The problem of technologization in social work essays. The main problems of technologization of social work
The hottest pedagogical debates have been around for a long time around the category of "technology". They are caused by the fact that this concept, transferred to school from production processes, and should have given education and training the form of these processes. The presence of a personality formation methodology automatically required appropriate technologies. Thanks to them, the blank pupil, available at the beginning of the upbringing process, by its end acquires the form of a graduate-detail, brought to perfection by the efforts of a master-teacher and capable of taking the prescribed place in the general mechanism. The need to humanize education demanded other understandings of both the meaning and design of this most important category.
As in the case of content, theoretically significant is a more correct, in comparison with the accepted, understanding of the technology of education and its role in the educational process.
Technology is a certain sequence of procedures to achieve certain goals.
With regard to the educational process, it is important to correlate this concept with other pedagogical categories. On the one hand, upbringing technology is opposed by upbringing theory. The theory is more general, contains a system of justifications, etc. The latter technology is not required. The technology is more algorithmic and accurate, it contains, for example, an apparatus for diagnosing, correcting, etc.
Parenting is one of the unreliable and imprecise processes. The challenge is to make it more reliable and accurate. This is possible only under the conditions of its scientific organization. The element of the scientific organization and the guarantor of reliability and accuracy is technology. Apparently, the question should be posed as follows: to bring the theory to a technical level, so that it contains the mechanism of self-realization in the form of technology.
On the other hand, technology is opposed (in a sense) by the methodology of educational work and pedagogical skill. Craftsmanship is more subjective and intuitive, technology is more objective and independent. It is known that technology can be bought and sold, for example. And this is an important circumstance. In the world educational process, there is a tendency to overcome intuitionism; they do not rely on the art of the teacher. In our understanding, there may be no teacher in the classroom at all (for example, in the conditions of computer learning), and the question of his pedagogical skills, as we are used to understanding him, disappears. This does not mean that the question of the teacher's pedagogical creativity is removed altogether. Educational work without creativity loses its meaning. This issue is shifting from the process to the design, technological part of education (development of programs, assignments, etc.). For Russian pedagogy, this formulation of the problem is relatively new.
In all likelihood, the concept of "technology of education" is correlated with the concept of "pedagogical culture". The latter includes a number of components (conditions, content, scientific and pedagogical literacy, skill, etc.), including technology.
From the point of view of modern teachers, the technology of education is a model (algorithm) for the implementation of the pedagogical concept. Since in personality-oriented upbringing we are talking about pedagogical support for the self-development of the individual, about creating conditions for the actualization of the personal structures of consciousness, then the technology of "going out" to the personality is needed here. A technology that helps to see a person in another and in oneself. In personal technology, manufacturability is possible at the level of an approach, an action plan, and not a rigid distribution of steps and steps of a teacher.
We offer two indicative options for the general plan of the teacher's actions in the development of pedagogical technology.
First option.
Self-organization concepts (synergetic concepts) open up new perspectives for the humanization of education as a whole. One of the private sectors of humanization is the undeveloped pedagogical potentials of the organization and content of educational activities. The concept of "untapped" is one of the key concepts in the synergistic understanding of education. According to its semantic load, it focuses on a certain existing, but unclaimed by science and practice, a reserve of opportunities. On the other hand, "undeveloped" means the unconscious, misunderstood and, therefore, not accepted by the scientific and teaching communities, the meaning of this reserve. At the same time, the concept of pedagogical synergetics determines the presence of uncertainty as one of the main conditions for the development of any systems and structures. Uncertainty is the result of contradictory processes, the meaning of which is understood in part, which prevents the elimination of contradictions.
The indicated states of the system - undeveloped, uncertainty, inconsistency - also characterize the states of people placed in this system - teachers and students. Therefore, we have chosen the appeal to synergetics as humanistic, i.e. a way of studying and transforming pedagogical reality in accordance with human nature. In this regard, it becomes necessary to clarify several positions.
1. The first step in building a really personal technology of upbringing is to clarify the teacher's attitude to insufficiently mastered and ambiguously interpreted concepts: humanization, upbringing, training, personality, personal values, personality self-organization, methods, etc. It is necessary to decide what meaning you personally put into these concepts, i.e. choose a formative or humanistic paradigm. We offer a choice of various options for basic concepts:
a) the student's personality is an object of activity experiencing a purposeful and concentrated influence on the part of the teacher to form the necessary (missing) qualities;
b) the student's personality is the subject of interaction and creative self-development; the teacher's activity is aimed only at the objects of the student's activity (the content of knowledge, values, attitudes, psychological atmosphere, etc.), in the process of selection, research and transformation of which self-determination and self-development of both the teacher and the student and the interacting group takes place;
a) upbringing is a specially organized activity of a teacher to form the foundations of self-organization of the personality of his students as a basis for the formation of social and professional qualities (industriousness, patriotism, creativity, justice, decency, etc.), etc.
b) education is a specially organized activity of a teacher to develop the foundations of self-organization and a personality-colored, value-based attitude of his students to hard work, patriotism, creativity, justice, decency, etc .;
a) the basics of personality self-organization - a set of mental skills for the application of educational knowledge and behavioral skills formed in the process of education and upbringing, the sufficient development of which ensures the "memory of action" in the performance of the basic social and professional functions of adaptation (adaptation) of the personality to external requirements; orientation (interests, values, choices), social and professional experience of activity (skills of behavior and learning), abilities serve as such bases;
b) the foundations of personality self-organization - a complex of personality structures of consciousness, the sufficient development of which provides the personality system with the ability to self-develop through self-adjustment, "growing out of itself" new, more viable structures, the sufficient development of which will require the "memory of meaning"; such foundations are the content of the personal structures of consciousness: motivation, criticality, self-actualization, self-affirmation, etc .; performing the functions corresponding to their designations, they act as an internal source and mechanism of the process of formation of a creative culture of consciousness;
a) the main means of education: story, conversation, illustration, demonstration, exercise, demand, habituation, example, explanation, persuasion, competition, encouragement, instruction, punishment, correction, etc. implemented in the process of transferring unambiguous knowledge and experience of behavior, which contributes to the development of skills and abilities to apply them in social and professional roles;
b) the main means of education: creating conditions for demanding a personal attitude towards general and socio-professional values by imparting semantic meanings to the content of education, which contributes to the advancement of students from the automatic fulfillment of requirements to understanding and accepting the meaning of values for the development of their personality and meaningful participation in social -professional roles;
a) education of the foundations of self-organization of the individual - a pedagogically organized process, the purpose of which is to teach the performance of social and professional functions through the transfer of experience of behavior and the development of "memory of action";
b) education of the foundations of self-organization of the individual - a pedagogically organized process, the purpose of which is not only teaching the performance of social and professional functions, but also the development of their meanings by creating conditions for the study of "principles of life";
2. Determining your paradigm affiliation is very difficult. The most common difficulty is the lack of ability to combine causes and effects generated by different meanings of pedagogical concepts, which entails a lot of problems in their practical application. Therefore, the second step is proposed to understand the theoretical foundations of conflicting advice and guidance guidelines.
General contradictions are manifested in the ways of considering the problems of the formation of the culture of students. They are most vividly presented by the discrepancy between the legally formalized goal of education and the traditional means of achieving it. A more in-depth analysis will lead you to a paradoxical conclusion. In the existing order of organizing education, the contradiction between theory and practice, in fact, does not exist. Both theory and practice are based on a single base.
All modern classifications of teaching and upbringing methods are built on the technocratic, i.e. on a functional and pragmatic basis. In Marx, it is represented by the logic of organizing effective production. Its essence consists in giving education the main "keys to success" of the technological chain: organization, stimulation, control. Educational methods are classified based on this premise, which inevitably puts the teacher in the position of a technologist who performs the function of external control of the student as a mechanism, and not as a living person. Thus, the pedagogical process becomes technocratic, i.e. inhuman components: constant external verbal-situational influence, demand, dictate, encouragement and punishment, strict control. Culture is viewed as a developmental and adaptive tool that is introduced by the teacher without focusing on the inner world of the student.
The predominance of technocratic tendencies is manifested in the one-sided orientation of teachers towards equipping students with the skills and abilities of fulfilling the requirements of the culture of behavior without taking into account what happens to the individual, his inner world, what is the motivational core, the system of evaluative relations is formed in this case. Overcoming technocratism in pedagogical thinking brings upbringing closer to the child's life, forms his understanding as a subject of life, and not a means of achieving the goals of society and the state.
The scientific component of the formative (traditional) pedagogical activity of a teacher is determined by the rationale for the need to perform certain teaching and educational actions in specific situations.
The humanistic scientific component of pedagogical activity changes its traditional content. From the supply of finite, closed and "absolute" knowledge about education and training, it is reoriented to the justification of open meaning-generating guidelines for pedagogical activities of the humanistic type.
