The meanings and logic of goal setting in education. connection between education and life, work

Topic 2.1. Goal setting in pedagogy

1. The concept of goal setting in pedagogy

2. Hierarchy of goals in pedagogy (stages of goal setting)

3. Goal setting in learning

4. Goal setting in education

Literature

“School pedagogy in a nutshell.” V.V. Voronov http://mgou.h11.ru/index.php?page=r691f2d5&directory=6#p_3

The concept of goal setting in pedagogy

The goal of education is a mental, predetermined idea of the result of the pedagogical process, of the qualities and state of the individual that are supposed to be formed.

Goal setting in pedagogy is a conscious process of identifying and setting goals and objectives of pedagogical activity.

The sources of goal setting are: the pedagogical request of society; child; teacher

Pedagogical goal setting includes the following stages: 1) diagnosis of the educational process, analysis of the results of previous activities; 2) modeling by the teacher of educational goals and objectives; 3) organization of collective goal setting; 4) clarifying goals and objectives, making adjustments, drawing up a program of pedagogical actions.

Goal setting involves identifying long-term, intermediate goals (A.S. Makarenko defined these goals as close, medium and long-term prospects), as well as setting educational goals as ways to achieve them. In pedagogy, it is customary to distinguish between actual pedagogical tasks (SPZ) and functional pedagogical tasks (FPZ). SPZ are tasks aimed at changing the student and his personal qualities (for example, developing responsibility), and FPP are tasks of a separate pedagogical action (for example, one of the tasks of holding a school disco will be teaching children the ability to organize their leisure time).

Tasks should be determined by the initial level of development of the individual and the team; be sure to express what needs to be changed in the individual, be diagnostic (their results can be verified); specific, achievable within the planned period.

Hierarchy of goals in pedagogy

Pedagogical goals can be of different scales and form a certain hierarchy - a step system. The highest level is state goals, public order. We can say that these are goals-values that reflect society’s idea of a person and a citizen of the country. They are developed by specialists, adopted by the government, and recorded in laws and other documents. The next stage is goals-standards, goals of individual educational systems and stages of education, they are reflected in educational programs and standards. For example, the goals of education in secondary school and at its individual levels: primary, basic, high school. The lower level is the goals of teaching in a particular subject or raising children of a certain age. Finally, the goals of a particular topic, lesson or extracurricular activity.
In human society, many things are standardized, especially in the field of production. Education must also meet certain requirements and have the necessary quality. Educational standards - these are requirements for the content and level of knowledge of students. They describe the minimum knowledge, skills, and qualities of both a graduate of a secondary school and a specialist who graduated from a vocational school. The standards are designed to ensure the required quality of education in the country and its compliance with the international level. In pedagogical education and teacher training, there are also standards that define the requirements for a teacher, a specialist in the subject.
At the last two levels, goals are usually formulated in terms of behavior, describing the planned actions of students. And here they distinguish actual pedagogical tasks(SDR) and functional pedagogical tasks(FPZ). SPZ are tasks for changing the student, transferring him from one state, level of education, to another: he was a weak reader, was not interested in literature - he became a developed, prepared reader with an interest and skills in analyzing and evaluating literature. SPD is described as a task to develop such and such personality qualities. FPZ are the tasks of a separate pedagogical act: for example, organizing a discussion of new literature in the class. The FPZ relates to the SPZ as the particular to the general, the FPZ system, that is, a chain of actions leads to the solution of the SPZ, the formation of the given properties of students.

Goal setting in learning

Goal-setting in teaching is the establishment by students and teachers of goals and objectives of learning at certain stages.

The goal of learning is what it strives for, what its main efforts are directed towards.

In school (university) education, the goals are always clear, and the efforts of teachers and students are aimed at achieving them. In almost all learning models, the target component occupies a central place. Goals are subject to content, methods, organizational forms, and technology.

The goals of education are logically derived from the goals of society and the state. Everywhere and always, the general goals of education are determined by the standard of living, the needs of production, the capabilities and level of development of the pedagogical system. In addition, the goals of training and general education follow from the goals of upbringing, development and formation of a person and are correlated with them as part of the whole.

The standard regulation on a preschool educational institution, adopted on September 12, 2008 (the first standard regulation was issued in 1995), on the basis of which the charter of the preschool educational institution is being developed. According to the Standard Regulations, preschool educational institutions are designed to solve a complex of problems:

Protecting the lives and strengthening the physical and mental health of children;

Ensuring cognitive-speech, social-personal, artistic-aesthetic and physical development of children;

Education, taking into account the age categories of children, citizenship, respect for human rights and freedoms, love for the surrounding nature, Motherland, family;

Carrying out the necessary correction of deficiencies in the physical and (or) mental development of children;

Interaction with children's families to ensure the full development of children;

Providing advisory and methodological assistance to parents (legal representatives) on issues of education. Modern preschool educational institutions are characterized by multifunctionality, diversity, freedom in choosing the priority direction of the educational process, and the use of educational programs.

Goal setting in education

Among the tasks of modern upbringing we can highlight constant ones, which have been solved by upbringing for a long time; new ones that arose relatively recently, during the life of one generation; and the newest ones, appearing literally before our eyes.

The new challenges that life poses to education are persistently crowding out and even crowding out traditional ones.

The goals and objectives set for today may turn out to be outdated tomorrow, so we are obliged to discuss not so much today’s as tomorrow’s goals and objectives of education.

Let us recall that the goal of education is what education strives for, the future towards which its efforts are directed. The content, organization, forms and methods of education are subject to goals, therefore the problem of educational goals is one of the most important in pedagogy.

In practical implementation, zero acts as a system of specific tasks. The goal and objectives are related as a whole and a part, a system and its components. Therefore, the definition is correct: the goal of education is a system of tasks solved by education.

A perfect, comprehensively and harmoniously developed person is the highest goal of education. home the goal of the national school- promote the mental, moral, emotional, labor and physical development of the student, create the prerequisites for familiarization with universal human values, provide conditions for self-realization, disclosure of potential capabilities, creativity, and achievement of success.

Traditional for the domestic educational system are the following components of the general goal: mental (intellectual), physical, labor and polytechnic, moral, aesthetic (emotional) education.

IN preschool education:

Education is a purposeful pedagogical process of interaction between a child and an adult, as a result of which the tasks of mental, social and moral, labor, artistic, aesthetic and physical education are solved.

Real the purpose of educating preschool children is to raise an emotionally prosperous, well-rounded, happy child.

In the pedagogical process, not only the goal itself is important, but also how it is determined and developed. In this case, it is necessary to talk about goal-setting, goal-setting activity. The goal becomes the driving force of the educational process if it is significant for all participants in this process and appropriated by them. The latter is achieved as a result of pedagogically organized goal setting.

In pedagogical science, goal setting is characterized as a three-component education, which includes: a) justification and setting of goals; b) determining ways to achieve them; c) designing the expected result.

Goal setting is a continuous process. The non-identity of the goal and the actually achieved result become the basis for rethinking, returning to what was, searching for unrealized opportunities from the perspective of the outcome and prospects for the development of the pedagogical process. This leads to constant and endless goal setting.

The nature of the joint activities of teachers and students, the type of their interaction (cooperation or suppression), and the position of children and adults, which is manifested in further work, depends on how goal setting is carried out.

Pedagogical goal setting can be conditionally represented in general terms by the following stages:

1) diagnostics of the pedagogical process, analysis of the results of previous joint activities of the participants;

2) modeling by organizers and teachers of educational and educational goals and objectives, possible results;

3) organization of collective goal-setting, joint goal-setting activities of teachers, students, parents;

4) teachers clarify educational goals and objectives, make adjustments to initial plans, draw up a program of pedagogical actions for their implementation, taking into account the suggestions of children, parents and predicted results.

