The influence of family and upbringing on personality formation. Influence of innate qualities and upbringing on personality development

23.07.2019

The role of parenting is evaluated in different ways - from the assertion of its complete meaninglessness (with unfavorable heredity and bad influence of the environment) to its recognition as the only means of changing human nature. Upbringing can achieve a lot, but you cannot completely change a person.

The most important task of education- identification of inclinations and talents, development in accordance with the individual characteristics of a person, his abilities and capabilities.

Goals and objectives of education

The goals of upbringing, like the goals of any human activity, are the starting point in the construction of the entire upbringing system, its content, methods, principles.

The goal is the ideal model of the result of the activity. The goal of the upbringing network is a predetermined idea of the result of the upbringing process, of the qualities, the state of the personality that is supposed to be formed. The choice of educational goals cannot be random.

As historical experience shows, the goals of education are formed under the influence of the changing needs of society and under the influence of philosophical and psychological-pedagogical concepts. The dynamism and variability of the goals of upbringing are confirmed by the current state of this problem.

Among the tasks of upbringing in the modern system of Russian education, the following stand out:

§ the formation in each pupil of a clear meaning of life, corresponding to natural inclinations and a specific individual social status;

§ harmonious development of the personality, its moral, intellectual and volitional spheres on the basis of its natural and social capabilities and taking into account the requirements of society;

§ mastering universal human moral values, the humanistic experience of the Fatherland, designed to serve as a solid foundation for the entire spiritual world of the individual;

§ the formation of an active civic position, corresponding to the democratic transformations of society, the rights, freedoms and duties of the individual;

§ development of activity in solving labor, practical problems, creative attitude to the performance of their production duties;

§ ensuring a high level of communication, relationships in the educational and labor collective on the basis of the established socially significant collective norms.

51. The concept of self-education. Conditions and ways of self-education.

Self-education concept

A person as a social being is not just formed as a person in the process of socialization, but is distinguished by the ability to self-education and self-improvement.

Self-education is a certain type of attitude, actions, actions aimed at oneself and one's own future in terms of conformity to a certain ideal. This is a conscious influence of a person on himself in accordance with the self-image chosen as an example.

The main thing in the definition of self-education is a purposeful and systematic influence on oneself in order to achieve the set goal, to achieve a certain I-ideal. In the process of self-education, a person retains and develops his own "I", the property of being himself.

Self-education is in the form of self-improvement. Self-improvement is manifested in two ways: eliminating bad habits and developing abilities.

Self-improvement requires volitional efforts. Will is "an incentive to actions that do not meet the desires of a person, like overcoming himself." "Will is the ability to act according to a set goal, while producing an inner effort."

The main thing that motivates a person in the process of self-education is the attractiveness of the goal. Goal selection and self-knowledge are two related processes of inner life. Goethe wrote that “one can know oneself through action, but never through contemplation. Try to fulfill your duty, and you will know what is in you. "

The fundamental condition for self-education is its voluntariness, and the main rule of self-improvement is gradualness. We must accustom ourselves to dosed efforts and the gradual achievement of a result.

Self-improvement is best done through a self-improvement program. It is necessary to define both promising and intermediate goals and the means of achieving them.

In the process of self-education, work on oneself, it is important to: 1) define your goal (the meaning of your life); 2) get to know oneself (advantages, disadvantages, interests, hobbies); 3) define a self-education program; 4) create your own lifestyle (define your daily routine, take care of time, have your own life rules); 5) train yourself, develop the necessary skills; 6) exercise self-control (evaluate the results of work on yourself; improve your self-education program). At the same time, the process of self-education is closely related to self-improvement, including intellectual self-improvement. For example, participation in business trainings, seminars, lectures, specialized games will undoubtedly take a person to a new level.

Russian teacher KD Ushinsky in his youth formulated rules of behavior for himself. They had such positions: calmness; straightforwardness in words and deeds; deliberation of actions; determination; not to talk about yourself unnecessarily, not a single word; every evening give yourself an account of your actions. http://www.zavtrasessiya.com/index.pl?act=PRODUCT&id=2421

50. Strategies of psychological influence in education.

The main strategies of psychological (educational) influence. Strategies of psychological influence: imperative, manipulative, dialogical. Psychological educational influence is aimed at changing the needs, attitudes, attitudes, abilities, activities, behavior, etc. It is necessary to ensure the organization of such influences that would contribute to the all-round development of the personality, that is, the formation of her high moral qualities, creative consciousness and self-awareness, the desire for constant improvement. A. G. Kovalev identifies three strategies of psychological impact: .1. "Imperative" strategy ("object" or "reactive") of psychological influence. This strategy is based on the proposition that the human psyche is considered as a passive object of external conditions influence and a product of these conditions. This approach has found its scientific embodiment in behaviorism. This strategy is used in those spheres of human relations where the person (the object of influence) has limited possibilities for choosing actions. This strategy does not take into account mental properties and states. This also applies to the psychological impact of the teacher on the student. In the context of pedagogical practice, friendly, family relations, such a strategy is unsuitable, it leads to negative psychological consequences. 2. "Manipulative" strategy of psychological (educational) influence. The main point of the approach is that a person is by nature evil, immoral, destructive, aggressive. It should be curbed with authority and social sanctions. Techniques for manipulating people are developed on the basis of Freud's basic propositions about the unconscious. This strategy involves penetration into the most intimate mechanisms of the human psyche. But knowledge of the mental characteristics of a person is used for sophisticated methods and means of psychological influence, for manipulating the psyche. A person in this case, without realizing it himself, behaves in the manner prescribed to him. The use of such a strategy, in fact, also negatively affects the personality, can lead to even more negative consequences than an imperative strategy. 3. The main developmental strategy of psychological influence is dialogue. This strategy is optimal when organizing relations between people in general, as well as when implementing the tasks of training and education. A person is characterized by an "open" dialogical nature of the internal mental organization. The student is not only the object, but also the subject of these relations. Dialogue, personal exchange in the process of interaction is necessary between the teacher and the students.

