessment of the level of education and qualifications of graduates of an educational institution is

1. Educational program.
2. Syllabus.
3. State educational standard.
4. Education Act".

2. A source of educational information that reveals the content provided for by educational standards in a form accessible to students is:

1. Textbook.
2. Syllabus.
3. Training program.
4. Workbook.

3. The regulatory framework for the creation of working curricula by general educational institutions of the Russian Federation, taking into account the specifics and conditions of their functioning, is:

1. Education Act".
2. National doctrine of education in the Russian Federation
3. Basic curriculum.
4. State educational standard.

4. The system of value relations of students formed in the educational process is:

1. Personal results
2. Meta-subject results
3. Subject results

5. Methods of activity applicable both within the educational process and when solving problems in real life situations, mastered by students on the basis of one, several or all academic subjects, are:

1. Personal results
2. Meta-subject results
3. Subject results

6. Stable, objective, significant connections between the parties to the pedagogical process, social and pedagogical phenomena, on the basis of which the theory and methodology of education and training, and pedagogical practice are built. - This

1. Educational technologies
2. Pedagogical rules
3. Pedagogical patterns
4. Pedagogical principles.

7. The fundamental basis of pedagogical activity, based on a certain concept, is:

1. Strategy
2. An approach
3. Technology
4. Methodology

8. Priority development of the education sector against the background of other socio-economic structures presupposes the principle:

1. Fundamentalization principle
2. The principle of variability in education
3. The principle of advanced education
4. The principle of completeness of education.

9. The inclusion in the content of education of types of activities of students to master it is a reflection of:

1. The principle of structural unity of the content of education at various levels of community and at the interdisciplinary level
2. The principle of unity of content and procedural-activity aspects of learning
3. The principle of accessibility and natural conformity of educational content
4. The principle of taking into account social conditions and needs of society

1. The need to exchange cultural experiences between generations forms the basis of:

1. The requirement for the standardization of the actions of a teacher who transmits cultural images to other people forms the basis:

1. Transformative function of pedagogical activity
2. Information function of pedagogical activity
3. Communicative function of pedagogical activity
4. Demonstration function of pedagogical activity

1. Pedagogical support refers to types of pedagogical activities called:

1. Corrective (psychological)
2. Methodical

1. Pedagogical diagnostics refers to types of pedagogical activities called:

1. Methodical
2. Creative and pedagogical
3. Organizational and pedagogical
4. Direct pedagogical

1. The method of orderly interconnected activities of the teacher and students aimed at solving educational problems is:

1. Methodical technique
2. Rule
3. Method
4. Technology

15. The principle ensuring the unity of general, special and additional education in all types of educational institutions is:

1. The principle of openness

2. The principle of variability in education

3. The principle of advanced education

4. The principle of completeness of education

16. The possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct results is

1. The effectiveness of educational technology

2. Reproducibility of pedagogical technology

3. Controllability of pedagogical technology

4. Conceptuality of pedagogical technology

17. Legal pedagogical activity that implements a scientifically based project of the didactic process and has a high degree of efficiency, reliability, and guaranteed results is

1. Approach

2. Methodology

3. Technology

4. Method

18. The principle indicating the objective need to bring any pedagogical activity in accordance with human nature is:

1. The principle of cultural conformity
2. Principle of individualization
3. The principle of natural conformity
4. The principle of personal orientation

1. Typical
2. Creative
3. Non-standard
4. Improvised

20. Among the listed types of teaching activities, service activities include:

1. Learning
2. Study
3. Pedagogical communication
4. Upbringing

21. Among the listed types of teaching activities, the basic ones include:

1. Design
2. Study
3. Organizational and methodological work
4. Pedagogical communication

22. A tool that has the potential to improve the results of the educational system if used appropriately is:

1. Innovation
2. Innovation
3. Innovation
4. Technology

23. In the classification of teaching methods, verbal, visual and practical methods are distinguished by:

1. Leading source of knowledge.
2. The nature of students' mental activity.
3. Leading didactic goal.
4. Logic of reasoning.

