A lot of scientific works have been written on the pedagogical topic. There is a constant study of educational processes, on the basis of which new methods are regularly introduced, relevant recommendations are given. At the same time, great importance is given to studying the problems of developing a student’s personality culture.
Right approach
Many modern schools see the student as a means through which teachers embody approved programs and plans, in most cases having nothing to do with the one through whom they are implemented. In contrast to such institutions, the student in the framework of the humanist school is represented as the subject of his development. The learning process is based on respect for the personality of each individual, taking into account his needs, interests and goals. Based on this, environmental conditions are formed that have the most favorable effect on the child. The role of teachers in such a school comes down not only to preparing pupils for further life in society, but also to the full-fledged living of each stage of growing up (childhood, adolescence). At each stage, the mental abilities of the student are taken into account.
The role of a modern teacher
The approach used in the humanistic school is currently an exception to the general structure of education in our country. It will take a lot of time before the mode of interaction undergoes significant changes. Special attention deserves the characteristics of the teacher. Within the framework of the general system, each individual teacher has the right to carry out actions aimed at developing the spirituality of the child. The personality of the teacher should give examples of kindness, mercy, moral condemnation. However, without confirmation of the knowledge gained in the lessons in daily communication with the outside world, it is difficult for a student to learn the information received. Therefore, surrounding people, including parents, teachers, should spiritually instruct the child in his aspirations. In this case , the professional qualities of the teacher are important . Teachers based on theoretical and practical knowledge can give the child the necessary knowledge.
Education on human values
One of the most popular methods, the founder of which is V. A. Karakovsky, is based on human values:
1. Earth is the basis for the life of all living things.
2. Family - the closest circle that has the greatest impact on personal development.
3. Homeland, unique to each person. It is divided into general (country, state) and small (region, district). The process of cognition takes the form of studying the history of the territory.
4. Labor in its various manifestations (mental, physical).
5. Culture, its types, properties, the significance that it bears in the development of mankind.
6. The world and the place of man in it.
Cultural Studies
This process is based on the knowledge of traditions. Universal culture is seen as the highest product produced by mankind. The main indicators of learning are the breadth of the learner's horizons, the ability to apply the knowledge gained, as well as the level of his worldview. The main criterion for the development of a civilized society is the world of culture created by him, which is transmitted from generation to generation. Each individual living in this society is characterized by creative activity. In school years, the basic concepts of culture are taught:
1. The ability to assimilate the acquired knowledge for their further application in life is being formed.
2. The ability to apply the acquired knowledge, to create something new based on it, is developing.
3. A person learns to react to events in the world around him, to know how to express his emotions, to communicate with people around him.
Education in Soviet schools
The stagnation in Soviet society, characteristic of the late 70-80s, left its mark on the school system. There were cases of silence of the discovered shortcomings of educational processes everywhere, and advantages were multiplied in every possible way, there was a general equation for evaluating the work of teachers, educational and upbringing work became the same type, subject to uniform educational standards. In the USSR there was an authoritarian style of pedagogical management.
Education Reform
Changes affecting the pedagogical sphere in the USSR began in 1986. This happened as a result of the emergence of pedagogy of cooperation. Its authors are innovative educators. The existing educational process by this time is morally outdated. In this regard, teachers began to appear, who sought to introduce certain innovations and improvements into it. Not only the teaching system has changed, but also the personality of the teacher has acquired new qualities. It is noteworthy that innovations in the learning process did not arise in any particular region, but immediately in many cities and regions of the country. They immediately encompassed all areas of education, from primary to senior. For several years, innovation has been widely included in the teaching masses throughout the country. It has become universal and universal. Innovative educators were of all ages. S. N. Lysenkova, M. P. Shchetinin, I. P. Volkov, V. F. Shatalov and others are considered one of the most famous teachers who worked at that time. Based on their colossal practical experience, they developed new systems aimed at changing the general process of schooling.
New learning process
V.P. Shatalov, an innovative teacher, believed that the primary task of the learning process is educational work. The student must first of all form a value motivation for the process of obtaining knowledge, arouse curiosity in him, identify his interests and needs, develop a sense of duty, and develop responsibility for the final result. Only after this can the second problem be solved - educational-cognitive. The main feature of Shatalov’s training process is a clear organization of the process. Each topic they studied was assigned a specific number, known to all students. At the same time, its study took place according to the same algorithm:
- the first stage was followed by a detailed consistent explanation by the teacher of a new topic;
- on the second, support posters were introduced, with the help of which the previously studied topic was given in a more concise form;
- at the third stage there was a decrease in the size of the supporting posters to the level of sheets with their further study;
- the fourth included the student’s independent homework with a textbook and sheets;
- the fifth stage consisted of reproducing reference signals in subsequent lessons;
- on the sixth, the student answered at the blackboard.
The main meaning of Shatalov’s theory was the primary study of theoretical material, after which there was practice. It is interesting that V.V. Davydov came to the same conclusions experimentally. V.F. Shatalov believed that familiarization with new material should be based on obtaining aggregated data. Only in this case, students will be able to see the picture of the process they are studying as a whole, rather than fragmentary. At the same time, the cumulative success in mastering a large topic was achieved by the fast pace of development, followed by repeated repetitions.
Baby opportunities
A special approach to the student was practiced by teacher-innovator Amonashvili. His theory is to show faith in the capabilities of every child. The characteristics of the teacher should contain not only his working skills. The teacher should regard any deviations in the development of the child as the result of an incorrect approach to the general process of his education. The student’s natural failures should be calmly accepted, and special attention should not be paid to them. At the same time, the team is encouraged to think of the ability to overcome all the difficulties that accompany the learning process.
Development of one's own perception
E. N. Ilyin is an innovative teacher, a teacher of literature, a developer of many methodological recommendations. His system is based on the principle of reverse learning a given topic. Literature as an object, in his opinion, carries in itself primarily an educational function, and only then an cognitive one. This innovative pedagogue excluded “passive” techniques from teaching methods, the essence of which boils down to verbatim memorization of a textbook subject. Instead, they introduced learning-inducing methods aimed at seeking meaning from the student; awareness and own assessment of the read. Most of these techniques were aimed at the impact of the works on the emotional background of the child. A lot of attention was paid to the behavior, the teacher talking in the classroom. The conversation should be aimed at ensuring that after reading the work the student has the opportunity to form his own point of view on new information. As a result of this, the child develops curiosity; he independently begins to study new literature. With this approach, not only the student learns, but also his teacher.