52. Stages of the formation of moral consciousness by L. Kohlberg.

Lawrence Kohlberg

Freud believed that the Superego performs a moral function, encourages and punishes the Ego for its actions. Harvard psychologist Lawrence Kohlberg (1963), who attached great importance to the moral development of children, developed another approach to the problem, in which one can feel the strong influence of Piaget's theory.

Kohlberg identified six stages of the moral development of the individual, which replace each other in a strict sequence similar to the cognitive stages in Piaget. The transition from one stage to another occurs as a result of improving cognitive skills and the ability to empathize (empathy). Unlike Piaget, Kohlberg does not associate periods of moral development of an individual with a certain age. While most people reach at least the third stage, some remain morally immature for life.

The first two stages of personality development or stages of personality socialization refer to children who have not yet mastered the concepts of good and bad. They seek to avoid punishment - the first stage, or to earn encouragement - the second stage. At the third stage of personality development, their own notions of good and bad begin to form, people generally strive to adapt to others in order to earn social approval.

At the fourth stage of personality development, people are aware of the interests of society and the rules of behavior in it. It is at this stage that moral consciousness is formed: a person to whom the cashier gave too much change returns it, because it is “right”. According to Kohlberg, in the last two stages, people are able to perform highly moral actions regardless of generally accepted values.

At the fifth stage of personality development, people comprehend possible contradictions between various moral convictions. At this stage, they are able to make generalizations, to imagine what will happen if everyone acts in a certain way. This is how the personality's own judgments about what is "good" and what is "bad" are formed. For example, you can't cheat the tax office, because if everyone did that, our economic system would collapse. But in some cases, a “lie for salvation” may be justified, sparing the feelings of another person.

At the sixth stage of personality development, people form their own ethical feeling, universal and consistent moral principles. Such people are devoid of self-centeredness; they make the same demands on themselves as they do on any person. Probably, Mahatma Gandhi, Jesus Christ, Martin Luther King were the thinkers who reached this highest stage of moral development.

Experimental studies have revealed some of the shortcomings of Kohlberg's theory. People's behavior often does not fully correspond to one stage or another: even being at the same stage of personality development, they can behave differently in similar situations. In addition, questions arose regarding the sixth stage of personality development: is it legitimate to consider that several outstanding figures in the history of mankind have reached a particular level of development of their personality? Perhaps the point is rather that they appeared at a certain historical stage, when their ideas acquired special significance. However, despite criticism, Kohlberg's work has enriched our understanding of the development of morality.

53. PSYCHOLOGY OF PEDAGOGICAL ASSESSMENT

Educational assessment is a fairly broad concept that includes assessments given to a child not only by the teacher, but also by the parents or any other person involved in the upbringing and development of children.

According to James grade- "this is the return of the reflected impression, a powerful tool in the hands of the teacher."

Pedagogical assessment in a broad sense should be distinguished from the school grade, which characterizes in points the relative and absolute success of the student. The mark is a pedagogical stimulus that combines the means of reward and punishment. Moreover, the extreme values of the marks do not always have the same stimulating power that the average marks have. Pedagogical assessment is a special kind of incentive. It plays an especially important role in childhood and during primary school age, as it is directly related to the formation of a child's appropriate attitude towards himself. It is very easy for a child to be judged by important adults to disrupt his correct self-image because of the mix in of emotional factors. It is many times more difficult to restore an adequate attitude towards oneself.

There are several types of educational assessments:

– subject- relate to what the child is doing or has already done, but not his personality;

– personal- refer to the subject and note the individual qualities of a person;

– material- include material incentives for children for success (money, things, entertainment, etc.);

- moral - contain a description of the child's actions in terms of their compliance with accepted moral norms;

- effective - refer to the final result of the activity (what happened);

- procedural - relate to the very process of activity (how it was done);

- quantitative - correlate with the volume of work performed;

- high-quality - relate to quality, accuracy, accuracy and other indicators of work excellence.

In a more general form, three main groups of assessments can be distinguished (according to A.I. Lunkov):

- personal - when the progress of the student is assessed in relation to his average level of knowledge, skills, thinking, that is, the child is compared with himself;

- comparative - when students are compared with each other;

- normative - when the child's achievements are assessed against a certain impersonal norm of the task.

Normative grades are used 1–2 times per topic during written tests. Here are the psychological requirements for such tests: 1) it is advisable to carry them out in a double lesson in order to provide normal conditions for students with low rates of work; 2) the control work should include questions only on this topic, broken down into a sequence of elements (units of assimilation) so that one or two tasks correspond to each element. In ordinary tests, as a rule, assignments from different topics are offered, which complicates the overall assessment, since it is not clear which topics the student has mastered and which not.

Psychological content, place and function of assessment in the structure of training

Assessment is an important part of the learning process. In the psychological and pedagogical literature, it is generally recognized that testing knowledge and skills and their assessment are a necessary and important part of the learning process. By informing the student about the state of his knowledge and skills, the assessment promotes his awareness of the achieved level in accordance with the required level and has a stimulating effect on his mental work.

Many psychologists have emphasized the important role of assessment in the learning activities of schoolchildren. B. G. Ananiev emphasized that pedagogical assessment is a "fact of direct guidance" to students and that students' knowledge of their capabilities and learning results is a prerequisite for their further psychological development. S. L. Rubinshtein noted that "the assessment is made on the basis of the results of the activity, its achievements and failures, merits and demerits, and therefore it itself should be the result, and not the goal of the activity." L. S. Vygotsky also considered assessment to be one of the most important components of a student's learning activity. He wrote: "Every act must return to the child in the form of an impression of his action on others." LI Bozhovich defines the assessment of knowledge as "an objective criterion by which a public opinion about a student is determined".

