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The pedagogical process is viewed by pedagogy as. Pedagogical process. The regularity of the unity of sensory, logical and practice in the pedagogical process. The effectiveness of the educational process depends on

Introduction

Definition of the concept of "pedagogical process". The goals of the pedagogical process

Components of the pedagogical process. Effects of the pedagogical process

Methods, forms, means of the pedagogical process

Conclusion

Bibliography

Introduction

The pedagogical process is a complex systemic phenomenon. The high importance of the pedagogical process is due to the cultural, historical and social value of the process of growing up.

In this regard, it is extremely important to understand the main specific characteristics of the pedagogical process, to know what tools are needed for the most effective course of it.

A lot of domestic teachers and anthropologists are engaged in the study of this issue. Among them, A.A. Reana, V.A. Slastenin, I.P. Podlasogo and B.P. Barhaeva. In the works of these authors, various aspects of the pedagogical process are most fully sanctified from the point of view of its integrity and consistency.

The purpose of this work is to determine the main characteristics of the pedagogical process. To achieve the goal, it is necessary to solve the following tasks:

analysis of the constituent components of the pedagogical process;

analysis of the goals and objectives of the pedagogical process;

characteristics of traditional methods, forms and means of the pedagogical process;

analysis of the main functions of the pedagogical process.

1. Definition of the concept of "pedagogical process". The goals of the pedagogical process

Before discussing the specific features of the pedagogical process, we will give some definitions of this phenomenon.

According to I.P. The pedagogical process is called "developing interaction between educators and students, aimed at achieving a given goal and leading to a pre-planned change in the state, transformation of the properties and qualities of the educated."

According to V.A. Slastenin, the pedagogical process is "a specially organized interaction of teachers and pupils, aimed at solving developmental and educational problems."

B.P. Barkhaev sees the pedagogical process as "a specially organized interaction of teachers and pupils about the content of education with the use of teaching and upbringing tools in order to solve educational problems aimed both at meeting the needs of society and the personality itself in its development and self-development."

Analyzing these definitions, as well as accompanying literature, the following characteristics of the pedagogical process can be distinguished:

the main subjects of interaction in the pedagogical process are both the teacher and the student;

the goal of the pedagogical process is the formation, development, training and education of the student's personality: "Ensuring the unity of teaching, upbringing and development on the basis of integrity and community is the main essence of the pedagogical process";

the goal is achieved through the use of special means in the course of the pedagogical process;

the goal of the pedagogical process, as well as its achievement, are determined by the historical, social and cultural value of the pedagogical process, education as such;

the goal of the pedagogical process is distributed in the form of tasks;

the essence of the pedagogical process can be traced through special organized forms of the pedagogical process.

All this and other characteristics of the pedagogical process will be considered by us in more detail in the future.

According to I.P. Podlasogo pedagogical process is built on the target, meaningful, activity and effective components.

The target component of the process includes all the variety of goals and objectives of pedagogical activity: from the general goal - the comprehensive and harmonious development of the individual - to specific tasks of the formation of individual qualities or their elements. The content component reflects the meaning invested both in the overall goal and in each specific task, and the activity component reflects the interaction of teachers and students, their cooperation, organization and management of the process, without which the final result cannot be achieved. The effective component of the process reflects the efficiency of its course, characterizes the progress achieved in accordance with the set goal.

Setting goals in education is a rather specific and complex process. After all, the teacher meets with living children, and the goals that are so well reflected on paper may differ from the real state of affairs in the educational group, class, and audience. Meanwhile, the teacher is obliged to know the general goals of the pedagogical process and follow them. In understanding the goals, the principles of activity are of great importance. They allow you to expand the dry formulation of goals and adapt these goals to each teacher for himself. In this regard, the work of B.P. Barkhaev, in which he tries to reflect in the most complete form the basic principles in the construction of an integral pedagogical process. Here are these principles:

With regard to the choice of educational targets, the following principles apply:

humanistic orientation of the pedagogical process;

connection with life and industrial practice;

combining education and upbringing with labor for the general benefit.

