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Education as a process of purposeful formation and development of personality - abstract. Personality education process

Traditionally, the upbringing of the personality in the pedagogical and psychological literature is considered as a process of organized and purposeful impact on the personality and behavior of the child. It is important to clarify that today, despite the prevalence of this definition, it cannot be considered as satisfying the modern requirements of psychological science, in particular, the phrase "purposeful impact" may seem controversial. Such adjustments are also possible: upbringing is not a separate process, but a certain aspect of the child's interaction with the environment, in the process of which a person assimilates social experience. Then the question is obvious: how does upbringing differ from socialization? According to A.A. Rean, socialization occurs both as a result of a purposeful upbringing process and with the help of the mechanism of social learning and imitation. “Upbringing is essentially a controlled and purposeful process of socialization ... The possibility of the simultaneous existence of socialization both as a purposeful and as an unregulated process can be explained with the help of the following example. Of course, in the classroom at school, important knowledge is acquired, many of which are of direct social significance. However, the student learns not only the material of the lesson and not only those social rules that are declared by the teacher in the process of teaching and upbringing. The student enriches his social experience due to the fact that, from the point of view of the teacher and educator, may seem concomitant, "accidental". There is not only the consolidation of rules and norms, but also the appropriation of the actually experienced or observed experience of social interaction between teachers and students, both among themselves and within a social group. And this experience can be both positive, that is, coincide with the goals of education (in this case, it lies in the mainstream of the purposeful socialization of the individual), and negative, that is, contrary to the set goals. " Thus, upbringing can be considered one of the forms of socialization.

Returning to the question of the definition of the concept of upbringing, let us turn to the point of view of V.N. “In this two-way process, the educator can find a demanding, condescending, loving, hostile-attentive, dismissive and fair or biased and the like attitude towards the student, and the student can respond to him with respect, love, fear, hostility, distrust, secrecy, frankness, sincere or an ostentatious attitude. " Relationships play an essential role in the entire upbringing process.

In this interaction, one of the most important factors is the personality of the educator himself and communication with him. KD Ushinsky was right when he argued that “in upbringing everything should be based on the personality of the educator, because the upbringing force is poured out only from the living source of the human personality. No statutes and programs, no artificial organism of an institution, no matter how cleverly it was invented, can replace the personality in the matter of upbringing. "

A. G. Asmolov writes about such a phenomenon as a psychological object of education. It is, in his opinion, "the semantic sphere of personality - personal meanings and the semantic attitudes expressing them in behavior."

There is a separate area in educational psychology - the psychology of upbringing, which considers the impact on the development of personality of various means and methods of upbringing, studies the psychological foundations of human self-upbringing.

The activity of self-education is formed as a result of self-knowledge and awareness of the discrepancy between the real I and the ideal image of oneself in the future. In the psychological subject of self-education, there are:
personal neoplasm;
restructuring of stereotypes, habits, psychological characteristics;
maintaining the integrity, stability of the I image;
qualitative transformation of understanding of one's essence;
internal barriers due to failure of self-education.

In the process of socialization, the personality changes more and more the idea of ​​his I, forming the I-concept, expanding and extending his relationship beyond the present. As a result, we see that consideration of the process of personality development inevitably leads us to the need to refer to such concepts as self-consciousness, I, I-concept.

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Man as a part of nature, as the highest link in evolution, is endowed with natural vital forces. but the main thing in a person is his personality. Pedagogy studies and reveals the patterns of the most effective development of the child's personality in specially organized conditions.

Personality there is unique combination of taken in unity anthropological and socio-psychological characteristics of a person.

Personality combines in itself somatic structure, type of nervous activity, cognitive, emotional and volitional processes, needs and orientation, manifested in experiences, judgments and actions.

To educate correctly, you need to know how a child develops, how his personality is formed.

Talking about development, education and formation personality, it must be borne in mind that these concepts interrelated, complementary.

Under the development of personality is understood a qualitative change in its properties, the transition from one qualitative state to another... We can say that development is the realization of the inherent inherent inclinations, properties of a person.

Formation of personality- this is the process of becoming a person under the influence of those social relations in which he enters; man's mastery of a system of knowledge, ideas about the world, labor skills. During the formation of personality occurs combination of factors: objective and subjective, natural and social, internal and external.

