Forms of pedagogical activity briefly. Forms of pedagogical activity. Difficulty replacing a teacher who conducted business games

The essence of pedagogical activity
The main types of teaching activities
Structure of pedagogical activity
The teacher as a subject of pedagogical activity
Professionally determined requirements for the personality of the teacher

§ 1. The essence of pedagogical activity

The meaning of the teaching profession is revealed in the activity that its representatives carry out and which is called teaching. It represents a special type of social activity aimed at transferring culture and experience accumulated by mankind from older generations to younger generations, creating conditions for their personal development and preparing them to fulfill certain social roles in society.
Obviously, this activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, as well as, to a certain extent, the media. However, in the first case, this activity is professional, and in the second, it is general pedagogical, which, voluntarily or involuntarily, each person carries out in relation to himself, engaging in self-education and self-education. Pedagogical activity as a professional one takes place in educational institutions specially organized by the society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, advanced training and retraining.
To penetrate into the essence of pedagogical activity, it is necessary to turn to the analysis of its structure, which can be represented as a unity of purpose, motives, actions (operations), and result. The system-forming characteristic of activity, including pedagogical, is the goal(A.N. Le-ontiev).
The goal of pedagogical activity is associated with the implementation of the goal of education, which is still considered by many as a universal human ideal of a harmoniously developed personality coming from the depths of centuries. This general strategic goal is achieved by solving specific tasks of education and upbringing in various areas.
The goal of pedagogical activity is a historical phenomenon. It is developed and formed as a reflection of the trend of social development, presenting a set of requirements for a modern person, taking into account his spiritual and natural capabilities. It contains, on the one hand, the interests and expectations of various social and ethnic groups, and on the other, the needs and aspirations of an individual.
A.S. Makarenko paid much attention to the development of the problem of the goals of education, but none of his work contains their general formulations. He always sharply opposed any attempts to reduce the definitions of the goals of education to amorphous definitions such as "harmonious personality", "man-communist", etc. A.S. Makarenko was a supporter of the pedagogical design of the personality, and saw the goal of pedagogical activity in the program of personality development and its individual adjustments.
The educational environment, the activities of the pupils, the educational collective and the individual characteristics of the pupils are singled out as the main objects of the goal of pedagogical activity. The realization of the goal of pedagogical activity is associated with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, the development of individual personality.
The goals of pedagogical activity are a dynamic phenomenon. And the logic of their development is such that, arising as a reflection of the objective trends of social development and bringing the content, forms and methods of pedagogical activity in accordance with the needs of society, they add up to a detailed program of step-by-step movement towards the highest goal - the development of the individual in harmony with himself and society. ...
The main functional unit, with the help of which all the properties of pedagogical activity are manifested, is pedagogical action as a unity of purpose and content. The concept of pedagogical action expresses the general that is inherent in all forms of pedagogical activity (lesson, excursion, individual conversation, etc.), but is not reduced to any of them. At the same time, pedagogical action is the special one that expresses both the universal and all the wealth of the individual.

An appeal to the forms of materialization of pedagogical action helps to show the logic of pedagogical activity. The teacher's pedagogical action first appears in the form of a cognitive task. Based on the available knowledge, he theoretically correlates the means, the object and the intended result of his action. The cognitive task, being solved psychologically, then passes into the form of a practical transformative act. At the same time, there is some discrepancy between the means and objects of pedagogical influence, which affects the results of the teacher's action. In this regard, from the form of a practical act, the action again passes into the form of a cognitive task, the conditions of which become more complete. Thus, the activity of a teacher-educator by its nature is nothing more than a process of solving an innumerable set of problems of various types, classes and levels.
A specific feature of pedagogical problems is that their solutions almost never lie on the surface. They often require hard work of thought, analysis of many factors, conditions and circumstances. In addition, what you are looking for is not presented in clear formulations: it is developed on the basis of a forecast. The solution of an interconnected series of pedagogical problems is very difficult to algorythmize. If the algorithm does exist, its application by different educators can lead to different results. This is due to the fact that the creativity of teachers is associated with the search for new solutions to pedagogical problems.

§ 2. The main types of teaching activities

Traditionally, the main types of pedagogical activity carried out in a holistic pedagogical process are teaching and educational work.
Educational work - This is pedagogical activity aimed at organizing the educational environment and managing various types of activities of pupils in order to solve the problems of harmonious development of the individual. A teaching - this is a type of educational activity that is aimed at managing the predominantly cognitive activity of schoolchildren. By and large, pedagogical and educational activities are identical concepts. This understanding of the relationship between educational work and teaching reveals the meaning of the thesis about the unity of teaching and education.
Education, the disclosure of the essence and content of which is devoted to a lot of research, only conditionally, for convenience and deeper knowledge of it, is considered in isolation from education. It is no coincidence that teachers involved in the development of the problem of the content of education (V.V. Kraevsky, I-YaLerner, M.N. Skatkin, etc.) consider the experience of creative activity to be its integral components along with the knowledge and skills that a person acquires in the learning process. and the experience of an emotional value relationship to the world around us. Without the unity of teaching and educational work, it is not possible to implement these elements of education. Figuratively speaking, an integral pedagogical process in its content aspect is a process in which "nurturing education" and "educational education" are merged(ADisterweg).
Let us compare, in general terms, the activity of teaching, which takes place both in the learning process and during extracurricular hours, and educational work, which is carried out in a holistic pedagogical process.
Teaching carried out within the framework of any organizational form, not just a lesson, usually has strict time constraints, a strictly defined goal and options for achieving it. The most important criterion for the effectiveness of teaching is the achievement of the educational goal. Educational work, also carried out within the framework of any organizational form, does not pursue a direct achievement of the goal, because it is unattainable within the time frame of the organizational form. In educational work, it is possible to envisage only the consistent solution of specific goals-oriented problems. The most important criterion for the effective solution of educational problems are positive changes in the consciousness of pupils, manifested in emotional reactions, behavior and activities.
The content of training, and therefore the logic of teaching, can be rigidly programmed, which is not allowed by the content of educational work. The formation of knowledge, skills and abilities from the field of ethics, aesthetics and other sciences and arts, the study of which is not provided for in the curriculum, is essentially nothing more than learning. In educational work, planning is acceptable only in the most general terms: attitude to society, to work, to people, to science (teaching), to nature, to things, objects and phenomena of the surrounding world, to oneself. The logic of the teacher's upbringing work in each separate class cannot be predetermined by normative documents.