Evaluation of learning activity involves the use of concepts such as "grade" and "grade". Often these concepts are identified. However, the delimitation of these concepts is extremely important for a deeper understanding of the psychological and pedagogical aspects of the evaluative activity of teachers.

Assessment is an assessment action carried out by a teacher in order to ascertain the level of training of students and stimulate their activity.

The accuracy and completeness of the assessment determine the rationality of the movement towards the goal. As is well known, the evaluation functions are not limited only to the statement of the level of training. Assessment is one of the most effective means of stimulating learning,

positive motivation, influence on the personality, at the disposal of the teacher. It is under the influence of objective assessment that schoolchildren develop an adequate self-assessment, a critical attitude towards their own successes. In contrast to the assessment, the mark (score) is the result of the assessment process, activity or assessment action, their conditionally formal reflection.

A grade is the result of the assessment process, often expressed as ^^ in points.

From a psychological point of view, the identification of assessments and grades will be tantamount to the identification of the process of solving a problem with its result. On the basis of the assessment, a mark may appear as its formal-logical result. But, in addition, the grade is a pedagogical stimulus that combines the properties of reward and punishment: a good grade is a reward, and a bad grade is punishment. American educational psychology distinguishes between quantitative and qualitative assessment. Quantitative assessment implies the presence of a measuring instrument (scale, test) to measure a specific indicator. Quantification is a more accurate and more objective procedure. Qualitative assessment is a less accurate and more subjective procedure, which consists in judging a student's abilities, his motivation, persistence, etc. The term “assessment” is used to summarize all procedures for assessing and measuring student achievement and includes both quantitative and qualitative assessment.

Academic achievement is a characteristic of students' mastering of knowledge, abilities and skills in accordance with the requirements of the curriculum.

Indicators of student progress (current, on the current topic, in quarters, in semesters, final (in the subject as a whole or for the entire course of study)) are grades (marks) on a ten-point system, determined on the basis of criteria. Thus, academic performance is the result of the process of assessing the learning activity of students and is completely dependent on it.

In psychological and pedagogical works, various assessment functions are distinguished. B. G. Ananiev distinguished orienting and stimulating functions. The first function indicates that the pedagogical assessment is an indicator of certain results and the level of achievements that the student has achieved in educational activities and reflects the student's progress. The stimulating function is associated with a stimulating effect on the emotional sphere of the student's personality, changes in which cause significant shifts in a person's self-esteem, in the level of his aspirations, in the field of motivation, behavior, in the way of educational work, in the system of relations between all participants in the educational process. Under the influence of these shifts, the rates of mental development are accelerated or slowed down, qualitative transformations take place in the structure of the intellect, personality and cognitive activity of the student. The well-known teacher Sh. A. Amonashvili believes that the assessment performs the following functions: educational, upbringing, developing, controlling, motivational, feedback function. E. V. Akopov has a different opinion, who considers three functions of pedagogical assessment with their main spheres of application: orienting - in the cognitive sphere; stimulating - in the emotional-volitional sphere; organizing - in activity and behavior.

Different authors refer to the specific functions of the mark: the legal function (a certificate with marks is important for admission to higher educational institutions) (N. A. Kurdyukova); controlling, stating, notifying, punitive, regulating functions (G. Yu. Ksenzova); motivational function

(A.K. Markova, M.V. Matyukhina and others). Many note both positive and negative aspects of the influence of the grade on the motivation of learning activity.

Thus, the variety of evaluative influences used by the teacher creates a rich emotional, motivational and socio-psychological context, which determines the general psychological situation of the entire educational process. Therefore, it is very important that the evaluative activity of the teacher proceeds and is carried out by him in the interests of the mental development of a person, so that the pedagogical assessment, the result of which is the student's academic performance, is adequate, fair and objective.

54. Conditions of effectiveness and age characteristics of pedagogical assessment.

Conditions for the effectiveness of pedagogical assessment:

Under effectiveness of pedagogical assessment understands its stimulating role in the education and upbringing of children. Pedagogically effective assessment, which creates in the child a desire for self-improvement, for acquiring ZUN, for developing valuable positive personality traits, socially useful forms of cultural behavior. Motivation for intellectual and personal-behavioral development in a child can be external and internal. Internal motivation of teaching and educational activities counts stronger than external its stimulation, therefore a more effective pedagogical assessment is usually understood as one that creates and maintains the child's internal motivation for learning and upbringing. Ideas about the effectiveness of pedagogical assessment are individual and socially specific. The individual nature of the ideas and actions of pedagogical assessment is manifested in the fact that its effectiveness depends on the individual characteristics of the child, on his actual needs.Socio-specific character mean two things. At first in the context of different cultures in the system of education and upbringing, preference is given to different types of pedagogical assessments. Secondly assessment can be different in its effectiveness depending on the social situation in which it is given.

Age characteristics of the child and pedagogical assessment:

The main trends in age-related changes in the importance of pedagogical assessment: At first, there is a growing understanding of the need to acquire new knowledge, skills and abilities. Secondly, in childhood, the importance of possessing certain personality traits increases from year to year. Thirdly, as they grow older, especially during school years, the role of socio-psychological stimuli increases. Fourth, there is a tendency for a gradual transition from an orientation toward external ones to taking into account internal stimuli. In infancy and early life the most effective form of pedagogical assessment is emotionally expressive , transmitted through gestures, facial expressions and pantomime. The emotional-expressive reactions of an adult to a child's behavior are supplemented and refined by verbal assessments. Stimulating children's activities and communication in younger and older preschool age can be supplemented by socio-psychological factors, since at this time children develop self-esteem, a level of aspirations, motivation for achieving success, and group forms of activity. In older preschool age to the methods of stimulation that were used at the previous age stages, pedagogical assessments related to the observance of the rules of behavior, as well as to the demonstration of knowledge, abilities and skills are added. Conscious preferences of some types of pedagogical stimuli over others have not yet been observed. Characteristic feature primary school age in stimulating the education and upbringing of children, it becomes that the most effective are pedagogical assessments, given not by all, but by significant adults, teachers and parents. In adolescence children become more responsive to peers and friends' grades than to parent and teacher grades. In senior school age personal assessments are becoming more significant than assessments concerning knowledge, skills and abilities, as well as external forms of behavior.