As you can see, although upbringing is engaged in the formation of personality, but personality formation can also occur in addition to the educational process... Upbringing cannot eliminate or cancel the action of many factors of personality formation, which do not depend on people at all. Then the question arises: can educator to influence the process of personality formation?

The answer can be twofold. Or we need to find such a means of education that could be in the hands of the caregiver and who would be able to overcome other factors independent of the caregiver. Or it is necessary to find such means with the help of which the teacher could influence the factors of personality formation, to master the laws by which these factors operate, and thus direct their action in the desired direction.

The first way is essentially not confirmed by practice. Many theorists have long and persistently searched for such means that could cancel the effect of the laws of human formation. Remains second and only way:

– to learn the laws of action of the decisive factors in the formation of a human personality,

- learn to manage those of them that depend on the will and consciousness of a person, and

- take into account those that do not depend on the will and consciousness of people, act spontaneously.

Under the factors understand those contradictions that become the driving force of human development... An example is the contradiction between the behavior that is characteristic of a child, and those norms of morality of society, which he must master. One of the means of resolving this contradiction are certain methods of influencing the consciousness, feelings and will of the child.

Upbringing becomes a factor in the formation of planned personality traits.

Driving forces of personality formation are contradictions manifested in the biological and social laws of human development.

Therefore, in pedagogy, two groups of factors in the development and formation of a child: biological and social.

Biological, natural factors affect the physical appearance of the child - his physique, the construction of the brain, the ability of sensations, emotions.

Among biological factors defining is an heredity. Due to heredity man is preserved as a natural being... It predetermines individual physical and some mental qualities, passed on to children by parents: hair color, appearance, properties of the nervous system, etc. There are hereditary diseases and defects... The inheritance of traits is studied by a special science - genetics .

Heredity as a factor in the formation of personality traits is in significant dependence from the social conditions of a person's life... Carriers of heredity - DNA molecules, genes - subtly react to harmful influences. For example, alcohol, parental smoking upset the gene structure, what causes physical and mental disorders in the development of the child. Moreover, alcohol, even in small doses, negatively affects the mechanism of heredity for many years.

Unfavorable family or work environment, leading to nervous disorders and shocks, also has harmful effect on offspring... The apparatus of heredity is not a special isolated anatomical substance, but an element of a single system of the human body. What an organism is in the complex of its biological and social properties, so is heredity.

TO biological factors the formation of a person also includes the period intrauterine development of the child and the first months after birth. Fetal development during pregnancy largely determined physical and moral condition of parents, their attention and care for each other. In the first months after the birth of a child, the effect of the congenital factor is especially pronounced. One child is cheerful, mobile, actively responds to stimuli, the other is constantly crying, naughty, passive. One of the reasons one or another behavior baby maybe the nature of intrauterine development.

TO biological factors can also be attributed health care. If a child is taught to do morning exercises, temper, monitor his diet, observe the daily regimen, he will be physically developed, his anatomical and physiological system will function normally, develop and strengthen, he will play and practice with pleasure and joy.

In a group biological factors should be highlighted hereditary and congenital individual properties of the nervous system, features of the functioning of the sense organs, speech apparatus... The structural and functional properties of higher nervous activity and its system, which determine the features of the reflective activity of the brain, are individual. This explains the differences in inclinations, abilities.

Social factors. The child develops as a person under the influence of the environment... Environment contributes to the development and formation child's most efficiently, if she is well built and in it humane relations prevail created conditions of social protection of the child.

Into the concept "Wednesday" enters complex system of external circumstances, necessary for the life and development of the human individual. These circumstances are referred to as natural and social conditions his life.

In the interaction of personality and environment must be taken into account two decisive moments:

1) the nature of the impact of the circumstances of life, reflected by the personality;

2) the activity of the individual, influencing the circumstances in order to subordinate them to his needs and interests.

Not everything that surrounds the child is the actual environment for his development. For every child is taking shape unique and highly individual developmental situation which we call the environment of the immediate environment.

The environment of the immediate environment, or microenvironment, Is a part of the social environment, consisting of such elements as family, school, friends, peers, loved ones, etc.

There are positive and negative, progressive and conservative phenomena in the child's environment. Personality is formed not only by assimilating the influences of the environment, but also resisting them.