The teacher deals with approximately homogeneous "source material". The results of an exercise are almost unambiguously determined by its activity, i.e. the ability to evoke and direct the cognitive activity of the student. The teacher is forced to reckon with the fact that his pedagogical influences can intersect with unorganized and organized negative influences on the student. Teaching as an activity is discrete. It usually does not involve interaction with students during the preparatory period, which can be more or less lengthy. The peculiarity of educational work is that even in the absence of direct contact with the teacher, the pupil is under his indirect influence. Usually, the preparatory part in educational work is longer and often more significant than the main part.
The criterion for the effectiveness of students' activities in the learning process is the level of assimilation of knowledge and skills, mastery of ways to solve cognitive and practical tasks, the intensity of advancement in development. The results of students' activities are easily identified and can be recorded in qualitative and quantitative indicators. In educational work, it is difficult to correlate the results of the teacher's activity with the developed criteria of upbringing. It is very difficult to single out the result of the activity of the educator in a developing personality. By virtue of stochasticity of the educational process, it is difficult to foresee the results of certain educational actions and their receipt is much delayed in time. In educational work, it is impossible to establish feedback in a timely manner.
The noted differences in the organization of teaching and educational work show that teaching is much easier in the way it is organized and implemented, and in the structure of the integral pedagogical process it takes a subordinate position. If in the learning process almost everything can be proved or deduced logically, then it is much more difficult to evoke and consolidate certain personal relationships, since freedom of choice plays a decisive role here. That is why the success of learning largely depends on the formed cognitive interest and attitude to learning activities in general, i.e. from the results of not only teaching, but also educational work.
Revealing the specifics of the main types of pedagogical activity shows that teaching and educational work in their dialectical unity take place in the activities of a teacher of any specialty. For example, a master of industrial training in the system of vocational education in the course of his activity solves two main tasks: to equip students with knowledge, skills and abilities to rationally perform various operations and work in compliance with all the requirements of modern production technology and labor organization; to prepare such a skilled worker who would deliberately strive to increase labor productivity, the quality of work performed, would be organized, would value the honor of his workshop, enterprise. A good master not only imparts his knowledge to his students, but also guides their civic and professional development. This, in fact, is the essence of the professional education of young people. Only a master who knows and loves his work, people, can instill in students a sense of professional honor and cause the need for perfect mastery of the specialty.
In the same way, if you consider the range of responsibilities of an after-school teacher, you can see in his activities both teaching and educational work. The regulations on extended day groups define the tasks of the educator: to instill in students a love of work, high moral qualities, cultural habits and personal hygiene skills; regulate the daily routine of pupils, observing the timely preparation of homework, assist them in learning, in the reasonable organization of leisure; carry out, together with the school doctor, activities that promote the health and physical development of children; keep in touch with the teacher, class teacher, with the pupils' parents or persons replacing them. However, as can be seen from the tasks, the cultivation of cultural habits and personal hygiene skills, for example, is already the sphere of not only education, but also training, which requires systematic exercises.
So, of the many types of activity of schoolchildren, cognitive activity is not confined only to the framework of teaching, which, in turn, is "burdened" with educational functions. Experience shows that success in teaching is achieved primarily by those teachers who have the pedagogical ability to develop and maintain the cognitive interests of children, to create in the lesson an atmosphere of common creativity, group responsibility and interest in the success of classmates. This suggests that it is not teaching skills, but the skills of educational work that are primary in the content of the teacher's professional readiness. In this regard, the professional training of future teachers has as its goal the formation of their readiness to manage the integral pedagogical process.

§ 3. The structure of pedagogical activity

In contrast to the accepted in psychology understanding of activity as a multilevel system, the components of which are purpose, motives, actions and result, in relation to pedagogical activity, the approach of identifying its components as relatively independent functional types of teacher's activity prevails.
N.V. Kuzmina identified three interrelated components in the structure of pedagogical activity: constructive, organizational and communicative. For the successful implementation of these functional types of pedagogical activity, appropriate abilities are required, manifested in skills.
Constructive activity, in turn, it breaks down into constructive-meaningful (selection and composition of educational material, planning and building the pedagogical process), constructive-operational (planning one's own actions and the actions of students) and constructive-material (designing the educational and material base of the pedagogical process). Organizational activity involves the implementation of a system of actions aimed at including students in various activities, creating a team and organizing joint activities.
Communication activities is aimed at establishing pedagogically expedient relations between the teacher and the pupils, other teachers of the school, representatives of the public, and parents.
However, the named components, on the one hand, can equally be attributed not only to pedagogical, but also to almost any other activity, and on the other, they do not disclose with sufficient completeness all aspects and areas of pedagogical activity.
A.I.Shcherbakov classifies the constructive, organizational and research components (functions) as general labor, i.e. manifested in any activity. But he concretizes the function of the teacher at the stage of implementation of the pedagogical process, presenting the organizational component of pedagogical activity as a unity of information, developmental, orientation and mobilization functions. Special attention should be paid to the research function, although it belongs to the general labor function. The implementation of the research function requires from the teacher a scientific approach to pedagogical phenomena, mastery of the skills of heuristic search and methods of scientific and pedagogical research, including the analysis of his own experience and the experience of other teachers.
The constructive component of pedagogical activity can be represented as internally interrelated analytical, prognostic and projective functions.
An in-depth study of the content of the communicative function allows you to define it also through interconnected perceptual, actually communicative and communicative-operational functions. The perceptual function is associated with penetration into the inner world of a person, the communicative function itself is aimed at establishing pedagogically expedient relationships, and the communicative-operational function involves the active use of pedagogical techniques.
The effectiveness of the pedagogical process is due to the presence of constant feedback. It allows the teacher to receive timely information on the correspondence of the results obtained to the planned tasks. Due to this, it is necessary to single out the control-evaluative (reflexive) component in the structure of pedagogical activity.
All components, or functional types, of activity are manifested in the work of a teacher of any specialty. Their implementation presupposes the teacher's possession of special skills.

§ 4. Teacher as a subject of pedagogical activity

One of the most important requirements of the teaching profession is the clarity of the social and professional positions of its representatives. It is in it that the teacher expresses himself as a subject of pedagogical activity.
The position of the teacher is a system of those intellectual, volitional and emotional-evaluative attitudes to the world, pedagogical reality and pedagogical activity in particular, which are the source of his activity. It is determined, on the one hand, by those requirements, expectations and opportunities that society presents and provides to him. On the other hand, there are internal, personal sources of activity - drives, feelings, motives and goals of the teacher, his value orientations, worldview, ideals.
In the position of the teacher, his personality, the nature of social orientation, the type of civic behavior and activity are manifested.
Social position the teacher grows out of the system of views, beliefs and value orientations that were formed in secondary school. In the process of professional training, on their basis, a motivational-value attitude to the teaching profession, the goals and means of teaching activities is formed. The motivational and value-based attitude to pedagogical activity in its broadest understanding is ultimately expressed in the direction, which constitutes the core of the teacher's personality.
The social position of the teacher largely determines his professional position. However, there is no direct relationship whatsoever, since upbringing is always built on the basis of personal interaction. That is why the teacher, clearly realizing what he is doing, is far from always able to give a detailed answer as to why he acts this way and not otherwise, often contrary to common sense and logic. No analysis will help to reveal which sources of activity prevailed when the teacher chose this or that position in the current situation, if he himself explains his decision by intuition. Many factors influence the choice of a teacher's professional position. However, the decisive among them are his professional attitudes, individual-typological personality traits, temperament and character.
L. B. Itelson gave a description of the typical role of pedagogical positions. The educator can act as:
informant, if he is limited to the communication of requirements, norms, views, etc. (for example, you have to be honest);
friend, if he strove to penetrate the soul of the child "
a dictator if he forcibly introduces norms and value orientations into the consciousness of pupils;
advisor if he uses careful persuasion "
the petitioner, if the teacher asks the pupil to be so "as it should", sometimes sinking to self-abasement, flattery;
inspirer, if he seeks to captivate (ignite) interesting goals, prospects.
Each of these positions can have a positive and negative effect, depending on the personality of the educator. However, injustice and arbitrariness always give negative results; playing along with the child, turning him into a little idol and dictator; bribery, disrespect for the personality of the child, suppression of his initiative, etc.
§ 5. Professionally determined requirements for the personality of the teacher
The set of professionally determined requirements for a teacher is defined as professional readiness to teaching activities. In its composition, it is legitimate to single out, on the one hand, psychological, psychophysiological and physical readiness, and on the other, scientific-theoretical and practical training as the basis of professionalism.
The content of professional readiness as a reflection of the goal of teacher education is accumulated in professional gram, reflecting the invariant, idealized parameters of the personality and professional activity of the teacher.
To date, a wealth of experience has been accumulated in constructing a teacher's professiogram, which allows the professional requirements for a teacher to be combined into three main complexes, interrelated and complementary to each other: general civic qualities; qualities that determine the specifics of the teaching profession; special knowledge, abilities and skills in the subject (specialty). Psychologists, when justifying the professiogram, turn to the establishment of a list of pedagogical abilities, which are a synthesis of the qualities of the mind, feelings and will of the individual. In particular, V.A. Krutetsky emphasizes didactic, academic, communication skills, as well as pedagogical imagination and the ability to distribute attention.
A. I. Shcherbakov considers didactic, constructive, perceptual, expressive, communicative and organizational skills to be among the most important pedagogical abilities. He also believes that in the psychological structure of the teacher's personality, general civil qualities, moral-psychological, social-perceptual, individual-psychological characteristics, practical skills and abilities should be highlighted: general pedagogical (informational, mobilization, developmental, orientation), general labor (constructive, organizational , research), communicative (communication with people of different age categories), self-educational (systematization and generalization of knowledge and their application in solving pedagogical problems and obtaining new information).
A teacher is not only a profession, the essence of which is to transmit knowledge, but a high mission of creating a personality, establishing a person in a person. In this regard, the goal of teacher education can be presented as continuous general and professional development of a new type of teacher, which is characterized by:
high civic responsibility and social activity;
love for children, need and ability to give them your heart;
genuine intelligence, spiritual culture, desire and ability to work together with others;

