Pedagogical process is a specially organized interaction between a teacher and a student, taking into account the content of education and upbringing, using various pedagogical means, aimed at the implementation of pedagogical tasks that ensure the satisfaction of the needs of society and the individual himself in his development and self-development.

The pedagogical process is represented as five element system: purpose of learning (why teach); content educational information(what to teach); methods, teaching techniques, means of pedagogical communication (how to teach); teacher; student.

The pedagogical process is created by the teacher. Wherever it flows pedagogical process, no matter how the teacher creates it, it will have the following structure:

Purpose – Principles – Content – ​​Methods – Means – Forms.

Target reflects the final result of pedagogical interaction that the teacher and student strive for.

Principles are intended to determine the main directions for achieving the goal.

Methods– these are the actions of the teacher and student through which content is transmitted and received.

Tools as materialized objective ways of working with content are used in unity with methods.

Forms the organization of the pedagogical process gives it logical completeness and completeness.

The dynamism of the pedagogical process is achieved through the interaction of its three structures:

– pedagogical;

– methodological;

– psychological.

For creating methodological structure the goal is divided into a number of tasks, in accordance with which the successive stages of the activity of the teacher and student are determined.

The pedagogical and methodological structures of the pedagogical process are organically interconnected.

Psychological structure pedagogical process: processes of perception, thinking, comprehension, memorization, assimilation of information; students’ expression of interest, inclinations, motivation for learning, dynamics of emotional mood; rise and fall of physical neuropsychic tension, dynamics of activity, performance and fatigue.

Therefore, in psychological structure In the pedagogical process, three psychological substructures can be distinguished: cognitive processes; learning motivation; voltage.

In order for the pedagogical process to “get into motion”, management is necessary.

Pedagogical management– this is the process of transferring a pedagogical situation, processes from one state to another, corresponding to the goal.

Components of the management process: goal setting; information support (diagnosis of students’ characteristics); formulation of tasks depending on the purpose and characteristics of students; designing, planning activities to achieve the goal; project implementation; monitoring progress; adjustment; summarizing.

Pedagogical process- This labor process, it is carried out to achieve socially significant goals. The specificity of this process is that the work of educators and the work of those being educated merge together, forming a unique relationship between the participants - pedagogical interaction.

Pedagogical process- specially organized interaction between teacher and students, aimed at solving developmental and educational problems.

Approaches to determining the structure of the pedagogical process:

1. Target - includes goals and objectives that are implemented under certain conditions.

3. Activity - characterizes the forms, methods, means of organizing and implementing pedagogical interaction aimed at solving the goals and objectives of the pedagogical process and mastering its content.

4. Effective - the achieved results and the degree of effectiveness of the pedagogical process are ensured by quality management of teaching activities.

5. Resource - reflects the socio-economic, psychological, sanitary-hygienic and other conditions of the pedagogical process, its regulatory, legal, personnel, information and methodological, material and technical, financial support.

The structure of the pedagogical process is universal: it is inherent both in the pedagogical process as a whole, carried out within the framework of the pedagogical system, and in a single (local) process of pedagogical interaction.

Pedagogical processes have cyclical nature. The same stages can be found in the development of all pedagogical processes.

The main stages can be called:

Preparatory (proper conditions are created for the process to proceed in a given direction and at a given speed);

Main (implementation of the pedagogical process);

Final (needed in order not to repeat in the future the mistakes that inevitably arise in any, even a very well-organized process).

Regularities of the pedagogical process(teaching and education) can be defined as a set of objective, general, essential, necessary, steadily recurring connections between pedagogical phenomena, components of the pedagogical process, characterizing their development and functioning.

There are two groups of patterns:

1. Group - acts at the macro and microsocial levels:

Dependence of the pedagogical process on the level of socio-economic, political and cultural development society, etc..

Dependence of the pedagogical process on regional conditions, etc.

2. Group - acts at the interpersonal and personal levels:

Unity and relationship between the pedagogical process and personality development.

Objective, significant, consistently recurring connections between the components of the pedagogical process.

Objective, significant, consistently recurring connections between the nature of the developing personality’s activity, the characteristics of its interaction with the outside world and the results of its development.

Regular connections between the level of age, individual development personality and the proposed content, methods, forms of the pedagogical process.

Principles of the pedagogical process - general provisions defining the requirements for the content, organization and implementation of the pedagogical process.