In this regard, there is necessary social and pedagogical problem: raising the child's readiness for the correct resolution of internal conflicts, resistance to external negative influences, it is necessary regulate and correct controllable environmental influences.

The conditions of development have or do not have an impact on the formation of the personality, depending on what attitude the child himself has towards them, how his personal relationships develop under these conditions.

It has been established, for example, that if a child is respected among comrades, if he is trusted with responsible assignments, this contributes to the development of his self-confidence, activity, sociability, and vice versa.

Formation of personality in the educational process.

Introduction.

Pedagogy is the science of the purposeful process of transferring human experience and preparing the younger generation for life and work.

"Pedagogy" is literally translated from Greek as "childbearing", "childbearing". This is the art of parenting.

The subject of pedagogy is the process of education and training of a person, which is called pedagogical. It was only after the separation of education and training as a special function of society that pedagogical knowledge began to emerge. Pedagogy as a science combines the knowledge that underlies the analysis, description, organization and forecasting of various paths of the pedagogical process and pedagogical systems for human development and preparation for social life. Pedagogy studies the essence and patterns, trends and prospects for the development of education.

The tasks of pedagogy include the study of the logic of the educational process; development of new forms, methods and teaching aids; improvement of the educational process.

Education is of great importance for the learning process, they are interconnected. The functions of education as a socio-historical process: it is the transfer of accumulated knowledge, moral values ​​and social experience, as well as the development of trainees.

Speaking about the connection of pedagogy with other sciences, it is necessary to highlight the methodological basis of pedagogy - philosophy. Philosophy gives an idea of ​​the social nature of a person and the processes of formation of a harmoniously developed personality. Also close to pedagogy sciences can be called psychology, physiology, social pedagogy, pediatrics, ethics, sociology and some others. The fact is that the methodology of these sciences and their principles are associated with pedagogy, mutually complement each other.

In psychology, the methodological basis for pedagogy is such concepts and categories as personality and development, psyche and mental processes, feelings, activity, communication, etc. All of them are the basis for the transformative activity of pedagogy.

The main categories of physiology (higher nervous activity, individual-personal physiological differences, temperament, hereditary foundations of behavior) provide the basis for pedagogical activity. The training system must take into account the physiological characteristics of a person, otherwise errors in the pedagogical process will be inevitable, which are fraught with various health problems in schoolchildren.

The concepts of ethics help in solving questions about the moral aspect in education and training.

Sociology and social pedagogy operate with such concepts as society, forms of social consciousness, socialization. Speaking about socialization, it should be noted that it is an important factor in the process of personality formation.

Chapter 1. Personal development.

The development of personality occurs in the conditions of social, concrete-personal being of a person under the influence of education and upbringing. There are several concepts about the driving factors of personality development, we will consider two of them: biogenetic and sociological concepts of mental development.

1. The biogenetic concept boils down to the fact that the most important and fundamental factor in the development of personality is the hereditary factor (genetic). All mental processes of a person, his abilities are transmitted genetically, by inheritance.

2. The sociological concept represents a person as a product of the interaction of elements of the environment with a person and elements of the environment with each other. It is assumed that at birth, a person does not possess hereditary qualities at all, but they are only acquired in the process of socialization. At the same time, man remains only a creature whose task is to adapt to the environment. The activity of the individual is represented as nothing more than a set, the integrity of needs and motivations, which are both conscious and unconscious, which push a person to activity to fulfill these needs. However, in such a seemingly simple process, difficulties and contradictions are encountered, which are expressed in intrapersonal conflicts. The fact is that needs cannot be satisfied immediately when they arise; for their satisfaction and implementation, various material and moral means, a certain experience of personal training, various knowledge, skills and abilities are needed. Accordingly, it follows from this that the driving factors of personality development are determined by the contradictions between the transforming needs of a person and the real possibilities for their satisfaction.

Personal development is a process that is determined by both social and social factors. A huge role in the holistic development and formation of the personality is played by the process of upbringing, which organizes and orientates the development of the personality, depending on the goals of society.

Chapter 2. Formation of personality.

