Personal development in the learning process. Personal development in learning

Target: to substantiate the learning process as a means of personality formation in a holistic pedagogical process.

Tasks:

a) Describe the essence of learning as a component of an integral pedagogical process and the concepts of “didactics”, “learning process”, “teaching function”, “learning components”, “driving forces of the learning process”, “learning patterns”, “learning principles”.

b) Reveal the goals, objectives, functions of teaching in the structure of the holistic pedagogical process.

c) Substantiate didactics as a theory of learning and education. Plan

Essence, goals, objectives, functions, patterns, driving forces and principles of learning.

Methodological foundations of training.

Psychological foundations of learning.

Didactics as a theory of learning and education.

Model of the learning process.

Basic concepts: didactics, learning process, learning functions, learning components, patterns and principles of learning, cognitive activity.

Intersubject connections: philosophy of science, philosophy of education, psychology of learning, history of pedagogy.

Essence, goals, objectives, functions, patterns, driving forces and principles of learning. The learning process is a purposeful, consistent, changing interaction between a teacher and a student, during which the tasks of education, upbringing and development of the student are solved.

Education is a purposeful process of formation and development of students’ personality through the acquisition of knowledge, skills and abilities, taking into account the requirements of modern life and activity. Education as a social phenomenon is a purposeful, systematic transfer of social experience organized by elders and its assimilation by the younger generation, the acquisition of experience in social relations, the results of the development of social consciousness, a culture of productive work, knowledge about active transformation and environmental protection. Education ensures the continuity of generations, the full functioning of society and the appropriate level of personal development. This is his objective purpose in society. The main mechanisms for mastering content in the learning process are the joint activities of children and adults, purposefully organized in special forms of interaction, and their meaningful cognitive communication.

Carrying out at different levels, the learning process is cyclical. The most important indicators of the development of cycles of the educational process are the immediate didactic goals of pedagogical work, which are grouped around two main goals:

Educational - so that all students master the methods of cognitive activity and through it the fundamentals of science, acquire a certain amount of knowledge, skills and abilities, develop their spiritual, physical and labor abilities, acquire the inclinations of labor and professional skills;

Educational - to educate each student as a highly moral, harmoniously developed personality with a scientific worldview, humanistic orientation, creatively active and socially mature.

Thus, The purpose of training- mentally assumed final result expected from a certain way of directed interconnected pedagogical activity of the teacher and the educational and cognitive activity of the student in mastering various aspects of the socio-historical experience of mankind: knowledge and skills, science, morality, labor, literature, art, general And physical culture. The general goal is put forward by society in accordance with the development of the level of science, technology, as well as productive forces and production relations.

Teaching as a category of pedagogical science and the learning process, or, as it is also called, the didactic process, are not identical concepts, not synonymous. The process is a change in the state of the teaching system as an integral pedagogical phenomenon, as a fragment, as an act of pedagogical activity. Closely related to the concept of learning as an activity is the concept of function, which means the range of activity, purpose. Learning functions characterize the essence of the learning process (theoretical foundations of the learning process (Table 1).

The social, pedagogical, psychological essence of teaching is most clearly manifested in its functions. Among them, the most significant is in first place - the formation of students’ knowledge, skills and experience in creative activities. (educational function). The second function of teaching is the formation of students’ worldview (educational function). It is formed in children and adults objectively, gradually, as they generalize knowledge that allows them to judge the world around them. Inextricably linked with the previous functions is the function of personality development and independent thinking. (developmental function). Human development is a quantitative increase in his physical, physiological and mental characteristics, among which intellectual ones stand out. Of great importance is also career guidance function training.

Function of preparation for continuing education orients a person toward active participation in production and social relations, prepares him for practical activities, and aims at constant improvement of his polytechnic, professional, and general educational training in general. Creativity function aims the personality at the continuous development of its comprehensive qualities.

In its essence, the learning process is a naturally developing process in which laws and patterns of different orders and levels are specifically manifested. The pattern reflects objective, significant, necessary, general, sustainable and

Table. 1. Scientific foundations of the learning process (according to N.D. Khmel)

^^. Stages Levels\-		Actual	Creative	Applications of knowledge
Particular methodological level (training taking into account the content of the subject)
General methodological level (general issues of teaching). Methods and forms of work in accordance with didactic tasks
Didactic tasks that the teacher solves Didactics (How does the teacher teach? What should the teacher do?)	Introduction to knowledge	Current accounting Work with new material Briefing for the next task	Current accounting Working with theoretical material Instruction for the next task	SRS (independent work of students) Current accounting. Reinforcement of what has been learned. Briefing for the next task	Final accounting Briefing for the next task
Psychology of learning (How does a student learn?). The theory of the gradual formation of mental actions	General orientation stage (setting goals and range of issues to study)	Stage of material or “materialized” action (accumulation of factual material)	Stage of loud speech Analysis of facts, generalization, formulation of conclusions |	Stage of “speaking to yourself” Check understanding of the task and organize activities to apply what has been learned	The stage of actual mental actions, independent, creative, active activity of the student
Methodology (Theory of knowledge) We know the world	contemplation"		Abstract thinking		Practice

relationships that are repeated under certain conditions. Strictly fixed features of the essence of a phenomenon are laws. The laws of the learning process itself (teaching time of the pedagogical process) include:

correspondence of the teacher’s influences to the students’ aspirations for knowledge. This pattern ensures the realization of children’s craving for knowledge of the surrounding reality, presupposes the active desire of the teacher to give children the knowledge that interests them most and which can be most useful to them in practical life;

correspondence of the teacher’s influences to the individual and collective activities of the students. This pattern guides the teacher to understand that each type of activity in which children are involved in the learning process requires and at the same time develops certain of their qualities;

correspondence of the teacher’s influences to the cognitive, intellectual and other capabilities of the students. This pattern requires the teacher to take into account the quality of the student population, their individual and socio-psychological characteristics, cognitive abilities, interests and nature of activities during school and extracurricular time, to ensure compliance of educational influences with the individual and group characteristics of children, their individual and collective activities;

compliance of the activities of the teacher and the students with the capabilities of technical teaching aids. TSO should be used in strict accordance with the goals and objectives of specific classes, thoughtfully;

modeling (recreation) of the activities of the student and trainees in relation to the requirements of modern living conditions and activities. Therefore, all their studies should be filled with real-life game situations and examples, carried out in an atmosphere of maximum interest and complemented by work activities, during which they could apply the acquired knowledge, skills and abilities in practice.

Hence, pattern of the learning process- an objectively existing, necessary, essential, recurring connection between phenomena and processes, characterizing their development.

General patterns:

the learning process is determined by the needs of society;

it is associated with the processes of education, upbringing and development;

the learning process depends on the real learning capabilities of the student and on external conditions;

the processes of teaching and learning are naturally interconnected;

methods and means of teaching and stimulating learning, organization of control and self-control of educational activities depend on the objectives and content of education;

forms of organization of training depend on the tasks, content and methods of training;

the interrelation of all patterns and components of the educational process under appropriate conditions ensures strong, conscious and effective learning results.

The patterns inherent in any learning inevitably appear as soon as it arises in any form:

the educational process proceeds only if it corresponds (not identically) to the goals of the teacher and the student, when the activity of the teacher corresponds to the method of mastering the material being studied;

purposeful teaching of an individual in a particular activity is achieved when he is included in this activity;

There are constant dependencies between the purpose of learning, its content and methods: the goal determines the content, methods, the latter determine the achievement of the goal.

Patterns appear depending on the nature of the activity of the teacher and student, on the means used, on the content of educational material and the teaching methods with which they operate. Their manifestation depends on the teacher, on whether he is aware of the fullness of the learning goal and whether he uses means and methods that meet the goal.