Principles of the pedagogical process:

3. The principle of training and education in a group (team).

4. The principle of connection between the pedagogical process and the life and practical activities of students.

5. The principle of combining pedagogical management with the development of initiative and independence of students.

6. The principle of respect for the child’s personality combined with reasonable demands on him.

7. The principle of relying on the positive in man, on strengths his personality.

8. The principle of scientificity.

9. The principle of citizenship.

10. The principle of clarity.

11. The principle of continuity, systematicity and consistency in training and education.

12. The principle of accessibility of training in combination with high level difficulties.

13. The principle of productivity of the pedagogical process and the strength of its results.

The problem of goal setting in pedagogy. Social conditioning and historical nature of the goals of education and upbringing. Interpretation of the purpose of education and upbringing in policy documents (“Law on Education in the Republic of Belarus”, etc.)

Goal formation and goal setting- an integral part of professional activity the teacher, his analytical, prognostic, design abilities and skills.

Educational goals are formed on a national scale, then they are specified within the framework of individual pedagogical systems and in each specific cycle of pedagogical interaction.

Socially valuable goals of education are changeable and dynamic, are historical in nature. They are determined by the needs and level of development of society, depend on the method of production, the level of economic development, the pace of social and scientific and technological progress. The goals of education also depend on the nature of the political and legal structure of a particular country, on the history and traditions of a given people, the level of development of the humanities, pedagogical theory and practice, the pedagogical culture of society as a whole and other factors.

In different historical eras there were, for example, such social ideals(standards), such as “Spartan warrior”, “virtuous Christian”, “social activist-collectivist”, “energetic entrepreneur”, etc.. Currently, the ideal of society is a citizen, a patriot of his country, a professional worker, a responsible family man. Society demands such personality qualities as intellectual culture, professional competence, and efficiency.

The global, strategic goals of education in our country are set out in the Law of the Republic of Belarus “On Education” (as amended in 2002), in the Concept of the continuous education of children and students in the Republic of Belarus (2006) and other policy documents in the field of education. For example, in accordance with the Law “On Education of the Republic of Belarus”, the purpose of general secondary education is to ensure the spiritual and physical development of the individual, preparation younger generation to a full life in society, educating a citizen of the Republic of Belarus, mastering the basics of science, the state languages ​​of the Republic of Belarus, mental and physical labor skills, developing his moral beliefs, culture of behavior, aesthetic taste and healthy image life.

Currently the goal- the ideal of education is interpreted by teachers as the formation of a versatile and harmoniously developed personality. Diversified development involves the education and development of bodily health, mental processes and personality traits, its social and spiritual development. This idea is reflected in the “Concept of continuous education of children and students in the Republic of Belarus” (2006), according to which the goal of education is the formation of a well-rounded, morally mature, creative personality of the student.

This goal set by society involves solving the following tasks:

Formation of citizenship, patriotism and national identity based on state ideology.

Preparation for independent life and work.

Formation of moral, aesthetic and environmental culture.

Mastering the values ​​and skills of a healthy lifestyle.

Formation of a culture of family relations.

Creating conditions for socialization, self-development and self-realization of the individual.

Structure of education content:

1. A system of knowledge about nature, society, thinking, technology, methods of activity.

2. Experience in implementing methods of activity known to society (system of skills).

3. Experience of emotional and value relations of the individual to himself and the world around him.

4. Experience in creative activity.

General education is the process and result of an individual mastering the basics of science and receiving professional education.

Polytechnic education is an integral part of general education, the process and result of the student mastering the scientific foundations of production.

Vocational education is the process and result of an individual acquiring knowledge, skills and abilities that give him the opportunity to engage in one or another professional activity.

How in the history of pedagogy was the question of what material to include in the content of education resolved, what principles should be followed when selecting this material? Theories of formal, material, utilitarian education were put forward.

Proponents of "formal education"(J. Locke, I.G. Pestalozzi, I. Kant, I.F. Herbart, etc.) believed that students need to develop thinking, memory, other cognitive processes, abilities for analysis, synthesis, logical thinking, since the source of knowledge is reason. “Formal education” is the development of a person's abilities that makes him suitable for all kinds of work. According to proponents of formal education, knowledge in itself, apart from its relation to the development of the mind, has very little meaning.

Supporters of "material education"(Ya.A. Kamensky, G. Spencer, etc.) proceeded from the fact that the selection criterion educational material there must be a degree of its suitability and usefulness for the lives of students, for their immediate practical activities. In particular, they believed that it was necessary to teach mainly natural science disciplines. Proponents of this point of view considered the main message to students to be heterogeneous and systematic knowledge and the formation of skills. In their opinion, the development of students’ thinking abilities and cognitive interests occurs without special effort in the course of studying “useful knowledge.”