A person's personality is formed and developed as a result of the influence of numerous factors, objective and subjective, natural and social, internal and external, independent and dependent on the will and consciousness of people, acting spontaneously or according to certain goals. At the same time, the person himself is not thought of as a passive being that photographically reflects an external influence. He acts as a subject of his own formation and development.
Purposeful formation and development of personality provides scientifically organized upbringing. Modern scientific ideas about upbringing as a process of purposeful formation and development of a personality have developed as a result of a long confrontation between a number of pedagogical ideas.

Already in the Middle Ages, the theory of authoritarian education was formed, which continues to exist in various forms at the present time.

The purpose of this control is to suppress the child's wild playfulness, "which throws him from side to side," controlling the child determines his behavior at the moment, maintains external order.

Modern pedagogy proceeds from the fact that the concept of the upbringing process reflects not a direct impact, but the social interaction of the teacher and the educated person, their developing relations. The goals that the teacher sets for himself act as some product of the student's activity; The process of achieving these goals is also realized through the organization of the student's activities; the assessment of the success of the teacher's actions is again made on the basis of what are the qualitative shifts in the consciousness and behavior of the student. Any process is a set of regular and consistent actions aimed at achieving a certain result. The main result of the educational process is the formation of a harmoniously developed, socially active personality. Upbringing is a two-way process, involving both organization and leadership, and the individual's own activity. However, the leading role in this process belongs to the teacher.

Chapter 3. The process of education.

The upbringing process acts as a multifaceted interaction of children as active subjects of activity with the social environment and adults. This process, in general, is a socialization process.

Allocate the constituent components of education.

1. The child as an object and subject of education. He is influenced by adults, society, the environment. In the process of upbringing, a child's worldview, skills, habits, thinking are formed. All these neoplasms arise on the basis of natural inclinations, which is the development of a child as a person.

2. Adult (adults) as objects and subjects. They have an educational effect on children and themselves are subjected to the educational process as a result of life situations and society. Any adult can potentially become an active participant in the educational process, that is, an educator.

3. Team. Influences the child, developing his skills of social interaction, meeting his needs, moral and ethical standards, creating conditions for self-affirmation and self-improvement.

4. Social environment. The degree of its educational impact directly depends on the quality of penetration into the relationship of adults with children.

The educational process represents all of its participants as subjects interacting with each other, the key unit of which is the life situation. It is characterized by the following features:

1) an attitude towards meeting the natural needs and interests of people and initiating them to interact;

2) concentration and manifestation of social dependencies really existing in the environment;

3) the manifestation of social contradictions, the search and identification of ways to eliminate them;

4) the need for an ethical choice of action, the direction of behavior in general by all participants in the interaction;

5) encouraging participants to relationships, initiating them to actively manifest moral and aesthetic positions in relationships, as well as the formation of a constructive life position;

6) the implementation in life as a result of constructive relationships of educational mutual influences and interactions, the development of the organization of the usual moral and ethical consciousness and thinking, habitual ways of behavior, personal and mental development.

Life educational situations are tied at three levels. The first is the level of necessary, appropriate, obligatory, that is, society forces the child to take part in various relationships. The second is the level of free choice of activity, communication and relationships. The third is the level of casual communication, interaction and relationships in a temporary group or team.

Education methods.

Upbringing methods are ways of professional interaction between a teacher and students in order to solve educational problems. Methods are a mechanism that provides interaction and relationship between the educator and the pupils.

The method of educating parts is a combination of its constituent elements (details), which are called methodological techniques. Techniques do not have an independent pedagogical task, but are subject to the task pursued by this method. The same techniques are often used in different methods.

Methods can be interchanged with various techniques.

Since the educational process is characterized by the versatility of its content, as well as the extraordinary consistency and mobility of organizational forms, the whole variety of methods of education is directly related to this. There are methods that express the content and specificity of the upbringing process; other methods are focused directly on educational work with younger or older students; some methods represent work in specific situations. It is also possible to single out general methods of education, the areas of application of which extend to the entire educational process.

The classification of general methods of education guides the process of finding general and special patterns and principles and thereby contributes to their more rational and effective use, helps to comprehend the purpose and specific features inherent in individual methods.