A child becomes an adult after going through a difficult path of continuous and uneven development. To manage this process, the teacher needs to know under the influence of what factors it occurs and how it interacts with education.
Human development is a process of quantitative and qualitative changes: the anatomical structure of the body, physiological and mental functions, activities and behavior.
Changes of an anatomical and physiological nature are referred to as physical development, and its indicators are height, weight, physique, blood pressure, vital capacity of the lungs, etc.
Mental development includes changes in mental processes. These are the nature and volume of attention and memory, peculiarities of thinking, vocabulary, level of speech development, etc.
Development indicators are also the predominance of certain types of activity (play, educational, labor) and the nature of the activity (purposefulness, planning, awareness of actions, productivity) at different ages.
An indicator of development is also behavior (the nature of relationships with people, obedience to social rules of behavior, the ability to collective action, etc.).
Human development is influenced by a number of factors. One of these factors is heredity. Inheritances are passed on in the form of the structure of organs, the characteristics of the nervous system, etc. The social (social) environment, the people around them, and their relationships have a decisive influence on human development. An equally important factor influencing the development of a person is the nature of his activity in this environment and the degree of his activity.
Upbringing in relation to development is the purposeful and planned guidance (or management) of human development. The tasks, content and methods of upbringing always depend on the level of development of the pupils and, as a result of the purposeful activity of the teacher, change along with him.
Upbringing first of all organizes and directs the activities of pupils and ensures the most positive influence of the environment, taking into account the characteristics of the development of each. This allows us to talk about the leading role of education: in the formation of the personality.

Many progressive teachers assigned a huge role to education not only in public life, but also in the development of an individual.
The revolutionary democrats, attaching great importance to education in human development, considered its main task to prepare the young generation for transformative revolutionary and social activities.
Reactionary bourgeois scientists argue that upbringing is powerless over heredity and cannot fundamentally change human behavior. The role of education in the theories of bourgeois scientists is belittled (A. Schopenhauer, D. Dewey). These theories diminish the influence of the social environment, focusing all attention on the immediate environment, which includes the family, various companies, etc.
Progressive scientists recognize that a person inherits inclinations that create general prerequisites for development, but do not predetermine it. For example, Marxism, recognizing the influence of the environment, teaches that a person is active himself and also has an impact on the environment. Changing and transforming the environment, a person changes himself. Therefore, upbringing implies such an organization of the activities of the educated, in the process and under the influence of which their development will be best ensured.
For active transformative activity, knowledge, skills, skills and qualities are needed, which are also formed in the process of education.
The power of upbringing is especially vividly manifested in a society where real conditions are created for the all-round development of people.

Test

in the discipline "Fundamentals of Psychology and Pedagogy"

Topic: "Education and development of personality"

Introduction

2. Education as a purposeful impact on a person in order to form her certain mental and personal qualities

3. Social environment and its educational functions. Socialization as a process of forming behavioral models in a person

Conclusion

Introduction

Human development is the result of a complex, long-term progressive process, during which his biological, mental and social properties change. These changes occur in the process of personality formation under the influence of her upbringing and education. Education has a decisive influence on the development of personality.

It determines the formation of a person as an individual social being. Mowgli cannot be called a person, he is devoid of speech, ability to communicate, typical human qualities. Scientists consider this process to be unknown.

When asked why different people reach different levels of development, it can be answered that this depends on the interaction of internal natural forces and external social conditions. Internal is the physiological and psychological data of a person, external is the environment.

1. Learning as a purposeful process of personality development. The structure of educational activity: educational and cognitive motives, goals, objectives and educational actions

Learning should be understood as a purposeful pedagogical process of organizing and stimulating an active educational and cognitive activity of students in mastering scientific knowledge, skills and abilities, developing creative abilities, worldview and moral and aesthetic views and beliefs.

Knowledge in pedagogy is defined as understanding, retention in memory and the ability to freely and logically reproduce the basic facts of science and the theoretical generalizations arising from them: concepts, rules, halls, conclusions, etc.

Skill is the mastery of methods (techniques, actions) of applying the acquired knowledge in practice.

A skill is viewed as a constituent element of a skill, as an automated action brought to a high degree of perfection.

Abilities should be understood as such developing in the learning process the mental properties of a person, which, on the one hand, act as a result of her active educational and cognitive activity, and on the other hand, determine a high degree of success in this activity.

Abilities are a condition for the success of an individual in a particular area of work or cognitive activity. Abilities are categorized as general and special. General abilities include such as hard work, perseverance, purposefulness in work, etc. Special abilities are based on natural inclinations (phenomenal memory, good vocal skills, ear for music, etc.).

The most important tasks of training are the following:

▪ stimulating the cognitive activity of students;

▪ organization of their educational and cognitive activities to acquire scientific knowledge, skills, and abilities;

▪ development of thinking, intelligence, memory, creativity and talents;

▪ the formation of a scientific outlook and moral and aesthetic culture;

▪ development and improvement of educational and cognitive skills and abilities;

▪ formation of the ability to independently deepen and replenish their knowledge (self-education).