24. The program and methodological complex “Information Culture” as an element of the content of general secondary education refers to:

1. Level of general theoretical representation
2. Subject level
3. Level of educational material
4. Level of the learning process

25. A purposeful change that introduces new stable elements into the implementation environment, resulting in a transition of the system from one state to another - this is:

1. Innovation
2. Innovation
3. Technology
4. Experiment

26. Match the criterion of correctness of the pedagogical action to its essence:

27. Match the type of competence of a teaching worker with its parameter:

28. Reconcile the name of the approach to the design of educational programs and its essence

29. Match the teaching method with the corresponding didactic goal

30. Match the evaluation function with its characteristic

31. Bring its content into line with the methodological requirement for pedagogical technology:

32. Match the form of training with its characteristics:

33. Reconcile the aspect of the content of the pedagogical idea and its essence:

34. Reconcile the educational approach and the features of its application in the educational process

35. Match the teaching method and the features of its implementation

36. Match the name of the textbook component with its essential characteristics

37. Matchtype of pedagogical analysis and its main task:

38. Match the type of teaching experience with the characteristics of the corresponding level of professional pedagogical competence:

39. Match the form of control of educational results and the target orientation of control:

40. Match the group of methods with the basis for their classification

41. Establish a sequence of levels of educational content as a pedagogical model of social experience in the logic of the transition from theory to practice:

1. Level of general theoretical understanding
2. Subject level
3. Level of educational material
4. Level of learning process
5. Level of student personality structure

42. Establish a sequence of teaching methods in the logic of increasing the degree of independence of students:

1. Information-receptive method
2. Reproductive method
3. Method of problem presentation
4. Partial search method
5. Research method

43. Establish the sequence of stages in organizing problem-based learning:

1. Updating the knowledge and skills of students required to solve a problem situation
2. Introduction of a problem situation
3. Proposing a hypothesis (projected result of solving a problem)
4. Checking the given solution
5. Reflection

44. Establish a sequence of levels of presentation of the content of education in the order of its external manifestation

1. Concept of educational content
2. Contents of education by levels and branches of education
3. Contents of training courses
4. Contents of the training course
5. Contents of the academic discipline within the course

45. Establish the correct sequence of stages of working with information during the analysis of the educational process:

1. Formulating a request for the necessary information
2. Development, formulation and adoption of general, agreed upon norms and criteria for assessing the educational process as a whole and its analyzed elements
3. Organization of information collection and processing
4. Generalization and summary of the results obtained, their self-assessment, preparation of conclusions for making decisions on changes in the educational process
5. Self-analysis and self-assessment of the results and progress of the analytical examination

46. ​​Establish the sequence of stages of thematic planning of training sessions:

1. Studying the educational program of the training course
2. Determination of the main blocks of the thematic plan
3. Distribution of the total number of annual teaching hours by sections and topics of the course
4. Planning training sessions within each block of the training course
5. Final layout and design of the annual thematic plan

47. Establish the sequence of stages of the innovation process:

1. Identifying the need for changes in areas of the educational process
2. Identifying the need for changes in subjects of the educational process
3. Developing ways to solve problems (innovation design)
4. Introduction and dissemination of innovation
5. Transferring innovation to permanent use4

48. Establish the sequence of elements of the structure of a creative lesson:

1. Identifying students’ personal experiences and attitudes regarding the object being studied
2. Creating an educational situation that motivates students to creative activity
3. Carrying out creative work personally by each student (group of students)
4. Demonstration of the results of creative activity, systematization of educational products of students, their comparison with cultural and historical analogues
5. Reflection on one’s own actions to solve a creative problem