The driving forces of the learning process are contradictions that arise during the educational process, the formation and development of which determines the dynamics, dialectics of teaching and learning, the nature of mastering the knowledge and skills of students, as well as the pace of student development. Management of the creation of contradictions is carried out through the selection of the content of educational material, the selection and use of methods, forms and methods of teaching and learning.

General contradictions arise:

between the volume of socio-historical knowledge and the volume assimilated by the student;

socio-historical knowledge and individual cognitive activity of the student;

between the achieved level of development of the student and the educational task put forward in the course of training.

Private contradictions arise:

between the previous level of knowledge and new ones that remove, “overlap” the previous knowledge;

between knowledge and the ability to use it;

between the required and achieved level of students’ attitudes towards learning and learning;

Between a more complex cognitive task and the presence of previous methods that are insufficient to solve it (Fig. 1).

The learning process as a specific process of cognition must be considered in its inconsistency - as a process of constant movement and development. In this regard, the teacher must proceed from the fact that there is no straightness given once and for all, a constant mechanical movement on the path to the truth, that there are large and small leaps, recessions, unexpected turns of thought, possible insights. Cognition, figuratively speaking, is woven from contradictions. Strict logical reasoning, induction and deduction, substantive and formalized, coexist in it.

The main contradiction is the driving force of the learning process because it is inexhaustible, just as the process of cognition is inexhaustible. M.A. Danilov formulates it as a contradiction between the cognitive and practical tasks put forward by the course of training and the current level of knowledge, skills and abilities of students, their mental development and relationships.

Driving forces of the pedagogical process M.A. Danilov connects it with the contradictions of personality development. The internal driving force of the pedagogical process is the contradiction between the put forward requirements of a cognitive, labor, practical, social nature and the real capabilities of students to implement them. This means that the driving force behind the learning of each individual is the contradiction between the requirements placed on him, on the one hand, and the means and motives available to him, on the other. Without appropriate motivation, the act of learning itself cannot take place. The motivation of students is therefore the most important component of the contradiction that constitutes the driving force of learning for the individual and the team.

Contradiction becomes the driving force of learning if it is meaningful, that is, meaningful in the eyes of students, and resolving the contradiction is a clearly recognized necessity by them. The condition for the emergence of contradiction as a driving force of learning is its proportionality with the cognitive potential of students. No less important is the preparation of the contradiction by the very course of the educational process, its logic, so that students not only “grab” it, “sharpen” it, but also independently find a way to solve it.

The principles of teaching arise from the laws of the learning process; they are a generalized reflection of many years of practice and take into account the specific features of the learning process in a modern school. A principle is an initial, initial position that guides a teacher in his practical activities and behavior. This means that a principle differs from a pattern in that it depends on the individual: she accepts or rejects it. The pattern manifests itself independently of the will of the individual: he can only take it into account when organizing activities.

between consciousness and behavior, consciousness and feelings

between duty and behavior

between aspirations and possibilities

between the craving for adults and the desire for independence

between old opportunities and new needs

between habitual norms of behavior and new requirements determined by the modern sociocultural situation

between new tasks of cognition and previously acquired ways of thinking, etc.

discrepancy between the goals and content of the activity

discrepancy between specific tasks and means of achieving them

discrepancy between the content of activities and forms of organization, etc.

between the tasks put forward by the teacher and the real desire to learn more going towards their implementation

between the selection of educational content and the personal experience of students

between selected pedagogical means, forms, methods of pedagogical interaction and their acceptance by students

between assessment and student self-esteem

between the essence of the pedagogical process in the family and in educational institutions, etc.

Rice. 1. Driving forces of the learning process (according to B.B. Aismontas)

Principles of training- these are the fundamental provisions that determine the system of requirements for the content, organization and methodology of training. Since when structuring the learning process it is necessary to specifically rely on the principles of learning, we will characterize each of them in some more detail.

1)The principle of consciousness activity and independence in learning presupposes students' awareness of responsibility for the goals and objectives of the lesson, its practical significance; stimulates the cognitive activity of students with the help of effective methods, techniques, TSO and other visual aids, modern techniques and especially teaching techniques; promotes the manifestation of initiative and creativity in the process of studying educational material and applying it in practice.

2)Principle visibility of teaching focuses on the fact that visibility must meet the purpose and content of classes, have a clearly defined content, be understandable and accessible, meet the requirements of pedagogical psychology, and be used creatively and methodologically correctly.

The principle of systematicity, consistency and complexity requires providing a coherent system of knowledge of the academic discipline, connecting new knowledge with previously learned knowledge, ensuring systematic and effective control over the organization and results of the learning process, and carrying out clear planning of training sessions; observe strict logical connection and arrangement of educational material.

The principle of learning at a high level of difficulty focuses on constant consideration of the mental and physical capabilities of students; the feasibility of the material being studied for them, the pace of its presentation; studying educational material gradually, moving from simple to complex, based on the initial level of preparedness of students; instilling in students a conscious attitude towards overcoming real difficulties in educational activities.

The principle of strength in mastering knowledge and skills And skills requires explaining to students the significance of the material being studied for their practical activities, developing a mindset for strong and long-term memorization of the studied material and, above all, its main provisions, systematically organized repetition of previously studied educational material, and conducting systematic monitoring of the assimilation of the studied material.

The principle of group and individual approach in teaching involves teaching children coordinated, harmonious joint actions, forming a positive psychological climate in the training group.

Methodological foundations of training. Fundamental provisions that determine the general organization, choice of forms and methods of training,

stem from the general methodology of the pedagogical process. At the same time, since teaching is directly related to the organization of students’ cognitive activity, special consideration of its methodological foundations is necessary.

Behaviorism and pragmatism are the most common concepts of learning that attempt to explain the mechanisms of learning. Existentialism and neo-Thomism are adjacent to these directions. They downgrade the role of learning and subordinate intellectual development to the education of feelings; the explanation of this position comes from the assertion that only individual facts can be known, but without their awareness, the interconnection of patterns.

Among the new directions, the concept of so-called learning “through discovery”, developed by D. Bruner (USA), deserves special attention. In accordance with the concept of D. Bruner, students must explore the world, acquire knowledge through their own discoveries, which require the exertion of all cognitive forces and exclusively influence the development of productive thinking. A characteristic feature of creative learning, according to D. Bruner, is not only the accumulation and evaluation of data on a certain topic, the formulation of appropriate generalizations on this basis, but also the identification of patterns that go beyond the scope of the material being studied.

Modern didactics, the principles of which underlie practical pedagogical activities, are characterized by the following features:

Its methodological basis is formed by the objective laws of the philosophy of knowledge (epistemology).

In the modern didactic system, built on the basis of magerialist dialectics, the essence of teaching is not reduced to the transfer of ready-made knowledge to students, nor to independently overcoming difficulties, nor to students’ own discoveries. It is distinguished by a reasonable combination of pedagogical management with students’ own initiative, independence, and activity.

Understanding the methodological foundations of the learning process is facilitated by the correlation between learning as the activity of a student, which represents a specific type of cognition of the objective world, and the cognition of a scientist. A scientist learns something objectively new, and a student learns something new subjectively; he does not discover any scientific truths, but rather assimilates scientific concepts, concepts, laws, theories, and scientific facts already accumulated by science. The path of knowledge of a scientist lies through experiment, scientific reflection, trial and error, theoretical calculations, etc., and the student’s knowledge proceeds more quickly and is greatly facilitated by the skill of the teacher. Educational cognition necessarily involves the direct or indirect influence of the teacher, and the scientist often does without interpersonal interaction. Despite quite

significant differences in the cognition of a student and a scientist, these processes are basically similar, i.e. have a single methodological basis.