high professionalism, innovative style of scientific and pedagogical thinking, readiness to create new values and make creative decisions;
the need for constant self-education and readiness for it;
physical and mental health, professional performance.
This capacious and laconic characteristic of a teacher can be concretized to the level of personal characteristics.
In the teacher's professiogram, the leading place is taken by the orientation of his personality. Let us consider in this regard the personality traits of the teacher-educator, which characterize his social and moral, professional, pedagogical and cognitive orientation.
CD. Ushinsky wrote: "The main road of human upbringing is conviction, and conviction can only be acted upon by conviction. Every teaching program, every method of upbringing, no matter how good it is, that has not passed into the convictions of the educator, will remain a dead letter that has no force in reality. The most vigilant control in this matter will not help. The educator can never be a blind executor of the instruction: not warmed by the warmth of his personal conviction, it will have no power. "
In a teacher's activities, ideological conviction determines all other properties and characteristics of a person, expressing his social and moral orientation. In particular, social needs, moral and value orientations, a sense of social duty and civic responsibility. Ideological conviction underlies the social activity of a teacher. That is why it is rightfully considered the most profound fundamental characteristic of the teacher's personality. The teacher-citizen is loyal to his people, close to him. He does not lock himself in a narrow circle of his personal concerns, his life is continuously connected with the life of the village, the city where he lives and works.
In the structure of the teacher's personality, a special role belongs to the professional and pedagogical orientation. It is the framework around which the main professionally significant properties of the teacher's personality are assembled.
The professional orientation of the teacher's personality includes interest in the teaching profession, pedagogical vocation, professional pedagogical intentions and inclinations. The basis of the pedagogical orientation is interest in the teaching profession, which finds its expression in a positive emotional attitude towards children, towards parents, pedagogical activity in general and to its specific types, in the desire to master pedagogical knowledge and skills. Pedagogical vocation in contrast to pedagogical interest, which can also be contemplative, it means a tendency that grows out of an awareness of the ability to pedagogical work.
The presence or absence of a vocation can be revealed only when the future teacher is included in educational or real professionally oriented activities, because a person's professional purpose is not directly and unambiguously determined by the originality of his natural characteristics. Meanwhile, the subjective experience of a vocation for a performed or even a chosen activity can turn out to be a very significant factor in the development of a personality: to cause enthusiasm for the activity, the conviction of one's suitability for it.
Thus, the pedagogical vocation is formed in the process of the future teacher accumulating theoretical and practical pedagogical experience and self-assessment of his pedagogical abilities. Hence, we can conclude that the shortcomings of special (academic) preparedness cannot serve as a reason for recognizing the complete professional unsuitability of a future teacher.
The basis of the pedagogical vocation is love for children. This fundamental quality is a prerequisite for self-improvement, purposeful self-development of many professionally significant qualities that characterize the professional and pedagogical orientation of the teacher.
Among such qualities - pedagogical duty and a responsibility. Guided by a sense of pedagogical duty, the teacher is always in a hurry to provide assistance to children and adults, to everyone who needs it, within the limits of their rights and competence; he is demanding of himself, strictly following a kind of code pedagogical morality.
The highest manifestation of pedagogical duty is dedication teachers. It is in it that his motivational and value attitude towards work finds expression. A teacher who has this quality works regardless of the time, sometimes even the state of health. A striking example of professional dedication is the life and work of A.S. Makarenko and V.A. Sukhomlinsky. An exceptional example of dedication and self-sacrifice is the life and feat of Janusz Korczak, a prominent Polish doctor and teacher, who disdained the Nazis' proposals to stay alive and stepped into the crematorium oven with his pupils.

The teacher's relationship with colleagues, parents and children, based on an awareness of professional duty and a sense of responsibility, is the essence of pedagogical tact, which is both a sense of proportion, and a conscious dosage of action, and the ability to control it and, if necessary, balance one means with another. The tactics of the teacher's behavior in any case is to, in anticipation of its consequences, choose the appropriate style and tone, time and place of pedagogical action, as well as carry out their timely correction.
Pedagogical tact largely depends on the personal qualities of the teacher, his outlook, culture, will, civic position and professional skill. It is the foundation on which a relationship of trust between teachers and students grows. The pedagogical tact is especially clearly manifested in the control and evaluative activity of the teacher, where special attentiveness and fairness are extremely important.
Pedagogical justice is a kind of measure of the teacher's objectivity, the level of his moral upbringing. VA Sukhomlinsky wrote: “Justice is the basis of a child’s trust in an educator. But there is no abstract justice — outside of individuality, outside of personal interests, passions, impulses. ...
The personality traits that characterize the professional and pedagogical orientation of the teacher are a prerequisite and concentrated expression of his authority. If within the framework of other professions the expressions "scientific authority", "recognized authority in their field", etc., are customary, then the teacher may have a single and indivisible authority of the personality.
The basis of the cognitive orientation of the personality is formed by spiritual needs and interests.
One of the manifestations of the spiritual strength and cultural needs of an individual is the need for knowledge. Continuity of pedagogical self-education is a necessary condition for professional development and improvement.
One of the main factors of cognitive interest is love for the subject taught. Leo Tolstoy noted that if “you want to educate a student in science, love your science and know it, and the students will love you, and you will educate them; educational influence. "" This idea was developed by VA Sukhomlinsky. He believed that "the master of pedagogy knows the alphabet of his science so well that in the lesson, in the course of studying the material, the focus of his attention is not on the content of what is being studied. , and the students, their mental work, their thinking, the difficulties of their mental work. "
A modern teacher should be well versed in various branches of science, the foundations of which he teaches, know its capabilities for solving socio-economic, industrial and cultural problems. But this is not enough - he must be constantly aware of new research, discoveries and hypotheses, see the near and far prospects of the taught science.

The most common characteristic of the cognitive orientation of the teacher's personality is the culture of scientific and pedagogical thinking, the main feature of which is dialecticism. It manifests itself in the ability in each pedagogical phenomenon to reveal its constituent contradictions. A dialectical view of the phenomena of pedagogical reality allows the teacher to perceive it as a process, where through the struggle of the new with the old, continuous development takes place, to influence this process, in a timely manner solving all the questions and tasks that arise in his activity.

Forms of pedagogical activity

Pedagogical activity is the upbringing and teaching influence of the teacher on the student (students), aimed at his personal, intellectual and activity development, at the same time serving as the basis for his self-development and self-improvement.

This activity arose in the history of civilization with the emergence of culture, when the task of "creating, storing and transmitting to the younger generations samples (standards) of production skills and norms of social behavior" acted as one of the decisive factors for social development, starting with the primitive community where children studied in communication with elders, imitating, adopting, following them, which was defined by J. Bruner as

“Learning in context”. According to J. Bruner, humanity knows "only three main ways of teaching the younger generation: the development of the components of the skill in the process of playing in the great apes, learning in the context of indigenous peoples and the abstract school method separated from direct practice."

Gradually, with the development of society, the first classes, schools, gymnasiums began to be created. Having undergone significant changes in the content of education and its goals in different countries at different stages, the school nevertheless remained a social institution, the purpose of which is the transfer of socio-cultural experience through the pedagogical activities of teachers and educators.

The forms of transfer of sociocultural experience have changed in the history of the development of the school. It was a conversation (Socratic conversation) or maieutics; work in workshops (experience of pottery, leatherworking, weaving and other areas of industrial training), where the main thing was the systematic and purposeful participation of the student in the technological process, the sequential mastering of production operations; verbal instruction (institute of "uncles", monasteries, tutors, etc.). Since the time of Ya.A. Komensky firmly established classroom teaching, in which such forms as a lesson, lecture, seminar, test, and workshops were differentiated. In recent decades, trainings have appeared. Note here that for a teacher one of the most difficult forms of his activity is a lecture, while for a student, a student - seminars, tests.

