The pedagogical process is a complex phenomenon, consisting essentially of two interconnected and interdependent “halves”: the teacher’s activities aimed at students and pupils, and the students themselves’s activities to learn the lessons that teachers taught them. Moreover, the term "lesson" is taken in the broadest interpretation of its meaning.
Structural units
Let's try to figure out what the structure of the pedagogical process of the next link after the DOE is. The school takes the baton from its colleagues - kindergarten teachers - and continues to sow the "good, eternal" in the souls and minds of children for almost a decade. In the closest way, working with families of students, teachers and their activities become important links in the overall social system. That is why the structure of the pedagogical process in the school is based on the following questions:
- Why do you need training and education (i.e., goals);
- content of the subject (what should be taught);
- receptions and teaching methods (how to teach);
- “teacher-student” and “student-teacher” relationships - how they should be built;
- and the last link - forms of organization of educational activities.
As you can see, the structure of the pedagogical process is rather complicated; it has its own vertical and horizontal paradigms. The principles of construction and operation may in some situations differ in some nuances, but basically they are the same for different educational systems and have a general didactic justification.
Explanation of the above
Let us analyze in more detail each of the points. The first is the task of upbringing and education. By and large, the ultimate goal of the school level is to form a competent, developed personality, socially adapted to the conditions of modern life. As experience shows, the structure of the pedagogical process dictates such tasks that could unite the student and teacher in interaction. But how to do it, determine the principles. Their competence includes the development of ways and directions to obtain the optimal result. The content of the educational work is perhaps the most important part of the system. In fact, the entire organization of the pedagogical process is aimed at the fullest possible transfer of spiritual experience and knowledge from teachers to students. Naturally, this is not carried out randomly, but in accordance with the outlined directions and ways of organizing school life. By methods, we mean the actions of both the teacher and students through which the transfer and assimilation of content occurs, i.e. experience and knowledge. As for the means and form, the structure of the integral pedagogical process understands by them the specific types of work in the lesson with its content, the methodology used by the teacher. It is the forms by which educational activities are organized that give it logical completeness.
Thus, in order to achieve the ultimate goal of education and upbringing, it is important for the teacher to choose the most relevant tasks, the content corresponding to them, the appropriate types of work and control in the lesson at each stage of the educational process. Only then the result of his work will have a positive effect.