Thus, the methodological foundations of the educational process in a comprehensive school include the following methodological provisions: the dialectical method as a universal method of cognition; historical approach to the analysis of phenomena of objective reality; theory of knowledge, which considers the process in motion, in development, in contradiction; dialectical thinking; abstract and concrete; objective and subjective; unity of theory and practice; definite and indefinite; limitation and relativity; the meaning of contradiction; historical and logical in learning theory; essence and phenomena; content and form; relationship between goals and means; possibility and reality; qualitative and quantitative relationships in learning theory; methodological principles (principles of knowability; objectivity, unity of the theory of practice; determinism; historicism and dialectical development).

Based on these provisions, it is necessary to be guided by the appropriate invariant approaches (Fig. 2).

Psychological foundations of learning. The problem of the relationship between training and development has always been recognized as one of the key problems of pedagogy. Starting with the works of Ya.A. Comenius was searching for the scientific foundations of learning, which would serve as the basis for the development of the individual capabilities of each child and their changes in the process of age-related development. The founder of Russian pedagogy K.D. addressed the same questions. Ushinsky. In his fundamental work “Man as a Subject of Education,” outlining the main features of the mental development of a child in various age periods, he notes that training and upbringing are powerful factors in the development of a child.

The issue of the relationship between training and development was not removed from the agenda at a later time. A prominent representative of psychological science, L.S., addressed its consideration. Vygotsky, who proposed the following approaches to solving the problem of the relationship between training and development:

training and development are two processes independent from each other;

learning “builds on” maturation; learning purely externally uses the opportunities that arise in the process of development;

training and development are two identical processes;

learning can go both after development and ahead of development, pushing it further.

Various researchers have taken different approaches to solving the problem of the relationship between teaching and raising children:

D.B. Elkonin and V.V. Davydov believed that decisive importance should be given to changing the content of training;

Personal

Assumes as a leading guideline, main content and main criterion for successful learning not only knowledge, abilities and skills, but also the development of creative abilities

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It assumes that all measures are aimed at organizing intensive, ever-increasingly complex activity, because only through one’s own activity does a person assimilate science and culture, ways of knowing and transforming the world, forms and perfects personal qualities, etc.

About optimization

Achieving the maximum possible ffcix for specific conditions of results based on economical expenditure of time and effort

Holistic

Associated with unified comprehensive planning and implementation of the main directions of educational and non-educational activities of the school

Creative

Requires constant diagnostics, hccj i s:do v e k i y, Achieving the right level of learning and education by students, joint search with students for the most effective* methods and forms of activity, creative cooperation, tireless teaching! ical jKdiepH me I n iron and ia

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It means the focus of the pedagogical process on the formation of socially valuable relationships in a team, because the external relationships into which a person enters in the process of activity and communication form a person’s internal relationships to social values, to people, to business, and to himself

Rice. 2. Invariant approaches to organizing the learning process

I.A. Menchinskaya, D.I. Bogoyavlenskaya, E.I. Kabanova-Miller argued that the effectiveness of assimilation of knowledge, skills and abilities is increased by changing or improving methods of mental activity;

B.G. Ananyev, A.A. Lyublinskaya attached importance to the study of increasing the effectiveness of various teaching methods;

L.V. Zankov came to the conclusion that the developmental effect of training is achieved mainly through improving the learning process itself;

P.Ya. Galperin, N.F. Talyzin investigated the influence of the stage-by-stage formation of mental actions on the intellectual development of children;

T.V. Kudryavtsev, A.M. Matyushkin argued that the developmental effect of training increases with the increasing role of problem-based learning in the content of pedagogical activity.

As psychological and pedagogical theory was enriched, ideas about each of these concepts were refined. The following interpretations of these concepts have become commonly used:

development is a process of quantitative and qualitative changes in the body, nervous system, psyche, personality;

learning is the process of purposeful transfer of socio-historical experience, organization of the acquisition of knowledge, skills and abilities.

Training and education are deeply national in content and reflect multifaceted traditions and national psychology. It is not an abstract person who is trained and educated, but always a representative or another nation with its inherent ethnopsychological characteristics, which usually include the peculiarities of national consciousness and self-awareness, the originality of national thinking, feelings and will, the specifics of the manifestation of national character in communication and relationships with other people. National psychological characteristics directly mediate the content of training and education, therefore they must be carried out taking into account the observance of certain principles. Firstly, the principle of ethnospecific determinism of pedagogical influences. Secondly, the principle of unity of national consciousness and nationally unique pedagogical activity. Thirdly, one cannot ignore the principle of pedagogical influence in the conditions of specific life and work in accordance with the national ideal. Fourthly, the principle of developing national adaptive capabilities to pedagogical influences (Fig. 3).

The learning process is based on psychological concepts, which are often also called didactic systems. The didactic system is a set of elements that form a single integral structure that serves to achieve learning goals. The description of the system comes down to the characteristics of the goals, content of education, didactic processes, methods, means, forms of teaching and its principles. Of the corresponding didactic concepts, three should be highlighted: the traditional, pedocentric and modern system of didactics. In the traditional education system, teaching and the activities of the teacher play a dominant role. It consists of didactic concepts of such teachers as Ya.A. Comenius, I. Pestalozzi, I. Herbart, and didactics of the German classical gymnasium.

In the pedocentric concept, the main role in learning is given to learning - the child’s activity. This approach is based on the system of D. Dewey, the labor school of G. Kershensteiner, V. Lai - the theories of the period of reforms in pedagogy at the beginning of the 20th century. G. Kershensteiner put forward the concept of “civic education”, according to which the people’s “labor” school should teach children unconditional obedience to the modern state and prepare them for upcoming professional activities corresponding to

Education

Upbringing

Education, development and formation of personality occurs in cognitive activity

Education, development and personality formation occurs in various types of activities

Pedagogical influence appears in a more “pure” form than in education

Coincidence of diverse influences

It proceeds relatively smoothly: new knowledge is added to the existing level of knowledge

It often occurs with resistance and struggle: the new often meets resistance from the already established

The result is clearly defined

The result is variable and depends on the internal state of the students, which is often difficult to grasp

Education is future-oriented

Education is necessary both in the present and in the future

The result is relatively simple to find out

The result is much more difficult to determine

The process of cognition proceeds much faster than the process of education

Education is a long process

Success is achieved faster and easier

Success is achieved with great difficulty; it requires great effort, preparedness, and higher personal qualities of the teacher.

Rice. 3. The relationship between training and education.

social origin. V. Lai proposed a “pedagogy of action” based on the “impact-reaction” formula, according to which education and training are considered as a series of external influences on students and their responses in the form of drawing, modeling, modeling, drawing, music, dancing , various oral and written works, animal care, etc.

The modern didactic system proceeds from the fact that both sides - teaching and learning - constitute the activity of learning, and their didactic relationship is the subject of didactics. In the modern theory of developmental education, one can distinguish concepts focused on mental development (L. V. Zankov, Z. I. Kalmykova, E. N. Kabanova-Miller) and concepts that take into account personal development (G. A. Tsukerman, V. V. Davydov, D. B. Elkonin, S. A. Smirnov).

The basis of the training system, according to the concept of L.V. Zankov, is the following interrelated principles:

training at a high level of difficulty;

fast pace in studying program material;

the leading role of theoretical knowledge;

students' awareness of the learning process;

purposeful and systematic work on the development of all students, including the weakest.

According to the concept of Z.I. Kalmykova, developmental education is training that forms productive or creative thinking. Considering productive thinking as the basis of learning ability, Z.I. Kalmykova notes that an outwardly expressed feature of productive thinking is independence in acquiring and operating new knowledge. The main indicators of such thinking are:

originality of thought, the possibility of obtaining answers that deviate far from the usual;

the speed and smoothness of the emergence of unusual associative connections;

sensitivity to the problem, its unusual solution;

fluency of thought - the number of associations and ideas that arise per unit of time, in accordance with certain requirements;

The ability to find new, unusual functions of an object or its part. According to Z.I. Kalmykova, developmental education can be

carried out while focusing on the following didactic principles:

a) problematic learning;

b) individualization and differentiation of training;

c) harmonious development of various components of thinking (concrete and abstract-theoretical);

d) formation of methods of mental activity;

e) special organization of mnemonic activity (memorization).

