Modern pedagogy requires new unique and unified approaches. The classical methods that Comenius still proposed are already ineffective. Scientists began to understand this at the beginning of the 20th century. And here a new question emerges: where to move on and how to teach children in a new way? This is explained by new concepts that are focused on a humane approach to children, that is, now maximum attention is paid to maximally interest the child, and the center of the lesson is now not a textbook or a teacher, but the student himself.
The essence of the pedagogical concept
The pedagogical concept is a special methodological method for a teacher, where he brings his own ideas, and also forms goals that contribute to improving the education of children. Thanks to the correct conclusions of the teacher and the methods of conveying information, physically and morally healthy individuals are formed, which are very important for our country.
The teacher should guide the children on the right path and tell how to become strong personalities, giving examples from their own lives, or from the lives of other people. He should inspire the younger generation that they should not be afraid of difficulties and always take responsibility on the way to the goal. It is then that each pupil will feel that he is an important member of society.
General Provisions
General provisions play a key role, since important aspects of the pedagogical process are considered here. They help to systematize interdisciplinary knowledge and systematize them together with methodological techniques. Having correctly determined the objects of pedagogical activity, you can understand the specifics of the teacher’s work in the lesson, and how successfully he copes with his own developed algorithm.
Key concepts and terms
In this section, you need to streamline all terms that should be interconnected. Due to the establishment of relations between the terms, an unambiguous interpretation appears, and logical harmony strengthens the evidence base. In general, this section is aimed at linking the terms with each other as clearly as possible.
The structure of the concept in pedagogy
An accurate and unambiguous interpretation of the concept still does not exist. Despite this, some experts managed to develop the most accurate wording of the term: "The pedagogical concept is a collection of scientific knowledge about the object being studied, which are designed in a special way." In this case, the information that was obtained in the course of pedagogical activity is recorded on paper.
The concept also has other interpretations. For example, a pedagogical concept is a set of key provisions that reveal the characteristics of a student’s practical activities.
In order for the results to be objective, for this it is necessary to highlight a number of research requirements:
- concreteness - describes the results that ultimately must be implemented;
- measurability - the availability of tools to measure activity;
- reality - full provision of all necessary resources;
- controllability - the presence of a powerful information base that will adjust the results if necessary.
The functional purpose of the conceptual approach
The structure of modern education is based on the fact that it is important to study the phenomenon of the teacher as a teacher and organizer in the structure of the educational institution. Based on this, pedagogical principles should be based on important points that contribute to the transformation of theoretical pedagogical knowledge into practical skills. Therefore, the teacher should be able to:
- group all your knowledge so that they form a single logical system that will not violate the structure of the lesson;
- explain to students how a particular phenomenon or process appeared and developed, with a detailed description of the main characteristics and parameters;
- to develop a research methodology.
goal
In the concepts of pedagogical activity, the goal plays a leading role. The goal is formed in order to provide an effective study of a particular process or phenomenon. To successfully implement the goal and successfully bring the goal to life, it is necessary to develop a system of subgoals. The sub-goal system is as follows:
- absolutely any goal is divided into separate levels, which should be equivalent in scale and significance;
- a description of the final result should be formed during the development of the initial goal, which is the main one;
- necessarily planned methods and the ability to achieve a particular goal.
As a result, the overall goal can be represented through the provision of:
- improving the idea of ​​a pedagogical concept;
- the effectiveness of a separate component of pedagogical activity, which is being studied at the moment;
- quality of the effectiveness of the process itself;
- optimization and implementation of experimental results.
Limits of applicability
These boundaries include:
- Aspects of the pedagogical process that can be improved by using the pedagogical concept.
- The achieved level of knowledge allows you to make a list of effectively solved problems in a specific situation. Without this knowledge, it would be impossible to effectively solve problems.
- Immediate and promising goals and objectives in the educational field, which justify the need to create a pedagogical concept.
Theoretical and Methodological Approaches
These approaches are essential pedagogical principles. They help solve a number of important problems in the field of education, which include:
- streamlining terminology;
- definition of new features and properties of the studied object;
- identification of patterns and principles of development;
- designation of poorly studied aspects of a particular problem;
- prospects for the development of the studied direction for science as a whole.
Usually, a set of methodological approaches that are designed to study qualitatively different objects acts as theoretical and methodological justifications for research.
Basic modern pedagogical concepts
Now all modern teachers are looking for new approaches to learning. Therefore, each pedagogical theory in different countries has two key functional features. The first is to obtain empirical data and theoretical information that will help increase the level of education in different countries, and the second is aimed at solving problems with education in one’s country when studying experience in the field of education in different countries. Unfortunately, the application of borrowed experience, which helped to increase the level of education in one country, may further worsen the situation in another.
Therefore, experienced domestic teachers doubt that foreign experience will get rid of problems, and are skeptical about the introduction of Western technologies.
Konstantin Ushinsky also said that each nation has its own upbringing system, therefore one nation should not introduce pedagogical technologies of another nation.
Behaviorism
This pedagogical concept arose at the beginning of the 20th century. The founders claimed that personality determines behavior. In addition, fans of behaviorism have replaced the term subject of psychology with the word “reaction” (that is, they believed that human behavior and activity is a simple reaction or reflex).
But later, Skinner began to develop the theory of behaviorism, where he began to correctly state that the reaction is the consequences of a person’s act in certain situations.
Behavioral pedagogy stimulated a technological approach to education. According to him, the set of predetermined personality traits is determined, the student’s model, and a system of means and methods of influence is designed. In a civilized society, Skinner’s teachings were widely criticized, because many argued that this led to gross manipulation of personality.
But Dewey appeared and introduced the theory of pedocentrism into the educational system, where adults helped children adapt in difficult situations with the help of simple and developing exercises. Dewey himself criticized the traditional school. He argued that not a teacher or a textbook is the center of the learning process, but the child himself. This was a breakthrough in pedagogy.
Also, Rogers introduced new technologies in education, which identified important principles that stimulate child support:
- positive attitude towards the child;
- accepting him as he is;
- unconditional love for each student (not physical, but spiritual).
Also, based on the teachings of Rogers, we can draw the following conclusions about the rules of pedagogical communication:
- trust children and actively show it;
- help shape individual and group goals;
- motivate to learn;
- act as a source of experience for students;
- Feel and understand the personal state of each student;
- own a style of informal warm communication with children;
- have a positive self-esteem.
Neopositivism and Existentialism
The pedagogy of neopositivism negatively refers to those who play an important role in the basis of upbringing of false ideology, the goals and objectives of which contribute to degradation among the younger generation. Thus, he is opposed to manipulating a person and infringing him as a person, because he does not think like everyone else. Here, the school’s task is to direct a person to intellectual development, where he freely chooses the nature of behavior. This new approach solves the problems of labor education.
Existentialism says that the school’s task is to create conditions for students to find themselves, as well as to understand how to navigate in the consumer world, where everything is decided by money and connections. Having understood how the modern mercantile system works, they will be able to successfully find the properties of their unique personality and become influential people in their field. The task of the teacher is to clarify the ethics of man. Scientists argue that in this way creative individuals appear, and they learn to take responsibility.