Characteristics of pedagogical activity

Educational activity has the same characteristics as any other type of human activity. This is, first of all, goal-setting, motivation, objectivity. A specific characteristic of pedagogical activity, according to N.V. Kuzmina is her productivity. There are five levels of productivity of pedagogical activity:

“I - (minimum) reproductive; the teacher knows how to retell to others what he himself knows; unproductive.

II - (low) adaptive; the teacher knows how to adapt his message to the characteristics of the audience; unproductive.

III - (medium) locally modeling; the teacher owns strategies for teaching students knowledge, skills, and abilities in individual sections of the course (i.e., formulate a pedagogical goal, be aware of the desired result and select a system and sequence for including students in educational and cognitive activities); average productive.

IV - (high) systematically modeling students' knowledge; the teacher owns the strategies for the formation of the desired system of knowledge, skills, and abilities of students in the subject as a whole; productive.

V - (higher) systematically modeling the activities and behavior of students; the teacher owns the strategies of transforming his subject into a means of forming the student's personality, his needs for self-education, self-education, self-development; highly productive "(emphasis mine. - IZ).

Considering pedagogical activity, we mean its highly productive nature.

Subject content of pedagogical activity

Pedagogical, like any other type of activity, is determined by psychological (subject) content, which includes motivation, goals, object, means, methods, product and result. In its structural organization, pedagogical activity is characterized by a set of actions (skills), which will be discussed below.

The subject of pedagogical activity is the organization of educational activities of students, aimed at mastering by them subject socio-cultural experience as the basis and conditions for development. The means of pedagogical activity are scientific (theoretical and empirical) knowledge, with the help and on the basis of which the thesaurus of students is formed. The texts of textbooks or their representations, which are recreated by the student during supervision organized by the teacher (in laboratory, practical classes, in field practice) of the facts, patterns, properties of objective reality, act as "carriers" of knowledge. Auxiliary are technical, computer, graphic, etc. facilities.

The ways of transferring social and cultural experience in pedagogical activity are explanation, demonstration (illustration), joint work with students to solve educational problems, direct practice of the student (laboratory, field), trainings. The product of pedagogical activity is the formed individual experience of the student in the totality of its axiological, moral and ethical, emotional and semantic, objective, evaluative components. The product of pedagogical activity is assessed at the exam, tests, according to the criteria for solving problems, performing educational and control actions. The result of pedagogical activity as the fulfillment of its main goal is the personal, intellectual development of the student, improvement, his formation as a person, as a subject of educational activity. The result is diagnosed by comparing the qualities of the student at the beginning of training and after its completion in all plans of human development [see, for example, 189].

More on the topic § 1. Pedagogical activity: forms, characteristics, content:

2.2. PEDAGOGICAL ACTIVITY: ESSENCE, OBJECTIVES, CONTENT 2.2.1. GENERAL DESCRIPTION OF THE CONCEPT "ACTIVITY"
§ 2. Style of pedagogical activity General characteristics of the style of pedagogical activity
Chapter 1. General characteristics of pedagogical activity
3. The content and forms of joint activities of the school and the family
§ 2. Motivation of pedagogical activity General characteristics of pedagogical motivation
2.2. The content and organization of practical training aimed at the formation of an individual style of pedagogical activity of the future teacher

FORMS OF PEDAGOGICAL ACTIVITY

1. Problem learning

Problematic learning, like programmed learning, refers to active learning technologies. It is based on the solution of any task, problem (from gr. Problema - "task, task"). In a broad sense, the problem is a complex theoretical and practical issue that requires study and resolution; in science - a contradictory situation that appears in the form of opposite positions in the explanation of any phenomena, objects, processes and requires an adequate theory to resolve it. (Situation - French situation - "situation, situation, set of circumstances").

In the Psychological Dictionary we find the following definition: "The problem is the subject's awareness of the impossibility of resolving the difficulties and contradictions that have arisen in a given situation by means of available knowledge and experience."

Problem-based learning is "a system of optimal management of the cognitive, creative, theoretical and practical activities of students, based on a certain understanding of the laws of the thinking process and the conditions for the assimilation of knowledge, the development of cognitive abilities." There are other points of view as well. Thus, A. E. Steinmetz considered problem learning "rather one of the most promising ways to implement the scientific principle than the teaching principle." E. G. Mingazov emphatically asserted that the problematic nature is a didactic principle. V. Ya. Skvirsky rejected the opinion of E. G. Mingazov and believed that problem learning is not a method, not a form, not a principle, not a system, not a type of teaching, but its essence is in the "specifics of interaction between participants in the educational process." According to Ilyina, problem learning is not a system, not a method, but an approach that cannot be absolutized, but must be applied widely enough in order to develop the mental abilities of students. In addition to these ideas, in many works problem learning is not considered directly, but in context and more broadly, as a means of activating learning, increasing the effectiveness of teaching a particular discipline, etc. (The concept of "activation learning" is broader than the concept of "problem learning".)

There was no unity in the question of whether the problem situation should "be created" or naturally "flow" from the very nature of the material. The majority was in favor of the teacher's creation of a problem situation, regardless of whether it is a reflection of a contradiction actually existing in science or is of a methodological nature (i.e., at this stage in science the question is clear, but the teacher creates a problem situation to activate the students' thinking). However, there were authors who believed that there was no need to artificially create problem situations, since the whole history of the development of scientific knowledge is full of real problems. The well-known writer M. Shahinyan also supported them: "Nature is full of problems, and they do not need to be created."

Why are there such disagreements? In my opinion, because there are phenomena that are known to mankind, let's call them objectively existing knowledge about these phenomena, scientific knowledge. But there are also phenomena about which mankind still does not know anything (our "cosmos"). In addition, it is important to remember that there is knowledge and subjective, that is, the knowledge of an individual person, they can be complete (erudite person) and incomplete. Therefore, it can be argued that the problem arises at the junction of the known (scientific knowledge) and the unknown, and not at the level of subjective and scientific knowledge.

It is precisely in the confusion of the level of controversy that creates the problem that the controversy has been observed. One level is scientific, the contradiction between the known scientific knowledge and the unknown, the other level is educational cognitive activity, that is, the level of contradiction between subjective knowledge and the objectively existing, but still determined by the learner, unknown truth. The second level is not a problem from a scientific point of view, although, judging by the definition of the concept of “problem” given in the “Psychological Dictionary,” the student may have difficulties, which he perceives as contradictions. But this is not a problem, it is just a lack of knowledge. However, the realization that he does not have enough knowledge to solve any problem is already a positive factor, because it is an incentive to improve. That is why honest ignorance must be respected.

So, we realized for ourselves that the real problem is always associated with science, it contains an obvious contradiction, does not have a final answer to the main question of the problem, why this is so and not otherwise, and, therefore, requires search, research work. I will give an example from the life of an outstanding Soviet physicist, Nobel Prize laureate, Academician Igor Evgenievich Tamm. “He often had to swim upstream. In the 1930s, he put forward the idea that the neutron has a magnetic moment. In different languages, famous physicists (including Niels Bohr) persuaded him to abandon this ridiculous idea: where does the magnetic moment of an electrically neutral particle come from? Igor Evgenievich stood his ground. And he was right. " As you can see, he really faced a problem where scientific knowledge collided with an objectively existing, but unknown to mankind phenomenon and he had to conduct a serious scientific search in order to obtain evidence of his innocence.

Is this possible in the learning process? Yes, it is possible. But, you must admit that this rarely happens, since not only a student, but also a scientist is not always able to see and solve a problem containing a latent contradiction and gain new knowledge.

But what about the majority of students? Give up problem learning? In no case! Just use it on a different level, at the level of students' cognitive activity. And here we will distinguish: a problematic issue, a problematic task, a problem situation and a problem. We have already spoken about the problem. Let's take a look at the rest now.