The classification of general methods of education includes:

1) methods of forming the consciousness of a person (such as conversation, story, discussion, lecture, example method);

2) methods of organizing activities and forming the experience of collective behavior of the individual (training, instruction, the method of forming upbringing situations, pedagogical requirement, illustrations and demonstrations);

3) methods of initiating and motivating the activity and behavior of a person (cognitive play, competition, discussion, emotional impact, encouragement, punishment, etc.);

4) methods of control, self-control and self-assessment in the process of education.

In the actual circumstances of the pedagogical process, the methods of education are presented in a complex and contradictory integrity. The organization of the use of methods in the aggregate, in the system, is in an advantageous position over the use of disparate, separate means. Of course, they can be used separately at some particular stage of the pedagogical process.

Persuasion methods.

Persuasion is a key method of proving using strong arguments and facts of the truth of ideas, statements, evaluations, actions, views. It is used to educate worldview, moral, legal, aesthetic ideas that determine the choice of styles of behavior. Persuasion develops in children consciousness, self-awareness, the ability of new political and moral thinking. From a diagnostic point of view, the persuasion method is useful in that it reveals the state of children's ability to think independently, fight for their views, etc.

There are several persuasion techniques.

1. Discussion. It allows you to form a group opinion, develop beliefs in relation to a person, social events, to various problems in relationships. Students develop skills to participate in discussion, dialogue, argument, etc.

2. Understanding. It creates a trusting atmosphere, stimulates openness, a desire to listen and respond to feelings, the desire to express assistance in resolving the problems of interlocutors.

3. Trust. Provides a way to engage students in a self-reliant situation. This technique stimulates the child's desire to show his best side in circumstances that are not controlled by adults. Pedagogical trust strengthens the relationship between teachers and children, spiritual independence, as well as a focus on high moral values ​​in the latter.

4. Motivation. This technique is a way to stimulate children to be active in their studies, work, teamwork, creativity, physical education by relying on interests, needs, attractions, desires. In this case, all kinds of moral support act as stimuli for development.

5. Empathy. It is a way of correct formulation by the teacher of his feelings and attitudes in connection with the child's experiences of situations of success or failure, as well as a state of joy or unhappiness. Empathy is designed to build empathy and compassion in children. It develops empathy and compassion in children, relieves feelings of tension or insecurity.

6. Caution. A way of correctly preventing, preventing and inhibiting potential immoral actions of schoolchildren. This technique helps students develop such qualities as self-control, discretion, the habit of thinking over their actions, and self-control. With the help of a warning, the teacher draws the attention of students to understanding the contradiction between immoral desire and moral action.

7. Criticism. Criticism is a way of impartial disclosure, detection and consideration of imperfections, errors, miscalculations in the thinking and actions of students and teachers. Mutual correct criticism of students and teachers in business and moral relations develops a critical type of thinking, mutual directness, and makes it possible to eliminate various shortcomings and interactions in time.

Conclusion.

Education should be based on individuality as much as possible. An individual approach is to manage a person based on a deep knowledge of the traits of his personality and his life. When we talk about an individual approach, we do not mean the adaptation of goals and basic content and upbringing to an individual student, but the adaptation of forms and methods of pedagogical influence to individual characteristics in order to ensure the projected level of personality development. An individual approach creates the most favorable opportunities for the development of cognitive powers, activity, inclination and talents of each student. “Difficult” pupils, schoolchildren with little capacity, as well as children with a pronounced developmental delay are especially in need of an individual approach.

Literature.

    Lisina M.I. "Problems of general, developmental and educational psychology", Moscow, 1999

    Kurganov S.Yu. "Child and adult in educational dialogue" M., Education, 2000

    Averin V.A. "Psychology of children and adolescents", 2nd edition, "Publishing house of Mikhailov V.A.", St. Petersburg, 2003.

    Gilbukh Yu.Z. "Educational activity of a younger student: diagnosis and correction of ill-being." Kiev, 2005.

1.1. Types of educational process

The educational process occupies an important place in the integral pedagogical process.

Education is a process of purposeful personality formation. This is a specially organized, controlled and controlled interaction of educators and pupils, the ultimate goal of which is the formation of a personality that is necessary and useful to society.

In the modern world, there is a variety of educational goals and the corresponding educational systems. But among the enduring goals of upbringing there is one, similar to a dream, expressing the highest purpose of upbringing - to provide every person who was born with a comprehensive and harmonious development. This goal is rooted in ancient philosophical teachings.