3. The next, third step is goal setting. The next section is devoted to this. Here, we note that the goal must correspond to the chosen paradigm.
4. The logical continuation of goal setting is the fourth step - the definition of specific objectives, which is also devoted to one of the following sections.
5. The fifth step is the definition of principles that help translate the goal and objectives into very specific conditions necessary for working with the content of educational and training material.
6. Sixth step - the conditions are concretized by methods and techniques of working with content, as with a specific nourishing environment for training and education.
Second option.
The algorithm for the implementation of the pedagogical concept should represent the specific stages of the teacher's specific actions. The most specific categories of education are methods and forms. The rigidity of the methods gave way in the humanistic education to the mildness of conditions. The only category of the educational process, its organizational forms, remained relatively unchanged and rather rigid. They establish a specific place and time for the implementation of pedagogical technologies, the most definite expression of which is possible in the form of algorithms and programs.
Educational technology (in general) can be represented as a three-stage process designed by the teacher: diagnostics, communication organization, interaction organization. Within each stage, there is its own technology, which has common links and its own characteristics.
At the diagnostic stage, the establishment of the diversity of children is achieved. The results of many studies prove that teachers perceive students as "evaluative", almost do not distinguish between their individual and personal characteristics. Simple, elementary schemes, tests effectively contribute to such comprehension-discrimination. Identification by dominance-non-dominance, mobility-rigidity, extraversion-introversion, which are the most stable and general personality traits - all can be used as a first step (V.I. Leshchinsky).
At the stage of organizing communication, situations are created of the need for students to make their own decisions about any organizational and educational activities. Stimulating initiative, motivation, contact steps, listening skills, calming yourself and your partner - this is an incomplete list of techniques that are well enough described in the so-called personal management of Eric Berne, Werner Siegert, Lucia Lang, etc. Organization of communication requires the teacher to have a strategic plan for creating such a student community, which would help the development of the personality, had characteristics (first of all, emotional identification) that contribute to both self-realization and the protection of the child.
The organization of interaction involves the creation of situations in which interaction takes place not so much between the teacher and the students, but between the students. This stage can be called the "withdrawal stage", giving students maximum initiative. But it requires particularly careful preparation and teaching skills.
1. Bondarevskaya E.V. Introduction to pedagogical culture: Textbook. allowance. -Rostov n / a., 1995.
2. Kulnevich S.V. Personality Pedagogy: Textbook. allowance. Part 1 - Rostov n / a, 1995.
3. Lavrikova T.V. Personality pedagogy. Part III. Pedagogical practice of personal orientation: Textbook. allowance. - Voronezh, 1998.-144 p.
4. Leshchinsky V.I. Personal orientation pedagogy. -Voronezh, 1998.
5. Leshchinsky V.I., Kulnevich S.V. Learning to manage ourselves and children: Pedagogical. workshop. -M .: Education: Vlados, 1995.-240 p.
1.2. Choosing a pedagogical goal.
Since it makes sense to understand pedagogical technology as a specially organized approach, a general plan of action, there is a danger of "not seeing the forests for the trees", that is, to approach education and training too general. Therefore, the goal setting and the conditions accompanying it require increased attention.
In personality-oriented education, any pedagogical technology is considered as the totality of all its parts. Only as a set can it determine the integrity of the process of self-organization of the individual. Thus, the concept of a condition is the environment in which the technologies of education and training acquire a pedagogical rather than a production sense. For goal setting, the synergistic possibilities of known and unknown, general and particular pedagogical conditions can be used.
The goal is an indication of what the result of any action should be. The educational functions of the goal follow from its psychological-philosophical definition: the goal is a conscious image of the result anticipated in consciousness, which determines the integrity and direction of behavior. As an immediate motive, the goal directs and regulates behavior as an internal law to which a person subordinates his will. Goal-setting orients the teacher to create a motivated way of action by referring to the student's consciousness at the level of personal meaning.
The first condition is to clarify the essence of the new goal. The expected "result" of education is a program requirement. In modern conditions, the education of the foundations of personality subjectivity is required. However, subjectivity is understood in different ways today.
The key concept of the RF Law "On Education" - "subjectivity" no longer fits into the framework of a materialistic interpretation. The main characteristic of the subject (or personality) is activity. But in Marxism, as the apotheosis of natural scientific knowledge, the subject is active only because he is subordinate to objective necessity and fulfills its prescriptions. The subject is secondary in relation to the object of his activity, and everything subjective and personal is secondary: consciousness, conscience, soul. Consequently, education, being the sphere of objective activity of the teacher in relation to the student, can and should successfully form all this secondary, i.e. make it right, as required by the rules and regulations.
For humanists, the subject is always primary, which is why it is valuable. It is not necessary to form it, you should only help in development. Therefore, the task of personality-oriented theories, understood from a humanistic point of view, is shifting from a convenient and endless improvement of traditional content, methods and forms to the development of unusual conditions for the pedagogical demand of personal strength, the provision of pedagogical support for a developing personality. For this, education must have content, which, as is known, in communist pedagogy was replaced by the procedural directions of educational work: labor, aesthetic, physical, etc. In other words, the content of education must represent its moral values. Their search, detection, comprehension makes upbringing subjective, developing the activity of the individual at the level of its meaning-making.
The second condition is to clarify the essence of the educational functions of the goal.
Educational functions of the goal in traditional pedagogy. Representatives of the formative approach in education (B.T.Likhachev, I.P. Podlasy, P.I. For example, the formation of a harmonious and comprehensively developed personality. In this regard, self-organization is understood as a set of actions taken by an individual to achieve this goal. External (objective) conditions are determined as the main source of action. A personality cannot exist without a certain self-organization, this group of scientists believes, but its existence is possible only when a purposeful, correct pedagogical influence is exerted on the personality.
The correctness of this influence is determined in accordance with the criteria of the natural-scientific method of cognition: accuracy, certainty, compliance with the laws of logic ("common sense"), completeness, universality of the foundations of transmitted knowledge and experience of behavior, ultimate completeness of description, etc. Thus, the student's personality must experience constant, organized external influences.
The target priorities of pedagogical influences are determined: the personality of the teacher, as a subject of education and training, a carrier and translator of the necessary amount of knowledge on the experience of behavior - the teacher determines what the student should be; subject-centrism - the predominance of subject training focused on memorization, training and reproduction; independence of the criteria of education from the subject of education - the student, who should be a subject, but cannot, because performs the role of an object of educational influences; ritual severity in the performance of "methodological canons"; the formation by instilling the "correct", the only way of perceiving the world in accordance with the action of only natural-scientific laws, and so on.
The educational functions of the goal in humanistic pedagogy are different. They are aimed at what manifests and calls for the subjective foundations of the personality - consciousness, meaning, values, feelings, personal experience, etc. Therefore, upbringing is viewed here as teaching the principles of life. The appeal to principles provides the teacher with the possibility of soft and subtle, mainly imperceptible regulation of the processes of formation of all types of experience: from the experience of relationships to the experience of skills. It gives it the character of an initiative, introducing a non-violent element of control into it. Upbringing can also be viewed as a teacher's joint activity with a student, aimed at developing the ability to give and generate meaning. Thanks to such a reorientation of the understanding of upbringing, it becomes possible to turn to that in the personality that is of the greatest value to the student.
The third condition is the rethinking of tradition. In traditional pedagogy, the goal was set by the "higher" authorities, who put into its formulation a meaning far from always realized by teachers. At the same time, a significant part of modern teaching continues to focus in their educational activities on the traditional goal - the formation of a comprehensively developed and harmonious personality.
In humanistic pedagogy, the teacher is directly involved in the development of the goal. Development does not mean reformulating; rather, it is a rethinking of the traditional and new goal in accordance with the requirements of the new ideology of education. Clarifying the essence of a traditional goal allows you to discover its real meaning.
Thus, the teacher is exposed to the untapped reserve of the traditional goal, the consistency of the paths of achievement determined by it is manifested. The following parameters can be considered as benchmarks for analysis.
1. Idealization of the goal. Taking the goal for some abstract ideal, idealizing it, teachers involuntarily strive to cultivate a complete set of "necessary" qualities. This led to the fragmentation of the integral process of personality development into formalized areas of educational work - the formation of a worldview, morality, aesthetic taste, physical, labor, environmental, etc. culture.
The phenomenon of a "mosaic" personality has arisen, possessing a variety of qualities that are manifested not in essence, but purely outwardly. The overwhelming mass of school graduates experienced an alienation of the social "I" from the "I" of the real, destroying the integrity of the personality and its harmony with the surrounding life.