The development of means for presenting the content of training and education is guided by the principles:

scientific character;

availability and feasibility of teaching and upbringing of schoolchildren;

combination of clarity and abstractness in the educational process;

aestheticization of the entire child's life, especially education and upbringing.

When choosing the forms of organizing pedagogical interaction, it is advisable to be guided by the principles:

teaching and educating children in a team;

continuity, consistency, systematicity;

consistency of requirements of school, family and community.

The activities of the teacher are governed by the principles:

combining pedagogical management with the development of initiative and independence of pupils;

reliance on the positive in a person, on the strengths of his personality;

respect for the personality of the child, combined with reasonable demands on him.

The participation of the students themselves in the educational process is guided by the principles of consciousness and activity of students in the integral pedagogical process.

The choice of methods of pedagogical influence in the teaching process and educational work guided by the principles:

combinations of direct and parallel pedagogical actions;

taking into account the age and individual characteristics of the pupils.

The effectiveness of the results of pedagogical interaction is ensured by following the principles:

focus on the formation in the unity of knowledge and skills, consciousness and behavior;

the strength and effectiveness of the results of education, upbringing and development.

2. Components of the pedagogical process. Effects of the pedagogical process

As noted above, among the goals of the pedagogical process as an integral phenomenon, the processes of education, development, formation and development are distinguished. Let's try to understand the specifics of these concepts.

According to N.N. Nikitina, these processes can be defined as follows:

“Formation - 1) the process of development and formation of the personality under the influence of external and internal factors - education, training, social and natural environment, the individual's own activity; 2) the method and result of the internal organization of the personality as a system of personal properties.

Training is cooperative activity educator and learner, aimed at the education of the individual through the organization of the process of assimilating the system of knowledge, methods of activity, experience of creative activity and experience of emotional-value attitude to the world. "

In this case, the teacher:

) teaches - purposefully conveys knowledge, life experience, methods of activity, foundations of culture and scientific knowledge;

) guides the process of mastering knowledge, skills and abilities;

) creates conditions for the development of the personality of students (memory, attention, thinking).

In turn, the student:

) learns - masters the transmitted information and performs educational tasks with the help of a teacher, together with classmates or independently;

) tries to independently observe, compare, think;

) takes the initiative in the search for new knowledge, additional sources of information (reference book, textbook, Internet), is engaged in self-education.

Teaching is the teacher's activity in:

transfer of information;

organization of educational and cognitive activities of students;

assistance with difficulty in the learning process;

stimulating the interest, independence and creativity of students;

assessment of educational achievements of students.

“Development is a process of quantitative and qualitative changes in the inherited and acquired properties of a person.

Upbringing is a purposeful process of interconnected activity of teachers and pupils, aimed at the formation of value attitudes in schoolchildren towards the world around them and themselves. "

V modern science"education" as a social phenomenon is understood as the transfer of historical and cultural experience from generation to generation. In this case, the educator:

) conveys the experience accumulated by humanity;

) introduces to the world of culture;

) stimulates self-education;

) helps to understand difficult life situations and find a way out of this situation.

In turn, the pupil:

) masters the experience of human relations and the foundations of culture;

) works on himself;

) learns ways of communication and behavior.

As a result, the pupil changes his understanding of the world and his attitude towards people and himself.

Specifying these definitions for oneself, one can understand the following. The pedagogical process as a complex systemic phenomenon includes all the variety of factors surrounding the process of interaction between a student and a teacher. So the upbringing process is associated with moral and value attitudes, training - with the categories of knowledge, skills and abilities. Formation and development, however, here there are two key and basic ways of including these factors in the system of interaction between a student and a teacher. Thus, this interaction is "filled" with content and meaning.

The goal is always related to the results of the activity. While not dwelling on the content of this activity, let's move on to expectations from the implementation of the goals of the pedagogical process. What is the image of the results of the pedagogical process? Based on the formulation of goals, it is possible to describe the results with the words "good breeding", "training".