Concept by V.N. Kabanova-Miller is associated with the formation of thinking operations, which she calls methods of educational work. She includes comparison, generalization, disclosure of cause-and-effect relationships, observation, compilation of characteristics of the phenomena under study, separation of essential and non-essential features of concepts as methods of educational work. As conditions for developmental learning in the concept of E.N. Kabanova-Miller are the following:

All levels of education should be imbued with the idea of ​​forming in schoolchildren a system of methods of educational work of varying degrees of generalization.

In each academic subject, it is important to highlight the basic techniques of educational work and develop them in students.

Formation of techniques for managing students’ educational activities.

Thus, the above concepts are related to the development of mental functions (mainly thinking) of students for the purpose of general mental development (JT.B. Zankov), the development of creative thinking (Z.I. Kalmykova) or the formation of thinking operations (E.N. Kabanova-Miller).

Concepts that set the development of a student’s personal qualities as a guideline for organizing educational activities have become widespread.

According to the concept of G.A. Zuckerman, one of the most important tasks in teaching is teaching students the skills of educational cooperation. The educational process is built on the basis of cooperation between teachers and children. In educational cooperation, she identifies three leading characteristics:

asymmetry of interaction (the child does not imitate an adult, but searches for the knowledge he lacks, and the teacher stimulates and rationalizes the child’s search);

child's cognitive initiative;

addressing a specific request for new knowledge.

According to the concept of V.V. Davydova-D.B. Elkonin, the basis of developmental education for schoolchildren is the theory of the formation of the educational activity of its subject in the process of mastering theoretical knowledge through analysis, planning and reflection. The concept of personal development training V.V. Davydov and B.D. Elkonina is aimed primarily at developing the creativity of students.

In the concept of S.A. Smirnov, reflecting the methodology of joint creativity, the main goal of the pedagogical process is the creation of conditions for the maximum possible development of the child’s abilities in combination with the intensive accumulation of social experience and the formation of his internal psychological peace and self-confidence. According to this concept, the teacher’s activities are divided into three areas:

Organizing the interaction of students with the teacher and with each other.

Widespread use of individual games and game forms of organizing educational activities in the classroom.

Involving students in creative activities.

Researchers pay special attention to the development of mental functions in learning (perception, rational memorization, thinking and concept formation, theoretical generalization and intellectual initiative).

Didactics as a theory of learning and education. Didactics (from the Greek didaktikos - teaching and didasko - studying) is an integral part of pedagogy, revealing the tasks and content of education for children and adults, describing the process of mastering knowledge, skills and abilities, characterizing the principles, methods and forms of organizing training, developing the problems of training and education. The learning process is determined by the socio-economic and political conditions of the development of society, the needs of people's lives and activities, the achievements of modern scientific and technological progress, and the ever-increasing requirements for the personal qualities of students.

Didactics as a science studies the laws operating in the field of its subject, analyzes the dependencies that determine the course and results of the learning process, determines methods, organizational forms and means that ensure the implementation of planned goals and objectives. Thanks to this, it performs two main functions:

theoretical (diagnostic and prognostic);

practical (normative, instrumental).

Didactics is facing more and more new problems, the resolution of which requires, first of all, the most effective use of the achievements of other sciences, with which it establishes and maintains close ties (philosophy, sociology, political science, cultural studies, ethnology, educational psychology, human physiology, specific techniques, etc.) .d.).

The development of any field of scientific knowledge is associated with the development of concepts, which, on the one hand, indicate a certain class of phenomena that are similar in essence, and on the other, create the subject of this science. The concepts that each science uses reflect the knowledge accumulated by humanity. Didactics uses philosophical, general scientific and partly scientific concepts:

philosophical categories: “essence and phenomena”, “connection”, “general and individual”, “contradiction”, “cause and effect”, “possibility and reality”, “quality and quantity”, “being”, “consciousness”, “ practice”, etc.;

general concepts of pedagogy: “pedagogy”, “upbringing”, “pedagogical activity”, “pedagogical reality”, etc.;

specific concepts of didactics: “teaching and learning”, “academic subject”, “educational material”, “educational situation”, ((teaching method), “teaching method”, “teacher”, “student”, “lesson”, etc. d.;

concepts borrowed from related sciences: psychology (“perception”, “assimilation”, “mental development”, “memorization”, “abilities”, “skills”), cybernetics (“feedback”, “dynamic system”, etc.) .;

general scientific concepts: “system”, “structure”, “function”, “element”, “optimality”, “state”, “organization”, “formatization”, etc.) (Fig. 4).

Historically, along with the term “pedagogy”, the term “didactics” was used for a long time in the same meaning. This word first appeared in the writings of the German teacher Wolfgang Rathke (Ratihia) (1571-1635) to denote the art of teaching. In a similar way, the Czech teacher J.A. interpreted didactics as “the universal art of teaching everyone everything.” Comenius (1592-1670), who published his fundamental work “The Great Didactics” in Amsterdam in 1657. A significant contribution to the development of world didactics was made by I.F. Herbart (1776-1841), I. G. Pestalozzi (1746-1827), A. Diesterweg (1790-1866), K. D. Ushinsky (1824-1871), D. Dewey (1859-1952), G. Kerschensteiner (1816-1890), V. Lai (1862-1926), etc. In pedagogical science there are quite a lot of theories that reveal and characterize the foundations of learning, education and human development. However, among them, methodological and theoretical significance are those that reflect the psychological patterns of perception and understanding of pedagogical influences and their results.

The most important didactic theories and concepts include: the concept of development of cognitive interest (P. Shchukina and others), the concept of developmental education (L.V. Zankov and others), the theory of problem-based learning (M.I. Makhmutov, I.Ya. Lerner, A.M. Matyushkin, etc.), the theory of the gradual formation of mental actions (P.Ya. Galperin, etc.), the theory of the content of education (L.Ya. Lerner, V.V. Kraevsky, B.S. Lednev, etc.) ,the theory of meaningful generalization (V.V. Davydov and others), the theory of optimization of the educational process (Yu.K. Babansky), the theory of activation of students’ cognitive activity (T.I. Shamova and others), the theory of teaching methods (M.I. Makhmutov, Y.K. Babansky), the theory of the modern lesson (M.A. Danilov, V.A. Onishchuk, M.I. Makhmutov, etc.), the theory of organizing independent work (O.A. Nilson, etc.) , theory of the educational subject (L.Ya. Zorina, I.K. Zhuravlev, etc.), theory of the textbook (D.D. Zuev, V.P. Bespalko, etc.), theory of the holistic pedagogical process (N.D. Khmel etc.), the theory of the collective method of learning (V. Dyachenko), etc.

Model of the structure of the educational process. In this way, the learning process can be schematically represented as an integral system. The system-forming concepts of the learning process as a system are: the purpose of learning, the activity of the teacher (teaching), the activity of the student (learning) and

Philosophical

General scientific

Private scientific

Specifically didactic categories

General and individual

Teaching abilities

Essence and phenomenon

Structure

Pedagogical consciousness

Educational activities

1 Controversy

Pedagogical activity

Teaching

Pedagogical communication

Educational process

Reason and

consequence

Socialization

Activity

Education

Personality

Education Teaching method

Social experience

Forms of training

result. Variable components of this process are teaching aids. These include; content of educational material, teaching methods, material teaching aids (visual, technical, textbooks, teaching aids, etc.), organizational forms of training. The connection and interdependence of teaching aids as variable components with constant meaning-forming components depend on the purpose of learning and its final result. The cementing principle of the functioning unity of all these components is teaching and learning (Fig. 5).