2. Ideologization of the goal. The traditional target has become an object of manipulation due to its amorphousness and the possibility of applying any interpretation. In accordance with the main postulate of totalitarian ideology, the designation of a phenomenon never reveals its true meaning. Falsification of concepts is becoming the main rule of propaganda that replaces upbringing. In Marxist philosophy, the ideal of all-round development is viewed as a means of overcoming the class and professional limitations of the proletariat, which is necessary not so much for the person himself as for constantly developing and increasingly complex production. In Lenin's interpretation, the victory of the socialist type of production and the abolition of the division of labor are seen as the main means of transition "to the education of comprehensively developed and comprehensively prepared people, people who know how to do everything." This statement most fully explains the communist utopia about a cook capable of running the state and the technocratic orientation of this goal-setting.
3. Technocratism of the goal. The idea of rational expediency pushes aside the concepts of morality and morality, turning a person into an organic machine. It is no accident that in Marxist-Leninist philosophy the concept of "personality" is replaced by the concept of "individual", which is the object of external influences. In the upbringing of the individual, the formation of technocratic thinking is possible, where the means are always higher than the goal, the goal is higher than the general human interests, and the meaning rises above being, man and his values. Formation of personality requires not only activity, but also educated freedom of consciousness in relation to the possible space of activities. The latent technocratism of the goal determines the need for the subordination of the individual to an external idea, a program of action. This leads to autonomy from conscience and the inevitable abandonment of one's own soul. A person turns into an automaton carrying out the program laid down in him.
The priority of being over consciousness, established by K. Marx, determined it, consciousness, secondary and confirmed the belief in the ease of its formation. Through the efforts of the theorists of communist education, an absolute formula was created for unequivocal confidence that consciousness is devoid of its own logic, inertia of internal movement and self-movement. The formation of consciousness was deliberately replaced by the formation of the correct worldview, or rather, the speculation of life. Such an attitude did not lead to the development of consciousness, but to the so-called consciousness, for which it is not necessary to have one's own opinion, to acquire personal knowledge.
4. Purpose and means. The ideal goal of education is discredited by the methods used to achieve it and therefore becomes inhuman. All modern classifications of teaching and upbringing methods are built on a materialistic basis. According to Marx, it is represented by the logic of organizing efficient production. Its essence consists in giving education the main "keys to success" of the technological chain: organization, stimulation, control. Educational methods are classified based on this premise, which inevitably puts the teacher in the position of a technologist who performs the function of external control of the student as a mechanism, and not as a living person. Thus, the pedagogical process becomes technocratic, i.e. inhuman components: constant external verbal-situational influence, demand, dictate, encouragement and punishment, strict control. The development of independence, initiative, creativity cannot take place in an atmosphere of only external control of a person, which is what modern classifications are guided by.
Creative teachers try to concretize for themselves, to "ground" the idealized goal. In practice, it turns out that tactical and technical tasks are defined in this way. The pedagogical functions of the tasks consist in giving an educational orientation to rather narrow areas (segments) of the teacher's activity. But the types of activities indicated in the tasks - to study, develop, form - determine the set of attitudes for the teacher. Teachers are encouraged to use traditional methods of direct educational influence - persuasion, encouragement, punishment. Given the modern requirements of the humanization of education, the pedagogy of attitudes that are put into consciousness only by an external source (instructions, standards, methods) is highly doubtful. Attitudes, if they are not accepted by the teacher's consciousness as personally significant for the student, leave the student in the position of the performer of the weakly connected stages of the teacher's activity. The segmentation that occurs as a result of the transfer of tasks into the stages of the lesson leads to a fragmentation of its perception, which leads to a violation of the principle of integrity.
The fourth condition is joint goal setting. In personality-oriented pedagogy, goal-setting is determined by three sources of humanistic requirements: emanating from the state, from the student's personality, as a subject of a special social reality, and from the teacher's personality, as the bearer of the human essence.
Requirements for joint goal setting:
1) mandatory participation in goal-setting of teachers and students;
2) knowledge and understanding by the teacher of the interests, capabilities and moral needs of students located in the field of cultural content of academic subjects and extracurricular activities;
3) indirect participation of students in goal setting: students who perceive the teacher as a person who understands and helps, as a rule, always entrust him with the right to concretize and voice their often implicit, unconsciously felt, but always existing ideas about the ideal and about their place in achieving it;
4) an independent statement by the teacher before himself of the problem of the need for empathic participation in the interests of the students.
The need for a common goal as a strategic guideline is determined by the need to choose a specific direction in education, which will ensure the subsequent instrumentation of the educational process with principles, content, and the development of specific conditions. It depends on the specifics of the goal whether it will be upbringing-development or upbringing-violence; education of creativity or performance.
The closest to the problem under consideration came V.I. Slutskiy, who proposed an original and specific formulation: the goal of upbringing is the mental health of the pupil and his human happiness. According to the author, mental health is primarily mental health, which, in fact, determines the possibility of happiness. He gives a set of mental qualities, normative for both adults and children. Their designation allows you to concretize the goal, that is, to prompt the teacher with guidelines for education. These include: altruism, resilience, the ability to endure difficulties, intelligence, curiosity, activity, courage; decisiveness, willpower, sociability, interest in people, respect for them, adherence to elementary ethical norms, the desire for creation, developed imagination, imagination, love for creativity, freedom, the desire to be independent.
Many of these qualities can be cultivated. Obviously, a special talent of a teacher is needed in order to educate a timid student - courage and decisiveness, an introvert - sociability and interest in people, etc. But with all this, it can be argued that a person is initially predisposed to acquire most of the qualities under consideration, but whether he will have them or not depends on upbringing.
Another thing is important here: the student's personality is unambiguously shifting from the zone of pedagogical influence into the sphere of pedagogical interaction. This special sphere also includes those specific conditions in which development and upbringing takes place, both in an abstract and in a concrete form.
Widespread reference points are considered as false goals of upbringing: the desire to make children an obedient tool in the hands of adults; entertainment for children; career; virtue.
Modern researchers identify several grounds for setting the general goal of upbringing.
1. Understanding a person as the main subject of education.
2. Orientation to universal human values, prescribing as the goal of education - a person capable of their preservation and reproduction.
3. Features of the modern socio-pedagogical situation, the relevance of the transition from the upbringing of a "partial" person to the upbringing of an integral personality, an "inner" person capable of self-development and self-regulation.
4. The anticipatory nature of the goal of education, the need to design those qualities that the pupil will need for life and life in the future (Bondarevskaya E.V.).
In this regard, the general goal is to educate a creative person who shows his subjectivity at all stages of training. But in the process of education, the teacher's appeal to the aspect of the moral culture of consciousness is traditionally not used.
A private goal can be concretized taking into account the explicit and implicit features of upbringing. They are divided into external - features of the macro, meso and micro environment and internal - features of the teacher (learning) and features of learning (student).
According to a number of researchers, at an ordinary level, a teacher, as a rule, is self-sufficient, since he is guided not by scientific, but by traditional, everyday and professional experience, in which the skills acquired at the university of performing certain actions - using the methods of education and training - occupy a large part. Self-sufficiency, i.e. the absence of the need for doubts, criticality and rethinking of educational material, appropriate actions with it leads the teacher to the need for closed educational activities. At the same time, the value of the teacher's work is reduced, who automatically becomes the transmitter of his skills.
The peculiarities of the modern teacher include the phenomenon of ousting educational activity from the set of his professional duties. It manifests itself fully in high school. But its source is located in the elementary school. Here, a kind of "laying" of both positive and negative consequences of the very first relations between the teacher and the students takes place.
The features of an implicit, implicit influence on the formation of a person's general culture are acquiring modern significance. Features of various ranks - external and internal - determine ethnic characteristics, i.e. a kind of ethnic soul, otherwise called mentality. These are ethnic characteristics, traditions, customs, etc., which form the basic image of an implicit (unorganized, unsystematic, out-of-school) ideal. With a certain negativism, this factor can also be used when setting private goals. In this case, the exact placement of moral accents becomes a particularly significant educational action of the teacher.
One of the most important characteristics of mentality is the unconscious assimilation by almost all representatives of a particular ethnic group of the basic canons of the implicit concepts of personality and its upbringing. In this regard, the act of transferring educational values at the sociogenetic level, carried out in accordance with the basic image and educational canon of a particular ethnic group, becomes obvious.
Each ethnic group, living in a certain territory, brings its own specifics to the interpretation of the basic image of upbringing.
The derivatives of the initial ethnocharacteristics, manifested in the personal characteristics of modern youth, unfortunately have a negative impact on their attitude to many educational values, primarily to the values of culture. Representing a generally weak position in life, the regional ethnocultural factor implicitly forms a two-valued attitude towards education: in terms of underestimating or overestimating one's abilities. Moreover, both self-assessments have a pronounced radical character.