Levels of goal setting

First level - The image of the final result of the educational activities of the entire society. Social educational order.

Second level - The image of socially desirable personal preparedness at the level of educational aspirations Implementation of social order in specific educational systems.

The third level is the level of purpose and meaning of a person’s life, his need for self-realization.

Principles of training

Ya.A. Comenius identified the following principles.

1. Conformity with nature - proper upbringing must be in accordance with nature.

2. Sequence of teaching subjects.

3. Visualization - learning to start with things, phenomena of objects.

4. Systematic training - do not make leaps in training.

5. Consciousness of teaching - do not offer for memory what is not understandable by reason.

6.Feasibility - take into account the capabilities of students.

7. The strength of learning is not to rush, but to move forward slowly.

Later, other principles were identified.

The scientific principle is, first of all, implemented in the selection of educational content and its compliance with the modern level of development of science and technology. This principle is fundamental in the development of didactic units: curricula, programs, textbooks. This principle is manifested in the teacher’s activities when teaching specific disciplines, when he applies study methods that are adequate to the relevant sciences. In the learning process, it is necessary for schoolchildren to master the skills and experience of scientific research, methods of scientific organization of educational work. This goal can be achieved by using problem situations in the classroom and organizing student research activities, mastering the skills of observation, analysis, synthesis, generalization, induction and deduction in the learning process.

The principle of connecting theory with practice and with life expresses the need to prepare students for the correct use of theoretical knowledge in a variety of practical situations, for the transformation of the surrounding reality.

The principle of unity of knowledge and behavior. This principle follows from the law of the unity of consciousness and activity, recognized in Russian psychology and pedagogy, according to which consciousness arises, is formed and manifests itself in activity. When implementing this principle, it is necessary to organize the activities of children and children's groups so that its participants are constantly convinced of the truth and vital necessity of the knowledge and ideas they receive, and practice socially valuable behavior.

Principles of education

The principles of organizing the educational process (principles of education) are general starting points that express the basic requirements for the content, methods, and organization of the educational process. Let us characterize the requirements for these principles.

Commitment. The principles of education are not advice or recommendations; they require mandatory and complete implementation into practice. Gross and systematic violation of principles, ignoring their requirements not only reduce the effectiveness of the educational process, but also undermine its foundations. A teacher who violates the requirements of the principles is removed from leading this process, and for gross and deliberate violation of some of them - for example, the principles of humanism, respect for the individual - may even be subject to prosecution.

Complexity. The principles of education imply their simultaneous, and not alternate, isolated application at all stages of the educational process; are used not in a chain, but frontally and all at once.

Equivalence. The principles of education as general fundamental principles are equivalent; among them there are no major and minor ones, or those that require implementation in the first place, and those whose implementation can be postponed until tomorrow. Equal attention to all principles prevents possible violations of the educational process.

At the same time, the principles of education are not ready-made recipes, much less universal rules, guided by which educators could automatically achieve high results. They do not replace any special knowledge, experience, or skill of the teacher. Although the requirements of the principles are the same for everyone, their practical implementation is individually determined.

The principles on which the educational process is based make up the system. There are and have been many educational systems. And naturally, the character, individual requirements of the principles, and sometimes the principles themselves cannot remain unchanged in them. The modern domestic education system is guided by the following principles:

- social orientation of education;

- connection between education and life, work;

- reliance on the positive in education;

- unity of educational influences.

The system often also includes principles humanization, personal (individual) approach, national character of education and other provisions. It should be noted that the humanization of education and a personality-oriented approach are considered by most teachers as common to effective modern education. And there are conflicting views on the principle of national education in such a multinational state as Russia.

The goal is a system-forming (determining) element of pedagogical activity. The goal of education is a mental, predetermined idea of the result of the pedagogical process, of the qualities and state of the individual that are supposed to be formed.

Goal setting in pedagogy is a conscious process of identifying and setting goals and objectives of pedagogical activity.

Goals can be of different scales and form a stepwise system: state goals - goals of individual educational systems and stages of education - goals of teaching in a particular subject or raising children of a certain age - goals of a particular topic, lesson or educational event.

You can also distinguish a global or ideal goal, a specific historical goal, and the goal of the activity of a teacher, educator in specific conditions of the pedagogical process, or a personal goal.

The global (ideal) goal of education is to raise a comprehensively developed personality. This goal was first formulated in the works of thinkers of the past (Aristotle, Confucius, etc.). Scientific justification for this goal was made in the 19th century. The need for comprehensive development is justified by the high level of technical and economic development requirements for personal qualities; the need of the person himself to develop his inclinations in order to survive in the conditions of the struggle for existence in a rapidly changing world.

In the history of pedagogy there have been different approaches to determining the essence of this goal. Currently, it focuses on the comprehensive development of the child’s inclinations, the disclosure of his creative potential, and the formation of socially and personally significant qualities.

A specific historical goal is a goal formulated taking into account the characteristics of the historical stage of development of society. Currently, it is aimed at developing civic responsibility and legal self-awareness; spirituality and culture; initiative, independence; tolerance; ability for successful socialization in society and active adaptation in the labor market.

The purpose of the teacher’s activity specifies the designated goals, taking into account the characteristics of students, personal experience and the capabilities of a particular educational institution.

A personal (individual) goal reflects the needs of each individual for self-development.

Focusing on the pedagogical needs of society, the needs of the child and his parents, and his own capabilities, the teacher organizes goal setting. There are free, rigid and integrated goal setting. When free, joint (teacher and students) design and determination of educational goals is organized. In hard schooling, goals and a program of action are set for schoolchildren by the teacher. When integrated, goals can be set externally by the teacher, and the program of actions to achieve them is determined jointly.

Goal setting in pedagogy includes three main components:

1) justification and setting of goals;

2) determining ways to achieve them;

3) forecasting the expected result.

The following factors influence the development of educational goals:

The needs of children, parents, teachers, educational institutions, social environment, society as a whole;

Socio-economic conditions and conditions of the educational institution;

Features of the student body, individual and age characteristics of students.

The sources of goal setting are: the pedagogical request of society; child; teacher

Pedagogical goal setting includes the following stages:

1) diagnostics of the educational process, analysis of the results of previous activities;

2) modeling by the teacher of educational goals and objectives;

3) organization of collective goal setting;

4) clarifying goals and objectives, making adjustments, drawing up a program of pedagogical actions.

In pedagogical science, goal setting is characterized as a three-component education, which includes:

a) justification and setting of goals;

b) determining ways to achieve them;

c) designing the expected result.

Goal setting can be successful if it is carried out taking into account the following requirements:

1) Diagnosticity, i.e. putting forward, justifying and adjusting goals based on constant study of the needs and capabilities of participants in the pedagogical process, as well as the conditions of educational work.

2) Reality, i.e. putting forward and justifying goals, taking into account the possibilities of a particular situation. It is necessary to correlate the desired goal and projected results with real conditions.

3) Continuity, which means:

a) making connections between all goals and objectives in the educational process (private and general, individual and group, etc.);

b) putting forward and justifying goals at each stage of teaching activity.

4) Identification of goals, which is achieved through the involvement of all participants in the goal-setting process.

5) Focus on results, “measuring” the results of achieving a goal, which is possible if the goals of education are clearly and specifically defined.

Goal setting involves identifying long-term, intermediate goals (A.S. Makarenko defined these goals as close, medium and long-term prospects), as well as setting educational goals as ways to achieve them. In pedagogy, it is customary to distinguish between actual pedagogical tasks (SPZ) and functional pedagogical tasks (FPZ). SPZ are tasks aimed at changing the student and his personal qualities (for example, developing responsibility), and FPZ are tasks of a separate pedagogical action (for example, one of the tasks of holding a school disco will be teaching children the ability to organize their leisure time).