Activity< преподавателя

The purpose of training

material

Teaching methods

Means of education

Organizational

training

Exercise activities

Result

Rice. 5. Model of the structure of the educational process (but to B.B., Aismontas)

Questions for self-control

What is the principle of learning?

What is the learning process?

What is didactics?

What does the concept of “regularity” express?

What features are characteristic of the concept of the learning process?

How are the processes of cognition and learning related?

What is the relationship between the laws and principles of learning?

What is the relationship between training and development?

9) What is the relationship between the essence and principles of learning? 10). Uncover the meaning of the main functions of learning.

The problem of the relationship between training and development is not only methodologically, but also practically significant. The content of education, the choice of forms and methods of teaching depend on its solution.

Teaching does not mean the process of “transferring” ready-made knowledge from a teacher to a student, but a broad interaction between the teacher and the student, ways of implementing the pedagogical process for the purpose of personal development through organizing the student’s acquisition of scientific knowledge and methods of activity. This is the process of stimulating and managing the external and internal activity of the student, as a result of which the mastery of human experience occurs. Development in relation to learning is understood as two different, although closely interrelated categories of phenomena: the biological, organic maturation of the brain, its anatomical and biological structures, and mental (in particular, mental) development as a certain dynamics of its levels, as a kind of mental maturation.

Of course, mental development depends on the biological maturation of brain structures, and this fact must be taken into account during the pedagogical process. Education cannot ignore the organic maturation of the brain, according to the American psychologist J. Bruner; The converse statement that the organic maturation of brain structures occurs completely independently of the environment, training and upbringing is also incorrect. That is why, when we talk about mental development, we mean that mental development occurs in unity with the biological maturation of the brain.

In psychological and pedagogical science, at least three points of view have emerged on the relationship between learning and development. First and the most common is that learning and development are considered as two processes independent from each other, but learning is, as it were, “built on” to the maturation of the brain. Thus, learning is understood as a purely external use of opportunities that arise in the process of development. V. Stern wrote that learning follows development and adapts to it. Since this is so, there is no need to interfere with the process of mental maturation or interfere with it, but we must wait patiently and passively until the opportunities for learning ripen. J. Piaget noted that mental development follows its own internal laws, so training can only slightly slow down or speed up this process. However, for example, until a child’s logical operator thinking has matured, it is pointless to teach him to reason logically.

Scientists who adhere to second points of view (James, Thorndike) identify learning and development.

Third a group of theories (Koffka et al.) combines the first two points of view and complements them with a new position: learning can go not only after development, not only in step with it, but also ahead of development, pushing it further and causing new formations in it.

This essentially new idea was put forward by L.S. Vygotsky. He substantiated the thesis about the leading role of training in personality development: training should go ahead of personality development and lead it along. In this regard, L.S. Vygotsky identified two levels of child mental development. The first is the level of actual development as the current level of preparedness, which is characterized by what tasks the student can complete independently. The second - a higher level, the "zone of proximal development" - refers to what the child cannot do on his own, but which he can cope with with a little help. What a child does today with the help of an adult was noted by L.S. Vygotsky, tomorrow he will do it on his own; what was included in the “zone of proximal development”, in the process of learning, moves to the level of actual development. This is how personality develops in all directions.

Modern domestic pedagogy stands on the point of view of the dialectical relationship between learning and personal development, assigning, according to the position of L.S. Vygotsky, the leading role of learning. Training and development are not two parallel processes, they are in unity. Without education, there can be no complete personal development. Training stimulates, leads to development and at the same time relies on it, and is not built on purely mechanically.

I.I. Ilyasov believes that development, in particular mental development, in the learning process is determined by the nature of the knowledge acquired and the very organization of the learning process. Knowledge must be systematic and consistent, like hierarchical concepts, and also sufficiently generalized. Education should be built primarily on a problem-based basis, on a dialogical basis, where the student is provided with a subject position. Ultimately, personal development in the learning process is ensured by three factors: students’ generalization of their experience; their awareness (reflection) of the communication process, since reflection is the most important mechanism of development; 1 compliance with the stages of the process of personal development itself.

WAYS TO FORM SOCIALLY SIGNIFICANT PERSONAL QUALITIES OF SCHOOLCHILDREN IN SOCIAL STUDIES LESSONS

Basic ways of personality development in the learning process

Education is one of the most significant and determining factors in personal development, since it is the origin and development of basic psychological and personal formations, the acquisition of experience in carrying out educational and cognitive activities, joint actions, communication, achieving success and overcoming failures, testing one’s independence and consistency. , realizing ambitious aspirations and testing methods of effective self-realization.

Through theoretical and experimental research, the complex connections between learning and personality development have been revealed. Traditionally, learning is viewed as a set of consistent and interconnected actions aimed at the conscious and lasting assimilation by students of a system of knowledge, skills and the development of their cognitive abilities. In the works of L.S. Vygotsky, L.V. Zankov, D.B. Elkonin, V.V. Davydov, it was proven that learning becomes more effective when it is focused not on completed cycles of mental development, but, on the contrary, pushes this development paves the way for him. The active development and implementation of this idea into educational practice affected both the paradigmatic structure of domestic psychology and the understanding of the essence of the learning process, its goals, content and technologies.

During the modernization of modern education, the most productive aspect of educational activity seems to be related to the organization of self-government in an educational institution. The possibilities of student self-government, as one of the effective forms of functionally oriented cooperation, allows creating favorable conditions for the formation of socially significant qualities of students, taking into account their value orientations and age characteristics.

Student self-government, with proper organization, as well as under the skillful guidance of a teacher, can open up for students of different ages the opportunity to naturally enter into the system of civil relations of society, develop in them the necessary skills of social interaction, and create readiness for future creative social and professional activities. The ability to take responsibility for a common cause, make independent choices, act taking into account the interests and needs of other people, work in a team, and negotiate with partners on joint activities. And also in the development of such important qualities as: organization, independence, social activity, social initiative, responsibility, communication skills. To achieve my goals, I use the following methods in social studies lessons: an open dialogue, which consists of discussing homework, setting tasks from everyday life that every person may encounter, offering various solutions and choosing the most correct path that does not contradict the current Russian legislation . Debates are held in teams among class students on various topics with a summary.

The formation and development of socially significant personality traits is a complex, multidimensional, multifactorial and quite lengthy process. L.I. Bozovic emphasizes that a person achieves personal maturity only as an adult. However, all these qualities begin to form very early, representing a special qualitative originality at each age stage.

At the stage of adolescence and youth, students of secondary schools develop such socially significant personality qualities as: organization, independence, social activity, social initiative, responsibility, sociability, etc.

The formation of socially significant qualities occurs through the assimilation and appropriation of socially developed experience by students. That is, a person assigns norms and values, the social orientation of the individual is formed, a certain behavior, attitude towards oneself, towards people, towards the world develops.

The effectiveness of the process of forming socially significant personality traits in students has been studied by many teacher-researchers (S.A. Amonashvili, V.I. Bochkarev, I.P. Ivanov, V.A. Karakovsky, A.V. Mudrik, A.S. Prutchenkov , M. M. Potashnik, S. T. Shatsky, etc.) are associated with the organization of student self-government in educational institutions.

In modern pedagogical science, student self-government is understood as a form of organizing pedagogically appropriate activities that can influence the processes occurring in education with socially positive effectiveness (N.A. Akatov, V.V. Vetoshkin, I.M. Grebennik, A.A. Ermolin , S.V. Krivenkov, T.G. Novikova, A.S. Prutchenkov, O.V. Solodova

and etc.).