Low self-esteem automatically forms the motivation for rejection of educational activities. In this regard, a rigidly negative attitude towards culture is developed among those students to whom the teacher could not find a personal approach at the level of referring to the activities of their personal structures of consciousness.
Overestimated self-esteem (overestimation) arises as a result of the first achievements. Extremely opposed to low self-esteem.
One of the indicators of the culture of consciousness is civilization. The most important function of civilization is to accustom a person to cultural actions in relation to himself and his own kind. The culture of consciousness, as one of the manifestations of civilization, teaches a person to be humane, i.e. a relationship to oneself consistent with the concept of "man" and the use of one's own advantages, not to the detriment, but to the benefit of the less powerful others.
This unused reserve of culture, according to psychologists (V.P. Zinchenko, E. B. Morgunov, V. I. Slobodchikov), has the potential for expansion, due to which the "worlds of consciousness" can expand, i.e. to develop and educate in the mode of self-organization, as the most humane pedagogical means.
1. Bondarevskaya E.V. Value foundations of personality-oriented education of the humanistic type // Education in search of human meaning. -Rostov n / a., 1995.S. 11-26.
2. Bondarevskaya E.V. Humanistic paradigm of personality-oriented education. // Pedagogy. 1997. No. 4. P.11-17.
3. Gazman O.S. Education: goals, means, prospects // New pedagogical thinking. -M., 1989.S. 221-237.
4. Zinchenko V.P. On the goals and values of education // Pedagogy, 1997. No. 5.
5. Kulnevich S.V. Management of professional self-determination: Textbook - Voronezh, 1998. P.17-25.
6. Mudrik A.V. Introduction to Social Pedagogy: Textbook - M., 1997.
7. Education in search of human meanings. // Ed. E.V. Bondarevskaya. -Rostov n / a, 1995
8. Serikov V.V. Education and personality. Theory and practice of designing educational systems. - M .: IC "Logos", 1999. S. 42-63.
9. Slutsky V.I. Elementary pedagogy. -M .: Education, 1992.
Chapter II. Pedagogical technologies of personality education
1.4. Principles - conditions of educational technology::
1.3. Guidelines for educational technology
So, education can be seen as teaching the principles of life. This training differs from the traditional transmission (broadcast) of knowledge about correct behavior. It has nothing to do with the formation of skills for such behavior.
The appeal to principles provides the teacher with the opportunity to flexibly and subtly regulate the processes of development in the student of the experience of meaningful decision-making about his behavior. Such management gives personality behavior an amateur character, introducing a non-violent element of regulation. In personality-oriented pedagogy, the main means of transition from goal-setting to educational technologies are guidelines-guidelines. The turn to principles as a tactical basis for self-organized education is due to their specificity.
The concept of "principle" has many meanings: the basic starting position, the root cause; guidelines for the general orientation of the relationship between teacher and students and the private organization of these relationships. The ambiguity also determines the situational nature of the use of the principles, depending on the nature of the teacher's activity: for the selection of the content of educational work, for determining its values, meanings, conditions, means of implementation.
The peculiarity of the principles of personality-oriented pedagogy is that they do not prescribe, dictate or indicate. It is a kind of "launch pad" on which the "launchers" are located, necessary for successful progress towards the goal.
The humanistic basis of personality-oriented pedagogy determines the possibility of using principles as subtle and soft regulators that determine the content of the activity of both the teacher and the student. The principles acting as guidelines, conditions, means of demanding the personal potential of self-organization, nonviolently initiate the activity of consciousness in the search for meaning, building its own pedagogical picture and its actions in it.
The complexity of the transition from pedagogical theory to practice is due to the lack of a clear boundary between science as an objective activity, and art - subjective, personal creativity, often mediated by the uncalculated intuitive activity of consciousness. In pedagogy, where a large share of success depends on the creative potential of the teacher, it is possible to draw this line and throw the "bridge" from science to practice with a great deal of convention. The role of this "bridge" is played by principles that express not only an idea, but also possible directions, guidelines, and sometimes also options for its implementation.
Thus, the principles in personality-oriented pedagogy perform methodological (strategic) and operational (tactical) functions.
It should be noted that the absence of any classifications of upbringing and teaching methods in personality-oriented pedagogy is not an accidental phenomenon. Any technique based on classification carries a charge of predestination, a kind of doom for a tough order of actions. The teacher's creativity, limited by the prescriptive nature of the methods, turns out to be permissible only in this narrow space. The very same fundamental basis allows you to expand the area of creative search, giving it the character of compliance with scientifically grounded humanistic guidelines.
Turning to consciousness, and not to thinking, as a result of the activity of consciousness, pedagogy establishes the order of this appeal. But consciousness is discontinuous, discrete, since it is “fed” by the discrete energy of the unbalanced self-organizing “picture” of the universe. Therefore, the order of the teacher's appeal to the students 'consciousness is rather arbitrary and is presented as two stages of promoting pedagogical consciousness: from the general (strategic) determination of one's place in relations with the student to the creation of direct, private (tactical) conditions necessary for the demand for the creative potential of the students' personality.
The principle of conformity to nature in education. It means the attitude towards the child as a part of nature, which implies his upbringing in unity and harmony with nature. However, "unity and harmony" was understood differently by each of the great teachers.
Ya.A. Comenius believed that man, as a part of nature, obeys its universal laws, therefore, it is necessary to educate him in accordance with those approved in the 17th century. principles of natural-scientific (mechanistic) understanding of the universe: determinism, rationalism, reductionism. In accordance with this interpretation of the role of nature, from understanding himself as a part of it, man came to understand himself as its master. Based on the same formulation, classical pedagogy considers the student as an object of external influence, which ultimately led to a crisis in education.
Jean-Jacques Rousseau developed the idea that the teacher should not impose his views on the child, but should provide the opportunity to grow and develop freely: “Nature wants children to be children before they become adults. Childhood has its own peculiar ways of seeing, think and feel; there is nothing more absurd to replace them with ours. " From this source originates conformity to nature as the basis of free upbringing in accordance with free nature. However, such an interpretation of the meaning of upbringing suited only experimental teachers.
K. D. Ushinsky understood conformity to nature as the correspondence of upbringing to human nature, not limited by physiological characteristics, but also determined by belonging to a particular people. Thus, conformity to nature is compliance with the moral nature of the people, which, in turn, is determined by historical development, cultural and geographical conditions.
Research by Russian scientists - ethnographers, culturologists, psychologists, teachers of the second half of the twentieth century. (L.N. Gumilev, I.S.Kon, A.V. Mudrik) relate the action of the principle of conformity to nature with mega- and mesofactors, i.e. with the influence of subtle energies and landscape-climatic conditions on the emergence and course of value-oriented processes. The latest scientific data make it possible to establish the dependence of the formation of the spiritual and moral sphere of an individual on large and small cosmic cycles.
In connection with this understanding, the conformity of education to changes in nature associated with periods of energy reprogramming of humanity acquires special relevance. According to V. Pravdivtsev's theory, they occur during the alternation of small (500-year) and large (2,000-year) cosmic cycles.
Each time this event marks a turning point in the history of mankind. For a period of 30-40 years, under the increasing gravitational influence, the forces accumulated in humanity are released and the fate of our civilization receives a new energy program for five centuries.
The "big" (2,000-year) shift is determined by changes in spiritual and moral programs. Over the past 2,000 years, the first such programming point was the parade of the planets at the time of the birth of Jesus Christ. At this moment, the spiritual foundation was laid for the coming two thousand years: a new religion arose - Christianity.
Both cycles end exactly at that unique moment that humanity began to experience since 1982, and it will end, according to scientists, at the end of 2012.
Each epoch is characterized not only by specific cosmic energies, but also by its own worldview. Its formation on Earth, as the esoteric tradition says, is with the help of the Higher Forces. Their "missionary" at the very beginning of the Piscean age was Jesus Christ. The God-Man came to help humanity overcome superficiality in understanding the world, primitivism and lack of spirituality in relations between people, to break out of the vicious circle of soullessness and cruelty into a world where tolerance and love are the highest principle.
Each era has either "feminine" or "masculine" characteristics. The ages alternate. "Women" - the era of synthesis. They are characterized by self-deepening and attempts to unite at different levels. During these periods, humanity feels the world for granted and tries not to remake it, but to comprehend and adapt. The first attempt to unite mankind - the "female" era of Gemini (VII-V millennium BC) - the emergence of writing that allows you to preserve and combine knowledge, communicate at a distance; in the "female" epoch of Aries (III-I millennium BC), sciences appear, perceived as something whole, united by a single concept - philosophy.
The "feminine" epochs of synthesis are replaced by the "masculine" epochs of analysis. They are characterized by the desire to actively influence the world around them: to destroy, dismember, rebuild. The "male" era of Taurus (V-III millennium BC) - the end of the Stone Age, mastering the methods of destroying the integrity of nature (agriculture, extraction of metals from the earth, production of equipment and weapons).