The criteria for assessing a person's upbringing are:

"Good" as behavior for the benefit of another person (group, collective, society as a whole);

"Truth" as a guide in evaluating actions and deeds;

"Beauty" in all forms of its manifestation and creation.

Learning ability is “an internal readiness acquired by a student (under the influence of education and upbringing) for various psychological restructuring and transformations in accordance with new programs and goals of further education. That is, the general ability to assimilate knowledge. The most important indicator of learning ability is the amount of dosed help that a student needs to achieve a given result. Learning is a thesaurus, or a stock of learned concepts and modes of action. That is, a system of knowledge, skills and abilities corresponding to the norm (the expected result set in the educational standard). "

These are by no means the only formulations. It is important to understand not the essence of the words themselves, but the nature of their occurrence. The results of the pedagogical process are associated with a whole range of expectations of the effectiveness of this very process. Where do these expectations come from? In general terms, we can talk about cultural expectations associated with the image of an educated, developed and trained person that has developed in culture. In a more specific way, public expectations can be discussed. They are not as general as cultural expectations and are tied to a specific understanding, ordering of subjects of public life (civil society, church, business, etc.). These understandings are currently being formulated in the image of an educated, moral, aesthetically consistent, physically developed, healthy, professional and hardworking person.

Important in modern world one sees the expectations formulated by the state. They are concretized in the form of educational standards: "An education standard is understood as a system of basic parameters adopted as a state norm of education, reflecting the social ideal and taking into account the possibilities of a real person and the educational system to achieve this ideal."

It is accepted to separate federal, national-regional and school educational standards.

The federal component determines those standards, the observance of which ensures the unity of the pedagogical space of Russia, as well as the integration of the individual into the system of world culture.

The national-regional component contains standards in the field native language and literature, history, geography, art, labor training, etc. They belong to the competence of regions and educational institutions.

Finally, the standard establishes the volume of the school component of the content of education, reflecting the specifics and focus of an individual educational institution.

Federal and national-regional components of the education standard include:

requirements for the minimum necessary such training of students within the specified volume of content;

the maximum allowable volume of the study load of schoolchildren by year of study.

The essence of the standard of general secondary education is revealed through its functions, which are diverse and closely related. Among them, one should highlight the functions of social regulation, humanization of education, management, and improving the quality of education.

The function of social regulation is caused by the transition from a unitary school to diversity educational systems... Its implementation presupposes a mechanism that would prevent the destruction of the unity of education.

The function of humanization of education is associated with the approval of its personality-developing essence with the help of standards.

The management function is associated with the possibility of reorganizing the existing system for monitoring and assessing the quality of learning outcomes.

State educational standards make it possible to carry out the function of improving the quality of education. They are designed to fix the minimum required amount of educational content and set the lower permissible limit for the level of education.

pedagogical process pupil training

3. Methods, forms, means of the pedagogical process

A method in education is “an orderly activity of a teacher and students aimed at achieving a given goal”].

Verbal methods. The use of verbal methods in a holistic pedagogical process is carried out primarily with the help of the spoken and printed word. This is due to the fact that the word is not only a source of knowledge, but also a means of organizing and managing educational and cognitive activities. This group of methods includes the following methods of pedagogical interaction: story, explanation, conversation, lecture, educational discussions, disputes, work with a book, example method.

A story is "a sequential presentation of predominantly factual material carried out in a descriptive or narrative form."

The story is of great importance in organizing the value-orientated activities of students. By influencing the feelings of children, the story helps them understand and assimilate the meaning of the moral values and norms of behavior contained in it.

Conversation as a method is "a carefully thought-out system of questions that gradually lead students to acquire new knowledge."

With all the variety of their thematic content, the conversations have their main purpose to involve the students themselves in the assessment of certain events, actions, phenomena of social life.