In the learning process, the following structural components are distinguished:

1. target;

2. need-motivational;

4. operational and activity;

5. emotional and strong-willed;

6. control and adjustment;

7. evaluative and effective.

Let's consider each of them:

1) The organization of training is primarily associated with a clear definition of its goals by the teacher, awareness and acceptance of these goals by students. Learning goals are nothing more than an ideal (mental) anticipation (forecasting) of its final results, i.e. what specifically should the teacher and students strive for.

In the learning process in general and at each individual lesson in particular, three groups of interrelated goals are solved. The first of them includes educational goals (mastering knowledge, developing skills and abilities); to the second - developmental goals (development of thinking, memory, creativity); to the third - educational goals (mastering ideological and moral-aesthetic ideas, the formation of views, beliefs, etc.).

2) The huge stimulating role of needs and motives of activity in the development of personality in learning. The mastery of the studied material and the development of students occurs only when, prompted by the needs for learning, they show high educational and cognitive activity. In this respect, the thought of the outstanding French physicist B. Pascal has a very deep meaning: a student is not a vessel that needs to be filled, but a torch that needs to be lit. This "torch" is the needs of students in the active mastery of the studied material. How to excite and shape them?

The well-known Russian didactic M.A. Danilov argued that the driving force behind learning and arousing the need to master the material under study is the students' experience of internal contradictions between knowledge and ignorance, between the cognitive issues and problems that arise in them and the lack of available knowledge for their solution.

In order to activate this "driving force" and form students' need for learning, it is necessary:

To create problem situations in the learning process, for the solution of which it is necessary to master new knowledge;

To pose cognitive questions that students can only solve by studying new material;

Use the demonstration of teaching aids and technical teaching aids that encourage students to think and comprehend new knowledge;

Encourage students to analyze the facts and examples presented on the material studied and to form generalizing conclusions and theoretical concepts.

A significant influence on the formation of the need-motivational sphere and the cognitive activity of students is exerted by the general pattern of upbringing, according to which their learning activity is stimulated by the joy of success achieved in mastering knowledge.

It is necessary to correctly approach the assessment of those cases when a student does not study well, does not do homework and plays pranks in the classroom. In such situations, teachers sometimes say that the student does not want to learn, although it would be correct to say: he has no need for learning, and take measures to excite it.

3) The teacher, preparing for classes, each time needs to think over what their content should be, and, if necessary, adjust the curriculum and textbook material. This requires:

First. It is necessary to concretize the amount of theoretical positions that students need to master, to single out the leading ones connecting the new material with the previously studied one.

Second. Clearly define the system of those skills and abilities that should be developed in students.

Third. Determine those ideas and moral and aesthetic provisions, the mastery of which should contribute to the formation of the worldview and morality of students.

Fourth. If it is necessary to update the textbook material, introduce new facts, and also make the appropriate theoretical clarifications, if necessary.

Fifth. If the textbook material is too extensive and unnecessarily overloaded with irrelevant details, try to structure it for a more concise presentation.

4) The system of educational and cognitive actions includes:

▪ primary perception and comprehension of the studied material;

▪ its subsequent deeper understanding;

▪ assimilation (memorization) of the studied material;

▪ application of acquired knowledge in practice;

▪further repetition, deepening and systematization of knowledge, strengthening of skills and abilities, as well as ideological and moral-aesthetic ideas.

These cognitive actions are organically interconnected and are carried out in unity, although at each stage of educational work first one or another action comes to the fore, and each of them allows one to achieve only a certain result in mastering the studied material.

5) The term emotionality means to excite, excite. Consequently, the emotionality of learning means such a nature of the organization of educational work, in which a feeling of interest in learning and an internal attraction to active educational and cognitive activity is aroused in students, which at the same time also stimulates the volitional orientation of this activity.

The following factors influence the making of learning an emotionally positive character:

▪ proper formation of the needs-motivational sphere of students, stimulating them to learn;

▪ the use of various didactic techniques and methods that contribute to the development of cognitive interests and make learning an exciting character: demonstration of teaching aids, the use of technical teaching aids, the use of vivid examples and facts, etc .;

▪ the erudition of the teacher, his ability to present new material with a certain artistry, to appeal to the feelings of students, to use special mnemonic techniques that contribute to the involuntary memorization of the material.

6) Regulation of educational and cognitive activity of students and control over its progress are important conditions for successful learning. For them it is necessary:

First, the teacher needs to constantly focus on the analysis of the solution to the goals of educational work set by him and to correlate them with the results achieved. If, for example, he fails to ensure the assimilation of the studied material by the students in the lesson, it becomes necessary to adjust and regulate the methodology of his own work.

The influence of education on personality development.

The role of upbringing is assessed in different ways - from the assertion of its complete meaninglessness (with unfavorable heredity and the bad influence of the environment) to its recognition as the only means of changing human nature. Upbringing can achieve a lot, but you cannot completely change a person.

The most important task of upbringing is to identify inclinations and talents, development in accordance with the individual characteristics of a person, his abilities and capabilities.

The dependence of upbringing on the degree of development

Special studies have shown that upbringing can ensure the development of certain qualities, only relying on the inclinations laid down by nature. Influencing human development, upbringing itself depends on development, it constantly relies on the achieved level of development.

The goals and methods of upbringing must correspond not only to the level of development already achieved by the child, but also to the “zone of his proximal development”. Only that upbringing is recognized as good, which advances development. The personality is shaped by upbringing, leading to development, focusing on processes that have not yet matured, but are in the process of formation.

See also: The Law of Physical and Spiritual Education

Types and classification of education, goals of education

Mental education

The goal of upbringing is what upbringing aspires to, the future, towards which its efforts are directed.

Today, the main goal of secondary school is to contribute to the mental, moral, emotional and physical development of the individual, to fully reveal his creative potential.