K.D. Ushinsky and other teachers argued the one-sidedness of each of these theories of the content of education. According to them, both material and formal education are inextricably linked with each other.

Trends in improving the content of education:

1. Humanitarianization and humanization of the content of education, the essence of which lies in addressing the world and national culture, history, spiritual values, art, artistic creativity.

2. Development and implementation of activity-based content of education that facilitates students’ acquisition of not only ready-made knowledge, but also ways of thinking and acting.

3. Openness and variability of educational content (students’ choice various options educational courses and activities), differentiation of the educational process, ensuring the development of students in accordance with their capabilities, inclinations, and interests.

4. A gradual decrease in compulsory subjects and activities and an increase in elective subjects, classes, and activities.

5. Inclusion in the content of education of integrated courses that help students create a holistic picture of the world.

6. Standardization of the content of education, which is ensured by the development of a system of educational standards in accordance with the Law “On Education in the Republic of Belarus” (as amended on March 19, 2002). A system of educational standards is being established in the Republic of Belarus. State educational standards of the Republic of Belarus contain General requirements to levels of education and terms of study, types of educational institutions, classification of specialties, qualifications and professions, educational documents.

Educational standards, their structure and functions. Documents defining the content of education in different levels: curriculum, training programs, textbooks and teaching aids.

State educational standards- documentation that serves as the basis for an objective assessment of the level of education and qualifications of graduates, regardless of the form of education. The standards set out the goals, objectives and content of education, which makes it possible to diagnose its results and maintain a unified educational space.

The state standard defines:

1. Minimum content of basic educational programs.

2. Maximum volume study load students.

3. Requirements for the level of training of graduates.

Based on state standards, curricula are developed for educational institutions of all types:

A curriculum is a document that determines the composition of academic subjects, the sequence of their study and the total amount of time allocated for this (basic, standard, recommendatory, secondary school curriculum).

The curriculum is a normative document that is drawn up on the basis of the curriculum and determines the content of education for each academic subject and the amount of time allocated both for studying the subject as a whole and for each of its sections or topics (standard, working, personal and individual).

Textbooks and teaching aids act as the most important means of teaching, the main sources of knowledge and the organization of independent work of students in the subject; they define an information model of learning, a unique scenario for the educational process.

Didactics as a theory of learning and education. History of development
didactics. Subject, main categories and tasks of didactics.

Since the formation of a formed personality occurs in the learning process, then didactics is often defined as a theory of learning and education, thereby emphasizing that it should explore both the theoretical foundations of learning and its educational and formative influence on the mental, ideological and moral-aesthetic development of the individual.

Didactics- a branch of pedagogy that develops the theory of education and learning.

For the first time this word appeared in the writings of the German educator Wolfgang Rathke (1571-1635) to denote the art of teaching. In a similar way, J.A. Kamensky interpreted didactics as “the universal art of teaching everyone everything.” At the beginning of the 19th century. German teacher I. Herbart gave didactics the status of a holistic and consistent theory of educational teaching. A great contribution to the development of didactics was made by: I. Herbart, G. Pestalozzi, K.D. Ushinsky, V.P. Ostrogorsky, P.F. Kapterev. A lot has been done in this area: P.N. Gruzdev, M.A. Danilov, B.P. Esipov, M.N. Skatkin, N.A. Menchinskaya, Yu.K. Babanskiy et al.

Subject of didactics- patterns and principles of education, its goals, scientific foundations of the content of education, methods, forms, teaching aids.

Didactics objectives:

1. Describe and explain the learning process and the conditions for its implementation.

2. Develop a more advanced organization of training, new training systems, technologies, etc.

Pedagogical process is called the developing interaction between educators and those being educated, aimed at achieving a given goal and leading to a predetermined change in state, transformation of the properties and qualities of the subjects. In other words, the pedagogical process is a process in which social experience is melted into personality traits.

In the pedagogical literature of previous years, the concept of “teaching and educational process” was used. Research has shown that this concept is narrowed and incomplete; it does not reflect the entire complexity of the process and, above all, its main distinctive features- integrity and community. The main essence of the pedagogical process is to ensure the unity of training, education and development on the basis of integrity and community.