The ending two thousand year cycle, in accordance with the zodiacal calendar we are used to, had all the signs of the "male" era of Pisces. Its symbol - two fish swimming in different directions, personify the energy of separation and opposition. Unlike animals, humans tend to seek support for their behavior not in "natural" instincts, but in the moral (spiritual) layer of their consciousness. In this regard, scientists distinguish the phenomenon of the "moral instinct of consciousness." It is determined by various levels of personality spirituality, which is associated with the cosmic energetics changing towards the end of the Pisces era (late XX - early XXI centuries). Its presence determines the ability for intellectual growth of those people who meet their latent spiritual needs, thereby enhancing the ability to overcome animal instincts. The absence of this instinct, characteristic of people with low education in the spiritual sense, under the influence of these energies, on the contrary, enhances such qualities of immature souls as irritability, intolerance, and aggressiveness. Hence - the growth of crime, military conflicts. Internal imbalance is becoming more and more serious and, as a result, serious illnesses, epidemics, mass psychosis. Spiritual needs can be brought up, or rather, demanded and self-organized by the person himself. But animals, and not human instincts, are becoming more and more popular models of mass behavior.
It is assumed that gravitational change is capable of directly affecting the subconscious and psyche of people, multiplying those qualities that are dormant in each of us.
Depending on the level of spiritual and moral development, this influence manifests itself in different ways.
There is a hypothesis that a person's energy is directly related to his spiritual qualities. For many people, especially low-spirit people, the cosmic energies of Pisces, in which tendencies of decay and destruction prevail, were the main source of life. But this source is gradually drying up. Hence, a decrease in immunity and, as a result, illness, rapid physical and mental exhaustion of the body and premature death. Statistics indicate an increase in suicides not only in Russia, but throughout the world. Suicides are increasingly observed among animals (whales, dolphins, lemmings, etc.). Modern esotericists explain the changed nature of subtle energies not only mental disorders, but also "diseases of the century": cancer, AIDS, Ebola, "chronic fatigue syndrome", etc.
At the same time, scientists argue that the "victorious march" of these diseases, which are gaining more and more strength, will not affect all of humanity. It is precisely low-spirit people who are now sorely lacking energy, the deficit of which is compensated for in attempts to aggressively submit to their influence by people who are more developed in this regard. But for many, these ailments are not terrible. They are protected by high spirituality. The energies of the new era of Aquarius are "native" for them and they are fed by them now.
It is obvious that the provision of nature-friendly pedagogical support for a developing personality is associated, first of all, with the development of nature-friendly spirituality. This process is much more complicated than the introduction of "simple and understandable" attitudes into the mind. To resist populist governments and parliaments, in every possible way encouraging the collective insanity of "ordinary people", supporting by all means the animal instincts of the crowd, directing the emissions of aggressive energy of the "popular masses" to search for a common enemy, dissenting "oligarchs" and "foreigners", can only be moral education, and therefore - a nature-friendly, intellectually developed personality. Raised to the high rank of a principle, conformity to nature determines virtually the entire process of upbringing.
The principle of humanism determines the general nature of the relationship between teacher and students. Humanism (from Lat. Humanus - humane) presupposes normal, and not state-official relations. A person, a student is the main value with all his inner world, interests, needs, abilities, capabilities and characteristics.
From the standpoint of the axiological (value) approach, humanity, as a manifestation of philanthropy, includes such values as dignity, kindness, courtesy, education, spiritual culture, refined taste, sophistication of speech, courtesy, and good manners. The very word "humanitas" to a greater extent reflects the willingness to help other people, to show respect, to show concern, complicity, without which the existence of the human race is impossible. "Humanity is viewed not as a personality trait, but as its fundamental quality, expressing the attitude of a person to a person. In humane relations, the spiritual needs of the individual, the desire to see a friend, brother, to live for the good of people, to be satisfied with life, and happy are reflected. the attitude towards people determines the humanistic essence of personality "(IB Kotova, EN Shiyanov).
In this regard, the implementation of the principle of humanism acquires new specific directions in the culturological concept of personality-oriented education: assistance in the formation of a student as a subject of culture, historical process, own life, self-realization, self-development. Thus, the relevance and prospects of upbringing depend on how thoroughly it lays in the personality the mechanisms of self-realization, self-defense, self-regulation and survival in a changing society. In addition, the implementation of the principle of humanism consists in mitigating social tension, restoring human ecology, his mental balance, the meaning of life, gaining spirituality, determines the need to humanize education as a whole, a departure from technocratic models of imposing external programs of personal management.
The principle of personal activity. Upbringing, as a process in which a person is immersed from the moment of his birth until his death, has many types. Each of them is colored with its own meaning. Generally, education can be represented as spontaneous (education by the environment - social, economic, geographic, ecological, cultural, etc. environment) and organized (family, school, political, clan, mafia, etc.). The greatest scientific elaboration, reflected in the textbooks of pedagogy, was brought up as a purposeful formative influence through the transfer of blank samples - consciousness, behavior, organization of activity.
The upbringing of the personality contributes to the formation and manifestation of such personal structures of consciousness that embody the truly creative qualities of a person. In this regard, the complex of known personality structures can be considered as a complex of types of personality activities. It acts as a set of fundamental guidelines for educational work.
The structures, the manifestation of which defines the concept of "creative personality", are: motivating, mediating, collisional, reflexive, critical, meaning-making, orienting, creatively transforming, self-fulfilling, ensuring the level of spirituality of life, etc.
The completeness of these personal structures, their representation in the activities of students, as subjects of the educational process, is a kind of criterion, an indicator that this process has reached a personal level. Thanks to this, it is possible to diagnose the levels of development of personally significant qualities of schoolchildren.
The principle of subject control. The mechanism for the successful implementation of the previous principle depends on the level of subjective control at which the personality of this or that student is.
The concept of "subjective control" is used in the development of personality psychology to determine a person's ability to realize and explain the extent of his participation in what is happening to him. In the context of the principle of personal activity, the degree of personality of each of the above functions depends on the level of awareness and understanding by the student himself of what constitutes the meaning of his life and activity, how external and internal influences are realized.
There are two main ways in which people explain what is happening to them: 1) everything that happens is the result of external circumstances, accidents, interference of factors independent of the personality - an external, external level of subjective control (from Latin externus - external, outsider); 2) everything that happens is the result of one's own efforts, if not everything, then a lot depends on the person himself - the internal, internal level of subjective control (from the Latin internus - internal).
For the successful operation of the mechanism of personal structures of consciousness, the development of the internal level is of the greatest importance, as an indicator of the person's appeal to himself, as to the main character, the subject of his own life. The principle of subjective control focuses on the fact that the teacher must understand well how independent the decisions made by his students are, are they capable or not capable of performing conscious actions of motivation, mediation, reflection, etc. for the most complete self-realization.
The knowledge of what the students pin their hopes on - on the leader, teacher, senior, on submission to the opinion of the majority, on avoiding difficulties in human relations, on avoiding unpleasant contacts, or will rely on their own strength - is necessary for a modern teacher to choose individual educational tactics. In this he will be helped by the methodology for diagnosing the levels of subjective control, the results of which determine internality according to five indicators: general, in the field of achievements, failures, labor and interpersonal relations.
The principle of cooperation between a teacher and children. Collaboration does not accept the familiar parenting patterns defined by old pedagogical beliefs and passion for parenting. Such models, in particular, include "traffic rules", "garden-garden", "carrot and stick".
In accordance with the first model, educators believe that children are brought up in the same way as they are taught the rules of the road. The child must learn (under the guidance of the teacher) a certain set of rules of behavior - and he will never break them. This model is based on an unjustified belief in the power of words, teaching, notation. And this belief has been going on since the time when the whole life took shape as a system of subordination.
The second model - "garden-garden" is based on the general misconception that the teacher treats the child like a garden bed - to weed out shortcomings, or, like a tree, to instill positive qualities. This model (like the previous one) is dangerous in that the teacher, following it from the best intentions, constantly quarrels with the children, breaks contacts, and all educational work becomes a hopeless concept.
Carrot and stick model. It only seems to educators that the world is supported by fines and rewards. But there is no reward for good deeds, and for a bad deed there is no reward. Life often makes mistakes in the distribution of rewards and punishments. Upbringing "directly" greatly facilitates the work of the educator, But at the same time the image of the universal carrot and stick is being introduced into the child's consciousness.
The absence of compelling motives for self-education and learning, the rejection of coercion as a means that contradicts humanistic pedagogy, the uncontrollable negative impact of the life of the transition period determines the need to involve children in the common work of learning and education, causing them a joyful feeling of success, movement forward, development. All this is embedded in the pedagogy of cooperation, where the main thing is the interaction of the teacher and students in advancing with students to certain goals that coincide with the means and allow for the coincidence of education and training.