The problematic question is a "one-act" action. For example, why do they say, "A cold south wind is expected tomorrow?" (See the contradiction: southern, but cold. Why?) Answer: because a cyclone. Could there be hot snow, fried ice, etc.? Such questions stimulate thought, activate thinking, make a person think (remember the question-answer method of Socrates!).

A problematic task involves a number of actions; to solve it, the student needs to independently conduct a partial search. For example, is it possible to link a given type of structure under given conditions, say, a typical project, to a specific area? This is already a fairly large educational and cognitive task, for the solution of which it is required to conduct a special search for a method of action or find some missing data: to conduct a reconnaissance of the area, to make a geodetic survey, to investigate the soil in the laboratory, to determine the wind rose, etc.

A problem situation is a psychological state of intellectual difficulty that arises in a person if he cannot explain a new fact with the help of existing knowledge or perform a known action in the old familiar ways and must find a new one. Here the need arises to think actively, and, most importantly, to answer the question "why". The need, as you know, gives rise to a motive that prompts a person to think and act. This is the essence of problem learning.

There are four levels of problematic learning:

1. The teacher himself poses the problem (task) and solves it himself with active listening and discussion by students. Remember the general didactic method of problem statement!

2. The teacher poses a problem, students independently or under the guidance of a teacher solve it (partial search method). Here, a separation from the sample is observed, and there is room for thought.

3. The student poses a problem, the teacher helps to solve it.

4. The student himself poses the problem and solves it himself. The third and fourth levels are the exploratory method.

Choose which level is suitable for your teaching technology, depending on the level of training of the students.

So, problem learning at the third, fourth level, and sometimes at the second level, is associated with research, therefore, problem learning is learning to solve non-standard problems, during which students acquire new knowledge and acquire skills and abilities of creative activity, which is very important for an engineer ... Is not it? That is why, in the 1980s, they "remembered" about problem-based learning, and higher authorities sent appropriate "circulars" to universities and technical schools on the need to use problem-based learning in higher and secondary specialized educational institutions.

However, despite the instructional letters from above, the technology of problem learning was slowly introduced into the educational process, because, like everything in life, it had its advantages and disadvantages. (Remember the joke: God created man, and the devil slipped his appendix? Or another example, the antonymy of language: good - bad, boring - fun, etc.)

The advantages of problem-based learning are, first of all, great opportunities for the development of attention, observation, activation of thinking, activation of the cognitive activity of students; it develops independence, responsibility, criticality and self-criticism, initiative, non-standard thinking, caution and decisiveness, etc. In addition, which is very important, problem learning ensures the strength of the acquired knowledge, because it is obtained in independent activity, this is, firstly, and, secondly, here the interesting “effect of unfinished action” known in psychology, discovered by B.V. Zeigarnik, is triggered. ... Its essence is that actions that were started but not completed are remembered better: “between the beginning of the action and the expected result, an actual connection is maintained, and we are tormented by the unfinished, I remember the unfinished one. It is always alive in us, always in the present. " An example of this is an experiment conducted by teachers of the Department of Pedagogy and Pedagogical Psychology at Moscow State University: students were offered a problem. In the case when they solved it to the end, the next day they hardly remembered the condition of the problem, the course of the solution, etc. If they were told: “Enough, enough for today,” that is, the problem remained unsolved, the next day the students remembered well the condition and the beginning of the solution of this problem, although the day before they were not warned about the need to solve it to the end. This is the effect of an unfinished action. Does this mean that we also need to start and not finish solving a problem? Of course not. If the task can be solved in the time allotted to us, then it, naturally, must be brought to the end. But problem learning is about exploration and therefore involves a time-consuming problem solving. A person finds himself in a situation like an agent solving a creative problem or problem. He constantly thinks about it and does not leave this state until he solves it. It is due to this incompleteness that solid knowledge, skills and abilities are formed.

“I- (minimum) reproductive; the teacher knows how to retell to others what he knows himself; unproductive.

II - (low) adaptive; the teacher knows how to adapt his message to the characteristics of the audience; unproductive.

III- (medium) locally modeling; the teacher owns the strategies for teaching students knowledge, skills, estates for individual sections of the course (i.e., formulate a pedagogical goal, be aware of the desired result and select a system and sequence for including students in educational and cognitive activities); average productive.

IV - (high) systematically modeling students' knowledge; the teacher owns strategies for the formation of the desired system of knowledge, skills, abilities of students in the subject as a whole productive.

Subject pedagogical activity is the organization of educational activities of students, aimed at mastering by them subject socio-cultural experience as the basis and conditions for development. By means pedagogical activity is scientific (theoretical and empirical) knowledge, with the help and on the basis of which the thesaurus of students is formed.

Ways the transfer of socio-cultural experience in pedagogical activity is explanation, demonstration (illustration), joint work with students to solve educational problems, direct practice of the student (laboratory, field), trainings ... Product pedagogical activity is formed by the individual experience of the student in the totality of its axiological, moral and ethical, emotional and semantic, objective, evaluative components. The result pedagogical activity as the fulfillment of its main goal is the personal, intellectual development of the student, improvement, his formation as a person, as a subject of educational activity

12. Levels of pedagogical activity.

Like any kind of activity, the activity of a teacher has its own structure. It is like this:

Motivation.
Pedagogical goals and objectives.
The subject of pedagogical activity.
Pedagogical tools and methods for solving the assigned tasks.
Product and result of pedagogical activity.

Each type of activity has its own subject, just as pedagogical activity has its own. The subject of pedagogical activity is the organization of educational activities of students, aimed at mastering by students of subject socio-cultural experience as the basis and conditions for development.

The means of pedagogical activity are:

scientific (theoretical and empirical) knowledge, with the help and on the basis of which the conceptual and terminological apparatus of students is formed;
carriers of information, knowledge - texts of textbooks or knowledge reproduced by a student during observation (in laboratory, practical classes, etc.) organized by the teacher, the facts, patterns, properties of objective reality;
auxiliary means - technical, computer, graphic, etc.

The ways of transferring social experience in pedagogical activity are:

explanation;
show (illustration);
joint work;
direct practice of the student (laboratory);
trainings, etc.

The product of pedagogical activity is the individual experience formed in the student in the entire aggregate of axiological, moral and ethical, emotional and semantic, subject, evaluative components. The product of this activity is assessed in exams, tests, according to the criteria for solving problems, performing educational and control actions. The result of pedagogical activity as the fulfillment of its main goal is the development of students:

their personal improvement;
intellectual improvement;
their formation as a person, as a subject of educational activity.

Educational activity has the same characteristics as any other type of human activity. These are, first of all:

purposefulness;
motivation;
objectivity.

A specific characteristic of pedagogical activity is its productivity. There are five levels of productivity of pedagogical activity:

Level I - (minimum) reproductive; the teacher can and is able to tell others what he knows himself; unproductive.
Level II - (low) adaptive; the teacher knows how to adapt his message to the characteristics of the audience; unproductive.
Level III - (middle) local modeling; the teacher owns strategies for teaching students knowledge, skills, and skills in individual sections of the course (i.e., is able to formulate a pedagogical goal, be aware of the desired result and select a system and sequence for including students in educational activities; average productive.
IV level - (high) system-modeling knowledge of students; the teacher owns the strategies for the formation of the desired system of knowledge, abilities and skills of students in their subject as a whole; productive.
V level - (higher) system-modeling activity and behavior of students; the teacher owns the strategies of transforming his subject into a means of forming the student's personality, his needs for self-education, self-education, self-development; highly productive.

For the effective fulfillment of pedagogical functions, it is important for a modern teacher to be aware of the structure of pedagogical activity, its main components, pedagogical actions and professionally important skills and psychological qualities necessary for its implementation.

The main content of the activity of a university teacher includes the performance of several functions:

educational,
educational,
organizational,
research.

These functions are manifested in unity, although for many teachers one of them dominates over the others. The combination of pedagogical and scientific work is most specific for a university teacher. Research work enriches the teacher's inner world, develops his creative potential, and raises the scientific level of knowledge. At the same time, pedagogical goals often encourage deep generalization and systematization of the material, to a more thorough formulation of the main ideas and conclusions.