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

Rice. 3

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

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

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

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

4. Pedagogical process, features of the pedagogical process, principles of its organization

Pedagogical process– this concept includes the method and method of organizing educational relations, which consist in the systematic and purposeful selection and application of external factors in the development of learning subjects. The pedagogical process is understood as the process of teaching and upbringing an individual as a special social function, the implementation of which requires the environment of a certain pedagogical system.

The concept of “process” comes from the Latin word processus and means “movement forward”, “change”. The pedagogical process determines the constant interaction of subjects and objects of educational activity: educators and educated. The pedagogical process is aimed at solving this problem and leads to changes planned in advance, to the transformation of the properties and qualities of students. In other words, the pedagogical process is a process where experience turns into personality quality. The main feature of the pedagogical process is the presence of unity of training, education and development based on maintaining the integrity and community of the system. The concepts of “pedagogical process” and “educational process” are unambiguous.

The pedagogical process is a system. The system consists of various processes, including formation, development, education and training, inextricably linked with all conditions, forms and methods. As a system, the pedagogical process consists of elements (components), in turn, the arrangement of elements in the system is the structure.

The structure of the pedagogical process includes:

1. The goal is to identify the final result.

2. Principles are the main directions in achieving the goal.

4. Methods are the necessary work of the teacher and student for the purpose of transmitting, processing and perceiving the content of learning.

5. Means – ways of “working” with content.

6. Forms are the sequential receipt of the result of the pedagogical process.

The goal of the pedagogical process is to effectively predict the outcome and result of the work. The pedagogical process consists of various goals: the goals of teaching itself and the goals of learning in each lesson, each discipline, etc.

Russian regulatory documents present the following understanding of goals.

1. System of goals in standard regulations on educational institutions (formation of a general culture of the individual, adaptation to life in society, creation of a basis for informed choice and development of a professional educational program, education of responsibility and love for the Motherland).

2. A system of diagnostic goals in certain programs, where all goals are divided into stages and levels of training and represent a reflection of the content of certain training courses. In the education system, such a diagnostic goal can be training in professional skills, thereby preparing the student for the future vocational education. The definition of such professional goals of education in Russia is the result of important processes in the education system, where attention is paid, first of all, to the interests of the younger generation in the pedagogical process.

Method(from the Greek sheShoskzh) of the pedagogical process are the ways of relationship between the teacher and the student, these are the practical actions of the teacher and students that contribute to the assimilation of knowledge and the use of learning content as experience. A method is a certain designated way of achieving a given goal, a way of solving problems that ultimately lead to the solution of the problem.

Various types of classification of methods of the pedagogical process can be determined as follows: by the source of knowledge: verbal (story, conversation, instruction), practical (exercises, training, self-government), visual (showing, illustrating, presenting material), based on personality structure: methods of formation consciousness (story, conversation, instruction, demonstration, illustration), methods of shaping behavior (exercises, training, games, instructions, demands, rituals, etc.), methods of shaping feelings (stimulation) (approval, praise, blame, control, self-control, etc.).

The components of the system are teachers, students and learning conditions. Being a system, the pedagogical process consists of certain components: goals, objectives, content, methods, forms and results of the relationship between teacher and student. Thus, the system of elements represents target, content, activity, and effective components.

Target Component process represents the unity of all the various goals and objectives of educational activities.

Activity component– this is the relationship between teacher and student, their interaction, cooperation, organization, planning, control, without which it is impossible to achieve the final result.

Performance component process shows how effective the process was, determines successes and achievements depending on the goals and objectives set.

Pedagogical process– this is necessarily a labor process that is associated with the achievement and solution of socially significant goals and objectives. The peculiarity of the pedagogical process is that the work of the teacher and the student is combined together, forming an unusual relationship between the objects of the labor process, which is a pedagogical interaction.

The pedagogical process is not so much a mechanical unification of the processes of education, training, development, but rather a completely new high-quality system that can subordinate objects and participants to its laws. All components are subordinated to a single goal - preserving the integrity, community, unity of all components.

The peculiarity of pedagogical processes is manifested in determining the influential functions of pedagogical action. The dominant function of the learning process is teaching, education is education, development is development. Also, training, upbringing and development perform other interpenetrating tasks in a holistic process: for example, upbringing manifests itself not only in educational, but also in developmental and educational functions, and learning is inextricably linked with upbringing and development.

Objective, necessary, essential connections that characterize the pedagogical process are reflected in its laws. The laws of the pedagogical process are as follows.

1. Dynamics of the pedagogical process. The pedagogical process assumes a progressive nature of development - the student’s overall achievements grow along with his intermediate results, which indicates precisely the developmental nature of the relationship between the teacher and children.