49. Establish the sequence of elements of the teacher’s speech with self-analysis of the lesson

1. Brief description of the class, identifying groups of students with different levels of mastery of program material
2. Content characteristics of the lesson topic
3. Justification of the objectives of the lesson, the choice of its type and structure
4. Identification of the main stage of the lesson and its full analysis, based on the actual learning results in the lesson
5. Assessing the success of achieving lesson goals, justifying real result indicators and determining prospects for improving one’s activities

50. Establish a sequence of stages for summarizing best pedagogical experience

1. Organizational stage
2. Theoretical search
3. Accumulation and processing of factual material
4. Evaluating evidence and making decisions
5. Propaganda, dissemination, implementation of experience

Pedagogical activity is a special type of social activity aimed at transferring cultural and historical experience from older generations to younger ones, creating conditions for their personal development and preparing them to fulfill certain social roles in society.

Pedagogical activity can be non-professional and professional. Non-professional pedagogical activities, for example, are carried out by parents, public organizations, heads of enterprises and institutions, educational, industrial and other groups, and to a certain extent the media. Pedagogical activity as a professional one takes place in educational institutions specially created by society. Professional pedagogical activity is a type of professional activity, the content of which is the education, training, and development of students.

The social purpose of a teacher and his functions largely determine the characteristics of his work. First of all, this is the social significance of work, which is determined by the long-term orientation of the activity. The future of our society is being laid today at the humble teacher's desk. Those children who come to your classes will determine the development of society in 20-30 years. What they will be like depends largely on their teachers. This leads to the next feature - enormous responsibility. If a turner allows marriage, then society will lose only the smallest piece of material values, and the teacher’s mistakes are the fate of people.

One of the features of teaching activity is the huge dependence of labor results on the personality of the employee. In this respect, the work of a teacher is akin to the work of an actor. Another great K.D. Ushinsky wrote that personality is formed by personality, character is formed by character. The personality of the teacher, his individual qualities are, as it were, projected onto hundreds of his students. This applies to both the advantages and disadvantages of teachers.

A characteristic feature of a teacher’s work is his high level of employment. The fact is that it is very difficult for a teacher to disconnect from his professional activities even outside of school. And determining where work is and where leisure is not always easy. Let's say a teacher reads the magazine "Youth" or watches the program "Time". What is it - work or rest? Probably both.

The statement of the classic of German pedagogy A. Disterweg that a teacher can teach others only as long as he studies himself is absolutely true. Consequently, a teacher’s great busyness is associated primarily with the need to constantly work on oneself, grow, and move forward. Stagnation and complacency are contraindicated for a teacher.

One of the arguments that “opponents” of the teaching profession use when trying to dissuade young people from enrolling in pedagogical educational institutions is its supposed uniformity and monotony. These “experts” say that repeating the same thing from year to year is the destiny of a teacher. Let's try to answer them. Ask any teacher whether it is possible to teach two completely identical lessons in two parallel classes. This is almost impossible: the classes are unique, and the lesson is creativity. In addition, the teacher, both in the classroom and in educational work, has to solve pedagogical problems every day. These problems belong to the category of creative ones, because there is not and cannot be an absolutely reliable formula, scheme, or template for solving them. In each situation, the teacher is faced with the unique personality of the student; each personality is deeply individual. In terms of creative potential, the profession of a teacher is on a par with the profession of an artist, actor, and sculptor. Indeed, teachers, like sculptors, sculpt a person’s soul, shaping his personality. As actors, they are constantly in front of the audience, playing a role, however, always the same one - themselves.

The peculiarity of pedagogical activity is that it is carried out in the course of interaction between teacher and student. The nature of this interaction is determined primarily by the teacher. The optimal type of such interaction is cooperation, which assumes the position of equal, mutually respecting partners.

And about one more feature of pedagogical work: a teacher is a profession of eternal youth. Despite his age, he lives in the interests of the younger generation, communication with whom gives him the opportunity to remain spiritually young throughout his life.

Summarizing this section, we note that the features of pedagogical work include: great social significance, long-term orientation, high social responsibility, creative character, high level of employment associated with the constant need to work on oneself, the determining role of the teacher’s personality in the results of pedagogical work, constant communication with young people.