Today, the main goal of a secondary school is to contribute to the mental, moral, emotional and physical development of a person, to fully reveal his creative potential, to form humanistic relationships, to provide a variety of conditions for revealing a child's individuality, taking into account his age characteristics. The attitude towards the development of the personality of a growing person gives a "human dimension" to such goals of the school as the development of a conscious civic position in young people, readiness for work and social creativity, participation in democratic self-government and responsibility for the fate of the country and human civilization.

Consider the components of education: mental, physical, labor and polytechnic, moral, aesthetic. Similar components are distinguished already in the most ancient philosophical systems that touch on the problems of education.

Mental education equips trainees with a system of knowledge of the basics of science. In the course and as a result of the assimilation of scientific knowledge, the foundations of the scientific worldview are laid.

Worldview is a system of human views on nature, society, labor, cognition, a powerful tool in the creative, transforming human activity. It presupposes a deep understanding of the phenomena of nature and social life, the formation of the ability to consciously explain these phenomena and to determine one's attitude towards them: the ability to consciously build one's life, work, organically combining ideas with deeds.

Conscious assimilation of the knowledge system contributes to the development of logical thinking, memory, attention, imagination, mental abilities, inclinations and talents. The tasks of mental education are as follows:

Assimilation of a certain amount of scientific knowledge;

Formation of a scientific worldview;

Development of mental powers, abilities and talents;

Development of cognitive interests;

Formation of cognitive activity;

The development of the need to constantly replenish their knowledge, to raise the level of educational and special training.

The enduring value of mental education as the most important task of the school is not questioned. The protest of students, teachers, parents, the general public evokes the direction of mental education. Its content is more directed not at the development of the personality, but at the assimilation of the sum of knowledge, skills, and abilities. Such important components as the transfer of experience of various forms and types of activity, emotional-value attitude to the world, communication experience, etc. sometimes drop out of the sphere of education. As a result, not only the harmony of education is lost, but also the educational character of the school itself.

Physical education - management of the physical development of a person and his physical education. Physical education is an integral part of almost all educational systems. A modern society, which is based on highly developed production, requires a physically strong young generation, capable of working with high productivity, enduring increased loads, and being ready to defend the Fatherland. Physical education also contributes to the development in young people of the qualities necessary for successful mental and work activity.

The tasks of physical education are as follows:

Strengthening health, proper physical development;

Increasing mental and physical performance;

Learning new types of movements;

Development and improvement of basic motor qualities (strength, dexterity, endurance, etc.);

Formation of hygiene skills;

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

Formation of the need for constant and systematic physical education and sports;

The development of the desire to be healthy, vigorous, to bring joy to yourself and those around you.

Systematic physical education begins at preschool age, physical education is a compulsory subject at school. A significant addition to physical education lessons are various forms of extracurricular work. Physical education is closely related to other constituent parts of education and in unity with them solves the problem of forming a harmoniously developed personality.

Labor education - the formation of labor actions and productive relations, the study of tools and methods of their use. It is difficult to imagine a modern educated person who does not know how to work a lot and fruitfully, who does not possess knowledge of the production around him, production relations and processes, the tools of labor used. The labor principle of education is an important, time-tested principle of the formation of a comprehensively and harmoniously developed personality.

Labor education covers those aspects of the educational process where

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labor actions are formed, production relations are formed, tools of labor and methods of their use are studied. Labor in the process of upbringing acts both as a leading factor in the development of personality, and as a way of creative development of the world, gaining experience of feasible labor activity in various fields, and as an integral component of general education.

Polytechnic education - familiarization with the basic principles of all industries, the assimilation of knowledge about modern production processes and relationships. Its main tasks 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.

Not any, but only productive labor has a beneficial effect, i.e. such work, in the process of which material values ​​are created. Productive labor is characterized by: 1) material result;

2) an organization; 3) inclusion of the whole society in the system of labor relations;

4) material reward.

Today, new technologies of labor education are being introduced, differentiation of labor education is being carried out, the material base is improving, new training courses are being introduced.

Moral education is the formation of concepts, judgments, feelings and beliefs, skills and behavioral habits that correspond to the norms of society.