Conscious assimilation of the knowledge system contributes to the development of logical thinking, memory, attention, imagination, mental abilities, inclinations and talents.

Mental education tasks:

assimilation of a certain amount of scientific knowledge;

the formation of a scientific worldview;

development of mental powers, abilities and talents;

the development of cognitive interests and the formation of cognitive activity;

development of the need to constantly replenish their knowledge, improve the level of training.

Physical education

Physical education is an integral part of almost all educational systems. Physical education helps young people develop the qualities necessary for successful mental and work activity.

Physical education objectives:

health promotion, proper physical development;

increasing mental and physical performance;

development and improvement of natural motor qualities;

development of basic motor qualities (strength, dexterity, endurance, etc.);

education of moral qualities (courage, perseverance, determination, discipline, responsibility, collectivism);

the formation of the need for constant physical education and sports;

development of the desire to be healthy, vigorous, to bring joy to yourself and others

Labor education

Labor education covers those aspects of the educational process where labor actions are formed, production relations are formed, tools of labor and methods of their use are studied. Labor in the process of education also acts as a leading factor in the development of personality.

Polytechnic education

Polytechnic education is aimed at familiarization with the basic principles of all industries, the assimilation of knowledge about modern production processes and relationships. The main tasks of polytechnic education are the formation of interest in production activities, the development of technical abilities, new economic thinking, inventiveness, and the beginnings of entrepreneurship. A properly delivered polytechnic education develops diligence, discipline, responsibility, prepares for a conscious choice of a profession.

Moral education

Moral education - forms moral concepts, judgments, feelings and beliefs, skills and habits of behavior that correspond to the norms of society. The moral education of the younger generation is based on both universal human values, enduring moral norms developed by people in the process of the historical development of society, and new principles and norms that have arisen at the present stage of the development of society.

Aesthetic education

Aesthetic (emotional) rebellion is a basic component of the goal of upbringing and the upbringing system, generalizing the development of aesthetic ideals, needs and tastes among pupils. The tasks of aesthetic education can be conditionally divided into two groups - the acquisition of theoretical knowledge and the formation of practical skills. The first group of tasks solves the issues of familiarization with aesthetic values, and the second - active inclusion in aesthetic activities.

The tasks of aesthetic education;

the formation of aesthetic knowledge and ideal;

education of aesthetic culture;

the formation of an aesthetic attitude to reality;

development of aesthetic feelings;

familiarizing a person with beauty in life, nature, work;

the formation of the desire to be beautiful in everything: in thoughts, actions, deeds, appearance.

Upbringing process

The educational process at school is part of a holistic pedagogical process that combines training and education. The psychological essence of the upbringing process consists in the transfer of a child from one state to another, and from the standpoint of psychology, upbringing is the process of transferring experience, knowledge, values, norms, rules, external to the individual, into the inner mental plane of the individual, into her beliefs, attitudes, behavior.

Upbringing process- deliberately organized interaction of teachers and pupils, the organization and stimulation of the active activity of the educated to master their social and spiritual experience, values, relationships.

In order to find out whether the educational process has achieved its goal, it is necessary to compare the projected and real results of education. The results of the upbringing process are understood as the level of upbringing achieved by an individual or a team.

Requirements for modern principles of education

The principles of education are general starting points, which express the basic requirements for the content, methods, and organization of the educational process. They reflect the specifics of the upbringing process, and, in contrast to the general principles of the pedagogical process, these are general provisions that guide teachers when solving educational problems.

The upbringing system is based on the following principles:

social orientation of education;

connection of education with life, work;

reliance on the positive in education;

humanization of education;

personal approach;

the unity of educational influences.

Goals and objectives of education

The goals of upbringing, like the goals of any human activity, are the starting point in the construction of the entire upbringing system, its content, methods, principles. The goal is an ideal model of the result of activity. The goal of the upbringing network is a predetermined idea of the result of the upbringing process, of the qualities, the state of the personality that is supposed to be formed. The choice of educational goals cannot be random.

Modern pedagogical practice is guided by two main concepts of the goals of education:

pragmatic;

humanistic.

A pragmatic concept that has been established since the beginning of the 20th century. in the United States and remains here to this day under the name "education for the sake of survival." According to this concept, the school must first of all educate an effective employee, a responsible citizen and a reasonable consumer.

The humanistic concept, which has many supporters in Russia and in the West, proceeds from the premise that the goal of education should be to help the individual in the realization of all the abilities and talents inherent in it, in the implementation of its own "I".

An extreme expression of this concept is a position based on the philosophy of existentialism, which suggests not to define the goals of upbringing at all, giving a person the right to freely choose the direction of self-development and limiting the role of the school to only providing information about the direction of this choice.

Traditional for Russia, as shown in Ch. 2, is an educational goal corresponding to a humanistic concept, focused on the formation of a comprehensively and harmoniously developed personality. Formally, it was retained during the Soviet period. However, the prevailing Marxist ideology during this period rigidly linked the possibility of achieving this goal with the communist transformation of society.

The humanistic ideal has revealed its stability, having survived in post-Soviet Russia under conditions of a radical change in social goals, when communist attitudes were replaced by democratic ones.

In this situation in modern Russia there has been a revival of the humanistic goals of education, formulated in the most complete form by K.D. Ushinsky and the best Soviet teachers developed in creativity, such as A.S. Makarenko, V.L. Sukhomlinsky V.F. Shatalov.

Today, the goal of upbringing is formulated as helping the individual in diversified development. The Law of the Russian Federation "On Education" says that education serves the implementation of "the tasks of forming a general culture of the individual, its adaptation to life in society, assistance in a conscious choice of profession" (Art. 9, p. 2.). Education, according to the Law, must ensure the self-determination of the individual, the creation of conditions for his self-realization (Art. 14, p. 1).

