All types of pedagogical activity are associated with the diagnosis. KD Ushinsky considered it an integral part of the activities of teachers. Using different types of pedagogical diagnostics, the teacher analyzes the effectiveness of education and training. With the help of various schemes, maps, questionnaires, the teacher identifies the main causes of low academic performance, looking for ways to eliminate them.
The importance of diagnosis
Pedagogical diagnostics refers to the types of pedagogical activity, first of all, it involves the relationship of the student and teacher. It manifests itself in the form of control and independent work, compilation of characteristics. In addition to internal diagnostics, external examinations are possible aimed at assessing the quality of skills of schoolchildren and the professional activities of teachers.
Features of the term
In order to analyze the types of pedagogical diagnostics, the main performance criteria, we consider the features of this term.
Pedagogical diagnosis involves research aimed at improving methods of education and training, the development of the personality of the student. Thanks to the results obtained during the study, you can get complete information about the professionalism of the school teacher himself.
The methods used in the diagnostic process correspond to the age characteristics of students.
Instruments
Pedagogical diagnostics is based on special algorithms developed by doctors, psychologists, and teachers. Currently, Russian education is witnessing a gradual transition from the classical educational system to the formation of a harmoniously developed personality of the child.
These transformations of domestic pedagogy involve the use of new tools for the analysis of educational, extracurricular results, comparing the facts obtained, and finding ways to solve the problems identified.
Main functions
Pedagogical diagnostics is carried out to identify feedback in the educational and educational process. Diagnostic data on the level of training and education of schoolchildren, obtained at different stages of their development, act as the main type of information for building the subsequent pedagogical process. Currently, a special system has been created for assessing the educational and educational work of the school, according to which a rating of the best educational institutions is compiled. The main types of pedagogical diagnostics perform certain functions: assessment, feedback, process control.
Feedback
The essence of this function is to use diagnostic data on the level of education and upbringing of students for subsequent pedagogical activity. Psychologists, class teachers, conducting diagnostic tests, compare the real achievements of each child with his abilities, make a conclusion about the completeness of work, look for ways to change the situation.
The most important task of modern pedagogical diagnostics is to create conditions for teachers and schoolchildren to receive information on the results of the educational and educational process in order to timely correct them.
Evaluation function
All types of pedagogical diagnostics are associated with assessment activities. A comprehensive and comprehensive assessment has several aspects:
- regulatory corrective;
- value oriented;
- measuring;
- stimulating.
Thanks to the value-oriented analysis, the student’s ideas about himself, other people are enriched. The student has the opportunity to compare his own labor, moral, aesthetic qualities with those requirements that are put forward by modern society.
Thanks to pedagogical assessment, it becomes possible to compare one’s actions with norms, develop one’s own line of behavior, and establish relationships with other people.
After the pupil realizes the objectivity of the assessment, the development of positive qualities occurs, the student tries to get rid of his shortcomings. It is the measuring parameter of pedagogical assessment that is for the student an incentive to self-education. When comparing their successes and achievements with other children, the student forms his own social status.
Managerial function
Considering the main functions and types of pedagogical diagnostics, we also note the managerial factor. This function is associated with the analysis of the development of the child’s personality, the formation of the school team. Three diagnostic options are distinguished: initial, current, and final.
Initial diagnostics is associated with planning, management of the class team. Before the teacher determines the educational tasks that will be realized in a quarter or six months, he assesses the level of education of the wards.
Classroom study diagnostics
The main types of socio-pedagogical diagnostics associated with the study of the team can be of three types. The first research option is suitable for a new classroom team that is unfamiliar to the teacher. The second diagnosis is suitable for a class in which the teacher is just starting his educational activity. The third option is designed to analyze a class that is familiar to the teacher.
At the first acquaintance of students with the class teacher with the help of initial diagnostics, a comprehensive study of students takes place. Further, the teacher does not analyze the individual student, but the formation of the classroom team. At the third stage of the analysis, the teacher conducts selective diagnostics, analyzes the individual achievements of students, the effectiveness of the development of the classroom team.
The results of pedagogical research
The objectivity and completeness of the information obtained in the first and second stages gives the teacher the opportunity to plan educational activities that are most appropriate for the development of students.
There are different types of pedagogical diagnostics. The criteria for the effectiveness of research depend on the characteristics of the class team, the individuality of the students.
Corrective (current) diagnostics is carried out in the process of forming the activity of class teams. It gives the teacher the opportunity to focus on the changes that come to light in the classroom, occur with team members. At the same time, the correctness of the educational tasks set by the class teacher at the previous stages is evaluated.
These types of psychological and pedagogical diagnostics help the teacher to make adjustments to their activities in the shortest possible time, to make changes in the methodology of educational activities. With the help of corrective diagnostics, the teacher encourages the independence, creativity, individuality of his students.
Current diagnostics acts as an express test, it gives the teacher the opportunity to make decisions about subsequent pedagogical activities.
Principles of diagnostic research
Different types of pedagogical diagnostics are based on certain principles.
A holistic study of the pedagogical phenomenon involves the application of a systematic approach, the establishment of interconnections between personality traits and team characteristics.
All types of pedagogical diagnostics in preschool educational institutions are based on taking into account external factors on the development of the personality of preschool children, eliminating influences that negatively affect the educational process.
The teacher conducts multiple checks of the same pedagogical fact, using different research methods to obtain reliable results.
An integrated approach to conducting diagnostic studies, according to professionals, is the main method used in modern domestic pedagogy. Only with this approach can we talk about obtaining objective results, correct and reliable assessment of the professionalism of the teacher.
A special place in pedagogy is the principle of objectivity. Each student has certain individual characteristics that must be taken into account by the teacher when choosing an educational program.
Conclusion
Often, the relationship between students and the class teacher is built on subjective factors. The teacher creates for himself an opinion about each pupil, based on the information received from colleagues, other children. In order for the mentor to form an objective idea of his charges, it is necessary to conduct various types of pedagogical diagnostics.
Only in this case will the principle of objectivity be used, which will help the teacher choose educational tasks, adjust their professional activities in such a way as to maximize the development of each child’s individuality, and obtain positive dynamics in the formation of the class collective.
The principle of objectivity involves checking each individual fact by different methods of studying a child (class), as well as comparing research results with facts obtained by other teachers, and analyzing data.
The researcher, in the role of the class teacher, should not build his work on his own subjective opinion, this is precisely the professionalism of the modern teacher.
Since the diagnostics carried out in educational institutions have an educational function, it is necessary to organically fit it into the structure of pedagogical activity.
In the process of developing methods for conducting diagnostic studies, the teacher must turn these methods into a form of education and training.
Features of the personality of children can be seen in the process of activity, so the main task of any class teacher is the active involvement of pupils in extracurricular activities.
Among the common mistakes made by young teachers, the analysis of the individuality of the child outside the classroom group prevails. In order for pedagogical diagnostics to be reliable and complete, it must evaluate not only the individual characteristics of the student, but also his relationship with other representatives of the classroom team.