All university teachers can be roughly divided into three groups:

with a predominance of pedagogical orientation (about 2/5 of the total);
with a predominance of research focus (approximately 1/5);
with the same expressiveness of pedagogical and research orientation (slightly more than 1/3).

The professionalism of a university teacher in pedagogical activity is expressed in the ability to see and form pedagogical tasks based on the analysis of pedagogical situations and find optimal ways to solve them. It is impossible to describe in advance all the variety of situations solved by a teacher in the course of working with students. Decisions have to be made every time in a new situation, unique and rapidly changing. Therefore, one of the most important characteristics of pedagogical activity is its creative nature.

In the structure of pedagogical abilities and, accordingly, pedagogical activity, the following components are distinguished:

constructive,
organizational,
communicative,
gnostic.

Constructive abilities ensure the implementation of tactical goals: structuring the course, the selection of specific content for individual sections, the choice of forms of conducting classes, etc. Every day every practicing teacher has to solve the problems of designing the educational and educational process at the university.

Organizational abilities serve not only to organize the actual process of teaching students, but also to self-organize the activities of a teacher in a university. For a long time, they were assigned a subordinate role: the conditions for training specialists in universities have traditionally remained unchanged, and in organizing the educational activities of students, preference was given to time-tested and well-mastered forms and methods. By the way, it has been established that organizational skills, in contrast to gnostic and constructive ones, decrease with age.

The ease of establishing contacts between a teacher and students and other teachers, as well as the effectiveness of this communication in terms of solving pedagogical problems, depends on the level of development of communicative ability and competence in communication. Communication is not limited only to the transfer of knowledge, but also performs the function of emotional contamination, arousing interest, encouraging joint activities, etc.

Hence, the key role of communication along with joint activities (in which it also always occupies the most important place) in the education of students. University professors must now become not so much carriers and transmitters of scientific information as organizers of students' cognitive activity, their independent work, and scientific creativity.

The role of the teacher changes radically, and the role of the student sharply increases, who not only begins to independently plan and carry out cognitive activities, but also for the first time gets the opportunity to achieve socially significant results in this activity, i.e. to make a creative contribution to the objectively existing system of knowledge, to discover what the teacher did not know and to which he could not lead the student, planning and describing his activities in detail.

To guide the process of development and formation of university students, it is necessary to correctly determine the characteristics of the personality traits of each of them, to carefully analyze the conditions of their life and activities, the prospects and possibilities of developing the best qualities. Without the use of psychological knowledge, it is impossible to develop comprehensive preparedness and readiness of students for successful professional activities, to ensure a high level of their education and upbringing, the unity of theoretical and practical training, taking into account the profile of the university and the specialization of graduates. This becomes especially important in modern conditions, in the conditions of a crisis in society, when the crisis has moved from the sphere of politics and economics to the field of culture, education and human upbringing.

The gnostic component is a system of the teacher's knowledge and skills that form the basis of his professional activity, as well as certain properties of cognitive activity that affect its effectiveness. The latter include the ability to build and test hypotheses, be sensitive to contradictions, and critically evaluate the results obtained. The knowledge system includes worldview, general cultural levels and the level of special knowledge.

General cultural knowledge includes knowledge in the field of art and literature, awareness and ability to navigate in matters of religion, law, politics, economics and social life, environmental problems; the presence of meaningful hobbies and hobbies. The low level of their development leads to a one-sided personality and limits the possibilities of educating students.

Specialized knowledge includes knowledge of the subject, as well as knowledge of pedagogy, psychology and teaching methods. Subject knowledge is highly valued by the teachers themselves, their colleagues and, as a rule, is at a high level. As for knowledge in pedagogy, psychology and teaching methods in higher education, they represent the weakest link in the system. And although the majority of teachers note a lack of this knowledge, nevertheless, only a small minority is engaged in psychological and pedagogical education.

An important component of the gnostic component of pedagogical abilities is knowledge and skills that form the basis of cognitive activity proper, i.e. activities to acquire new knowledge.

If gnostic abilities form the basis of the teacher's activities, then design or constructive abilities are decisive in achieving a high level of pedagogical skill. It is on them that the effectiveness of the use of all other knowledge depends, which can either remain a dead weight, or be actively involved in the service of all types of pedagogical work. The mental modeling of the upbringing and educational process serves as a psychological mechanism for the realization of these abilities.

Design abilities provide a strategic orientation of pedagogical activity and are manifested in the ability to focus on the final goal, to solve urgent problems, taking into account the future specialization of students, when planning a course, take into account its place in the curriculum and establish the necessary relationships with other disciplines, etc. Such abilities develop only with age and as the teaching experience increases.

A.M. Novikov

FUNDAMENTALS OF PEDAGOGICAL ACTIVITIES

In the previous article of this cycle (magazine "Specialist" 2010, No. 11, 12.), the educational activity of the student was considered. Let us now proceed to consider the pedagogical activity of a teacher, having in mind, first of all, the activity of a professional teacher: teacher, teacher, educator, etc.

Features of pedagogical activity

Let us ask ourselves the question - is the activity of a teacher a managerial activity? Yes, absolutely. The teacher guides the student, manages the process of his education. Let's take a short excursion into the general theory of control.

Fig. 1. Control theory components

The concept of the general theory of management of social systems

In social systems (where both the governing body and the governed system are subjects - people or organizations), GOVERNANCE IS THE ACTIVITY (of governing bodies) TO ORGANIZE THE ACTIVITIES (of governed subjects). With regard to the pedagogical system "teacher - student (students)", this statement means that the managerial activity of the teacher is to organize the educational activities of the student (students).

The main components of the structure of control theory are shown in Fig. one.

Management objectives are to achieve the required results of the student (students).

Management efficiency criteria. In accordance with the approaches of modern management theory, the efficiency of management is determined by the efficiency of the state in which the controlled system found itself under the influence of this management. With regard to the pedagogical system, the effectiveness of the managerial activity of the teacher is determined by the effectiveness of those results of the student's activity, which he achieved as a result of the pedagogical (managerial) influence. And not the quality of filling out plans and reports, not the "beauty" of training sessions, etc.

Management methods ... For a fixed (with a given composition and structure) social system highlights the following management methods:

- institutional (administrative, command, restrictive, coercive) management;

- motivational management (management that induces controlled subjects to perform the required actions);

- information management (based on the communication of information, the formation of beliefs, ideas, etc.).

Types of management. From the point of view of regularity, repeatability of controlled processes, the following types of control can be distinguished:

- project management (management of the development of the system in dynamics - changes in the system, innovation, etc.);

- process management (management of the functioning of the system "in statics" - regular, repetitive activities under constant external conditions).

Since for a student his educational activity is always innovative, then in the pedagogical system "teacher - student (learner)" there will always be only project management. We have already spoken about pedagogical projects in one of the previous articles (magazine "Specialist" 2010, No. 1).

For dynamic control, in turn, one can single out reflex (situational) control and anticipatory control. Reflex control is called control, in which the governing body reacts to changes or external influences as they appear, without trying to predict them or influence them. Leading control is based on the forecast of conditions and requirements for the functioning of the system.

For the activity of a teacher, this is an essential classification. A good teacher is distinguished by the ability to stay ahead of events. As the saying goes, "to lead is to foresee."

Management functions. Allocate four main functions management: planning, organization, stimulation and control. The continuous sequence of the implementation of these functions constitutes a cycle of management activities (see Fig. 2).

Rice. 2. The cycle of management activities

Since these functions fit into the logic of the organization of the project, including pedagogical project(see the magazine "Specialist" 2010, No. 1), we will not consider them in detail here.

Forms of management ... By choosing different bases of classification, different forms of management are distinguished.

1.Depending on the structure of the management system, the following are distinguished:

- hierarchical management (the management system has a hierarchical structure, and each subordinate has one and only one boss);

- distributed management (one subordinate may have several bosses);

- network management (different management functions at different points in time can be performed by different elements of the system; in particular, one and the same employee may be subordinate in some of his functions, and a manager in other functions).