Thus, the Law decides the eternal pedagogical problem of the priority in the upbringing of the interests of the individual or the interests of society in favor of the individual, declaring the commitment of the national education system to the humanistic concept of upbringing.

Since the goal of upbringing is distinguished by some abstractness, excessive generality, it is concretized, refined with the help of the formulation of a complex of upbringing tasks.

Among the tasks of upbringing in the modern system of Russian education, the following stand out:

the formation in each pupil of a clear meaning of life, corresponding to natural inclinations and a specific individual social status;

harmonious development of the personality, its moral, intellectual and volitional spheres on the basis of its natural and social capabilities and taking into account the requirements of society;

mastering universal human moral values, the humanistic experience of the Fatherland, designed to serve as a solid foundation for the entire spiritual world of the individual;

the formation of an active civic position, corresponding to the democratic transformations of society, the rights, freedoms and duties of the individual;

the development of activity in solving labor, practical tasks, a creative attitude to the performance of their production duties;

ensuring a high level of communication, relationships in the educational and labor collective on the basis of the established socially significant collective norms.

The implementation of the goals and objectives of education is ensured by the joint efforts of all its participants:

1. Teachers, consultants, trainers, managers of all levels. They are the subjects of the educational process, are responsible for its organization and effectiveness.

"An educator placed face to face with a pupil," said Ushinsky, "contains within himself the whole possibility of success in upbringing."

2. But this does not mean that the upbringing process can be realized without any participation of its object, i.e. the pupil himself. The pupil himself can either perceive the educational influences, or resist them - the effectiveness of educational activity also depends to a great extent on this.

3. The third participant in the educational process is the team in which, as a rule, it is carried out. The team has a huge impact on each of its members, and this influence can be both positive and negative. Of course, a team, study or work group can themselves be an object of education by a teacher or leader.

4. And finally, another active participant in the educational process is the large social macroenvironment in which educational and labor collectives exist. The social environment surrounding reality always acts as a powerful factor that has a huge impact on the results of upbringing.

So, education is a complex, multifactorial process. Describing it, A.S. Makarenko wrote: “Education is a social process in the broadest sense. It brings up everything: people, things, phenomena, but above all and most of all - people. Of these, teachers are in the first place ”.

The word "education" is etymologically related to the word "image": the image of God, man as a likeness of God, the perfect image of man ("face"), his personality. Education as a process involves qualitative changes, movement from ignorance to knowledge, from inability to skill, from lack of enlightenment to culture. This movement is provided by the interaction of two main characters: a teacher (educator, teacher, master-mentor, professor) and students (schoolchildren, students, graduate students). A productive way of organizing the educational process is that students, having mastered the position of the object of pedagogical influence, gradually move to the position of the subject of interaction with the teacher.

It is noteworthy that in the main state document, the law "On education" in Article 14 "General requirements for the content of education", in essence, reveals the main theoretical idea underlying the entire ideology of modern domestic education: "1. The content of education is one of the factors of the economic and social progress of society and should be focused on: ensuring self-determination of the individual, creating conditions for his self-realization; development of society ; strengthening and improving the rule of law ”.

Education presupposes the formation of a person's broad outlook on a variety of issues in the life of nature, society, and man. That is why education is always associated with learning. Learning is the process of mastering knowledge, skills and abilities, methods of cognitive and subject-practical activity. Learning is associated, first of all, with specially organized cognitive activity (teaching), where a person deals with information and artificial sign systems. Why should a person be trained? Back in the 17th century, this question was answered by Ya. A. Komensky: for a person to become a person! V. A. Sukhomlinsky made the same idea in the 20th century as the principle of his pedagogical activity in the war-ravaged village of Pavlysh: "A man must learn because he is a man!"

Education as an integral process includes a subsystem of the upbringing process. The concept of "education" is one of the most ambiguous concepts in pedagogy. Russian folklore, ancient religious, philosophical and pedagogical texts testify to the fact that the concept of "education" denotes one of the most ancient archetypes of Russian culture. If we turn to the semantic nature of the concept of "education", then it is easy to establish the basis of "nourish" (a synonym for "feed", hence "nourish"). A word with such a meaning reinforces the idea that the formation of good in a person is impossible without external influence, but the influence of a kind, heartfelt, caring and responsible person.

It is easy to see that these definitions characterize the "external" side of the upbringing process, from the standpoint of pedagogical activity proper. But upbringing also presupposes a deep "inner" plan of transformations at the personal level. In this sense, "upbringing" is a process of changing the motivational-value system of the pupil's personality: mastering value relations by him, gaining valuable social experience. Therefore, education is one of the main ways of organized socialization. Upbringing provides not only "access to society" (the conditions for the child's life, his productive activity and communication, the development of the necessary social ideas and skills that contribute to normal socialization), but also "finding oneself" (the process of individualization, the formation of his own social experience, value orientations ). Without upbringing, these two interrelated processes are impracticable.

Upbringing takes place in all types of activities in which the child is involved, is realized in his business and interpersonal relationships. Life values are not logically understood and remembered, but are experienced by the educator, "go out" to the level of his needs, which will determine behavior.

A child learns from a very early age and in a variety of ways: by imitation in play, in productive activity (drawing, construction, modeling, etc.). But training in systematic cognitive activity, which is organized at school, is of paramount importance for education. This educational activity is fundamentally different from other forms of education outside of school: it is compulsory, socially significant and socially assessed.

The didactics of modern education has changed qualitatively. Modern didactics puts the student's activity at the center. The role of the teacher is manifested in the fact that, taking into account the peculiarities of the subject, the specific conditions of learning, the age of the students, he follows the path of cognition with them, taking into account their activity and independence.