Verbal methods also include educational discussions. Situations of a cognitive dispute, with their skillful organization, draw the attention of schoolchildren to the contradictory nature of the world around them, to the problem of the cognizability of the world and the truth of the results of this knowledge. Therefore, in order to organize the discussion, it is necessary first of all to put forward a real contradiction before the students. This will allow students to intensify their creative activity and present them with the moral problem of choice.

The method of working with a book also belongs to verbal methods of pedagogical influence.

The ultimate goal of the method is to familiarize the student with independent work with educational, scientific and fiction literature.

Practical methods in a holistic pedagogical process are the most important source of enriching schoolchildren with experience of social relations and social behavior. The central place in this group of methods is occupied by exercises, i.e. systematically organized activity for the repeated repetition of any actions in the interests of their consolidation in the student's personal experience.

Relatively independent group practical methods make up laboratory works- a method of a peculiar combination of practical actions with organized observations of students. Laboratory method makes it possible to acquire skills and abilities in handling equipment, provides excellent conditions for the formation of skills to measure and calculate, process results.

Cognitive games are “specially created situations that simulate reality, from which students are encouraged to find a way out. The main purpose of this method is to stimulate the cognitive process. "

Visual methods. Demonstration consists in sensory acquaintance of students with phenomena, processes, objects in their natural form. This method is mainly used to reveal the dynamics of the studied phenomena, but it is also widely used to get acquainted with appearance object, its internal structure or location in a series of similar objects.

Illustration involves showing and perceiving objects, processes and phenomena in their symbolic representation using diagrams, posters, maps, etc.

Video method. The teaching and upbringing functions of this method are due to the high efficiency of visual images. The use of the video method provides an opportunity to give students more complete and reliable information about the phenomena and processes being studied, to free the teacher from part of the technical work related to the control and correction of knowledge, and to establish effective feedback.

The means of the pedagogical process are subdivided into visual (visual) ones, which include original objects or their various equivalents, diagrams, maps, etc .; auditory (auditory), including radio, tape recorders, musical instruments etc., and audiovisual (visual-auditory) - sound films, television, programmed textbooks that partially automate the learning process, didactic machines, computers, etc. It is also customary to divide the means of education into funds for the teacher and for the students. The first are the subjects used by the teacher to more effectively implement the goals of education. The second are the individual means of students, school textbooks, notebooks, writing utensils, etc. The number of didactic tools also includes those with which both the activities of the teacher and students are associated: sports equipment, school botanical areas, computers, etc.

Education and upbringing is always carried out within the framework of one form or another of the organization.

All kinds of ways of organizing the interaction of teachers and students have found their fixation in three main systems of organizational design of the pedagogical process. These include: 1) individual training and education; 2) classroom-lesson system, 3) lecture-seminar system.

The class-lesson form of organizing the pedagogical process is considered traditional.

A lesson is a form of organization of the pedagogical process in which “the teacher, for a specified time, guides the collective cognitive and other activities of a constant group of students (class), taking into account the characteristics of each of them, using the types, means and methods of work that create favorable conditions for so that all students acquire knowledge, skills and abilities, as well as for the upbringing and development of the cognitive abilities and spiritual powers of schoolchildren. "

Features of the school lesson:

the lesson provides for the implementation of the functions of teaching in a complex (educational, developmental and upbringing);

the didactic structure of the lesson has a strict construction system:

a certain organizational beginning and setting the tasks of the lesson;

updating the necessary knowledge and skills, including checking homework;

explanation of new material;

consolidation or repetition of what was learned in the lesson;

control and assessment of educational achievements of students during the lesson;

summing up the lesson;

home assignment;

each lesson is a link in the lesson system;

the lesson complies with the basic principles of teaching; in it, the teacher applies a certain system of teaching methods and means to achieve the goals of the lesson;

the basis for building a lesson is the skillful use of methods, teaching aids, as well as a combination of collective, group and individual forms of work with students and taking into account their individual psychological characteristics.

I distinguish the following types of lessons:

lesson familiarization of students with new material or communication (study) of new knowledge;

knowledge consolidation lesson;

lessons in the development and consolidation of skills and abilities;

generalizing lessons.