2. Personality development in the pedagogical process. The level of personal development and the pace of achieving the goals of the pedagogical process are determined by the following factors:

1) genetic factor - heredity;

2) pedagogical factor - the level of the educational and educational sphere; participation in educational work; means and methods of pedagogical influence.

3. Management of the educational process. In managing the educational process it has great importance level of effectiveness of pedagogical influence on the student. This category depends significantly on:

1) the presence of systematic and value feedback between teacher and student;

2) the presence of a certain level of influence and corrective influence on the student.

4. Stimulation. The effectiveness of the pedagogical process in most cases is determined by the following elements:

1) the degree of stimulation and motivation of the pedagogical process by students;

2) an appropriate level of external stimulation on the part of the teacher, which is expressed in intensity and timeliness.

5. The unity of sensory, logical and practice in the pedagogical process. The effectiveness of the pedagogical process depends on:

1) the quality of the student’s personal perception;

2) the logic of assimilation of what is perceived by the student;

3) degrees practical use educational material.

6. Unity of external (pedagogical) and internal (cognitive) activities. The logical unity of two interacting principles - the degree of pedagogical influence and the educational work of students - determines the effectiveness of the pedagogical process.

7. Conditionality of the pedagogical process. The development and summing up of the pedagogical process depends on:

1) development of the most diverse desires of a person and the realities of society;

2) the available material, cultural, economic and other opportunities for a person to realize his needs in society;

3) the level of conditions for expressing the pedagogical process.

So, important features pedagogical process are expressed in the basic principles of the pedagogical process, which constitute its general organization, content, forms and methods.

Let's determine the main principles of the pedagogical process.

1. The humanistic principle, which means that the direction of the pedagogical process must demonstrate a humanistic principle, and this means the desire to unify the development goals and life attitudes of a certain individual and society.

2. The principle of the relationship between the theoretical orientation of the pedagogical process and practical activities. In this case, this principle means the relationship and mutual influence between the content, forms and methods of education and educational work, on the one hand, and changes and phenomena occurring in the entire social life of the country - economics, politics, culture, on the other hand.

3. The principle of combining the theoretical beginning of the processes of training and education with practical actions. Determining the meaning of implementing the idea of ​​practical activity in the life of the younger generation presupposes the subsequent systematic acquisition of experience in social behavior and makes it possible to form valuable personal and business qualities.

4. The principle of science, which means the need to bring the content of education into line with a certain level of scientific and technical achievements of society, as well as in accordance with the already accumulated experience of civilization.

5. The principle of orientation of the pedagogical process towards the formation of knowledge and skills, consciousness and behavior in unity. The essence of this principle is the requirement to organize activities in which children would have the opportunity to verify the veracity of the theoretical presentation, confirmed by practical actions.

6. The principle of collectivism in the processes of training and education. This principle is based on the connection and interpenetration of various collective, group and individual methods and means of organizing the learning process.

7. Systematicity, continuity and consistency. This principle implies consolidation of knowledge, skills and abilities, personal qualities, which were learned during the learning process, as well as their systematic and consistent development.

8. The principle of clarity. This is one of the important principles not only of the learning process, but also of the entire pedagogical process. In this case, the basis for the clarity of learning in the pedagogical process can be considered those laws and principles of studying the external world that lead to the development of thinking from figuratively concrete to abstract.

9. The principle of aestheticization of the processes of training and education in relation to children. Identification and development in the younger generation of a sense of beautiful, aesthetic attitude towards the environment makes it possible to form their artistic taste and see the uniqueness and value of social principles.

10. The principle of the relationship between pedagogical management and the independence of schoolchildren. It is very important from childhood to accustom a person to perform certain types of work and to encourage initiative. This is facilitated by the principle of combining effective pedagogical management.

11. The principle of children's consciousness. This principle is intended to show the importance of the active position of students in the pedagogical process.

12. The principle of a reasonable attitude towards a child, which combines demands and rewards in a reasonable ratio.

13. The principle of combining and unifying respect for one’s own personality, on the one hand, and a certain level of demands on oneself, on the other hand. This becomes possible when there is a fundamental reliance on the strengths of the individual.

14. Availability and feasibility. This principle in the pedagogical process presupposes a correspondence between the structure of students’ work and their real capabilities.

15. The principle of the influence of individual characteristics of students. This principle means that the content, forms, methods and means of organizing the pedagogical process change in accordance with the age of students.