According to the definition of T.N. Volotkevich, “student self-government is the independent social activity of students to implement the functions of managing an educational institution, which is carried out by them in accordance with the goals and objectives facing the student body” .

The theoretical basis for the formation of socially significant personality traits of students in the conditions of student self-government are modern concepts and methodological approaches to the implementation of this process: personality-oriented (V.V. Serikov, I.S. Yakimanskaya, etc.), motivational and activity-based (L. S. Vygotsky, I.A. Zimnyaya, A.N. Leontiev, N.F. Talyzina, etc.), axiological (value) (B.G. Ananyev, L.I. Bozhovich, P.Ya. Galperin, Z D. Zhukovskaya, S.L. Rubinshtein, V.A. Slastenin, G.I. Chizhakova, etc.), theory of self-organizing systems (synergetics) (V.A. Andreev, A.A. Derkach, M.I. Prigozhin, N.M. Talanchuk, etc.).

Thus, to establish the level of formation of socially significant qualities, testing was carried out among 60 students in grades 10-11. During the course of which it was revealed: the ability to independently set goals and find contact with others is poorly developed.

The activity and initiative of students are situational in nature, they participate in useful activities organized by others, and they need constant supervision from adults.

To improve the current situation, a number of programs have been developed and discussion circles are held in order to consolidate the skills of project, educational, research and socially useful activities.

For example: a long-term game between classes “Rule of Law”, in which classes compete in the development of norms, laws, rules of behavior at school, it should also be noted that in the game students rely on historical data, the experience of different states with different legal systems, choosing the most appropriate well. During this game, students acquire skills of interaction with society, master methods of analysis and reflection; consolidate the skills of educational and research, socially useful, organizational, project work, which has a positive effect on the formation of socially significant personal qualities of schoolchildren.

Researchers B.V. Kupriyanov and A.E. Podobin note that such games are characterized by competition and imitation, which have a direct impact on the formation of students’ personality .

Thus, the conditions that contribute to the formation of socially significant personality traits of students in the conditions of student self-government are: ensuring the activities of students in various forms of self-government, taking into account their value orientations, psychological and age characteristics, and capabilities, individual qualities; inclusion of students in project activities; pedagogical support (individual, complex) for the formation of socially significant personality traits of students.

Igoshev B.M., Larionova I.A., Degterev V.A., Akhyamova I.A. “Social activity of youth as a condition for the development of modern society.”

Kupriyanov B.V., Podobin A.E. Essays on social pedagogy: role movement in Russia. – Kostroma: KSU named after. N. A. Nekrasova, 2003.

Content 1. Innovative opportunities for training and education………………

2. The phenomenon of personality-oriented training and education

in the development of the student’s individuality……………………………..

3. Principles of building a person-oriented system

training and education ……………………………………………………

4. The function of a lesson in the system of personality-oriented learning and

education………………………………………………………………………………….

Conclusion………………………………………………………………………..

List of sources used………………………………………………………………

Introduction

The course work is devoted to the problems of personality-oriented training and education. This work examines not only the features of this training and education, but also its specificity. “Personally oriented education is a systematic construction of the relationship between teaching, training, education, and development. This is a holistic educational process, significantly different from the traditional educational process.”

The content of personality-oriented education, its means and methods are structured in such a way that they allow the student to be selective in the subject material, its type and form; for these purposes, individual training programs are developed that model research thinking.

Education at the personal level is a semantic subjective perception of reality, and, therefore, no objective activity guarantees the formation of the required meaning. The individual always acts as an actor, an accomplice, and sometimes the initiator of any process of his education.

The relevance of this topic should be noted, since person-centered training and education are used in the pedagogical practice of our time quite often. And any teacher needs to know the basics of personality-oriented learning and education.

The purpose of the course work: to study the features of personality-oriented technology in the modern system of education and upbringing.

Research objectives:

1) study the phenomenon of personality-oriented developmental training and education;

2) identify the principles of building a personally oriented system of training and education;

3) determine the technology of the personally oriented educational process;

4) determine the level of teacher preparation for the system of personally oriented lessons;

Research methods: analysis of psychological and pedagogical literature, generalization, systematization.

Object of study: features of personality-oriented training and education.

Subject of research: the process of development of the student’s individuality in the system of personality-oriented training and education.

Research hypothesis: let us assume that the organization of the educational process on the basis of a personality-oriented approach contributes to the development of the student’s individuality.

1 Innovative training and education opportunities

Among the global problems of our time, the central problem is the problem of man himself. The general orientation of education today is aimed at revealing and using the potential abilities of the student and discovering his individuality.

The source and driving forces of development and personal growth are found in the person himself. Therefore, the main task of innovative teaching is to help the student understand himself, understand his problems and mobilize his internal reserves. Man is constantly in the process of improvement. The individual strives to identify his natural inclinations, the personality - to find his place in society, individuality - to achieve integrity, uniqueness, and self-realization.

A modern teacher needs to skillfully and knowledgeably contribute to the disclosure of the diverse individual creative capabilities of schoolchildren. The main task for today's education and upbringing is to help reveal the individuality of the student, who is capable of not only performing role functions assigned by society, but also designing his own life, realizing his exclusivity and improving his creative inclinations.

There is no doubt about the need for new approaches in order to optimize the educational process. Upon graduation, the student must be able to assess complex cognitive life situations, be able to purposefully process information, and realize their intellectual and creative potential.

During the school years, learning becomes the main activity for the child. Since learning means teaching some content, it thereby forms personality traits and reveals the student’s individuality. Just as a schoolchild’s individuality is holistic and unified, so is the process of its disclosure. And to develop a person harmoniously means teaching him knowledge, skills, creative activity and forming an emotional and value-based attitude towards the world through the use of various forms of education.

The task for every teacher is clear. But the ways to achieve it are complex, because, on the one hand, the teacher must reveal the individual traits of the student for the purpose of his further successful socialization, and on the other hand, the teacher is obliged, through socialization, to contribute to the development of the student’s individuality. The problem arises of the need to take into account the individuality of the student in the process of training and education so that the goal corresponds to the result of pedagogical activity.

The educational and cognitive activity of students can proceed successfully only if this process is controlled by the teacher and the student himself. This assumption is based on the understanding of the organization of educational activities as a controlled process and is confirmed by many theoretical conclusions (A.A. Kirsanov, A.I. Raev, N.F. Talyzina), therefore the model of the organization of effective educational activities includes a management component containing consideration of management functions both the teacher and the student himself. In our understanding, the goal of managing educational activities is to transfer the student from an object to a subject of management. Organized and formed educational activity is a self-managed activity, therefore it presupposes the presence of control not only on the part of the teacher, but also the student at the level of self-government. The student does not immediately become the subject of management of educational activities.

The student’s individuality is revealed in the conditions of joint activity between him and the teacher, initially under the control influence of the teacher; at a higher level - in management interaction, in conditions of equal self-government; and only then - in the mode of self-management by students of their learning activities.

Practical teaching experience confirms the need and importance of management in the organization of any educational activity carried out in the mode of interaction between teacher and student. Management ensures the existence of the process itself, its analysis, focus, and organization.

Why is it not traditional, but innovative education that can fully reveal a student’s individuality? Innovative learning is a purposeful, scientifically based, organized educational and educational activity related to the search for new content of school education, new forms, means and methods of teaching. Innovative teaching influences the pedagogical activity of the teacher and the cognitive activity of students. This is due to the changed goals of the educational process, when the student becomes an active subject of creative learning activities.

The organization of innovative teaching ensures the involvement of all schoolchildren in the process of learning self-development at the maximum level of success for each, and influences the disclosure of the individuality of each student. And the main difference between the process of cognition during innovative teaching is the type of knowledge acquisition, when optimal conditions are created for the inclusion of schoolchildren in the creative process, where not only the purpose of educational tasks is important, but the opportunity given to the student for self-disclosure, self-comprehension, and self-actualization. .