5. Mission and functions of a teacher’s professional activity: teaching, educational, social-pedagogical, methodological, self-educational, research.

The original meaning of this word has undergone significant changes. Literally translated from the ancient Greek language, “teacher” is a “schoolmaster,” that is, a slave who took a child to teachers, his mentor. The word “teacher” has several similar, almost synonymous terms: “educator”, “mentor”, “teacher”.

We will turn this word in its narrow sense to professionals who teach and educate our children and thereby have a huge influence on the spiritual development of the people, as well as to those people who teach adults.

Each new generation, entering life, must master the generalized experience of previous generations, which is reflected in scientific knowledge, morality, customs, traditions, methods and techniques of work, etc. The social purpose of the teacher is precisely to accumulate in himself pass on this experience in concentrated form to your pets.

Teacher controls process formation of the personality of each student, thereby largely determining the prospects for the development of society.

Functions(from Latin “duty”, "appointment")teacher are diverse, but among them it is possible

highlight three main ones: teaching, educational, social and pedagogical. The teacher first of all teaches, that is, helps children master generalized human experience, knowledge, A as well as ways of acquiring them, techniques and methods of educational work. The formation of a child’s personality occurs during the learning process and in non-educational activities. Organization educational process, the child’s communication with teacher, the latter's personality educational work everything This contributes to the formation of certain personality traits of the student, the development of his individuality, i.e., the educational function is realized. It should be noted that V traditions of the Russian intelligentsia, a teacher, especially a rural one, never limited my activity only within official limits. Russian teacher is an educator who works with the population and parents. And how many public affairs he performs within the walls of the school itself! Participation in numerous school events, informal communication with one’s students, leadership of clubs or sections is, as a rule, a public voluntary activity, i.e., the performance of a social and pedagogical function.

Pedagogy test
for certified teaching staff

Choose the correct answer

1. The basis for an objective assessment of the level of education and qualifications of graduates of an educational institution is
   1. Educational program.
   2. Syllabus.
   3. State educational standard.
   4. Education Act".

1. Textbook.
2. Syllabus.
3. Training program.
4. Workbook.

1. Education Act".
2. National doctrine of education in the Russian Federation
3. Basic curriculum.
4. State educational standard.

1. Personal results
2. Meta-subject results
3. Subject results

1. Personal results
2. Meta-subject results
3. Subject results

1. Educational technologies
2. Pedagogical rules
3. Pedagogical patterns
4. Pedagogical principles.

1. Strategy
2. An approach
3. Technology
4. Methodology

1. Fundamentalization principle
2. The principle of variability in education
3. The principle of advanced education
4. The principle of completeness of education.

1. The principle of structural unity of the content of education at various levels of community and at the interdisciplinary level
2. The principle of unity of content and procedural-activity aspects of learning
3. The principle of accessibility and natural conformity of educational content
4. The principle of taking into account social conditions and needs of society

1. The need to exchange cultural experiences between generations forms the basis of:

1. Information function of pedagogical activity
2. Demonstration function of pedagogical activity

1. The requirement for the standardization of the actions of a teacher who transmits cultural images to other people forms the basis:

1. Transformative function of pedagogical activity
2. Information function of pedagogical activity
3. Communicative function of pedagogical activity
4. Demonstration function of pedagogical activity

1. Pedagogical support refers to types of pedagogical activities called:
   1. Organizational and pedagogical
   2. Corrective(psychological)
   3. Methodical

1. Pedagogical diagnostics refers to types of pedagogical activities called:
   1. Methodical
   2. Creative and pedagogical
   3. Organizational and pedagogical
   4. Direct pedagogical

1. The method of orderly interconnected activities of the teacher and students aimed at solving educational problems is:

1. Methodical technique
2. Rule
3. Method
4. Technology

16. The possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct results is
1. The effectiveness of educational technology
2. Reproducibility of pedagogical technology
3. Controllability of pedagogical technology
4. Conceptuality of pedagogical technology