The principle of including the individual in meaningful activity. The key to educating a creative personality lies in organizing and changing such activities in which its self-development is carried out as opposed to verbal moralizing and persuasion. The task of the teacher is to develop together with the students such types and forms of meaningful activity, in which each of the students feels that people need him in it as a unique personality.
The article deals with the problems of reforming Russian education. It is noted that the adopted reform plans are aimed only at solving modern tactical problems. The main attention is paid to the education management system. Strategic tasks related to the acceleration of scientific and technological progress are practically not taken into account. It is proposed to recognize pedagogy as a technological science. Accordingly, the structure, content, methodology and other necessary elements are built on the example of standard technological regulations. This will make it possible to reasonably regulate the amount of necessary knowledge, the methodology for their development, material and time costs, methods of quality control and much more, which is successfully used in material production. In general, it is planned to transfer training from one-time-age to lifelong and continuous on the basis of distance self-study.
education
increase in information
technology
regulations
lifelong self-study.
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2. Dementyev M.S. Project nootechnology - the problem of education // International Journal of Experimental Education. - 2012. - No. 6. - S. 63-65.
3. Dementyev M.S., Mishchenko I.V., Dementyeva M.S. Project nootechnology - continuous self-study as the main direction of the reorganization of education // Alma-mater (Bulletin of the higher school). - 2015. - No. 9. - S. 27-30.
4. Didenko E.S., Dementyev M.S. Lifelong education - the main direction of the restructuring of natural science // Successes of modern natural science. - 2013. - No. 5. - S. 63-65.
5. Zateeva T.G., Toiskin V.S., Tsvirko N.I. Optimization of the curriculum of the specialty in the university // Bulletin of the Stavropol State Pedagogical Institute. - 2009. - Issue. 12. - S. 16-22.
6. Ovchinnikov A.V. School reform in the reign of Alexander II // Pedagogy. - 2005. - No. 5. - P. 79.
7. Resolution of the Government of the Russian Federation of February 7, 2011 No. 61, Moscow "On the Federal Target Program for the Development of Education for 2011 - 2015". - URL: http://www.rg.ru/2011/03/09/obrazovanie-site-dok.html (date of treatment 12/05/2015).
8. Press Release: The global data volume more than doubles every two years, large volumes of data are opening up new opportunities and changing the role of IT: [Site]. ... - URL: http: //russia.emc.com/about/news/press/ 2011 / 20110628-01.htm (date of treatment 12/05/2015).
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PROBLEM TECHNOLOGIZING EDUCATIONAL PROCESS
Tsvirko N.I. 11 Stavropol State Pedagogical Institute
Abstract:
The article discusses the problems of reforming of the Russian education. It is noted that the adopted reform plans aimed only at solving tactical problems today. The main attention is paid to the system of education management. Strategic objectives related to the acceleration of scientific and technological progress is practically exempt. It is proposed to recognize the pedagogy of Technological Sciences. Accordingly, the structure, content, methodology and other necessary elements to build on the example of the standard of production schedules. This allows you to regulate the amount reasonably necessary knowledge, methodology of their development, material and time costs, methods of quality control and a lot more that has been successfully used in material production. -age to life and continuing on the basis of self-learning remote.
Keywords:
an increase in information
life-long self-study.
The Federal Target Program for the Development of Education recognizes that the demographic situation continues to be an important factor influencing the development of Russian education. It is also recognized that modern Russian education is characterized by inconsistency in the range of educational services provided and the requirements for the quality and content of education on the part of the labor market. This is most clearly expressed in professional and continuing education. The characteristic features of continuing education for adults are sectoral fragmentation, the absence of effective sustainable direct and feedback links with the production and consumption sectors. At the same time, the strategic goal of state policy in the field of education is to increase the availability of quality education that meets the requirements of innovative development of the economy, the modern needs of society and every citizen. The creation of a modern system of continuous education, training and retraining of professional personnel is recognized as one of the significant tasks for achieving this goal.
Meanwhile, in this and other similar programs, the fact of a continuous exponential increase in the amount of information, most often based on completely new qualitative foundations, is completely ignored. According to some reports, in general, the volume of world information doubles annually. This means that in fact, training is turning not only into a constant process, but also an obligatory component of lifelong labor activity, especially for people associated with the education and upbringing of the younger generation and engaged in intellectual work. The fundamental fact is that such training is possible only remotely, on the basis of self-education. But this is precisely what the Russian reform documents say nothing about. Therefore, it is necessary to determine the main components for the development of a system of “lifelong” continuous self-education. To do this, we propose to accept the following thesis: "education is not so much an art as a technology with all the principles inherent in it." First of all, it is a standard technological procedure, including:
1. general characteristics of production (educational process), products (graduate of the educational system) and raw materials (age and other group and individual characteristics of the perception of the knowledge of applicants);
2. a description of the technological process by stages, indicating the main parameters and norms of the technological regime (from kindergarten to highly professional level);
3. a list of possible malfunctions, their causes and remedies (individual and group continuous correction of the education process);
4. methods of production control and basic rules for the safety of the process (objectification of the assessment of the quality of education on the basis of minimizing the subjective approach and the influence of administrative indicators);
5. characteristics of production waste (system of individual and group correction of education);
6. a list of mandatory instructions, including those on occupational health and safety (occupational health of teachers and students);
7. material balance (the objective cost of training at various educational levels and profiles);
8. technological scheme of production (federal state educational standards, methodology and teaching methods, etc.);
9. specification of the main technological equipment (standard for any technologies).
The above does not contradict the requirements of international and Russian standards of the ISO 901-2011 series, which allow us to be guided by the basic principles in the design and implementation of an educational program at any level. Since education is a type of social service provided to the population, the use of a technological approach will reduce risks, program students to complete certain stages according to certain algorithms, and improve the quality of the service provided due to a more rigid focus on the consumer.
In addition, it becomes possible to develop a technology for "learning", in particular on the basis of "keys": letter sequence, color features, musical accompaniment, memorable by the game, etc. A well-known example for memorizing the spectrum of visible light: "Every hunter wants to know where the pheasant is sitting."
The second component is the transition to a qualitative understanding of memorized information (basic and constantly added, new). This component can be defined as combinatorics for obtaining a qualitatively different general from individual elements. The simplest example of this is a child's dice game. For the introduction of this component, it is necessary, at least, to return to the education of logic (everyday, general scientific, subject, economic, etc.), which was obligatory in teaching even in tsarist times.
The third component is that in technological practice, unnecessary actions are minimized as much as possible. Hence, it must be admitted that both at school and in universities today, on the contrary, the urgent task is to load students with more voluminous knowledge. The question of the degree to which knowledge is “needed” has not yet been determined, which is especially evident in the study of modern FSES at different levels. It is completely incomprehensible why, for example, at school all students study the details of chemistry, physics, etc. Surveys of highly qualified specialists show that at least 50% (on average about 70%) of the knowledge acquired during the entire period of study was never used by them for implementation. their life or professional activities. And this is against the backdrop of an exponential increase in the amount of information!
In general, the technological solution to this problem reveals the following advantages:
The learning process can be differentiated into separate components that require a mandatory specific approach;
The components of the technology can be assessed both quantitatively and qualitatively, which will allow directed control of the learning process with the subsequent correction of the teacher's efforts in accordance with his individual abilities, including with the objectification of the subsequent career guidance;
This approach allows you to optimize the amount of subject and special knowledge, and significantly increase the motivation of trainees to continue learning (lifelong self-study).