In fact, all three forms of management take place in the systems "teacher - student (students)":

For a student, for example, at school, the class teacher for him is an example of hierarchical management. Or in the classroom on one specific subject, he is subordinate to only one teacher;

For the same student, all teachers who teach all the subjects that he studies are at the same time “bosses” for him - an example of distributed management;

In student self-government, one and the same student may be subordinate in one of his functions, and a leader in other functions. In addition, with the brigade organization of the educational process, in extracurricular activities, temporary groups can be created, where the same student can also be subordinate in one of his functions, and a leader in other functions. These are examples of network management.

The ratio of these forms of government is an interesting one. pedagogical problem.

2. Depending on the number of controlled entities, it is possible to distinguish such forms of management as:

- individual management (management of one subject) - in our case, individual education systems;

- collective management (management of a group of subjects) - in our case, group, collective forms of education.

3. Depending on whether management takes into account the individual characteristics of controlled entities, the following forms are distinguished:

- unified management (when the same management mechanisms are applied to a group of generally different subjects);

- personalized control (when the control action depends on the individual characteristics of the controlled subject).

Again, it is clear that the degree of consideration of individual characteristics by a teacher in his pedagogical activity can be completely different depending on his desire, experience, abilities, as well as on the size of the class, group. In addition, this will also include such well-known areas of pedagogical research as individualization of learning, student-centered education, etc.

Controls- orders, orders, instructions, plans, norms, standards, regulations, etc. In our case, the teacher, as a rule, does not publish written administrative documents (except for notes to parents inviting them to come to school), he usually has oral controls, but the essence of these controls is the same - administrative, normative.

Management principles:

Principle 1 (hierarchy). It is generally recognized that hierarchy as a division of functions in complex systems is a manifestation of the need for specialization, which concretizes the functions of each element of this system and allows the most rational use of its objectively limited capabilities. The governing body may have no more than 7 + -2 subordinate entities in its subordination, i.e. their there should be no more so-called Miller numbers XE "Miller's number"7 ± 2. Otherwise, the division of the controlled subjects into several groups and the next, higher level of the hierarchy is introduced. The content of this requirement can be explained by the limited ability of a person's operative memory, his ability to analyze in the operative memory no more than 5–9 components of a component. With regard to the activities of a teacher, this principle means that when the number of students in a group or class exceeds this number, the teacher inevitably doomed to overload .

Principle 2 (focus) ... Any management is carried out for a specific purpose. In particular, the goal of management in the pedagogical system “teacher - student (students) is the education of the student (students) in accordance with the established requirements for volumes, quality and on time.

Principle 3 (efficiency). The implemented control must have maximum efficiency under the given constraints. That is, to be optimal. In particular, the achievement of the fixed goal of the system's activity should be achieved with the optimal use of resources. So, in our case, the teacher must achieve the goals of education, training and development of the student (students) with the optimal expenditure of time and effort. Moreover, the efforts of both the student (students) and their own.

Principle 4 (liability) ... The governing body is responsible for the effectiveness of the controlled entities and the entire system as a whole (quality, timing, resource consumption). The effectiveness of management is assessed only by the effectiveness of the activities of the controlled entities... That is, in relation to the activities of a teacher, this principle means that the effectiveness of his work is assessed by the results of the educational activities of students - their education, training, development, and not by how “beautifully” he conducts classes, how many classes he has, how he has drawn up plans, reports, etc.

Principle 5 (laissez-faire). The intervention of the governing body in the activities of controlled entities occurs if and only if the subjects subordinate to it do not ensure the implementation of the entire range of necessary functions. With regard to the activities of a teacher, this principle means the need to comply with a measure in the intervention, "regulation" of the student's activities, the danger of "overregulation".

Principle 6 (openness). The management of the system should be aimed at the maximum expedient involvement of all stakeholders (society, authorities, individuals and legal entities, social movements, etc.) in the process of system development. With regard to the activities of a teacher, this principle means the openness of the pedagogical system "teacher - student (students)", the transparency of their joint activities for others.

Principle 7 (regulation of management activities) ... In accordance with this principle, all management functions must be regulated. That is, both the governing body and the controlled entities must act and interact on the basis of clearly defined rules, norms and criteria known to all parties. With regard to pedagogical activity, for example, today the assessment criteria are kept "in their head" by the teacher, the teacher, and the student, as a rule, does not represent them.

Principle 8 (Uncertainties). The uniqueness and unpredictability of human activity in specific conditions, the presence of human freedom of will, determines the uncertainty of the activity of the social system. In particular, the pedagogical process is largely unpredictable:

As on the part of the student (students), his (their) reactions to the controlling influences of the teacher;

So it is on the part of the teacher himself. The teacher is a living person with his own problems, joys and sorrows, with his own moods. Therefore, his activities are also characterized by uncertainty.

Therefore, when planning any actions, the teacher must take into account the possible uncertainty of the situation, predict various scenarios for the development of joint activities with the student (students). And, in addition, in pedagogical activity always plays an essential role improvisation- the ability, in accordance with the situation, to quickly reorganize planned actions into a new channel. Due to this circumstance, they say that pedagogy is not only a science, but also an art.

Principle 9 (feedback) is perhaps one of the most well-known principles of management. In accordance with this principle, effective management requires information about the state of the controlled system and the conditions of its functioning. Moreover, the implementation of any control action and its consequences must be monitored and controlled by the governing body. This fully applies to the management activities of the teacher. For example, a survey at the beginning of a lesson is for the teacher, among other things, a means of feedback. Or a professor, asking students questions during the lecture, receives "feedback" - how the students understand him.

Principle 10 (rational centralization) - or, otherwise, delegation principle- asserts that in any complex system there is a rational level of centralization of management: what exactly the governing body should take upon itself, and what the managed subjects / objects should decide. So, for example, a lecturer can allow students to freely attend lectures, or, on the contrary, to mark all absent students. The teacher determines - whether to solve certain problems on the blackboard for himself, or call one of the students, or students will solve them on their own in notebooks.

Principle 11 (Democratic Governance). It is sometimes referred to as the principle of anonymity. This principle is to ensure equal conditions and opportunities for all participants in the system without any a priori discrimination. For pedagogical activity, this principle means that the teacher should treat all students equally, not openly show sympathy or antipathies for one or another student, and not have “favorites” and “outcasts”. Which, as we know, is very often not observed in mass pedagogical practice.

Principle 12 ( adequacy). Or what is the same - the principle of required diversity. This principle in systems theory was formulated by W.R. Ashby XE "Ashby WR" \ f “a ”. It states that by creating a system that can cope with a solution to a problem that has a certain, known variety (complexity), it is necessary to ensure that the system has an even greater variety (the availability of means and ways to solve the problem) than the variety (complexity) of the problem being solved. Or she was able to create in herself this necessary diversity (she could develop new means and ways to solve the problem). That is, in other words, the system must have the necessary "maneuver margin".

In particular, in relation to management: the management system (its structure, complexity, functions, etc.) must be adequate (respectively, to the structure, complexity, functions, etc.) of the controlled system. In other words, in relation to the pedagogical system "teacher - student (students)", this principle reflects the ancient requirement that the teacher must know and be able to more than the student (students)... Among teachers, there is even such a jargon principle: "a teacher feels confident in class if he knows 10 times more on a topic than he tells the students."