Morality is understood as the historically established norms and rules of human behavior that determine his attitude to society, work, people. Morality is internal morality, morality is not ostentatious, not for others, but for oneself.

Moral concepts and judgments make it possible to understand what is good, what is bad, what is fair, what is unfair. They turn into beliefs and are manifested in actions, deeds. Moral deeds and actions are the determining criterion for the moral development of a person. Moral feelings are experiences of one's attitude to moral phenomena. They arise in a person in connection with the compliance or non-compliance of his behavior with the requirements of public morality. Feelings induce to overcome difficulties, stimulate the development of the world.

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. Enduring moral qualities - honesty, justice, duty, decency, responsibility, honor, conscience, dignity, humanism, disinterestedness, diligence, respect for elders.

Aesthetic education is a basic component of the educational system, generalizing the development of aesthetic ideals, needs and tastes. The tasks of aesthetic education can be divided into two groups - the acquisition of theoretical knowledge and the formation of practical skills. The first group of tasks

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solves the issues of familiarization with aesthetic values, and the second - active inclusion in aesthetic activity. Involvement tasks:

Formation of aesthetic knowledge;

Education of aesthetic culture;

Mastering the aesthetic and cultural heritage of the past;

Formation of an aesthetic attitude to reality;

Development of aesthetic feelings;

A person's introduction to the beautiful in life, nature, work;

Development of the need to build life and activities according to the laws of beauty;

Formation of the aesthetic ideal;

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

The tasks of inclusion in aesthetic activity presuppose the active participation of each pupil in the creation of beauty with his own hands: practical lessons in painting, music, choreography, participation in creative associations, groups, studios, etc.

1.2. Methods and techniques of education

The method of education (from the Greek “methodos” - “way”) is the way to achieve a given educational goal. With regard to school practice, it can also be said that the methods of education are the methods of the educator's influence on the consciousness, will, feelings, behavior of pupils in order to develop their beliefs and behavioral skills.

The creation of a method is the answer to the educational task set by life. In the pedagogical literature, you can find a description of a large number of methods that allow you to achieve almost any goal. So many methods have been accumulated that only their ordering and classification helps to understand them, to choose adequate goals and circumstances. The classification of methods is a system built on a specific basis. The classification helps to discover in the methods the general and specific, theoretical and practical, and thereby contributes to their conscious choice, the most effective application.

Currently, the most objective and convenient is the classification of methods of education on the basis of orientation - an integrative characteristic, which includes in its unity the target, meaningful, procedural aspects of the methods of education. In accordance with this characteristic, three groups of upbringing methods are distinguished:

Methods for the formation of personality consciousness;

Methods for organizing activities and forming the experience of social behavior;

Methods to stimulate behavior and activity.

4.2.1. Methods for the formation of personality consciousness

For the formation of views, concepts, beliefs, methods of forming the consciousness of a person are used. The methods of this group are very important for

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successful passage of the next important stage of the educational process - the formation of feelings, emotional experience of the required behavior. Deep feelings are born when an idea realized by students is clothed in bright, exciting images.

In the textbooks of previous years, the methods of this group were called shorter and more expressive, i.e. methods of verbal influence that contribute to the formation of beliefs.

Conviction in the educational process is achieved using various techniques. In the old school, for example, instructive stories, parables, fables and other indirect and figurative ways of communicating the necessary knowledge to the pupils were widely and reasonably used for this. Today, stories on ethical topics, explanations, explanations, lectures, ethical conversations, exhortations, suggestions, instructions, disputes, reports are widely practiced. An effective persuasion method is an example.

Each of the methods has its own specifics and scope. They are used systemically, in combination with other methods. Let us consider the methods of verbal and emotional impact that are most complex in content and application: a story, an explanation, an ethical conversation, a debate and a method of visual-practical impact - an example.

An ethical story, which is used primarily in junior and middle grades, is a vivid emotional presentation of concrete facts and events with moral content. Influencing feelings, the story helps the pupils to understand and assimilate the meaning of moral assessments and norms of behavior. A story on an ethical theme has several functions: to serve as a source of knowledge, to enrich the moral experience of a person with the experience of other people. Finally, another important function of storytelling is to serve as a way to use a positive example in parenting.

The conditions for the effectiveness of an ethical story include the following.