Activities

Highlight the meaning and logic of goal setting in teaching and pedagogy

Goal setting in learning is establishment by students and teachers of learning goals and objectives at certain stages. Depending on educational paradigms and didactic systems, educational goals may include the acquisition of knowledge, skills, development of abilities, formation of competencies, creative self-realization, self-determination, career guidance, etc. There are also so-called formal goals: pass an exam, enroll in university, etc.

Goal-setting is necessary for designing educational actions of students and is associated with external social orders, educational standards, and the specifics of internal learning conditions (the level of development of children, the motives of their learning, the characteristics of the topic being studied, the available teaching aids, the pedagogical views of the teacher, etc.). Goal setting goes through the entire process of productive education, performing the functions of motivating students’ activities, structural stabilization of the educational process, and diagnosing learning outcomes. It determines the structural basis of activity programs not only for the student and teacher, but also for the entire school, making it possible to identify adequate teaching technology and a system of criteria for assessing the results obtained.

Goal-setting techniques form the motive, the need for action. The student realizes himself as a subject of activity and his own life. The process of goal setting is a collective action, each student is a participant, an active figure, everyone feels like a creator of a common creation. Children learn to express their opinions, knowing that they will be heard and accepted. They learn to listen and hear the other, without which interaction will not work.

It is this approach to goal setting that is effective and modern.

Logic of goal setting cannot be reduced to an ideological component, it has its own pedagogical laws; the basis for determining the content of education is, as a rule, in-depth research into the educational needs of various strata of society and social forecasts.

The general principles of the learning process include:

Pattern goals training. The purpose of training depends on: a) the level and pace of development of society; b) the needs and capabilities of society; c) the level of development and capabilities of pedagogical science and practice;

Pattern content training. The content of training (education) depends on: a) social needs and learning goals; b) the pace of social and scientific and technological progress; c) age capabilities of schoolchildren; d) the level of development of the theory and practice of training; e) material, technical and economic capabilities of educational institutions;

Pattern quality training. The effectiveness of each new stage of training depends on: a) the productivity of the previous stage and the results achieved at it; b) the nature and scope of the material being studied; c) organizational and pedagogical influence of teachers; d) students' learning ability; e) training time;

Pattern methods training. The effectiveness of didactic methods depends on: a) knowledge and skills in applying the methods; b) learning objectives; c) content of training; d) the age of the students; e) educational capabilities (learning ability) of students; f) logistics; g) organization of the educational process;

Pattern management training. The productivity of training depends on: a) the intensity of feedback in the training system; b) the validity of corrective actions;

Pattern stimulation training. The productivity of learning depends on: a) internal incentives (motives) for learning; b) external (social, economic, pedagogical) incentives. The scope of private (specific) learning patterns extends to individual components of the educational process.

Learning results depend on the ability to include the subject being studied in those connections, the bearer of which is the quality of the object being studied, on the regularity and systematicity of students’ homework.

All patterns operating in the educational process are divided into general and particular (specific). Regularities that cover the entire system with their action are called general, while those whose action extends to a separate component (aspect) of the system are called private (specific). Modern science knows a large number of specific patterns. Among the specific patterns of the learning process, the following patterns stand out: actually, didactic, epistemological, psychological, cybernetic, sociological, organizational.

Key words: pedagogical goal setting, essence, characteristics, ontological status, object, subject, structure, functions, process, stages, levels, types, conditions, principles, models, levels of development, development models. Modern research indicates that in the real pedagogical process the goal is the determining factor, the core around which the teacher combines all pedagogical means into the system, determining the place of each of them.

It has been established that goal setting is a necessary condition for the productive activity of a teacher; a leading, system-forming component of pedagogical activity, allowing the subject of activity to model the trajectory of his own development, to carry out self-movement and correction of his own self-development. The idea of goal setting in the planning and implementation of training is conceptualized as fundamental in increasing the efficiency and quality of the educational process.

Goal setting determines the structural basis of activity programs not only for students, but also for teachers, as well as for the entire university, allowing one to determine an adequate teaching technology and a system of criteria for assessing the results obtained. Pedagogical goal setting is the most important component of a teacher’s professional competence in the context of modern approaches to education.

A teacher who knows how to build a goal-setting process, and therefore has a creative style of thinking, the ability to analyze pedagogical phenomena, set pedagogically sound goals, select and timely adjust the means for their implementation, and adequately assess the effectiveness of their own, can solve the pressing problems of modern education. activities.

The synergetic approach makes it possible to consider goal setting as a personally significant process for subjects of education. The problem of pedagogical goal setting attracts the attention of domestic and foreign scientists, who consider it in several aspects: in the general education system, didactics, and upbringing. The concept of problem-based learning made a significant contribution to the development of the idea of goal setting in didactics, based on the general logic of the educational process and the logic of the development of a productive thought process.

The research of L.V. is devoted to the problem of goal setting in the pedagogical process. Bayborodova, N.V. Kuzmina, A.K. Markova and others O.E. Lebedev studied the theoretical foundations of pedagogical goal setting in the education system. V.G. Gladkikh analyzed the problem (theory and practice) of pedagogical goal setting in education, and created the foundations of the theory of pedagogical goal setting in the activities of a leader. N.Ya. Korostyleva determined the specifics of pedagogical goal setting as an object of management and methodologically substantiated the possible nature of its management.

Despite the existence of individual works, the theoretical problem of pedagogical goal setting has not been sufficiently developed. This fact, as well as the need to manage pedagogical goal-setting on a scientific basis and improve its quality, led to an analysis of its main (essential) characteristics. First, let us clarify the essence of the category “pedagogical activity”. A.K. Markova understands pedagogical activity as the professional activity of a teacher, in which, with the help of various means of influencing students, the tasks of their education and upbringing are solved and identifies the following types of pedagogical activity: teaching, educational, organizational, propaganda, managerial, consulting and diagnostic, self-education activities .

I.A. Zimnyaya, considering pedagogical activity as “the educational and educational influence of the teacher on the student, aimed at his personal, intellectual and activity development, which simultaneously acts as the basis for his self-development and self-improvement,” defines its result as “personal, intellectual development of the student.” Nika, improving him as a person, as a subject of educational activities. On the functions of pedagogical activity I.A. Winter includes: orientational, developmental, mobilizing, informational, constructive, organizational, communicative, gnostic. An analysis of the definitions of pedagogical goal setting has shown a variety of approaches to understanding its essence.

The concepts of scientist-teachers reflect the specifics of pedagogical goal setting in the design of education as a public institution, in the design of the pedagogical process, in the practical professional activity of a teacher. By pedagogical goal setting, scientists understand: − a conscious process of determining and setting goals for pedagogical activity, which reflects the teacher’s ability to plan and transform social goals into the goals of his own and joint activities with students, as well as to specify goals and choose effective ways to achieve them (N. V. Mezentseva). − the teacher’s ability to develop a fusion of the goals of society and his own and then offer them for acceptance and discussion to students (A.K. Markova). − the process of transforming the “main” social goals of education, determined by social order, into specific goals (education, upbringing, development) of the content of education, academic subject, educational topic, lesson (O.A. Bobyleva). − not only the setting, development and use of educational goals, but also the moment of diagnosis in revealing the goal and its further correction. Diagnostics in this case contributes to generalization, unification of the teaching actions of the teacher and the educational efforts of the student, development of a joint strategy for future activities, “legitimization” of the goal and integration of them into the system of personal qualities (T.P. Ilyevich). − a holistic system of guidelines that determine the main directions of pedagogical activity, which includes universal human ideals and tactical tasks for the development of the human personality, tasks for civic formation and the formation of individuality; joint goal-oriented activity of the teacher and students as subjects of the educational process (O.A. Bobyleva). − the process of designing a transition from possibility (the potential of the education system) to reality (realization of potential); the process of interconnected selection of educational goals and goals for the development of the education system (O.E. Lebedev) .