Bibliographic reference
Tsvirko N.I. PROBLEM OF TECHNOLOGIZATION OF THE EDUCATIONAL PROCESS // Scientific Review. Pedagogical sciences. - 2016. - No. 2. - P. 116-118;URL: https://science-pedagogy.ru/ru/article/view?id=1491 (date of access: 02/01/2020). We bring to your attention the journals published by the "Academy of Natural Sciences"
1. The concept of a social problem, its nature Conditions for solving a social problem: - its exact formulation - validity The solution of any problem is reduced to the resolution of existing internal or external contradictions. Social contradiction is the interaction of mutually exclusive sides or tendencies in the phenomena of social life, the interaction of opposites 3
Stages of contradictions The stage of contradiction is characterized by: 1. The stage of identity by the possibility of a contradiction due to the presence of even insignificant differences 2. The stage of significant differences by the outgrowth of insignificant differences into significant ones and their periodic manifestation 3. The stage by the polarization of antagonism in relations, opposites by the outgrowth of significant differences into mutually denying opposites 4. The stage of the conflict by the relationship of the parties reaching an extreme degree of aggravation and the degree of open confrontation 4
2. Stages of solving social problems Principles of solving personal problems: - a systematic approach to the analysis and solution of personal problems; - compliance of the toolkit with specific problems to be solved; - reliance on the physical and spiritual resources of the client; - monitoring the effectiveness of the tools used; - correction of content, forms and methods in the process of work 5
Stages and operations of solving social problems Stage of the technological process 1. Preliminary stage 2. Stage of goal-setting 3. Stage of information processing 4. Stage of procedural-organizational work 5. Control-analytical stage At this stage: operations of identifying, assessing and ranking the problem, clarifying the set of factors that caused it the emergence of the primary formulation of the target setting for the activities of social work specialists - the search for additional sources of information, - the collection and systematization of information, its analysis and generalization - the implementation of the planned measures of social impact by specific performers at the designated time and time; - comparison and comparison of the results with the criteria for the success of social work - analysis of the results of the activities of specialists; - finding out the reasons that hindered the successful solution of social work problems; - search for ways to eliminate these causes in the future 6
Conclusion: to resolve social problems it is necessary to 1. Develop new methods of performing operations at all stages of the technological process. 2. Improve the way everyone is used. components of the social work toolkit 3. Ensure the correct combination of general methods of social work with the specifics of the specific conditions of life of the clientele of social services. 4. To have the ability to constantly take into account social and psychological factors when choosing methods of influencing objects of social influence and the ability to organically use the achievements of the social sciences to develop new technologies. 7
Valentina Dolgova, Doctor of Psychology, Candidate of Pedagogical Sciences, Professor
South Ural State Humanitarian Pedagogical University, Russia
Championship participant: National Research Analytics Championship - "Russia";
Open European-Asian Research Analytics Championship;
UDC 152
The work reveals the features of technologization of the professional activity of a psychologist, innovative technologies; analysis of the functional characteristics of innovative technologies; the signs of manifestation of innovativeness of the educational process are shown; the main directions of technologization of the professional activity of a psychologist are named.
Keywords: innovative technologies, innovativeness of the educational process, social technology, technologization, development, interiorization, exteriorization, professional development of the individual.
The work reveals the characteristics of the technologization of professional activity of a psychologist, innovative technologies; the analysis of the functional characteristics of innovative technologies; shows signs of innovation in the educational process; identified the main directions of the technologizing of professional activity of the psychologist.
Keywords: technology innovation, innovation of the educational process, social technology, technology, development, interiorization, exteriorization, professional personal development.
These and other problems of anxiety were in the focus of many discussions of the sectoral congresses of the IASHE (International Academy of Science and Higher Education, London, Great Britain)) in solving the problem under discussion: discussions of the 1st session of the International Scientific and Analytical Congress of the IASHE "Psychological, biological, medical, social problems human aging, its causes and overcoming "(25.02-25.03.2013); discussions of the II session of the International Scientific and Analytical Congress of the IASHE "Psychological portrait of the" Next "generation in a multicultural space" (20.06.2013-20.07.2013); discussions of the III session of the International Scientific and Analytical Congress of the IASHE "Problems of Formation and Development of the Innovative Culture of an Individual and a Group" (20.11.2013-20.12.2013); discussions of the IV session of the International Analytical Congress of the IASHE "Psychophysiological, psychological and pedagogical problems of the safety of modern man" (01.02.2014-28.02.2014); discussions of the V session of the International Scientific and Analytical Congress of the IASHE "Psychophysiological, psychological and pedagogical problems of parent-child relations at the stage of preschool interaction" (01.04.2014-30.04.2014); discussions of the VI session of the International Scientific and Analytical Congress of the IASHE "System approach as a method of cognition of psychophysiological, psychological and pedagogical processes" (01.06.2014-30.06.2014); discussions of the VII session of the International Analytical Congress of the IASHE "Psychophysiological, psychological and pedagogical problems of management" (01.10.2014 - 31.10.2014); discussions of the VIII session of the International Analytical Congress of the IASHE "Psychophysiological, psychological and pedagogical problems of mastering innovative technologies" (09.02.2015 - 09.03.2015); discussions of the IX session of the International Analytical Congress of the IASHE "Psychophysiological, psychological and pedagogical problems of inclusive education" (01.04.2015 - 01.05.2015). The participants in these discussions supported the conclusion that the innovative technologies of the professional activity of a psychologist are based on the idea of a high-quality, productive and cost-effective way of forming and developing the subject of the educational process and, in general understanding, are a set of techniques.
In modern education, technologies of programmed, modular, problem-based, project-based training are widely introduced, which creates the necessary scientific basis for solving the problem of managing the quality of education and prerequisites for designing technologies for the professional activity of a psychologist. The introduction of non-traditional educational technologies, such as natural learning technology, modular-rating learning technology, integrated learning technology, paracentric learning technology, technology of complete assimilation of knowledge, individual learning technology, cooperative learning technology, has significantly changed the educational and developmental process and made it possible to solve many problems of the developing , student-centered learning, differentiation, humanization, the formation of an individual educational perspective.
In the use of technologies, subjective prerequisites also play a significant role, which reflect the needs of the subjects of the educational process in technologization, since it presupposes reliability, guaranteed results, and, consequently, confidence in the success of solving educational problems. Interest in the development and implementation of technologies is manifested in the creation of such an educational environment that would facilitate not only the transfer of knowledge, skills and abilities, but also educate and develop the future professional, which also meets the interests of the state (see the Law of the Russian Federation "On Education").
The innovativeness of the educational process consists of:
- · Openness to culture, environment and professional innovations;
- · Systematic analysis of professional activity, reflection and construction of a system of meanings of the subjects of the educational process, subjectivization of the elements of the content of psychological assistance;
- · Critical attitude to regulations and standards;
- · Creatively transforming attitude to the world, going beyond the normative predestination, over-normative activity;
- · Striving for self-realization of the subjects of the educational process, their embodiment in educational and professional activities of their intentions and way of life.
The theoretical and methodological substantiation of the innovative technologies of the psychologist's activity is made up of modern ideas, theories, concepts of philosophy and social sciences about the essence of social and psychological technologies.
In social technology, a "translation" of the abstract language of science, reflecting the objective laws of the development of society, is realized into a specific language of decisions, standards, instructions that regulate and stimulate people to achieve their goals in the best possible way.
Modern philosophy sees the prospect of humanity in the formation of a new humanitarian thinking and practice based on the principles of the integrity of being, culture and personality. Education is the area of socio-cultural life, where the formation of a spiritually mature, morally free personality is taking place, capable of bearing the burden of responsibility for the fate of earthly civilization and culture, protecting and defending universal human values, and creating an integral humane world.
The new paradigm of education is being developed and implemented in line with the logic of scientific and technological progress and awareness of the importance of the individual. Modern Russian education solves a difficult task - to outstrip the expanded reproduction of culture: its role is manifested in the production of knowledge and its transfer from one generation to another, from one social stratum to another. In this regard, the current goal of education is not limited to the general education of a person, but, first of all, focuses on the formation of his personality, familiarizing a person with learning as an integral part of his life.
The foregoing predetermines the essential functional characteristics of technologies: closeness to an exact positive result, controllability and a high degree of organization of activities.
This is explained, At first, by the fact that by means of technology impromptu is minimized, the priority is the preliminary design of the educational process and its subsequent reproduction.
Secondly, the technology presupposes a project of the educational process that determines the structure and content of educational and cognitive activities not only of the teacher, but also of the student.
Thirdly, targeting is carried out from the position of two aspects:
- 1) goal-setting through psychodiagnostics and objective quality control of the assimilation of educational material;
- 2) personality development in general.
Technologization is an objective process that has prepared the stage of the evolution of education for solving qualitatively different problems. Technology is an important element of human activity, but no activity is limited to its technological component (Kasyan A.A.). Any activity can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, technology ends, so that everything starts all over again (Bespalko V.P.).
The main directions of technologization of the professional activity of a psychologist will be the following aspects:
- · Cybernetic - improving the management of mastering knowledge, skills, and abilities;
- · Communicative - improving the ways and directions of information exchange between the subjects of the educational process;
- · Informational - improving the content of education;
- · Activity-based - enhancing the activity of students;
- · Personal - the development of personal qualities of students;
- · Individual - creating optimal conditions for the development and implementation of individual abilities.
So under innovative technology the professional activity of a psychologist, we mean a new stable sequence of actions, the implementation of which guarantees the receipt of the planned, in advance desired, result.
The mastering of innovative technologies by a psychologist relies on the ability to reproduce previously acquired in the learning process or accumulated by life experience through communication (interaction) knowledge, skills, abilities, abilities and forms of behavior and transform them in the form of individual subjective activity (professional).