The lesson structure usually consists of three parts:

Organization of work (1-3 min.), 2.the main part (formation, assimilation, repetition, consolidation, control, application, etc.) (35-40 min.), 3. Summing up and homework (2- 3 min.).

The lesson as the main form is organically complemented by other forms of organization of the educational process. Some of them developed in parallel with the lesson, i.e. within the classroom-lesson system (excursion, consultation, homework, educational conferences, additional classes), others are borrowed from the lecture-seminar system and adapted to the age of the students (lectures, seminars, workshops, tests, exams).

Conclusion

In this work, it was possible to analyze the main scientific pedagogical research, as a result of which the basic characteristics of the pedagogical process were identified. First of all, these are the goals and objectives of the pedagogical process, its main components, the functions it carries, the significance for society and culture, its methods, forms and means.

The analysis showed the high importance of the pedagogical process in society and culture in general. First of all, this is reflected in the special attention on the part of society and the state to educational standards, to the requirements for ideal images of a person projected by teachers.

The main characteristics of the pedagogical process are integrity and consistency. They are manifested in the understanding of the goals of the pedagogical process, its content and functions. So the processes of upbringing, development and training can be called a single property of the pedagogical process, its constituent components, and the basic functions of the pedagogical process are upbringing, teaching and educational.

Bibliography

1. Barhaev B.P. Pedagogy. - M., 2001.

Bordovskaya N.N., Rean A.A. Pedagogy. - M., 2000.

Nikitina N.N., Kislinskaya N.V. Introduction to teaching: theory and practice. - M .: Academy, 2008 - 224 p.

Podlasy I.P. Pedagogy. - M .: Vlados, 1999 .-- 450 p.

V. A. Slastenin and others. Pedagogy Textbook. manual for stud. higher. ped. study. institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenin. - M .: Publishing Center "Academy", 2002. - 576 p.

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Education is a pedagogical process of moving towards a given goal through subjective and objective actions of teachers and students. The formation of a person as a person, his formation in accordance with the social ideal is unthinkable outside the pedagogical process (as a synonym, the concept of "educational process" is used).

Pedagogical process - this is a specially organized interaction of teachers and pupils, aimed at solving educational, educational and developmental problems. In other words, the pedagogical process is understood as an integral process of the implementation of education in a broad sense by ensuring the unity of teaching, education (in its narrow special sense).

At its core, the pedagogical process is a social process. The social order of society is expressed in the main goal of the pedagogical process - to ensure the comprehensive preparation of people for the successful solution of the tasks assigned to them. In the pedagogical process, the transfer and active assimilation of social experience takes place, carried out through purposefully organized activities (educational and cognitive, play, production, artistic and creative, etc.), through communication between educators and educated people, systematic influence on the consciousness, will and emotions of the latter.

The defining components of the pedagogical process are the processes of education and upbringing, which determine the internal processes of changes in education, upbringing and personality development. In turn, the processes of teaching and upbringing consist of certain interrelated processes: the learning process - from teaching and learning, the upbringing process - from educational interactions and the resulting process of self-education.

The main functions of the pedagogical process are:

a) informational (education of pupils);
b) educational (personal change of pupils);
c) developing (all-round development of pupils);
d) axiological (value orientation of pupils, the formation of their relationship to objects and phenomena);
e) social adaptation (adaptation of pupils to life in real conditions).

The structure of the pedagogical process considered from two positions: the subject composition (participants in the pedagogical process) and the procedural composition.

The subjects of the pedagogical process are pupils and educators, the composition of which is very diverse: pupils - from preschoolers to the elderly and old people; educators - from parents, professional educators to the media, customs, religion, language, nature, etc. The interaction of the subjects of the pedagogical process as its ultimate goal is the appropriation by the pupils of the diverse experience accumulated by mankind.