According to N.V. Kuzmina, the goal-setting stage is characterized by the fact that the teacher transforms the state goals facing the education system into pedagogical ones and, by choosing the means of their implementation, transforms the student from an object of education into a subject of self-education, self-education, self-development.

Under the skills of didactic goal setting N.P. Kirilenko understands the system of purposeful and interconnected actions of the teacher, ensuring the effective setting of didactic goals.

Pedagogical goals are the expected and actually achievable results of pedagogical activity, which are expressed in the personal developments of students - in changing their values, developing abilities, mastering knowledge and skills that ensure the creation of a cognitive base for independent problem solving in various spheres of life. N.G. Kuteeva understands the professional goals of a young teacher as a system of operational (short-term), tactical (intermediate) and strategic (distant) goals of the teacher in the process of pedagogical activity, aimed at teaching, educating and developing students and self-learning, self-education and self-development, implying the achievement of a certain result, acting as the unity of the desired and possible.

As guidelines for determining goals, V.G. Gladkikh highlight: the state of the institution as a whole as a system; specifics of the teaching staff; a certain contingent of students (pupils); specific teacher (educator, teacher); individual student (pupil). In an attempt to determine the ontological status of pedagogical goal-setting, we believe that goal-setting is included in the structure of the teacher’s goal-setting activity (activities in the process of which goals appear, are realized, are formed and ways to achieve them are determined (S.G. Dehal)), along with such its types, such as forecasting, planning, design, modeling, programming. Areas of educational activity (cognitive, psychomotor, emotional), etc. can act as objects of pedagogical goal setting; as subjects - teachers, heads of educational institutions, teaching staff.

The structure of pedagogical goal setting includes the following components: goal-setting (goal setting is aimed at putting forward and justifying the goal of the educational process, the process of generating new goals, value determination of the goal and subjective acceptance of the mental image of future activity), design (transforming a strategic goal into a system of subgoals and objectives in the process of goal achievement), organizational (selection of methods of solving and pedagogical influence on the subjects of goal setting that are adequate to the goal and objectives), diagnostic (analysis of cause-and-effect relationships between the goal, objectives, methods, conditions, results of activities at the stage of target implementation).

Thus, goal setting as the leading component of goal setting initially integrates analytical, diagnostic, indicative, design and evaluative-effective characteristics and performs a system-forming function in the educational process. Functions of pedagogical goal setting: orientation-motivational (reflection on the goal, subjective vision of choices, creative approach), design-executive (independent research and creative activity of the teacher, including developing a hypothesis, modeling the educational process, searching and arranging information in the logic of the identified tasks), organizational-stimulating (creativity in search of original and adequate solutions to goals and objectives), analytical-diagnostic (analysis of cause-and-effect relationships between goals, objectives, methods, conditions, results; self-analysis of the teacher).

The process of pedagogical goal-setting is creative in nature, since all its functions are associated with the search for the most effective, flexible operational and technological ways of teaching and upbringing. The process of pedagogical goal setting of teacher N.Ya. Korostyleva presents it as a sequence of certain actions: the subject’s assessment of goal-setting information through the prism of his own position; choosing a goal, its specification; evaluation of results; correction of the primary goal.

According to O.A. Bobyleva, the process of goal setting in the design activity of a teacher acts as a certain procedure for moving towards the stage-by-stage implementation of a goal, focused on the practical achievement of an optimal result - a goal. The author’s research reveals a general approach to understanding the process of goal setting as the transformation of a goal into a task of pedagogical activity.

This approach received theoretical justification in the concept of P.I. Pidkasisty, which is characterized by a broad interpretation of the process of goal setting at the level of the education system and at the level of the professional activity of the teacher. ON THE. Serova divided the goal-setting process into three components: 1) goal formation: actualization of needs, assessment of conditions, opportunities, selection of objects to which actions will be directed; 2) goal setting: setting a conscious goal, choosing the means to achieve it; 3) goal realization (goal implementation): assessment and adjustment of goal setting results, the possibility of achieving them.

Goal formation is understood as the formulation of a pedagogical goal-ideal (the goal of education) and its interpretation at the theoretical level (in a particular subject area), the creation of a goal-model; under goal setting - the mental process of anticipation, the construction of specific educational goals by subjects of the educational process based on the goal-ideal, goal-model; under goal realization - the use of a system of goals for organizing, correcting and evaluating educational and training activities.

At the level of the educational process, goal setting for teachers and students is the development of strategy (goal setting) and tactics (goal implementation) for achieving the global goal of education. Without goal formation, it is impossible to construct a system of educational goals and use it to organize the educational activities of schoolchildren. Structural elements of the goal-setting process according to N.L. Gumerova: goal setting, design of the implementation stage, fulfillment of the set goal, correction.

Scientists have identified the following stages of pedagogical goal setting: goal formation, goal achievement, goal realization. Levels of pedagogical goal setting. The authors of the article identify and meaningfully reveal the following levels of goal-setting in a teacher’s activities: 1) systemic: formulation of the general goals of school education; 2) subject: choice of general orientation (profile and level of training); 3) modular: choice of didactic system (contribution to the implementation of common goals); 4) lesson-based: creation of methodological support. M.I. Rozhkov and L.V. Bayborodov distinguishes the following types of goal setting: “free”, “rigid” and “integrated”, combining elements of the first two.

With free goal setting, the participants in the interaction develop and construct their own goals, draw up a plan of action in the process of intellectual communication and joint search; with hard, goals and action programs for schoolchildren are given from the outside; only tasks are specified and distributed in the process of interaction. Free goal setting provides a variety of goals in content for the individual and for the group. These goals reflect the individual needs and capabilities of each person and are focused on individual self-development. With strict goal setting, the goals are of the same type, but for some they may turn out to be underestimated, for others they may be inaccessible, although outwardly they can unite participants in joint activities.

With integrated goal setting, the goals of the group can be set externally by the teacher, the group leader, but the ways to achieve them and the distribution of actions are carried out in the process of a joint search, taking into account the interests and needs of the children. For specific groups and operating conditions, all types of goal setting are realistic. The type of goal setting depends on the characteristics of the association: age, quantitative and qualitative composition of the group, duration of existence, method of emergence, accessibility of the content of the activity, as well as the skill of teachers. Of course, the most effective is free goal setting.

On the question of the conditions for the productivity of pedagogical goal setting, it can be noted that goal setting is productive to the extent that it takes into account the educational capabilities of the school, teacher, family, and the children themselves. Goal-setting when building a system for the formation of any quality within the framework of a holistic approach to the training and education of students, according to N.K. Sergeev, should be carried out taking into account the fact that: 1) the goals of the system must meet the requirements of society in the development of an individual characterized by certain qualities; 2) the goals of the system must correspond to modern scientific ideas about personality, its structure, and development; 3) the goals and objectives of the system of lessons, events, up to a separate lesson and event, must be such that their implementation acts as a “step” towards the main goal of the educational process as a whole, raising it to a higher level level.

At the same time, achieving one goal, solving one problem should contribute to solving other problems. The principles of goal setting (classification of goals): psychological, logical, specification, hierarchy, integrity, practical orientation were used by O.A. Bobyleva when drawing up a methodological model of goal setting in the construction of educational and cognitive activity of students. Scientists have developed the following models of pedagogical goal setting: model of goal setting in the construction of learning (O.A. Bobyleva); model of stage-by-stage goal setting in the design of educational tasks (educational process) (T.P.