The mechanism of mastering innovative technologies by psychologists is revealed by the content of the principle of "interiorization - exteriorization" (LS Vygotsky). The first side of this principle is reflected in the genetic law of cultural development: from the interpsychic, social collective activity of the subject to the individual, intrapsychic, proper psychological forms of his activity. The second side of this principle reflects the transition from "I" to "we", and the third reveals the production of the inner plane of consciousness (GA Suvorova).
The assimilation of innovative technologies is generally understood as a complex, ambiguous, multivariate process, of course, inseparable from the general development of a specialist's personality. The experience of using innovative technologies is formed against the background of the professional development of the individual, begins in time after the beginning of the process of professionalization itself from the moment of acceptance and inclusion in the process of mastering the profession. Acceptance of a profession creates a situation where a person is included in the system of requirements and values of the profession. This gives rise to a focus on the development of professional activity, during which there is a removal of contradictions between requirements and opportunities, between the values associated with the profession and the content of the motivational sphere. Mastering is associated with the semantic regulation of the life of the psychologist, carried out by the value-semantic sphere of his personality. At the same time, the professional experience of an individual is independent, creative, interconnected with the activity of the individual, with the choice of his own life strategy, the construction of his professional and life path.
In the development of innovative technologies, two mutually defining layers are implemented (Anderson, 2002; Berger, Luckman, 1995):
- 1) the immediate basis, the structure of the subject-sensory environment
- 2) theoretical knowledge.
The first layer includes both material and mental, mental formations - everyday knowledge, unreflected causal relationships, that is, individual, life experience.
In the second, theoretical knowledge functioning on the basis of these non-reflective conceptual structures is intersubjective, ordered, reflected, rational. Both layers are dialectically interconnected: an ordered, rational experience in the form of theoretical knowledge is introduced into individual life experience, being verified in practice, is transformed into a stable dynamic structure of professional experience. Verification appears as a result of the subject's determination of the value of theoretical knowledge in an empirical way in the process of inclusion in professional interactions.
The specific features of professional interactions of a psychologist, which allow to consolidate theoretical knowledge and, on their basis, to develop professional skills, include focus on the transfer of knowledge, experience, creation of conditions for self-actualization of the individual in society; determinism by the sociocultural situation; the asymmetric nature of interactions in the educational process with the leading role of the teacher; balance of positions of subjects in interaction (subject-subject relations); consistency and relative continuity of educational and educational interactions; constant correction of pedagogical interactions, taking into account the responses of the subjects of the educational process. The implementation of professional interactions ensures the development of each component of professional experience.
The assimilation of innovative technologies is characterized by level dynamism. The path in mastering innovative technologies is a movement from local and standard contexts of experience to more diverse and universal, with sensory (empirical) and rational (theoretical and scientific) present at each stage. Harmonious development of innovations in general presupposes an increase in the variety of all types of content and a progressive differentiation of types of professional activity.
At the center of the development is the problem of the relationship between meaning, meaning and activity.
The meaning in the philosophical understanding is manifested as the essence of information, the imprinting by the subject of experience through the systems of sign identification in the form of norms, moral values, professional role. These systems are defining the boundaries of the subject's behavior. Personal understanding of the meaning of a phenomenon becomes the meaning on which the motive of activity is based. Activity in this vein is understood as a form of activity (A.N. Leont'ev) aimed at solving a professional problem.
Emphasis is placed on distinguishing between meaning and meaning in the mechanism for mastering innovations. Some people are able to memorize a large amount of information, but cannot single out its meaning, while mastering an innovation is not a copying of some external cognizable reality, but bringing meaning into reality, creating ideal models that allow you to direct activity and communication and bring states of consciousness into the system ... Rationalization and constructive restructuring of cognitive structures and procedures allow not only to build professional activities in accordance with norms and standards, but also to carry out an arbitrary transition from one model, standards to another. Movement within the triad "meaning-meaning-action" gives dynamism to the process of mastering a new technology, ensures its creative nature, leads to the expansion of the horizon of professional consciousness, which is a prerequisite for generating an innovative culture.
So, to master an innovative technology means to understand its purpose, the need to solve a problem, to comprehend its application, to create a mentally model, to think over its implementation in activities.
It should be noted the connection between the use of innovative technologies in professional activities and the level of the psychologist's innovative culture in general. An innovative culture, on the one hand, is a product of the activity of the psychologist himself and is provided by his work on himself, on the other hand, it itself forms the subject of activity. This interdependence presupposes, first of all, the purposeful activity of the subject to "cultivate" his own innovative culture through the introduction of new technologies into his work, which, in turn, will serve as a factor of personal and professional development. In this vein, self-improvement should be understood as a conscious development in oneself of the sought-for qualities, abilities, and skills.
Literature:
- 1. Formation and development of innovative culture of a personality and a group: resolution of the 3rd session of the sectoral Congress of the IASHE in the field of Psychology (London, November, 20 - December, 20, 2013) / International Academy of Science and Higher Education; the Curator: Chelyabinsk State Pedagogical University (CSPU; Chelyabinsk, Russia) - London: IASHE, 2014 .-- 90 p.)
- 2. Psychological portrait of the ≪NEXT≫ generation in polycultural environment: resolution of the 2nd session of the sectoral psychological Congress of the IASHE in the field of psychological, sciences (London, June 20, 2013 - July 20, 2013) / International Academy of Science and Higher Education; the Curator: the Chelyabinsk State Pedagogical University (CSPU; Chelyabinsk, Russia). - London: IASHE, 2013 .-- 160 p.)
- 3. Psychophysiological, psychological and pedagogical problems of safety of a modern person: resolution of the 4th session of the sectoral Congress of the IASHE in the field of Psychology (London, February, 01 - February, 28, 2014) / International Academy of Science and Higher Education; the Curator: Chelyabinsk State Pedagogical University (CSPU; Chelyabinsk, Russia). - London: IASHE, 2014 .-- 68 p.)
- 4. Anokhin M.G., Bochanov M.A., Vakhovsky A.M., Grishin O.E., Davydov V.N., Glebov V.A., Matveenkov D.O., Molodchaya E.N. Politics. XXI Century. Innovative technologies / Edited by M.G. Anokhina, V.M. Platonova, O.E. Grishina. Moscow 2013.
- 5. Burtseva I.V. T
With the increasing complexity of the structure and functions of society, with the allocation of various professions, it became clear that the creative activity of a person, the ultimate goal of which is the creation of a product, consists of a sequence of certain stages at which certain operations are performed. If the products of activity are similar to each other, then the stages of their creation and the operations used at these stages can also be close. technologies, which was first justified and adopted in the field of industrial production, and then spread to other productive areas. In production, technology is understood as a strictly defined sequence of stages and operations leading to the creation of a final product from a specific raw material. Any change in the quality of raw materials, the conditions for their processing at any stage is presented as the use of a different technology. The extension of the concept of technology to the social sphere, the so-called technologization of the social sphere, - has become a kind of tribute to the industrialization of modern society. It encountered a number of complications associated with the fact that individuals and social groups, as a social phenomenon, are unique. Accordingly, social cases are also unique. For this reason, it is impossible for two or more similar social cases to apply the same sequence and content of standardized social methods-operations. A flexible combination or modification of known techniques is needed, tailored to the individual case. Therefore, a creative approach is needed, similar to the combination of classical methods in their specific sequence and creativity in medicine. Nevertheless, it is possible to single out typical cases in certain areas of social activity, where typical general methods of setting and implementing goals and objectives are used. This makes it possible to classify social technologies and recommend standard methodological approaches according to the nature of the classification.
The emergence of technology in the social sphere is associated with the need for rapid and large-scale replication of new ideas, projects, and activities. It largely determines the effectiveness of modern social policy and social management.
Social work technology is a type of social technology.
The benefit of using the concept of technology for social work is that in a generalized form, social work can be represented as a sequence of stages of activity, each of which has a specific purpose, and its results are used at the next stage. Actions at each stage ensure the fulfillment of its goal and, thus, methods are applied that are specific only to this stage.
Social work technologies are the process of managing the actions of people using a special methodology.
If the methodological approaches and methods of social work are known and described in special literature, then the technology, due to the uniqueness of each social case, is the product of the creativity of a specialist who modifies and combines individual methods at each stage of work into a unique sequence of actions in relation to the characteristics of a given social case.
Social work is a process in time and space, therefore, in any of its methodological directions, it is a certain sequence of actions, called technological chain or technological scheme.
General or general technological scheme consists of stages that are the same in name and essence, regardless of the direction and characteristics of the work:
1. Analytical part (social diagnostics)- collecting information, analyzing it and making a social diagnosis;
2. Implementation- establishing links with the object and the environment;
3. Social therapy (intervention)- drawing up and implementation of a therapeutic action plan;
4. Analysis of the results and correction of the plan- are carried out not only at the end of therapeutic actions, but also as they are carried out.
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