The following components are distinguished in the procedural structure of the pedagogical process:

target (defining the goals of training and education). The goal, understood as a multilevel phenomenon, acts as a system-forming factor in the pedagogical process;
meaningful (development of educational content). The content reflects the meaning invested both in the overall goal and in each specific task;
operational-activity (establishment of procedures for training, education and interaction of participants in the process, organization of the activities of teachers and educated in accordance with certain principles, the use of means, forms, methods of work to achieve the goal);
emotional and motivational (the formation and development of positive motives for the activities of educators and pupils, the establishment of positive emotional relationships between the participants in the process);
control and assessment (monitoring the progress and results of the pedagogical process at all levels, assessment and self-assessment of the formation personality traits);
effective (the effectiveness of the course of the pedagogical process, progress in achieving the goal).

The pedagogical process is not just a set of subject and procedural composition, but a complex dynamically developing system, an integral education that has new qualitative characteristics that are not contained in its constituent components. An integral pedagogical process is characterized by both the internal unity of its constituent components, their harmonious interaction, and movement, overcoming contradictions, and the formation of a new quality. The translational movement of the pedagogical process is carried out as a result of a scientifically grounded resolution of objective and subjective (resulting from erroneous pedagogical decisions) pedagogical contradictions, which are the driving force, the source of the functioning and development of the pedagogical process.

The pedagogical process has its own special patterns. Regularities of the pedagogical process - these are objectively existing, repetitive, stable, essential connections between phenomena, individual aspects of the pedagogical process.

Among general patterns the pedagogical process I.P. Podlasy distinguishes the following:

1) the dynamics of the pedagogical process. In the pedagogical process, the magnitude of all subsequent changes depends on the magnitude of the changes at the previous stage. The higher the previous achievements, the more significant the final result. This means that the pedagogical process as a developing interaction between teachers and students has a gradual, "stepwise" character. This regularity is a manifestation of the consequence of the law: that student has higher general achievements, who has higher intermediate results;
2) personality development in the pedagogical process. The pedagogical process contributes to the development of the personality. The pace and the achieved level of personal development depend on heredity, educational and educational environment, inclusion in educational activities, the means and methods of pedagogical influence used;
3) management of the educational process. The effectiveness of pedagogical influence depends on the intensity feedbacks between the educated and the teachers, the magnitude, nature and validity of corrective influences on the educated;
4) incentives. The productivity of the pedagogical process depends on the action of internal stimuli (motives) of educational activity, the intensity, nature and timeliness of external (social, pedagogical, moral, material and other) stimuli;
5) the unity of sensual, logical and practical in the pedagogical process. The effectiveness of the educational process depends on the intensity and quality of sensory perception, logical comprehension of the perceived, practical application of meaningful;
6) the unity of external (pedagogical) and internal (cognitive) activities. The effectiveness of the pedagogical process depends both on the quality of pedagogical activity and on the quality of the students' own educational and cognitive activity;
7) the conditionality of the pedagogical process. The course and results of the educational process depend on the needs of society and the individual, the capabilities (material, technical, economic, etc.) of the individual and society, the conditions of the process (moral and psychological, sanitary and hygienic, aesthetic, etc.).

From these and other patterns follow principles of the pedagogical process - initial, leading requirements for training and education, concretized in a number of rules, recommendations. (The principles of training and education will be discussed in the relevant sections.)

In any pedagogical process, there are stages, those. a certain sequence of its development. The main stages of the pedagogical process are as follows:

preparation pedagogical process (preparatory);
implementation pedagogical process (main);
analysis of results pedagogical process (final).

Pedagogical process is called the developing interaction of educators and children, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of the subjects. In other words, the pedagogical process is a process in which social experience is melted into a personality trait.

In the pedagogical literature of previous years, the concept of "educational process" was used. Studies have shown that this concept is narrowed and incomplete, it does not reflect the entire complexity of the process and, above all, its main distinguishing features - integrity and community. The main essence of the pedagogical process is to ensure the unity of teaching, upbringing and development on the basis of integrity and community.