Ilyevich); theoretical model of pedagogical goal setting in the education system (O.E. Lebedev); model for managing pedagogical goal setting in a modern school (N.Ya. Korostyleva) .

An important problem is the development of pedagogical goal setting. N.L. Gumerova identified the following levels of development of pedagogical goal-setting: intuitive (goal-setting actions are carried out based on intuition through trial and error, without relying on the scientific foundations of action), reproductive (actions are of a template and formal nature, do not go beyond the scope of regulated instructions and rules, are not independently analyzed), productive (actions are of a conscious nature, an assessment of individual actions appears based on analysis), creative (actions are realized at the level of theoretical thinking, performed independently, consciously in standard and new situations).

N.P. Kirilenko established intuitive, stereotypical-reproductive, variable-reproductive and creative levels of formation of skills of personality-oriented didactic goal setting. N.V. Mezentseva's study identified four groups of teachers with different levels of development of goal setting and personal maturity: low, acceptable, sufficient and optimal. The author notes general problems in the development of goal setting that are inherent in teachers of different groups: 1) teachers have a low level of awareness about the essence and structure of pedagogical goal setting; 2) teachers experience difficulties in setting a specific goal in a diagnosable version and in specifying the goal with subgoals and tasks; tasks are often inconsistent with the stated goals, and sometimes do not even reflect them, which, in turn, negatively affects both the teacher’s work and his psychological state; 3) a large gap between the obtained theoretical knowledge as goal-setting algorithms and the application of this knowledge in practice, on the one hand, and the rapidly changing socio-economic situation and requirements for educational results, on the other hand, create difficulties for clearly expressed value the basics of goal setting; 4) the level of development of goal setting is not determined by the teaching experience and qualifications of teachers, but has a relationship with the level of personal maturity.

N.L. Gumerova developed a model for the development of pedagogical goal setting in a future teacher in the process of university preparation based on an axiological approach. The model includes value-based, cognitive and activity-based approaches, a set of principles, forms, methods, means and conditions for the development of pedagogical goal-setting, focused on professional adaptation and positive social activity. The characteristics of pedagogical goal setting identified and analyzed in the presented article are important for managing it on a scientific basis and improving its quality. The available descriptions provide rich material for analysis and practical application.

References: 1. Gumerova N.L. Development of pedagogical goal setting among teachers of secondary schools: an axiological approach: dis. ...cand. ped. Sci. M., 2008. 2. Bobyleva O.A. Development of the idea of goal setting in the construction of education in domestic didactics: mid-50s - 80s. XX century: dis. ...cand. ped. Sci. Khabarovsk, 2008. 3. Gumerova N.L. Decree. Op. 4. Bobyleva O.A. Decree. Op. 5. Gumerova N.L. Decree. Op. 6. Ibid. 7. Ilyevich T.P. Technology of designing educational tasks in the context of personality-oriented goal setting: dis. ...cand. ped. Sci. Rostov n/d, 2001. 8. Gladkikh V.G. Theoretical foundations of targeted management of an educational institution: dis.

... doc. ped. Sci. Orenburg, 2001. 9. Bobyleva O.A. Development of the idea of goal setting in the construction of education in domestic didactics: mid-50s - 80s. XX century: dis. ...cand. ped. Sci. Khabarovsk, 2008. 10. Lebedev O.E. Theoretical foundations of pedagogical goal setting in the education system: dis. ... Dr. ped. Sci. St. Petersburg, 1992. 11. Gladkikh V.G. Theoretical foundations of targeted management of an educational institution: dis. ... doc. ped. Sci. Orenburg, 2001. 12. Korostyleva N.Ya. Pedagogical goal setting in a modern school as an object of management: dis. ...cand. ped. Sci. St. Petersburg, 2002. 13. Ansimova N.P. Psychology of setting educational goals in the joint activities of teachers and students: dis. ... Dr. Psy. Sci. Yaroslavl, 2008. 14. Ibid. 15. Ibid. 16. Ibid. 17. Bobyleva O.A. Decree. Op. 18. Mezentseva N.V. Features of pedagogical goal setting among teachers depending on the level of their personal maturity // Theory and practice of social development. 2011. No. 6. P. 95−101. 19. Markova A.K. Psychology of professionalism. M., 1996. 20. Bobyleva O.A. Decree. Op. 21. Ilyevich T.P. Decree. Op. 22. Bobyleva O.A. Decree. Op. 23. Ibid. 24. Lebedev O.E. Theoretical foundations of pedagogical goal setting in the education system: dis. ... Dr. ped. Sci. St. Petersburg, 1992. 25. Kuzmina N.V. Professionalism of the personality of the teacher and master of industrial training. M., 1990. 26. Kirilenko N.P. Formation of didactic goal-setting skills among university students (based on the study of pedagogy): dis. ...cand. ped. Sci. Saratov, 1997. 27. Borovkova T.I., Morev I.A. Monitoring the development of the education system. Vladivostok, 2004. Part

I. Introduction

Defining the goal in general and the goal of education in general is necessary in order to consciously and competently use these ideas in practical educational activities, in the professional work of a teacher, that is, in goal formation and goal setting.

Goal formation and goal setting are an integral part of the professional activity of a teacher.

Goal setting refers to the structure, hierarchy and classification of the goals of pedagogical activity.

Goal setting refers to the formation and development of goals at a specific pedagogical level. It involves programming the goals of educational activities at its different stages.

“Goal setting is the process of determining goals, an ideally presented result,” says G.I. Zhelezovskaya.

Goal setting and its methodology were the subject of a special study by a group of scientists from the Department of Pedagogy of the Russian Pedagogical University (formerly the Leningrad Pedagogical Institute named after A. Herzen), as well as prof. I.P. Rachenko in connection with the scientific organization of pedagogical work.

In the literature on the issue of goal-setting methods in the educational process, there is no consensus of opinion.

II. Contents of the method of pedagogical goal setting.

Essence, meaning of goal and goal setting

A goal is a conscious anticipation, expressed in words, of the future result of teaching activity. A goal is also understood as a formal description of the final state given to any system.

In the pedagogical literature there are various definitions of goal:

a) the goal is an element of the educational process; system-forming factor;

b) goal (through goal setting) is a stage of managerial activity (self-government) of the teacher and student;

c) the goal is a criterion for the effectiveness of the system, process and management of education as a whole;

d) the goal is what the teacher and the educational institution as a whole strives for.

Teachers are responsible for the correctness, timeliness and relevance of the goal. An incorrectly set goal is the cause of many failures and mistakes in teaching work. The effectiveness of activities is assessed primarily from the point of view of the set goal, so it is very important to correctly define it.

In the educational process, not only the goal itself is important, but also how it is determined and developed. In this case, it is necessary to talk about goal-setting, the goal-setting activity of the teacher. The goal becomes the driving force of the educational process if it is significant for all participants in this process and appropriated by them. The latter is achieved as a result of pedagogically organized goal setting.

Goal setting is a system of professional comprehension of the objective socio-psychological and cultural necessity of a certain level of personality development of a modern person, capable of living in the context of modern culture and creating life; this is a search for the most accurate formulation of the general ideal image of such a person; this is an analytical assessment of the nature of childhood, the essence of personality development and the nature of individuality as conditions that allow the adoption of the goal of education; This is a system of analyzing the specific circumstances in which a particular child finds himself, and correlating them with the content and goal of education.

Goal setting can be successful if it is carried out taking into account the following requirements.

