A systematic approach to pedagogy: an example

In the analysis of teaching as a discipline, a systematic, personal, activity-based approach is used. Pedagogy is characterized by versatility, a complex structural structure. This causes a number of problems that arise during the study. They are solved by the existing approaches in science . Pedagogy systemic, personal methods of analysis allow us to construct the most appropriate models of interaction between teacher and student.

general information

One of the founders of the systems approach is Karl Ludwig f. Bertalanffy. This Austrian biologist lived in America and studied isomorphism in various fields of scientific knowledge. Chandler, Drucker, Simon and Bogdanov also formulated ideas and principles of the approach . These scientists were far from teaching disciplines. However, thanks to their labors, a systematic approach to pedagogy began to form.

It is worth saying that the modern concept is significantly different from the one that was common in the past. Nevertheless, the essence of a systematic approach as a general scientific methodology of pedagogy was laid back at that time. All its elements are subject to common goals.

Specificity

The systematic approach in pedagogy , as in other disciplines, is based on several points: plurality, hierarchy, integrity, structuring. Unlike traditional subject technology, it is considered to be of higher quality and corresponding to modern conditions. That is why a systematic approach is the general scientific principle of pedagogy . Hierarchy is expressed in the mutual subordination of one element to another. Structuring is manifested in the combination of components into subgroups, between which certain relationships are established.

Characteristic

Education, acting as a pedagogical phenomenon, is considered as a process and the result of the adoption and assimilation of a knowledge system. It is aimed at satisfying the interests and needs of the state, society and the individual. Education is a diverse, individually-oriented work of subjects. It provides self-realization and self-determination of a person in constantly changing sociocultural conditions. Accordingly, education itself acts as a system.

A systematic approach to pedagogy gives a complete form. It provides an understanding of the totality of many interconnected components that form a certain unity and interact with each other. According to the scientist Pyotr Anokhin, a system can only be called a complex of components in which the relationship has the character of mutual assistance of elements oriented towards obtaining a useful result.

Structural components

Considering the essence of the systematic approach as a general scientific methodology of pedagogy , it should be noted that in practice, a variety of options for its analysis are used. In particular, the outstanding scientist of our time Nina Kuzmina identifies five of its structural components:

1. Subject.
2. An object.
3. The subject of joint activities.
4. Goals.
5. Means of communication.

All of these components make up the system. If you remove one of the elements, it will collapse. At the same time, no component can be replaced by another link or their group. Meanwhile, the allocation of structural elements is not enough to fully describe the system. Equally important is the establishment of a complex of relations between them. A systematic approach in pedagogy focuses on the existence of both direct and inverse relationships between links.

Functional links

To describe the direct dependence of the components on each other, Kuzmina formulated the structure of the teacher's work. In her model, 5 functional elements are distinguished:

• Gnostic.
• Design.
• Communicative.
• Organizational.
• Constructive.

Description of functional components

The gnostic element is connected with the sphere of knowledge of the teacher. In this case, it is not only about information directly related to the subject of specialization. Equally important is the knowledge of communication methods, psychological characteristics of students, self-knowledge.

The design element consists of an idea of ​​the promising goals of education and training, strategies and means of achieving them. Constructive includes the features of a teacher modeling his activities, student activity in accordance with immediate tasks.

The communicative element expresses the specifics of the teacher’s interaction with schoolchildren and students. In this case, attention is paid to its connection with activities aimed at achieving educational and educational goals. As for the organizational component, it reflects the teacher’s ability system to plan his work and student activity.

Interconnection

Using the system-activity approach in pedagogy , it is possible to describe all of the above components through a set of appropriate teacher skills. These elements are not only interconnected, but in many cases overlapping.

Consider the following example. A systematic approach to pedagogy can be used in planning and building the course of the lesson. In the process of this work, the teacher must take into account, among other things, from which lesson the children will come to him for a lesson.

So, after physical education it will be difficult for them to focus on mathematics. In addition, individual problems and personality traits of each child should be taken into account. In particular, it is not practical to call a student upset by the troubles of the house. In addition, the teacher should prove himself to be a diplomat if a serious poem is read with laughter. If the teacher is nervous, then such a misconduct by a student may well disrupt the lesson. In such situations, the connection of the Gnostic and organizational elements is of particular importance.