The main stages in the development of this process are as follows:

Excitement of the need to learn new things (motivation);

Actualization of the sensory experience of schoolchildren, i.e. recalling knowledge already known to students, on which the learning of new things will be based;

Repetition of knowledge gained in previous lessons (repetition of what has been covered);

Introduction of a new task (problem), justification of its importance and the need to study;

Assimilation of new knowledge, the formation of new skills;

Improvement of what has been learned (consolidation, application in practice);

Establishing links between the learned knowledge and skills with the existing ones (systematization);

Orientation in the further development and consolidation of knowledge, preparation for homework.

At each stage, the teacher and students have their own tasks, but the goal and activity are common. The teacher has management, the students have learning: the assimilation of knowledge, skills, methods of activity and their practical application.

Upbringing in the process of education plays the role of a leading component; it is its changes that can decisively transform the entire holistic process. Education is focused on the personal and semantic content of human activity, it is associated with the formation of life goals, value orientations, motives. Therefore, the goal of education is defined as the goal of upbringing a certain type of personality.

Over the millennia of human development, thinkers of different civilizations have agreed that man is the most unique creature in this world. He always thinks a lot and painfully about “what I am”, he is able to build mental guidelines for himself in life (plans, projects, goals) and act based on them. This "human-forming" force has always been the subject of close attention of pedagogy.

What does it mean to focus education on the individual? This means that education should provide a person with the development of a number of the most important vital properties, the functions of which are associated with his personal way of being, his position in life. These properties are as follows:

· Ability to choose, willingness to act selectively;

· The ability to act autonomously and independently, to take responsibility for their decisions and actions;

· The ability to reflect, the ability to analyze and evaluate their activities, relationships, their life position;

· The ability not only to assimilate knowledge, but also to seek their life meaning, readiness for self-education;

· Ability to creativity and active transformation of reality;

· The ability for self-improvement, for personal and professional self-determination.

Modern psychology and pedagogy sees the possibilities of personality self-determination, first of all, in the field of main life values: in finding one's place in life, determining the meaning and purpose of one's life, developing life principles and beliefs, and forming personal ideals.

A self-determined personality is a socially mature personality.

It is education and upbringing that form the image of a person's being, their position in life. Education is not just the availability of sufficient knowledge and skills, but the appropriation of meaningful knowledge that has a certain cultural, social and personal value.

The basis of training is knowledge, abilities, skills. Knowledge is a person's reflection of objective reality in the form of facts, concepts and laws of science. They represent the collective experience of mankind, the result of the knowledge of objective reality. Skills - the willingness to consciously and independently perform practical and theoretical actions based on the acquired knowledge, life experience and acquired skills. Skills are components of practical activity, manifested in the implementation of actions, brought to perfection through repeated exercise.

Learning, having the opportunity to influence the direction of development of mental processes, should provide the most complete path of mental development, give at every age that which maximally contributes to development. Each age is distinguished by a selective increased susceptibility to certain types of education. There are age periods when certain educational influences have the greatest impact on the course of mental development. Such periods are called sensitive developmental periods. The main content of mental development is the formation of internal, mental orienting and performing actions. These actions come from external orienting actions. For the assimilation of certain actions by children, it is necessary to include them in one of the activities that correspond to children's needs and interests. Knowledge of these patterns allows you to create conditions under which learning to the greatest extent contributes to the mental development of children, becomes developmental.

Telling students this or that knowledge, teachers always give them the necessary direction, forming, as it were, along the way, but in fact very thoroughly, the most important worldview, social, ideological, moral and other qualities. Therefore, training is educational in nature. Likewise, any upbringing contains elements of instruction. Teaching - we educate, educating - we teach.

Upbringing is a socially conditioned process, it is always determined by the specific needs of society. Society "sets" upbringing with an ideal of personality - a kind of social order for state educational systems and parents as citizens. Society in education is manifested in such a characteristic as the way of life of society: the culture of work, everyday life, leisure, relations between citizens and the state (civil and legal culture).

The educator in the process of upbringing acts as a carrier of a certain pedagogical goal , he is empowered by society to carry out the educational process. Even if the educator is not a professional, but a father, mother, grandmother, he nevertheless focuses on his desire to raise a child as a “good person”, “happy”, “healthy”, “successful”, “breadwinner in old age”, etc. Mechanism of education indicates that it is not the actions and behavior of the pupils that are brought up, but their attitude (to the natural world and society, to people, to themselves), which is realized in the actions and qualities of the individual.

The purpose of any activity of an educator is to create conditions for self-development, self-affirmation, self-determination of the child. This goal determines the content, and the forms, and methods of pedagogical interaction between the educator and the pupils.

An important role in the upbringing process is played by the educator's expectations - unconscious projections of goals, a kind of pedagogical attitudes. As a rule, educators who do not know children well, who are not inclined to empathy, identification, congruence, reflection, act in the "field of negative expectations." Children seem to them to be unpredictable, constantly violating order and discipline, they strive to identify “difficult” children as early as possible and build relationships with them that are sharply different from those with “good” ones.

Educators who organize their pedagogical interaction with pupils in the “field of positive expectations,” on the contrary, tend to trust children more. They objectively relate to various manifestations of children's behavior, without prejudiced negative assessments and excessive emphasis on the best. The nature of upbringing is such that the expectations of the educator very often directly project the actions of the pupils.

People do not give in to education in the same way. The strength of the educational impact on different people and in different conditions is not the same - from the weakest influences to the maximum possible. Compliance with upbringing is not the same: some children quickly and without much difficulty absorb the upbringing influences, for others it takes considerable effort to achieve the intended goal. Resistance to upbringing as a counteraction to an external force emanating from educators determines the end result. Therefore, specific situations and relationships of people in the educational process play a decisive role. The degree of a child's manifestation of his subjectivity in the conditions of pedagogical interaction with the teacher, undoubtedly, also depends on the age of the pupils.