1) Diagnosticity, i.e. putting forward, justifying and adjusting goals based on a constant study of the needs and capabilities of participants in the pedagogical process, as well as the conditions of educational work.

Needs and factors influencing the development of educational goals

NEEDS	Purpose of education	FACTORS, CONDITIONS
child		Social economic conditions
Parents
Teachers		Conditions of the educational institution
Educational institution		Individual and age characteristics of students
Social sphere		Team development level
Societies

2) Reality, i.e. putting forward and justifying goals taking into account the possibilities of a particular situation. It is necessary to correlate the desired goal and projected results with real conditions.

3) Continuity, which means: a) the implementation of connections between all goals and objectives in the educational process (private and general, individual and group, etc.).
b) Promotion and justification of goals at each stage of teaching activity.

4) Identification of goals, which is achieved through the involvement of all participants in the goal-setting process.

5) Focus on results, “measuring” the results of achieving a goal, which is possible if the goals of education are clearly and specifically defined.

The study shows that if goal-setting activity is organized and permeates the entire pedagogical process, then children develop the need for independent goal-setting at the level of group and individual activity. Schoolchildren acquire such important qualities as determination, responsibility, efficiency, and they develop predictive skills.

Features of the goal setting process

In the educational process, the teacher has to participate in goal setting at different levels. There is a wide variety of goals and approaches to their classification.

First of all, general, group and individual goals of education are distinguished. The goal of education appears as general when it expresses the qualities that should be formed in all people; as a group - among people who participate in a joint group; as individual, when it is supposed to educate an individual. It is important that teachers and students participate in determining the goals of education, and that parents have the opportunity to express their order.

A common goal can be given to the group from the outside, can be developed by the group itself, or it is formed in the unity of the external task and the internal initiative of the group. Determining ways to achieve goals can also be done in different ways. Based on the materials of the conducted research, we conditionally distinguish the following types of goal setting: “free”, “rigid” and “integrated”, combining elements of the first two.

Let us briefly describe these types

With free goal setting, the participants in the interaction develop, construct their own goals, draw up a plan of action in the process of intellectual communication and joint search; with hard, goals and action programs for schoolchildren are given from the outside; only tasks are specified and distributed in the process of interaction. Free goal setting provides a variety of goals in content for the individual and for the group. These goals reflect the individual needs and capabilities of each person and are focused on individual self-development. With strict goal setting, the goals are of the same type, but for some they may turn out to be underestimated, for others they may be inaccessible, although outwardly they can unite participants in joint activities. With integrated goal setting, the goals of the group can be set externally by the teacher, the group leader, but the ways to achieve them and the distribution of actions are carried out in the process of joint search, taking into account the interests and needs of the children.

Characteristics of types of goal setting in a group

No.	Free goal setting	Integrated Goal Setting	Rigid goal setting
1.	Search for common goals in the process of joint intellectual communication.	Definition of goals by teachers and group leaders.	Defining goals by teachers and group leaders.
2.	Accounting for achieved results.		Accounting for planned results.
3.	Focus on personal needs.	Focus on motives of duty and consideration of personal interests.	Focus on motives of duty.
4.	Collective development of an action program to achieve the goal.	Collective development of actions to achieve the goal	The program of action is set by teachers.

For specific groups and the conditions of their activity, all types of goal setting are real. The type of goal setting depends on the characteristics of the association: age, quantitative and qualitative composition of the group, duration of existence, method of occurrence, accessibility of the content of the activity, as well as the skill of teachers. Of course, free goal setting is the most effective.

In all organized groups, at the first stage, the common goal, as a rule, is set externally by teachers and work organizers. It is the basis for uniting schoolchildren in this group. Thus, the class is given a socially significant goal: organizing school duty. But in this case, a transition from rigid to integrated, and then free goal setting is also possible.

Based on the research of V.V. Gorshkova, we can imagine the process of goal setting as an intersubjective, partnership interaction using two models.

First model: one partner introduces his way of thinking, experience of relationships, values of the other at his request, looks for a “fulcrum” in his personality to establish contact with him and develop in himself a readiness to understand and accept from him and in him something unfamiliar to himself.

Second model: the individual tries to become familiar with the way of thinking, values, and attitudes of another individual, expresses confidence in the partner’s existing personal attitudes, strives to adequately understand them and make the process of familiarizing himself with the values of his partner a way of his own movement and change.

The implementation of these models and the coordination of the activities of subjects in the process of goal setting are possible if the participants are focused on universal human values and have a high culture of communication.

System of goals and objectives

In practice, a teacher most often has to solve the problem of an organic combination of group and individual goals, as well as their interaction when organizing group activities of children and parents at each stage of work.

The variety of goals and their many types determine the multi-aspect, multi-level nature of the goal-setting process. When organizing goal setting in a specific situation, the teacher must take into account already achieved and future, more general and specific, group and individual goals, establish the relationship between them, and carry out the composition and decomposition of goals and objectives at different levels.

Composition refers to the process of logical construction and composition, arrangement and correlation of subgoals into an overall goal. Decomposition is the dismemberment, separation of a goal into its component parts, subgoals. However, in the process of decomposition the integrity of the goal should not be violated; all parts of the overall goal should represent a hierarchical structure. Harmony and consistency of goals are an indicator of successful goal-setting of the joint activities of participants in the pedagogical process.

The two processes, composition and decomposition of goals, are closely interrelated and can be carried out simultaneously towards each other, for example, along the following main lines:

1) the goal of the individual - the goal of the microgroup - the goal of the small group (primary collective) - the goal of the school community is the goal of society;

2) the long-term goal of the group - the goal of the next stage in the work - the goal of the matter - the goal of a specific action.

These are just some of the “slices” in the group’s goal-setting system. They do not exhaust all the complexity and diversity of the process under consideration; they are closely interconnected and intersect in a specific situation. For example, determining the goals of a particular case is associated with the decomposition of the group’s long-term goals. In turn, the general goals of the group business are then specified by private, personal goals.

One of the real practical problems facing a teacher is determining not only the goals, but also the tasks of education. The goal and objectives are correlated as a whole and a part. Objectives can be defined as a particular expression of a goal. The goal of education is also considered as a system of educational tasks to be solved. Tasks arise and are set in the course of achieving goals.

The relationship of goals when setting goals for a specific teacher action

Objectives in relation to the goal can also be considered as the main ways to achieve the goal. For example, the goal of “cultivating independence in a child” is achieved through the development of self-organization skills, the development of the need and ability to set goals and objectives in specific work, the ability to plan work and exercise self-control, etc.

From all the diversity of the typology of goals and the organization of the corresponding levels of goal setting, we will focus on defining the following: general goals and objectives of teachers and students; goals and objectives of students; goals and objectives of teachers.

Common goals and objectives of teachers and students are developed at the stage of planning the joint activities of teachers and children and are conventionally called life-practical. Although they express the general needs and interests of the participants in the interaction, the interests and needs of the children are decisive. In terms of content and formulation, life-practical goals and objectives can be very different, focused on transforming the surrounding reality, relationships in the team, and improving oneself. The main thing is that they must be understandable, conscious and accepted by schoolchildren.

Common goals and objectives developed in the process of interaction between teachers and schoolchildren become the basis for combining their efforts in further joint work. Taking this into account, teachers determine goals and objectives that are focused on the development of students and their relationships, that is, vital and practical tasks serve as the main means in solving specific problems. At the same time, teachers decompose educational tasks into professional ones related to the organization of the educational process (organizational and pedagogical tasks) and the growth of their pedagogical skills.