16. The principle of effectiveness of the results of the learning process. The manifestation of this principle is based on the work of mental activity. As a rule, the knowledge that is acquired independently becomes lasting.

Thus, defining step by step the unity of education and training in the pedagogical process, the goal as a system-forming component of the educational system, general characteristics educational system in Russia, as well as the features, structure, patterns, principles of the pedagogical process, we were able to reveal the main idea of ​​the lecture and find out how the educational process, being fundamental, systemic, purposeful and uniting the processes of education and training, influences the development of the individual, and, therefore, for the development of society and the state.

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SECTION 3. PEDAGOGICAL PROCESS

Pedagogical process as a system

Pedagogical process - This is a specially organized, purposeful interaction between teachers and students, focused on solving developmental and educational problems.

Pedagogical process seen as dynamic system, which includes interrelated components and interacts with the broader systems in which it is included (for example, the school system, the education system).

In the pedagogical literature of past years, instead of the concept of “pedagogical process”, the concept of “teaching and educational process” was used. However, in the works of P. F. Kapterov, A. I. Pinkevich, Yu. K. Babansky it is proven that this concept is narrowed and does not reflect the main feature of the pedagogical process - its integrity and the commonality of the processes of education, training and personal development. An essential characteristic of the pedagogical process is the interaction between teachers and students regarding the content of education using a variety of pedagogical means.

The pedagogical process includes target, content, activity and result components.

Target Component presupposes the presence of a whole variety of goals and objectives of pedagogical activity - from the general goal of creating conditions for the versatile and harmonious development of the individual to the objectives of a specific lesson or event.

Active- includes various levels and types of interaction between teachers and students, the organization of the pedagogical process, without which the final result cannot be obtained.

Efficient the component reflects the effectiveness of its progress and characterizes the progress achieved in accordance with the goal. Special meaning in the pedagogical process there are connections between the selected components. Among them, connections between management and self-government, cause-and-effect relationships, information, communication, etc. acquire an important place.

According to the definition of M.A. Danilov, the pedagogical process is an internally connected set of many processes, the essence of which is that social experience is recast into the qualities of the person being formed. However this process represents not a mechanical combination of the processes of education, training and development, but a new qualitative education, subject to special laws. All of them obey a single goal and form the integrity, community and unity of the pedagogical process. At the same time, the specificity of each individual process is preserved in the pedagogical process. It is revealed by identifying their dominant functions.

Connection of the pedagogical process with:

Upbringing- Thus, the dominant function of education is the formation of relationships and social and personal qualities of a person. Upbringing provides developmental and educational functions; learning is unthinkable without upbringing and development.

Education- training in methods of activity, formation of skills and abilities; development - the development of a holistic personality. At the same time, in a single process, each of these processes also performs related functions.

The integrity of the pedagogical process is also revealed in the unity of its components: goals, content, means, forms, methods and results, as well as in the interconnection of the stages of its course.

Regularities of the pedagogical process are seen as objective, consistently recurring connections between various phenomena.

1. Basic The regularity of the pedagogical process is its social conditioning, i.e. dependence on the needs of society.

2. In addition, we can highlight such a pedagogical pattern as progressive and continuity of the pedagogical process, which manifests itself, in particular, in the dependence of the final learning outcomes from the quality of intermediate.

3. Another pattern emphasizes that the effectiveness of the pedagogical process depends on conditions for its occurrence(material, moral, psychological, hygienic).

4. Equally important is the pattern. content compliance, forms and means of the pedagogical process according to the age capabilities and characteristics of students.

5. A pattern is objective connection between the results of education or training and the activities and activity of the students themselves.

In the pedagogical process, there are other regularities that then find their concrete embodiment in the principles and rules for constructing the pedagogical process.

Pedagogical process is a cyclical process that includes movement from goal to result.

In this movement one can distinguish general stages : preparatory, main and final.

1. On preparatory stage goal setting is carried out on the basis of diagnosing the conditions of the process, forecasting possible means of achieving goals and objectives, designing and planning the process.

2. Stage of implementation of the pedagogical process (basic) includes the following interrelated elements: setting and explaining the goals and objectives of the upcoming activities; interaction between teachers and students; the use of intended methods, means and forms of the pedagogical process; creation of favorable conditions; implementation of various measures to stimulate the activities of schoolchildren; providing connections with other processes.

3. The final stage involves analyzing the results achieved. It includes searching for the causes of the detected shortcomings, understanding them and building a new cycle of the pedagogical process on this basis.

Exercise. Scheme “Structure of the pedagogical process”