2 The phenomenon of personality-oriented teaching and upbringing in the development of a student’s individuality

The leading strategic direction in the development of the school education system in the world today is personality-oriented education. Personally oriented learning and upbringing is understood as training and education that reveals the characteristics of the student - subject, recognizes the originality and intrinsic value of the child’s subjective experience, builds pedagogical influences on the basis of the student’s subjective experience.

The personal approach is the teacher’s consistent attitude towards the student as an individual, as a self-conscious, responsible subject of his own development and as a subject of educational interaction. The personal approach helps the student in realizing himself as an individual, in identifying, revealing his capabilities, developing self-awareness, in implementing personally significant and socially acceptable self-determinations, self-realization and self-affirmation.

Personality-oriented training and education presupposes, first of all, knowledge of the characteristics of each student.

Personally oriented learning and education have deep roots. The desire for the elevation of man, the most complete embodiment of the human essence in him, can be traced back to ancient times. Protagoras also said: “The measure of all things is man.” The idea of ​​comprehensive harmonious development of the individual was also proclaimed during the Soviet period. Man is declared the main value. “Everything is for man, everything is for the good of man.”

Personally-oriented learning is an educational process aimed at each student with his inherent cognitive characteristics, provides the opportunity for each student to realize himself in knowledge, in educational activities based on his inclinations and interests, capabilities and abilities, value orientations and subjective experience.

Personally-oriented learning is such learning where the child’s personality, its originality, self-worth are put at the forefront, the subjective experience of each is first revealed and then coordinated with the content of education.

Personality-oriented education is a pedagogically controlled process of cultural identification, social adaptation and creative self-realization of the individual, during which the child enters culture, into the life of society, and develops all his creative abilities and capabilities.

Personally oriented education is an educational system where the child is the highest value and is placed at the center of the educational process.

If in traditional philosophy of education socio-pedagogical models of personality development were described in the form of externally given samples, standards of cognition (cognitive activity), then personality-oriented learning and upbringing are based on the recognition of the uniqueness of the subjective experience of the student himself, as an important source of individual life activity, manifested in particular , in knowledge. Thus, it is recognized that in education there is not just internalization by the child of given pedagogical influences, but a “meeting” of given and subjective experience, a kind of “cultivation” of the latter, its enrichment, increment, transformation, which constitutes the “vector” of individual development. Recognition of the student as the main active figure in the entire educational process is student-oriented pedagogy.

3 Principles of building a personality-oriented system of training and education

The principles of building a person-oriented system are aimed at the comprehensive development of the individual. It cannot be said that the school did not set itself the goal of personal development. On the contrary, this goal was constantly declared as the task of comprehensive, harmonious development of the individual. There were socio-pedagogical models of this development; they were described in the form of sociocultural patterns that needed to be mastered. The personality was understood as the bearer of these patterns, as the exponent of their content. The latter was determined by the ideology dominant in society.

Personally oriented pedagogy, building the process of teaching and upbringing, proceeded mainly from the recognition of the leading role (determination) of external influences (the role of the teacher, team, group), and not the self-development of the individual.

In a similar way, corresponding didactic models were developed, through which an individual approach to learning was implemented. It basically boiled down to dividing students into strong, average, and weak; to pedagogical correction through a special organization of educational material according to the degree of its objective complexity, the level of requirements for mastering this material (programmed, problem-based learning).

Within the framework of this individual approach, subject differentiation was carried out, which, by the way, was in demand only by one social institution - universities. In all other spheres of human life, such differentiation was not significant. The general education school mainly prepared for university and fulfilled this social order through subject differentiation, while spiritual differentiation (individual differences associated with family traditions, way of life, attitude towards religion) was leveled and psychological models of personality-oriented learning were subordinated to the task of developing cognitive (intellectual) ) abilities that were considered primarily as typical (reflection, planning, goal setting), and not individual abilities. The means of developing these abilities is considered to be educational activity, which is constructed as a “reference” in its normative content and structure.

Individual abilities were “viewed” through learning ability, defined as the ability to absorb knowledge.

The better the knowledge was organized into systems (according to a theoretical type), the higher the learning ability was. Depending on the content and special design of educational material, learning ability was thus considered not so much as an individual trait, but as a typical personality trait (theorists, empiricists, possessors of visual-figurative, verbal-logical thinking, etc.). Despite all the apparent differences, these models have the following in common:

1) recognition of learning as the determining main source (determinant) of personal development;

2) formation of personality with predetermined (planned)

qualities, properties, abilities (“become the way I want”);

3) understanding of development (age-related, individual) as increasing knowledge, abilities, skills (increasing their volume, complicating the content) and mastering socially significant standards in the form of concepts, ideals, patterns of behavior;

4) identification and development of typical characteristics of the individual as a product of the sociocultural environment (“collective subject”);

5) determination of the mechanism of assimilation (interiorization) of educational influences as the main source of personality development.

Currently, a different approach to understanding and organizing personality-oriented training and education is being developed. It is based on the recognition of individuality, originality, self-esteem of each person, his development not as a “collective subject”, first of all, as an individual endowed with his own unique subjective experience.

The implementation of a personally oriented system of education and upbringing requires a change in “vectors” in pedagogy: from education as a normatively structured process (and in this sense strictly regulated), to education as an individual activity of a student, its correction and pedagogical support.

Training does not so much set the vector of development as create all the necessary conditions for this. This significantly changes the learning function. His task is not to plan a general, unified and obligatory line of mental development for everyone, but to help each student, taking into account his existing cognitive experience, improve his individual abilities and develop as a person. In this case, the starting points of learning are not the realization of its final goals (planned results), but the disclosure of the individual cognitive capabilities of each student and the determination of the pedagogical conditions necessary to satisfy them. The development of a student’s abilities is the main task of personality-oriented pedagogy, and the “vector” of development is built not from teaching to teaching, but, on the contrary, from the student to determining the pedagogical influences that contribute to his development. The entire educational process should be aimed at this.

Based on its specificity of personality-oriented training and education, it is impossible to build an ideal model, as is customary, i.e. outline general goals and final results without taking into account the “resistance of the material”, which is the student as a bearer of subjective experience. In this sense, we distinguish between the term “projection” (mental, ideal construction of something) and design (as the creation and practical implementation of a project). The effect of creating and managing personally oriented learning depends not only on the organization, but to a large extent on the individual abilities of the student as the main subject of the educational process. This makes the design itself flexible, variable, multifactorial.

Designing a personality-oriented system of training and education involves:

1) recognition of the student as the main subject of the learning and education process;

2) determining the purpose of the design - the development of the student’s individual abilities;

3) determining the means to ensure the implementation of the set goal by identifying and structuring the student’s subjective experience and its directed development in the learning process.

The implementation of personality-oriented training and education requires the development of such educational content, which includes not only scientific knowledge, but also meta-knowledge, i.e. techniques and methods of cognition. It is important to develop special forms of interaction between participants in the educational process (students, teachers, parents).

Special procedures are also required to monitor the nature and direction of the student’s development; creating favorable conditions for the formation of his individuality; changing culturally established ideas about the norm of a child’s mental development (comparison not horizontally, but vertically, i.e. determining the dynamics of a child’s development in comparison with himself, and not with another).

What is needed in order to implement a model of student-centered learning in school?

It is necessary: ​​firstly, to accept the concept of the educational process not as a combination of training and education, but as the development of individuality, the formation of abilities, where training and education organically merge; secondly, to identify the nature of the relationships between the main participants in the educational process: managers, teachers, students, parents; thirdly, to determine the criteria for the effectiveness of innovativeness of the educational process.