This requirement is generally known. But in modern conditions:

The teacher, the teacher knows and is able to do more than the student in his taught subject. And in other subjects studied by students, he has long forgotten the material (in a general education school). Or did not study at all (in a professional school) Then it turns out that he knows more and is able to do more than the student, the entire teaching staff in total. Not every single teacher. The question is interesting and not obvious - in connection with the introduction of an object, including a modular type of building the content of education, the increasingly widespread use of the method of educational projects, apparently, one subject training for a teacher, a teacher will no longer be enough, his horizons should be significantly expanded;

Today, all the educational material given to a growing person at school, college, university is in the same channel with a much larger flow of free information coming from TV screens, computers, the Internet, and print media. Moreover, schoolchildren and students, as a rule, have much more free time than teachers to watch TV, surf the Internet, etc. And as a result, the student is often more informed, at least about current events, than the teacher. He kind of "knows" more. And this constitutes a serious problem of modern education. Principle 13 ( unification). Equivalent systems should be described and considered within the framework of a unified approach (both in terms of their parameters and in terms of performance criteria). That does not exclude, however, the need to take into account the specifics of each specific system. For pedagogical systems, this means, for example, innification of the requirements for the student (students) on the part of the teaching staff of the school, college, etc., i.e. all teachers, instructors of a given educational team must apply uniform requirements for students. The same Unified state exams as unified national requirements for the quality of general education. Or as uniform requirements of state educational standards.

Principle 14 (promptness). This principle requires that, in real-time management, the information necessary for decision-making arrives on time, the management decisions themselves are made and implemented promptly in accordance with changes in the controlled system and the conditions of its functioning. In particular, the teacher must immediately respond to certain actions of the student (students). So, for example, there is a pedagogical requirement about the inadmissibility of the postponement of punishment.

Principle 15 ( coordinated management). This principle reflects the requirement that control actions within the existing institutional constraints should be maximally consistent with the interests and preferences of controlled entities. For a teacher, the implementation of this principle is a serious creative task - after all, in every situation the teacher is faced with the unique personality of the student, each personality is deeply individual.

Principle 16 ( advance reflection) - when developing control actions, it is necessary to predict and anticipate possible changes in the state of the controlled system. That is, the teacher must predict the development of events, build predictive models of the student's (students') activities.

Principle 17 ( adaptability) – the controlled system is dynamic, and the adopted management decisions must be revised in a timely manner in accordance with changes in the state of the controlled system and the conditions of its functioning. For example, the process of forming a particular skill in a student goes through a number of stages, stages. And in accordance with them, the influence of the teacher on this process should change.

Thus, a short excursion into the general theory of management turned out to be useful - many requirements for the teacher and his activities follow from this theory in a deductive way as special cases of general provisions. In addition, an appeal to the general theory of management makes it possible to systematize the teacher's management activity. Moreover, it turns out that it is possible and expedient to transfer the results of research on the problems of managing systems of various natures to pedagogical systems.

Now, after a short excursion into the general theory of control, let us go directly to features of professional pedagogical activity... It is clear that the object of the teaching profession is a person, and the subject is the activity of his development, education, and training. Pedagogical activity belongs to the group of professions "person - person". One of the most important characteristics of pedagogical activity is its joint nature: it necessarily presupposes a teacher and the one whom he teaches, educates, and develops. This activity cannot be an activity only "for oneself". Its essence is in the reflection of the activity "for oneself" on the activity "for another", "for others." This activity combines the teacher's self-realization and his purposeful participation in changing the student (the level of his training, upbringing, development, education). But the transition of activity "for oneself" into activity "for another", "for others" is characteristic not only of pedagogical activity. But also, let's say, the activities of a doctor. What are the features of pedagogical activity proper?

1. Above, we examined the management activities of the teacher, i.e. activities for the organization of educational activities of the student (students). Are the features of pedagogical activity limited only to this aspect - the aspect leadership learners (learners), management the educational process? Of course not!

2. The educator is the most important resource socialization student. In the broadest sense, the teacher is an example of a Man. The student “looks like in a mirror in another person” (K. Marx) and thereby debugs, clarifies, corrects the images of his I. And in this regard, it is extremely important that the teacher was personality: personality is formed by personality, character is formed by character. We all studied at school, at the university ... Teachers and instructors each of us had a lot. Are there many of those who are remembered, who influenced our character, interests, life choices? A.S. Pushkin dedicated the following lines to his teacher A.P. Kunitsin:

Kunitsyn is a tribute to heart and wine!

He created us, he raised our flame,

The cornerstone was set by him,

They lit a clean lamp ...

The brightness of the teacher's personality is determined by his ideological conviction, moral position, and the level of spirituality. An important role is played by the teacher's image, including clothing, hairstyle, his charisma, his acting skills. Even when a teacher, a teacher tells educational material, it is important not only what he says, but also as he says how it contributes to the transmitted information their personal color, their personal attitude.

In the same place where it acts as a simple pump pumping up students with knowledge, it can be successfully replaced by a textbook, dictionary, problem book, computer. In this respect, such a teacher, a walking truth, has always been a humorous figure, a subject of jokes and ridicule, a comic character. Chekhov's "man in a case" is terrible because he is an example of complete impersonality, completely disappeared feeling and thought.

3. The teacher must constantly learn by myself... After all, as already mentioned, the educational activity of a student is always productive and innovative. And it cannot be superimposed reproductive teacher's activities. Only productive activity for productive activity... Therefore, the third feature of pedagogical activity is constant self-development.

Thus, we have identified three main features of pedagogical activity, which together make up the system. It is in the aggregate, in the complex (Fig. 3). Figuratively speaking, the teacher is "a boss, an actor, and a student."

Rice. 3. Classification of the main features of pedagogical activity

Forms, methods, means of pedagogical activity

Talking about forms of teaching must be split immediately. When pedagogical activity is carried out jointly with the student (students), these will be forms of joint activity, i.e. shape pedagogical process(see the next article in this series). When a teacher prepares for classes alone, is engaged in the design of pedagogical systems, is engaged in reflective analysis, etc. - it will be mainly an individual form of activity. In addition, the collective form is the participation of a teacher in the work of methodological (cycle) commissions, sections, departments, pedagogical, academic councils, etc.

Methods of pedagogical activity. Recall that in the previous article of this cycle (magazine "Specialist" 2010, No. ...), speaking about the methods of educational activities of the student, we divided the methods:

On the one hand, theoretical and empirical methods;

On the other hand, on methods-operations and methods-actions.

In the same way, the methods of the pedagogical activity of the teacher:

Theoretical methods-operations. These are mental operations: analysis, synthesis, etc. (fig. 4). These methods are inherent in all types of activity without exception;

Theoretical methods of action. These are methods of designing pedagogical systems (scenario method, planning methods, etc.), as well as methods of pedagogical reflexive analysis (see. magazine "Specialist" 2010, No. 1).

Empirical methods-operations. These are methods of managing the educational activities of the student (students).

Empirical methods of action. These will be pedagogical technologies (see the article "The concept of pedagogical technologies" - journal "Specialist", 2009, No. 9).

Rice. 4. Methods of teaching

At the same time, it should be noted that earlier, in the previous article of this cycle, we considered the methods of educational activity of the student separately: methods of educational activity, methods of educational activity, methods of development activity - due to novelty problems... As for the methods of pedagogical activity, then we are moving away from the traditional division into educational methods and teaching methods (it has never been written about the methods of developmental activity in pedagogical textbooks). After all, the basis for the traditional division was only one circumstance - the division of the teacher's activities into activities during training sessions and during extracurricular educational work. But such a division is not an argument - after all the methods of the teacher's activity (as well as the forms and means) both in educational and in extracurricular work are the same (fig. 4).

Thus, in this article we examined the features, forms and methods of pedagogical activity. The means of pedagogical activity will be considered by us in the next article, among other means of the pedagogical process. As for the temporal structure of pedagogical activity (phases, stages, stages), we described it earlier in the article "Educational project as a cycle of innovative activity" (magazine "Specialist" 2010, No. 1.

Forms of pedagogical activity briefly. Forms of pedagogical activity. Difficulty replacing a teacher who conducted business games

§ 1. The essence of pedagogical activity

§ 2. The main types of teaching activities

§ 3. The structure of pedagogical activity

§ 4. Teacher as a subject of pedagogical activity

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Forms of pedagogical activity briefly. Forms of pedagogical activity. Difficulty replacing a teacher who conducted business games

§ 1. The essence of pedagogical activity

§ 2. The main types of teaching activities

§ 3. The structure of pedagogical activity

§ 4. Teacher as a subject of pedagogical activity

More on the topic § 1. Pedagogical activity: forms, characteristics, content:

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