17. Legal pedagogical activity that implements a scientifically based project of the didactic process and has a high degree of efficiency, reliability, and guaranteed results is
1. Approach
2. Methodology
3. Technology
4. Method

18. The principle indicating the objective need to bring any pedagogical activity in accordance with human nature is:

1. The principle of cultural conformity
2. Principle of individualization
3. The principle of natural conformity
4. The principle of personal orientation

1. Typical
2. Creative
3. Non-standard
4. Improvised

1. Learning
2. Study
3. Pedagogical communication
4. Upbringing

1. Design
2. Study
3. Organizational and methodological work
4. Pedagogical communication

1. Innovation
2. Innovation
3. Innovation
4. Technology

23. In the classification of teaching methods, verbal, visual and practical methods are distinguished by:

1. Leading source of knowledge.
2. The nature of students' mental activity.
3. Leading didactic goal.
4. Logic of reasoning.

1. Level of general theoretical representation
2. Subject level
3. Level of educational material
4. Level of the learning process

1. Innovation
2. Innovation
3. Technology
4. Experiment

28. Matchname of the approach to the design of educational programs and its essence
29. Match the teaching method with the corresponding didactic goal
30. Match the evaluation function with its characteristic
31. Bring its content into line with the methodological requirement for pedagogical technology:

33. Reconcile the aspect of the content of the pedagogical idea and its essence:

41. Set sequence levels of educational content as a pedagogical model of social experience in the logic of the transition from theory to practice:

1. Level of general theoretical understanding
2. Subject level
3. Level of educational material
4. Level of learning process
5. Level of student personality structure

1. Information-receptive method
2. Reproductive method
3. Method of problem presentation
4. Partial search method
5. Research method

1. Updating the knowledge and skills of students required to solve a problem situation
2. Introduction of a problem situation
3. Proposing a hypothesis (projected result of solving a problem)
4. Checking the given solution
5. Reflection

1. Concept of educational content
2. Contents of education by levels and branches of education
3. Contents of training courses
4. Contents of the training course
5. Contents of the academic discipline within the course

1. Formulating a request for the necessary information
2. Development, formulation and adoption of general, agreed upon norms and criteria for assessing the educational process as a whole and its analyzed elements
3. Organization of information collection and processing
4. Generalization and summary of the results obtained, their self-assessment, preparation of conclusions for making decisions on changes in the educational process
5. Self-analysis and self-assessment of the results and progress of the analytical examination

1. Studying the educational program of the training course
2. Determination of the main blocks of the thematic plan
3. Distribution of the total number of annual teaching hours by sections and topics of the course
4. Planning training sessions within each block of the training course
5. Final layout and design of the annual thematic plan

47. Establish the sequence of stages of the innovation process:

1. Identifying the need for changes in areas of the educational process
2. Identifying the need for changes in subjects of the educational process
3. Developing ways to solve problems (innovation design)
4. Introduction and dissemination of innovation
5. Transferring innovation to permanent use4

1. Identifying students’ personal experiences and attitudes regarding the object being studied
2. Creating an educational situation that motivates students to creative activity
3. Carrying out creative work personally by each student (group of students)
4. Demonstration of the results of creative activity, systematization of educational products of students, their comparison with cultural and historical analogues
5. Reflection on one’s own actions to solve a creative problem

1. Brief description of the class, identifying groups of students with different levels of mastery of program material
2. Content characteristics of the lesson topic
3. Justification of the objectives of the lesson, the choice of its type and structure
4. Identification of the main stage of the lesson and its full analysis, based on the actual learning results in the lesson
5. Assessing the success of achieving lesson goals, justifying real result indicators and determining prospects for improving one’s activities

1. Organizational stage
2. Theoretical search
3. Accumulation and processing of factual material
4. Evaluating evidence and making decisions
5. Propaganda, dissemination, implementation of experience