4 The function of a lesson in the system of personality-oriented training and education

The lesson has been and remains the main element of the educational process, but in the system of personality-oriented training and education its function and form of organization change significantly. In this case, the lesson is not subject to reporting and testing knowledge, although such lessons are also needed, but to identifying the students’ experience in relation to the content presented by the teacher. To do this, the teacher, working with the class, identifies various individual mental operations, which students use when working with educational material.

It is also necessary to use individual methods of educational work and be guided by a personal attitude towards it. There is no such thing as impersonal knowledge.

What is needed in order to implement a student-centered learning model in school? .

First, accept the concept of the educational process not as a combination of training and education, but as the development of individuality, the formation of abilities, where training and education organically merge.

Secondly, to identify the nature of the relationships between the main participants in the educational process - administration, teachers, students, parents.

Thirdly, determine the criteria for the effectiveness of the innovation process.

Therefore, a personally oriented education system stimulates the student to commit conscious actions by providing constant conditions for self-knowledge, self-improvement, and self-education. Therefore, studying according to a personality-oriented learning system, the student

1) gets the opportunity to look at himself from the inside and outside, compare himself with other students, evaluate his actions and behavior, learn to accept himself and others as a whole, and not as a set of good and bad character traits;

2) develops willpower, learns to manage oneself through constant influence on educational and life situations;

3) learns to overcome one’s own emotional barriers;

4) learns productive communication by achieving harmony with the environment.

All this becomes possible due to the fact that this system fully corresponds to the complex of individual student abilities. Therefore, the student consciously or spontaneously mobilizes his valuable qualities for this system, while at the same time compensating for or somehow overcoming those that hinder the achievement of success. In the process of such activity, he develops a tendency to be systematic and thorough in his work, and acquires such character traits as a love of learning, the ability to quickly get into work, the ability to rest in between tasks, concentration, calmness, the ability to get along with people, confidence in oneself, self-respect, respect for others.

A personality-oriented system, based on the fact that personality is the unity of mental properties that make up its individuality, implementing with its technology the important psychological and pedagogical principle of an individual approach, according to which the individual characteristics of each student are taken into account in educational work with children, creates optimal conditions, promoting the development of the student’s personality through age-related educational activities.

It has been proven that learning should be consistent with the child's developmental level. L.S. Vygotsky wrote: “The determination of the level of development and its relationship to the possibilities of training and education constitutes an unshakable and basic fact from which we can safely proceed as from an undoubted point.” Therefore, it is necessary to determine at least two levels of child development, without knowledge of which we will not be able to find the correct relationship between the course of child development and the possibilities of his learning in each specific case.

The first is the level of actual development of the child’s mental functions, which has developed as a result of certain, already completed, cycles of his development. Here we are talking about the student’s current level of preparedness, characterized by what tasks he can perform independently, without the help of adults.

The second is a level that reflects the mental potential of personality development; this is the zone of proximal development. This level indicates what the child cannot do on his own, but which he can cope with with a little help. Students have their own zones of actual and proximal development, and hence different dynamics (paces) of mental development.

A teacher will not be able to organize his work in a lesson in line with a personality-oriented approach without knowing the psychological characteristics of the students. After all, children are very different. One is very active in class, another knows the answer but is afraid to answer, one has problems with discipline, another has problems with auditory memory, etc. . That is, the teacher must build his work by studying his students, studying their personalities. After all, personality is a unique law of how a person organizes his own existence, behavior and relationships with the world, and the level of its development is characterized by the ability to maintain and protect the sovereign space of this individuality. The inner world of a personality is a unique reflection of the living space in which its formation takes place. This even applies to space in the physical sense of the word. Setting goals for the personal development of students has important specificity in the sense that in traditional pedagogy, the personal development of a student was not a goal, but a means of achieving some other goals - assimilation, discipline, inclusion. The personality played only the role of a mechanism. In education, what was important was the result, the action that this person had to perform, and not the new formations in herself. There must be pedagogical support that expresses the essence of the teacher’s humanistic position towards children. Its essence was expressed by S. A. Amonashvili in three principles of pedagogical activity: “to love children, to humanize the environment in which they live, to live out one’s childhood in the child.” The subject of pedagogical support is the process of jointly determining with the child his own interests, goals, opportunities and ways to overcome obstacles that prevent him from maintaining human dignity and independently achieving the desired results in learning, self-education, communication, and lifestyle. The developing educational process requires that, first of all, the teacher himself become a person. According to B.Ts. Badmaeva: “A teacher not only gives knowledge in his subject, he is not only and not just a “teacher - a subject specialist,” but a Teacher with a capital T - an educator who prepares a Citizen during school years and prepares him for graduation from school.” His relationship with children should be built on the basis of a personal, and not a formal business approach. The teacher, implementing the reflective-adaptive and activity-creative functions of education in pedagogical activity, organizes the process of teaching and raising children in a completely different way compared to the traditional system. The first function is to “teach children to learn”, to develop in their personality the mechanisms of self-awareness, self-regulation and, in the broad sense of the word, means the ability to overcome one’s own limitations not only in the educational process, but also in any human activity. The second function involves the development in the child of “the ability to think and act creatively”, the formation of creativity in the child’s personality through creative and productive activity, taking into account the motivational and axiological aspects of the personality. In the new educational space, the child’s picture of the world and personality are built in the process of joint activities of the child with adults and peers. Here the child has the right to search, make mistakes and make small creative discoveries. In this process of searching for truth, there is a transition from alienated knowledge, through personal discoveries to personal knowledge. The goal of each specific teacher in the overall personal development space of the school is organically consistent with the goals of other teachers, with the holistic personal development life situation of the student. The teacher is simply obliged to provide the lesson with an influx of fresh information from a variety of sources; give advice on what to read, watch, hear, provide those who wish with the opportunity to supplement the teacher’s narrative and reward them for this with a higher grade. The teacher not only teaches and educates, but stimulates the student to psychological, social and moral development, creates conditions for his self-movement. Along with depth, the brightness of the information communicated to students is of particular importance, affecting both the intellectual and emotional spheres of their perception. A teacher will never succeed if he fails to establish contact with children based on trust, mutual understanding and love.

Conclusion

It can be concluded that personality-oriented training and education plays an important role in the education system. Modern education should be aimed at developing a person’s personality, revealing his capabilities, talents, developing self-awareness, and self-realization. Personally oriented training and education assumes that the student himself is at the center of training and education - his motives, goals, his unique psychological make-up, i.e. the student as a person.

The development of a student as an individual (his socialization) occurs not only through his mastery of normative activities, but also through constant enrichment and transformation of subjective experience as an important source of his own development.

Learning as a subjective activity of the student, ensuring knowledge (assimilation), should unfold as a process and be described in appropriate terms that reflect its nature and psychological content.

The main result of the study should be the formation of cognitive abilities based on the mastery of relevant knowledge and skills.

Since in the process of such learning there is an active participation in self-valued educational activities, the content and forms of which should provide the student with the opportunity for self-education and self-development in the course of mastering knowledge.

Personally oriented training and education will allow:

1) increase students’ motivation to learn;

2) increase their cognitive activity;

3) build the educational process taking into account the personal component, i.e. take into account the personal characteristics of each student, as well as focus on the development of their cognitive abilities and the activation of creative, cognitive activity;

4) create conditions for independent management of the course of training;

5) differentiate and individualize the educational process;

6) create conditions for systematic monitoring (reflection) of students’ knowledge acquisition;

7) make timely corrective actions by the teacher during the educational process;

8) track the dynamics of student development;

9) take into account the level of training and learning ability of almost every student.

Thus, as a result of the discussed topic “Development of the student’s individuality in the process of personality-oriented learning and upbringing,” we came to the conclusion that the hypothesis “organization of the educational process on the basis of a personality-oriented approach contributes to the development of the student’s individuality” has been proven.

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