The pedagogical process, as a leading, unifying system, includes subsystems embedded one into another (Fig. 3). It merges the processes of formation, development, education and training together with the conditions, forms and methods of their course.

Rice. 3

The pedagogical process as a system is not identical to the system of its course. The systems in which the pedagogical process takes place are the system of public education as a whole, school, classroom, classroom, etc. Each of them functions in certain external conditions: natural-geographical, social, industrial, cultural, etc. There are also conditions specific to each system. For example, intra-school conditions include material and technical, sanitary and hygienic, moral and psychological, aesthetic, etc.

Structure(from Lat. struktura - structure) is the arrangement of elements in the system. The structure of the system is made up of the elements (components) selected according to the accepted criterion, as well as the connections between them. As components the system in which the pedagogical process takes place, B.T. Likhachev identifies the following: a) purposeful pedagogical activity and its carrier - the teacher; b) educated; c) the content of the pedagogical process; d) an organizational and managerial complex, an organizational framework within which all pedagogical events and facts take place (the core of this complex is the forms and methods of education and training); e) pedagogical diagnostics; f) criteria for the effectiveness of the pedagogical process; g) organization of interaction with the natural and social environment.

The pedagogical process itself is characterized by the goals, objectives, content, methods, forms of interaction between teachers and students, and the results achieved. These are the components that form the system: target, meaningful, activity-based, effective.

Target the component of the process includes a variety of goals and objectives of pedagogical activity: from the general goal (comprehensive and harmonious development of the individual) to specific tasks of the formation of individual qualities or their elements. Pithy the component reflects the meaning invested both in the overall goal and in each specific task. Active the component reflects the interaction of teachers and students, their cooperation, organization and management of the process, without which the final result cannot be achieved. This component is also called organizational, organizational-activity, organizational-managerial. Efficient the component of the process reflects the efficiency of its course, characterizes the progress achieved in accordance with the set goal.

4.2. Integrity of the pedagogical process

The pedagogical process is an internally connected set of many processes, the essence of which is that social experience turns into the qualities of a formed person. This process is not a mechanical combination of the processes of upbringing, training, development, but a new high-quality education, subject to special laws.

Integrity, community, unity - these are the main characteristics of the pedagogical process, emphasizing the subordination of a single goal of all its constituent processes. The complex dialectic of relations within the pedagogical process is: 1) in the unity and independence of the processes that form it; 2) the integrity and subordination of the separate systems included in it; 3) the presence of the general and the preservation of the specific.

The specificity of the processes that form an integral pedagogical process is revealed when identifying dominant functions. The dominant function of the learning process is teaching, upbringing - upbringing, development - development. But each of these processes performs in a holistic process and accompanying functions: for example, upbringing carries out not only upbringing, but also educational and developmental functions, teaching is unthinkable without accompanying upbringing and development. The dialectic of interconnections leaves an imprint on the goals, objectives, content, forms and methods of implementing organically inseparable processes, in the analysis of which it is also necessary to single out the dominant characteristics.

The specificity of the processes is clearly manifested when choosing forms and methods of achieving the goal. If in teaching, a strictly regulated class-lesson form of work is mainly used, then freer forms prevail in education: socially useful, sports, artistic activities, expediently organized communication, feasible work. Basically, the methods (ways) of achieving the goal are also different: if training mainly uses methods of influencing the intellectual sphere, then upbringing, without denying them, is more inclined to the means affecting the motivational and effective-emotional spheres.

Methods of control and self-control used in teaching and upbringing have their own specifics. In training, for example, oral control, written work, tests, exams are mandatory.

Control over the results of upbringing is less regulated. Here, information is given to teachers by observing the course of activity and behavior of students, public opinion, the volume of implementation of the planned program of education and self-education, and other direct and indirect characteristics.

4.3. Regularities of the pedagogical process

Among the general patterns of the pedagogical process (for more details see 1.3), the following can be distinguished.