Thus, having determined the general goal of joint activity, each party specifies its role, individual goals, reflecting the general positions and capabilities of the goal-setting participants. The purpose of the joint activity of teachers and students may be to create a final material product, to solve organizational issues, and often it is decomposed into educational goals and pedagogical tasks, the solution of which creates the conditions for the formation of moral qualities in students, attitudes towards each other and the world around them.

Educational tasks are focused on the development of students, their relationships with people around them and the world, uniting the team of children and improving relationships within it.

Organizational and pedagogical tasks are aimed at organizing the educational process. Let us give an example showing the relationship of tasks.

Life-practical tasks	Organize interesting and useful free time for students
Educational tasks	Develop the need for cultural leisure time, creativity, communication skills
Organizational and pedagogical tasks	Explore the interests and needs of children; form interest groups and, taking this into account, plan and organize extracurricular activities; identify the possibilities of parents in organizing children’s free time and involving them in extracurricular educational work, etc.

Note that educational tasks can be the same for teams, groups of children and individual students. Organizational and pedagogical tasks are determined and specified depending on the conditions, capabilities, and needs of children and therefore will differ in each specific case.

From the above, it is obvious that goal setting is a multi-level thought process that includes complex operations (analysis, synthesis, forecasting) and occurs explicitly or hidden at every stage, in every link of the educational process. The goal appears as a result of a conclusion expressed verbally or in writing.

Goal setting technique

Pedagogical goal setting can be conditionally represented in general terms by the following stages:

a) diagnostics of the educational process, analysis of the results of previous joint activities of the participants;

b) modeling by teachers of educational goals and objectives, possible results;

c) organization of collective goal-setting, joint goal-setting activities of teachers, students, parents;

d) teachers clarify educational goals and objectives, make adjustments to initial plans, draw up a program of pedagogical actions for their implementation, taking into account the suggestions of children, parents and predicted results.

In order for the goals and objectives and plans for their implementation to be relevant, realistic and accessible, it is necessary to diagnose the initial situation in which the participants of the joint activity find themselves. It is advisable to study the state of the educational process, the individual and age characteristics of children, the results of their activities at the previous stage” and the experience of organizing joint work, relying primarily on the assessment and information of the schoolchildren themselves. The participation of children in understanding their previous experience allows them to consciously approach the definition of common and individual goals and achieve their harmony.

The diagnostic stage in goal setting is especially important, as it allows teachers to identify the most significant pedagogical means, effective moments in previous experience, correlate assessments of the effectiveness of work by adults and children, and therefore better understand the requests and needs of schoolchildren, evaluate the joint activities of teachers and students from the perspective of themselves children"

Based on materials and information obtained during diagnostics and joint analysis, the first version of educational, organizational and pedagogical tasks is determined. At this stage, goal setting is carried out as an individual mental activity of the teacher to develop goals and objectives, determine the main ways to achieve them. To design relevant and realistic goals and objectives at the school level, it is necessary to collect information on the following issues:

a) what are the general goals of education;

b) what are the features of the goals of education in the region, this institution, or team;

c) what tasks the school faced this year and what were the successes in solving them;

d) what problems the team approached at the next stage;

e) what opportunities for achieving goals can be provided by a school, neighborhood, district, city, etc.;

f) to what extent the student body is ready to solve immediate problems.

At the third stage, the essence of interaction between teachers and schoolchildren is to transform the educational tasks facing teachers into the tasks and plans of schoolchildren, and the problems expressing the interests of children and actualized at the first stage of goal setting (at the diagnostic stage) are specifically and consciously formulated in common goals of joint activities of teachers and children. In this case, various techniques are used: together with the children, they recall the problems and difficulties that arose in the previous period of the team’s life, and help formulate questions that will prompt these problems to the schoolchildren.

Students perceive a goal faster and more consciously and appropriate it if what teachers offer: a) is connected with their specific life, with the need to become adults as quickly as possible; b) expressed seriously, meaningfully, confidentially; c) will lead to tempting results; d) accessible and understandable; e) bright and emotional 3.

The fourth stage of goal setting to a certain extent repeats the second, but in content and scope of work it can differ significantly. Here it is advisable for the teacher to analyze to what extent it was possible to: a) organize the interaction of students in the process of goal setting; b) identify children’s general and personal goals, pedagogical and life-practical tasks; c) predict and provide for the interests and needs of children; d) implement your pedagogical plans.

The identification of the stages of goal setting is very arbitrary, since they are all interconnected and in real practice they penetrate each other.

The description of the stages of goal setting is general in nature and can be applied to various types of goal setting

The method of goal setting will differ in terms of time frame, set of pedagogical techniques and actions of children. Let's show this with a number of examples.

In practice, long-term goal setting, organized as modeling the personality of a school graduate, has become widespread.

The graduate model is considered as a common goal of an educational institution, in the development of which all classrooms, students and parents can participate under the guidance of teachers. Representatives of these groups defend their version at the general meeting. Materials are processed by the creative team. The generalized version of the graduate is submitted for discussion by the teaching staff, parents and students. In any case, the process of understanding each child’s and parent’s perspective is important, especially if it is based on diagnosis, assessment, self-esteem, and self-testing by children of their own qualities. Questions and tasks can be formulated differently to understand one’s perspective and the school as a whole, depending on the age of the children and the psychological and pedagogical training of the goal-setting participants. For example, in one of the schools, at a gathering of students, parents and teachers, the following questions were proposed for discussion:

- what qualities are needed for a modern person?

- what qualities should a graduate of our school have in order to find a place in life?

- what qualities does our school successfully develop?

- what qualities are missing or poorly developed in today’s schoolchild?

- What needs to be changed at school in order to develop the desired qualities in students?

Determining the general goal of upbringing in an educational institution leads children and parents to the need to develop individual properties and personality traits, taking into account the graduate model they created, which determines the growth program for the immediate period and future.

Goal setting in the classroom for the academic year can be aimed at identifying and justifying both group and individual goals, objectives, and ways to solve them. A diagnosis of the level of development of the team, the level of relationships and self-government in it is carried out. Students get acquainted with the results of this study, and they are asked to characterize their team, determine its level of development, using the “Who are we?” technique. What are we like? based on the stages of development of a team according to A.N. Lutoshkin. Students are offered characteristics of each stage (“Sand placer”, “Soft clay”, “Flickering lighthouse”, “Scarlet sail”, “Burning torch”). Then the children answer individually or in small groups discuss the following questions:

— At what stage of development is our class? Justify your point of view using specific examples and facts.

— What prevents our class from being at a higher level of development?

— What prevents the creation of a real friendly team in our class?

— What needs to be done and undertaken for our team to advance in its development and rise to a higher level?

As a result of the discussion of these issues, vital practical tasks, problems and the main ways to solve them in the classroom are determined. Collective goal-setting materials become the basis for the class teacher to clarify educational tasks, plans, and ideas for the school year.

The stages and methodological recommendations proposed above can be used when carrying out goal setting at the level of an educational institution, a primary team, a specific individual, for the future, a year, a period, for a specific case. In any case, the effectiveness of goal setting is determined by the degree of appropriation of a common goal, the finding and awareness of personal meaning in it, as well as the correspondence of goals and the achieved result.

III. Conclusion

The professional activity of a teacher, like any human activity, is preceded by an awareness of the goal. The absence of a goal does not allow us to classify the work of a teacher with children as the activity of a professional; this work can only be classified as some activity, as a set of actions, but in no case as an educational process.

A conscious goal sets the impetus for activity. Awareness of a high and noble goal mobilizes all the creative powers of a person. Achieving a goal generates deep satisfaction, which forms the basis of human happiness, including professional happiness.