Model of the doctor of pedagogical sciences Vladislav Ginetsinsky

This scheme also involves the allocation of functional components:

1. Presentative. It consists in presenting the content of the material to students. Separation of this element is based on abstracting from one or another specific form of training. The presentational function is aimed at the direct fact of the presentation of the material.
2. Of the network. This component aims to arouse students' interest in cognition and assimilation of material. This is ensured by posing questions and evaluating answers.
3. Corrective. This component is associated with the correction and comparison of the results of the students themselves.
4. Diagnosing. This element is intended to provide feedback.

The main tasks of implementing a systems approach

Pedagogy is characterized by features that may occur depending on specific conditions. So, the predominance of one or another component in the work of the teacher indicates that the activity of students has a specific form. This is due to the implementation of a specific teaching method.

In particular, the priority position of the network component is usually accompanied by the use of a problematic approach. The concept of psychologist Aelita Markova seems quite original. In her model, through the structural components of the teacher’s work, the implementation of a systematic approach is shown. Pedagogy, in particular, is characterized by the following elements:

• Professional and psychological knowledge and skills of a teacher.
• Individual features, due to which mastery of abilities and perception of information is ensured.
• Professional and psychological attitudes and positions of the teacher.

Within the framework of his concept, Markov formulates the key tasks of the teacher's activity through a description of the groups of pedagogical skills.

Initial skills

To implement the tasks, the teacher must be able to:

1. See the problem in the educational situation and formulate it. When setting the task, the teacher should focus on the student as an active subject of the process, explore and transform the pedagogical environment.
2. Specify goals, make optimal decisions in any situations, assume the results of activities in the near and long term.

The following skills can also be attributed to initial skills:

• Work with material content.
• Interpret information within the framework of pedagogical orientation.
• To form social skills among schoolchildren, to establish intersubject communications.
• To study the state of mental functions of children, keep a record of their cognitive abilities, anticipate the typical difficulties of students.
• Proceed from the motivation of each child in organizing and planning the educational process.
• Use a combination of different forms of education and training, take into account the time and labor costs of children and the teacher.

Planning and introspection

A group of skills related to the field of pedagogical and psychological knowledge is associated with them. The teacher needs to be able to correlate the difficulties encountered by students, to analyze the shortcomings in their own work. In addition, he should make plans to improve his work.

Communications industry

Markova, in the framework of his model, identifies groups of skills that are closely related to the establishment of the relationship between teacher and student. These include, first of all, the skills of creating conditions for ensuring psychological safety during communication and the realization of the internal potential of a communication partner. To achieve a high level in interaction, the teacher must have:

1. The ability to understand the position of another person, to show interest in his personality, to focus on the development of individual characteristics of the child.
2. The ability to understand the student’s internal state by the nuances in his behavior, to master non-verbal means of communication (gestures, facial expressions).
3. The ability to accept the point of view of the child, to create an atmosphere of trust in communication.
4. Mastery of the techniques of rhetoric.
5. The ability to use organizing influences.

Additionally

When applying a systematic approach, the ability of the teacher to maintain his professional position is of no small importance. The teacher must understand the importance of his work, have the ability to manage his own emotional state, to give it a constructive character. At the same time, the teacher must be aware of the prospects for his development in the professional sphere, be able to determine an individual work style, and use his potential.

Of course, an important element in the activities of the teacher is a regular analysis of the achievements of students. The teacher should be able to determine the characteristics of the knowledge and skills acquired by children, stimulate their readiness for independent learning and continuing education.

Conclusion

As Professor Galina Kodzhaspirova points out, a systematic approach in pedagogy is focused on revealing the whole variety of elements studied in educational processes and their connections. For this, it is necessary to carry out a fairly large-scale work. Considering pedagogy as a system, it is important not only to identify the components and their relationships, but also to classify them, determine the structure and organization of science, and establish ways and means of managing it as a single entity.