What are the stages of solving pedagogical problems? The scheme involves the selection of optimal ways by which you can develop an action plan, make a specific decision.
The pedagogical task can be considered as a system of a specific kind, which is the basic unit of the pedagogical process. It has components similar to the pedagogical process: content, means, participants (teachers and students).
The nature and specificity of the pedagogical task
Among its mandatory components can be represented:
- initial state of the analyzed problem;
- its requirements (model).
The main steps in solving a pedagogical problem are:
- comprehension;
- selection of tools and methods;
- drawing up an action plan;
- summarizing.
In the framework of the pedagogical process, the subject can be material (appearance, physical data) and ideal (relationships, business and personal skills) substances for which quantitative and qualitative changes are distinguished.
By a pedagogical task is meant an understanding of a meaningful pedagogical situation with a distinguished goal, which contributes to the knowledge and transformation of existing reality. It is the result of the subject's awareness of the purpose of education, the conditions for achieving the goal, the importance of performing professional actions, and taking them for implementation.
Note that any pedagogical situation has a problematic look. The goal set by the teacher before the student is subsequently formed into a system of specific tasks of the pedagogical process. The appearance of the problem is associated with the transfer of the child from one state to another.
The specificity of the pedagogical problem lies in the fact that in its analysis it is impossible to completely abstract from the characteristics of the subjects who are engaged in its solution.
The sequence of steps for solving a pedagogical problem depends on its features, as well as on the individual characteristics of the subjects involved in the educational process.
Types of pedagogical tasks
Depending on the time frame, there are three large groups of pedagogical tasks: tactical, strategic, operational. Strategic can be considered "super tasks." They proceed from the main goal of education, are formed as representations of the basic culture of man, which is the subject of pedagogical tasks. They are set from the outside, reflect the objective needs of the development of society. It is on them that determine the initial goals and end results of pedagogical work.
In a real educational process, strategic tasks are transformed into tactical ones. Having a focus on the final result of education, they determine the stages of solving pedagogical problems. Operational tasks are the immediate, current problems. They appear before the teacher at a particular moment of his work.
The prognostic stage of solving pedagogical problems involves bringing students to their awareness, significance. Didactic tasks are directly related to educational and cognitive activity.
Educational
Given the specifics of educational activities, the saturation of extracurricular activities, educational tasks were allocated in a separate category. The educational process should help prepare students for solving the many problems that they will solve in their daily lives.
The main stages in solving pedagogical problems in this case are connected with the development of the personality through communication and active work. Parenting is classified as encouraging an independent search for solutions to problems by schoolchildren, which is an incentive for their independent development.
Action Categories
Stages of solving pedagogical problems involve several categories of actions. The first group consists of educational activities aimed at solving certain problems. The second group represents those actions that the student must learn to perform in order to solve criterion problems.
The first stage of solving any pedagogical problem involves its analysis. If students successfully master the solution methods, they can achieve the learning goal. In the framework of individual academic disciplines, a description of such tasks is expressed in the form of requirements for the basic skills of students.
Value Orientation Tasks
The main stages of solving pedagogical problems are aimed at the formation in the younger generation of cognitive interest in the studied academic disciplines. Value orientation tasks contain problem situations that are related to moral choice.
Stages of solving pedagogical situations
The procedural stage of solving pedagogical problems is difficult from a psychological point of view. The formation of the ability of students to resist various negative factors that appear during life in society depends on the correct choice of a way of behavior.
Regardless of class, level of complexity and type, all pedagogical tasks have one common property, related to the fact that they are tasks of social management. The first step in solving a pedagogical problem is to formulate it on the basis of an analysis of this situation, as well as the study of specific conditions.
Then comes the construction of a method of pedagogical impact (interaction). Stages of solving pedagogical problems: prognostic, analytical goes into the implementation of the plan into reality, summing up.
In theory, they distinguish between methods and process for resolving issues. Under the methods understand some system of sequentially conducted procedures that lead to the solution of a specific problem. It can have an algorithmic and quasi-algorithmic form, taking into account the degree of rigidity of the determination of the following operations. Most of the pedagogical tasks are solved creatively. At each stage, there is a dialectic of the mutual transitions of practical and theoretical thinking.
Diagnostics consists in the analysis of an individual or group action, team and personality, on the basis of which the results of education and training are predicted, possible errors and difficulties of students, their reactions to the actions of teachers are considered.
After the theoretical solution of the pedagogical problem, the next stage arises - its implementation in practice. At this moment, theoretical thinking plays a secondary role, performing the functions of correcting and regulating, with the help of which the restructuring of the pedagogical process is based on continuously incoming information.
The solution to the pedagogical problem ends with the return of theoretical thinking to the main positions. Here the final assessment is determined and the results are taken into account based on a comparison with the existing model of the expected result. They are compared with the base for the theoretical justification of the problem and the solution of the following problem.
The success of the teacher
It depends on how much the teacher is able to connect the solution of operational tasks with strategic and tactical aspects. Otherwise, all tasks will be solved separately. The professionalism of solving pedagogical problems of varying degrees of complexity is based on knowledge of the developmental psychology of children, the principles of collective life, and the individual and age characteristics of students.
The main prerequisite for a productive professional solution to the pedagogical problem, regardless of the technology used, is the active interaction of the pupils and the teacher (mentor).
Trends in the modern educational space
Modern pedagogy is systematically progressing and developing. Views on methods, means of upbringing and training are being modernized; they are acquiring a more effective and humane character.
Differentiation and individualization of instruction are introduced in school education. Among the manifestations of experimental pedagogy, the emergence of open schools can be distinguished. The program in such educational institutions is aimed at the interconnection of students in the course of training with the outside world, the development of independence, the development of tolerance.
There are also schools that are focused on the humanization of the relations of all participants in the educational and educational process. In the phenomenological concept, the focus of the learning process is personality, individuality.
Types of Didactics
There are currently three areas in didactics: rationalistic, traditional, phenomenological.
With a non-standard view of learning, we are talking about a phenomenological concept, which involves placing in the center of attention the personality of the pupil with his individual psychological characteristics, abilities, inclinations, interests.
Conclusion
In the theory of education and training, two different directions are distinguished: psychological and social. In the second option, the social environment of the person acts as the basis of upbringing, and in the first case, biological and psychological processes and features that accompany the development and improvement of the person’s personality are taken into account.
In modern pedagogy, the formation of a tolerant personality, which respects religion and traditions of other nationalities, is a priority.
Special attention is paid to moral education, orientation of the educational process towards peaceful cooperation, calm resolution of emerging conflict situations. Projects are being implemented that are aimed at effective international education, political education, which is designed to form some patriotic feelings and responsibility for the fate of their own state.