1. The regularity of the dynamics of the pedagogical process. The magnitude of all subsequent changes depends on the magnitude of the changes in the previous stage. This means that the pedagogical process, as a developing interaction between teachers and students, has a gradual, “stepwise” character; the higher the intermediate achievements, the more significant the final result. Consequence of the action of the regularity: the student who had the higher intermediate results will have higher overall achievements.

2. The pattern of personality development in the pedagogical process. The pace and the achieved level of personality development depends on heredity, educational and educational environment, inclusion in educational activities, the means and methods of pedagogical influence used.

3. The regularity of the management of the educational process. The effectiveness of pedagogical influence depends on the intensity of feedbacks between the educated and the teachers, as well as on the magnitude, nature and validity of the corrective influences on the educated.

4. Regularity of incentives. The productivity of the pedagogical process depends on the action of internal stimuli (motives) of educational activity; intensity, nature and timeliness of external (social, pedagogical, moral, material, etc.) incentives.

5. The regularity of the unity of sensory, logical and practice. The effectiveness of the pedagogical process depends on the intensity and quality of sensory perception, logical comprehension of the perceived, practical application of meaningful.

6. The regularity of the unity of external (pedagogical) and internal (cognitive) activities. The effectiveness of the pedagogical process is determined by the quality of pedagogical activity and the students' own educational and educational activities.

7. The regularity of the conditionality of the pedagogical process. Its course and results are determined by the needs of society and the individual, the capabilities (material and technical, economic, etc.) of society, the conditions of the process (moral and psychological, sanitary and hygienic, aesthetic, etc.).

4.4. Stages of the pedagogical process

Pedagogical processes are cyclical. In the development of all pedagogical processes, one and the same stages can be found. The stages are not constituent parts, but the sequence of the development of the process. The main stages of the pedagogical process can be called preparatory, main and final.

On preparation stage the pedagogical process creates the proper conditions for its course in a given direction and at a given speed. The following tasks are solved here: goal setting, diagnostics of conditions, forecasting achievements, design and planning of the development of the process.

The essence goal setting(justification and goal setting) is to transform the general pedagogical goal facing the public education system into specific tasks that are achievable in a given segment of the pedagogical process and in the existing specific conditions.

Setting the correct goal, process tasks is impossible without diagnostics. Pedagogical diagnostics- This is a research procedure aimed at "clarifying" the conditions and circumstances in which the pedagogical process will take place. Its essence is to get a clear idea of the state of an individual (or a group) by quickly fixing its defining (most important) parameters. Pedagogical diagnostics serves as the most important means of feedback for the purposeful influence of the subject on the object of the pedagogical process.

Diagnostics is followed by forecasting the course and results of the pedagogical process. The essence of forecasting is to assess in advance, preliminary, even before the start of the process, its possible performance in the existing specific conditions.

The preparatory stage ends with a correction based on the results of diagnostics and prediction process organization project, which, after final revision, is embodied in plan. The plan is always "tied" to a specific system. In pedagogical practice, various plans are used: guiding the pedagogical process at school, educational work in the classroom, conducting lessons, etc.

Stage implementation of the pedagogical process (main) can be viewed as a relatively isolated system that includes important interrelated elements:

Setting and explaining the goals and objectives of the upcoming activities;

Interaction between teachers and students;

Use of the intended methods, means and forms of the pedagogical process;

Creation of favorable conditions;

Implementation of a variety of measures to stimulate the activities of students;

Ensuring the connection of the pedagogical process with other processes.

The effectiveness of the pedagogical process depends on how expediently these elements are interconnected, whether their orientation and practical implementation of the common goal do not contradict each other.

Feedbacks play an important role at the stage of implementation of the pedagogical process, serving as the basis for making operational management decisions. Feedback is the foundation of good process management.

On the final stage the analysis of the achieved results is carried out. An analysis of the course and results of the pedagogical process is necessary in order not to repeat the mistakes that inevitably arise in any, even very well-organized, process in the future, in order to take into account the ineffective moments of the previous one in the next cycle.