The goal of educating younger generations is the prerogative of the state, which, with the broad participation of science and the public, formulates it as the main component of its pedagogical policy. The state is obliged to constitute and legitimize the provision of economic, legal and organizational conditions for achieving the declared educational goals. In other words, all necessary resources of society must be directed to achieving the legally established goals of education, with appropriate control.

The general nature of the goal allows it to be realized under a wide variety of circumstances.

The goal as an ideal (intangible) product is very mobile and dynamic, as it is generated by the consciousness of an active person, constantly interacting with a changing world and constantly changing himself. Experience, knowledge, events, analysis, experiment enrich a person, and therefore he is a bearer of dynamic consciousness, and his goal in the course of active movement towards it is transformed constantly and imperceptibly for the subject himself.

The dynamism of the goal in the educational process is seen especially clearly, since the child’s development is rapid and from class to class at school, from age to age, a specific goal of education would have to be rejected and replaced by another in order to take into account the socio-psychological new formations of the growing personality. The general nature of the goal as the final result makes it possible to maintain continuity of age-related achievements and vary the individual image of a “well-mannered person.”

So, the goal of education must be of a general nature in order to fulfill its target functions. And then the place of the goal of education in relation to the entire process of education is obvious: the goal is the starting point, the first element of the teacher’s professional activity. Let's show this place in a schematic picture:

The purpose of education The process of education The result of education

Let's think about this simplest scheme: the goal determines the content of the educational process, the goal determines the educational result; the goal serves as a criterion for assessing the professional activity of a teacher; and the goal is a constant object of comprehension, to which the teacher’s consciousness invariably returns. Let's add the following (this can be seen from the diagram): the goal will completely determine the education system; it is this goal, comprehended by teachers, that sets the outlines of the system.

The goal of modern education is “A person capable of building a life worthy of Man.” Having such a general nature, the goal of education acquires its humanistic purpose, preventing willful pedagogical management, violence against the individual, and suppression of individuality. But it is precisely the general nature of the goal of education that requires the teacher to have the highest professional and subtle pedagogical skill in working with children in a variety of conditions, circumstances, and situations, because the teacher independently projects this general goal into concrete reality in practice.

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Topic 10. Design and research activities using ICT in the system of additional education.

Currently, project activities with students have become very popular, which are implemented both by subject teachers and with additional education teachers. Many experts note the great role of project activities as a means of implementing interdisciplinary connections. Often, within the framework of lessons that are on the schedule grid, it is quite difficult to allocate time to work on a project, especially an individual one. Therefore, project activities are often transferred to the system of additional education.
If we talk about the nature of the projects, then most often the students’ work is of an abstract, descriptive nature. They lack a research component. We will not say that organizing research on a chosen topic is a simple matter. A lot of effort and knowledge is required from the teacher. If we talk about basic and high school, then if you have a competent scientific supervisor, it is quite possible to give the project the features of a research work. The teacher has something to build on: the student has some knowledge of the techniques of collecting information, analyzing it, selecting the necessary material, can draw a conclusion based on the studied data, and much more. It is good if the project is undertaken by a motivated student who clearly understands the purpose for which he is researching this problem, what he wants to show with his work, and what the expected result will be. Conducting project-based research work with primary school students is much more difficult. Many difficulties arise: starting with the choice of topic and ending with the presentation of the results. This article describes the experience of organizing and conducting project work with elementary school students and some of the difficulties that had to be encountered. In our Progymnasium there is a circle “Society of Young Research Scientists”, in which students of grades 3-4 study. In our work, we do not try to get the child to complete a full-fledged research project; our goal is more to teach how to perform those operations that will be in demand in the future when performing serious work: we teach how to search, select material from various sources, pose questions and look for answers to them. , make comparisons, etc. Along with this, students learn to work with the Word word processor and the Internet Explorer web browser. The result of this work is a project folder, which may contain research text, drawings, a dictionary of new words, a crossword puzzle, crafts, layouts, etc. Basically, project activities include the following stages and forms of work: Stage 1: Choosing a topic for design and research work. Most often, the topic of a student’s individual project is associated with the topic of a class project, or is connected with the study of exhibits in our school museum of peasant life “Grandma’s Chest,” or is chosen by the child on his initiative. It is important that parents and the class teacher are aware that the child is starting serious work, and are ready to continue to help him with this. Many teachers express the idea that it is at primary school age that it is important to identify and develop cognitive interest. The existing cognitive need, as A.K. writes. Dusavitsky, must be satisfied, filled with some content. According to S.L. Rubinshtein, “...it is possible to identify children’s interests in certain types of mental activity from primary school age.” In my opinion, the design and research form of work itself makes it possible to identify cognitive interests, activate mental activity, and satisfy the need for knowledge. Stage 2: Statement of the purpose of the study. After choosing a topic for work, it would be good to discuss with your child the main idea, a summary of his future work, and what questions can be covered. This will help to approach the formulation of the purpose of the research (Why are we starting the research?) It is important that the child grasps the main idea, and the leader will help formulate it. Stage 3: Review of possible sources of information. It is necessary to show the student possible sources of information: encyclopedias, dictionaries, reference books, thematic publications, journalistic magazines, the Internet, diagrams, drawings, layouts, etc. At this stage, children learn to search for articles on the Internet, copy suitable fragments into a text document, save Pictures. To master these operations, it is enough to prepare a number of tasks and analyze them together with the children. For example, launch Internet Explorer, open a search engine page, enter a search query (this can be any query), view the pages found, open Microsoft Word, select a piece of text on an Internet page, copy and paste it into a text document. Here you can also show how to delete an unnecessary piece of text. You can work similarly with searching, copying, and saving images. This type of work may take 2-3 lessons. These are quite difficult operations, but they need to be mastered. And students in grades 3-4 master them quite quickly at their level. Stage 4: Collection of materials on the project topic. The work of collecting materials should not be left entirely to the children. This is still quite a difficult task for them. Together with the child, we make a list of questions that need to be answered in order to reveal the topic and achieve the goal of the study. Thus, a research plan and the logic of revealing the topic are outlined. It is difficult for a child to independently see the structure of his research, and requiring him to draw up a work plan is, in my opinion, reckless and pointless. Next, material on the project topic is jointly selected, printed, copied from the Internet, photocopied if necessary, or written out separately, i.e., we collect a bank of materials. In this work, we consolidate those operations of working with a text document and Internet materials that were mastered at the previous stage, although the teacher’s help is still required quite often. Stage 5: Study, analysis of material. Finding answers to questions. Over the course of several lessons, the student reads, looks at drawings, diagrams, and studies the collected material. After this, we begin to “sort” the material depending on what question in the plan it answers. Next, we work with each question in detail. We highlight the necessary sentences in the text, deal with incomprehensible words, reformulate them, write out answers, and select illustrations. We try to retell some parts of the texts so that the meaning of what is being told is clearly understood. Sometimes, from a large amount of selected material, it is necessary to select only the main thing; in this case, you need to give the child the opportunity to independently write 10-15 conscious sentences based on what he has read. The value of such work is not in its volume and beauty of presentation, but in the fact that the child will learn to see the main idea and select the necessary material that will lead him to the answer to the research question. Stage 6: Formulation of the research problem. In the course of studying materials, one way or another, you can come to some research problem. You can see the difference in how it was before and how it is now, and make a comparison, see the presence of an environmental, social problem and propose options for solving it, study how the heritage of the past influenced the current situation, etc. For example, when working with the topic “ Protected areas of the Moscow region. Zavidovo” the child noticed that there are a lot of advertisements on the Internet for the sale of land in the reserve. In our work, we decided to voice this fact and propose measures to save the inhabitants of Zavidovo. This became a research problem. Stage 7: Presentation of results. Next, we proceed to create the final text document. Co