Understanding the essence of the pedagogical process is not always easy, despite the fact that each of us, one way or another, encounters it in life, acting both as an object and as a subject. If we consider this broad concept in its entirety, we will have to dwell on a number of points. We are talking about the principles, structure, functions, the specifics of the process of pedagogical interaction and much more.
The development of scientific ideas about the pedagogical process
For quite a long time, researchers adhered to the position of opposing the two most important processes of human personality development - training and education. Around the 19th century, these ideas began to change. The initiator was I.F. Herbart, who argued that these processes are inseparable. Parenting without training is comparable to a goal without the means to achieve it, while learning without education is the use of funds without a goal.
The great pedagogue K. D. Ushinsky deeply developed this hypothesis. Turning to the idea of the integrity of the pedagogical process, he spoke of the unity of the educational, administrative and educational elements.
Subsequently, S. T. Shatsky, A. S. Makarenko, and M. M. Rubinstein made a contribution to the development of the theory.
Another surge in interest in the problem arose in the 70s. XX century. M. A. Danilov, V. S. Ilyin continued the study of this topic. Several basic approaches have been formed, but they all come down to the idea of the integrity and systematic nature of the educational process.
The essence of the concept of "pedagogical process"
It is rather difficult to choose a universal definition. In pedagogical literature they can be found several. But with all the nuances, most authors agree that the concept of the essence and functions of the pedagogical process includes a consciously organized interaction between teachers and trainees, aimed at solving educational, upbringing, developmental problems. In this regard, the concepts of the pedagogical task and the situation are highlighted.
The basic law of the process of training and education is recognized as the need to transfer social experience from the older generation to the younger. The forms and principles of this transfer usually directly depend on the level of socio-social development.
The effectiveness of the pedagogical process is largely related to the characteristics of the material, social, psychological conditions in which it occurs, as well as the nature of the interaction between the teacher and the student, internal incentives and abilities of the latter.
The main components of the pedagogical system
The essence and structure of the pedagogical process are determined on the basis that the latter is distinguished by a clear system. It includes a number of influences and components. The first include education, development, training, the formation of skills. The components of the pedagogical system are:
- educators;
- educational goals;
- students
- content of the learning process;
- organizational forms of teaching practice;
- technical training aids;
- format for managing the educational process.
When the components change, the entire pedagogical system changes its properties. Much depends on the principles of combining them. The optimality of the functioning of the pedagogical system is characterized by:
- achievement by students of the maximum possible, taking into account his abilities, level of development;
- creating conditions for self-development of all participants in the educational process.
The essence, principles of the pedagogical process
In pedagogical research, there are a number of characteristics associated with the system of training and education. They can also be attributed to the principles of pedagogical interaction:
- the relationship of practical activity and the theoretical orientation of the pedagogical process;
- humanity;
- scientific (correlation of the content of education with the level of scientific and technological achievements);
- the use of individual, group and frontal teaching methods;
- systematic and consistent;
- the principle of visualization (one of the "golden rules" of didactics);
- flexible combination of pedagogical management and students' independence;
- the principle of aesthetization, the development of a sense of beauty;
- cognitive activity of students;
- principle of reasonable attitude (balance of requirements and incentives);
- feasibility and accessibility of the content of training.
Key Aspects of Integrity
The essence of a holistic pedagogical process cannot be reduced to any one characteristic because of the variety of interconnections between its components. Therefore, it is customary to consider its various aspects: operational-technological, targeted, substantive, procedural and organizational.
In terms of content, integrity is ensured by taking into account social experience in determining educational goals. Here, several key elements are distinguished: knowledge, skills and abilities, experience in creative activities and awareness, understanding of the meaning of the action. Within the framework of the pedagogical process, all these elements must be combined.
Organizational integrity depends on:
- a combination of the content of instruction and the material and technical conditions for its assimilation;
- personal (informal) interaction of the teacher and students;
- format of business communication within the educational process;
- the degree of success of students self-mastering knowledge.
The operational and technological aspect relates to the internal integrity and balance of all the above elements.
Stages of construction
The essence of the laws of the pedagogical process involves the identification of several stages or stages in the organization of educational and developmental activities.
In the framework of the first, preparatory stage, several key tasks are solved:
- goal setting (statement of expected results);
- diagnostics (analysis of the psychological, material, hygienic conditions of the pedagogical process, emotional mood and characteristics of students);
- educational process forecasting;
- designing his organization.
The following is the main step:
- operational control by the teacher;
- pedagogical interaction (explanation of tasks, communication, use of the intended technologies and techniques, stimulating students and creating a comfortable atmosphere);
- Feedback;
- correction of participants' activity in case of deviation from the set goals.
As part of the final stage, an analysis of the results achieved and the educational process itself is carried out.
Organization Forms
The essence of the pedagogical process is directly revealed within the framework of certain organizational forms. With all the variety of ways of organizing educational activities, three basic systems remain basic:
- individual training;
- classroom lesson system;
- lecture and seminar classes.
They are distinguished by the enrollment of students, the degree of their independence, the combination of group and individual forms of work, the style of management of the pedagogical process.
Individual learning was practiced even in primitive society during the transfer of experience to an adult child. Then it was transformed into an individual group. The class-lesson system involves a regulated regime of the place and time of the meeting, the composition of the participants. The lecture and seminar system is used when students already have some experience in educational activities.
Pedagogical interaction and its types
The essence of upbringing as a pedagogical process lies in the fact that both the teacher and the trainee are sure to take part in it. And the effectiveness of the process and the result depends on the activity of both parties.
Between the subject and the object of education in the course of pedagogical interaction, the following types of relationships arise:
- organizational and activity;
- communicative;
- informational;
- managerial.
They are in constant relationship. At the same time, the process is based on a wide range of interactions: "teacher - student", "student - collective", "student - student", "student - the object of assimilation."
Learning as an element of the pedagogical process
According to the classical definition, learning is a cognitive process controlled by a teacher. It is one of the two key elements of the dual nature of the pedagogical process. The second remains education.
Education is characterized by a targeted orientation, the unity of the procedural and substantive aspects. The fundamental point is the guiding position of the teacher in this process.
Training provides for a mandatory communicative component and an activity approach that provides a solid assimilation of knowledge. At the same time, the student not only remembers the information, but also masters the traditional methods of educational and cognitive work: the ability to set a task, choose methods for solving it, and evaluate results.
An important component in this case is the student’s value-semantic position, his readiness and desire for development.
Learning Features
The essence of the pedagogical process lies in its focus on the comprehensive cognitive and creative development of the student. This setting defines the main functions of training (educational, developing, educating).
According to V.V. Kraevsky, the first is associated with an increase in the volume of knowledge, the second - with the complication of the methods and techniques of assimilation, the third - with building social relations during the process.
The educational function involves the formation of a solid system of knowledge and skills, a systematic understanding of cause and effect relationships.
Ultimately, the student must freely operate with knowledge, mobilize existing knowledge, if necessary, and acquire new ones using the appropriate educational and cognitive skills.