  1. The story should be consistent with the social experience of the students. In the lower grades, it is short, emotional, approachable, in line with the children's experience. The story for adolescents is more complex: they are much closer to actions that excite with their high meaning.
  2. The story is accompanied by illustrations, which can be paintings, art photographs, products of folk craftsmen. A well-chosen musical accompaniment enhances his perception.
  3. The story only makes the right impression when it is done professionally. A clumsy, tongue-tied storyteller cannot count on success.

Explanation is a method of emotional and verbal influence on pupils. An important feature that distinguishes an explanation from an explanation and a story is the orientation of the impact on a given group or individual. Elementary techniques and means of explanation are used for younger students: “You need to do this”, “Everyone does this”. When working with adolescents, deep motivation is needed, an explanation of the social meaning of moral concepts.

Explanation is applied only there and then when the pupil really needs to explain something, inform about new moral principles, somehow influence his consciousness and feelings.

In the practice of school education, explanation is based on suggestion. The latter is characterized by the student's uncritical perception of pedagogical influence. Suggestion, penetrating imperceptibly into the psyche, acts as a whole, creating attitudes and motives of activity. Suggestion is used to enhance the impact of other parenting methods.

In the practice of education, they resort to exhortations, combining a request with an explanation and suggestion. Applying exhortation as an educational method, the teacher projects the positive in the personality of the pupil, instills faith in the best, in the opportunity to achieve high results. The pedagogical effectiveness of exhortation also depends on the authority of the educator, his personal moral qualities, conviction in the correctness of his words and actions. Reliance on the positive, praise, appeal to feelings of self-worth, honor create the necessary prerequisites for the almost failure-free action of exhortation, even in very difficult situations.

Exhortation sometimes takes the form of arousing feelings of shame, repentance, dissatisfaction with oneself and one's actions. The teacher not only evokes these feelings and makes the pupil experience them, but also points out the ways to correction. In such cases, it is necessary to convincingly show the meaning, essence of a negative act and its consequences, to create an effective incentive that positively affects behavior. Sometimes negative behavior is the result of ignorance, ignorance. Exhortation in this case is combined with clarification and suggestion and is carried out in such a way that the pupil realizes his mistakes and corrects his behavior.

With unskilled use, a story, explanation, exhortation, suggestion can take the form of notation. She never achieves the goal; rather, it evokes opposition from the pupils, a desire to act in spite of it. Notation does not become a form of persuasion.

Ethical conversation is a method of systematic and consistent discussion of knowledge, involving the participation of both parties - the educator and the pupils. A conversation differs from a story, instructing precisely in that the educator listens and takes into account the opinions, points of view of his interlocutors, builds his relationship with them on the principles of equality and cooperation. Ethical conversation is called because its subject most often becomes moral, moral, ethical problems. The purpose of an ethical conversation is to deepen, strengthen moral concepts, generalize and consolidate knowledge, form a system of moral views and beliefs.

Ethical conversation is a method of involving pupils in developing correct assessments and judgments on all issues of concern to them. The method is especially relevant for pupils of the fifth-eighth grades, when the period of the formation of a "picture of the world" begins.

In the practice of school education, planned and unscheduled ethical conversations are used. The former are outlined by the class teacher in advance, preparations are made for them, and the latter arise spontaneously, are born in the course of school and social life.

The effectiveness of an ethical conversation depends on adherence to a number of important conditions.

  1. 1. It is very important that the conversation has a problematic character, presupposes a struggle of views, ideas, opinions.
  2. 2. The conversation should not be allowed to turn into a lecture: the teacher speaks, the pupils listen.
  3. 3. The material for the conversation should be close to the emotional experience of the pupils. Only when relying on real experience, conversations on abstract topics can be successful.
  4. 4. Leading the ethical conversation properly is about helping the pupils come to the right conclusion on their own. To do this, the educator needs to be able to look at events or actions through the eyes of the pupil, to understand his position and the feelings associated with it.

Individual ethical conversations with the guilty pupils require high professionalism. It is very important that a psychological barrier does not arise during such a conversation. If the student misunderstands the situation, it is necessary to tactfully, without prejudice to his dignity, explain to him that he is mistaken. In the presence of comrades, the conversation should be short, businesslike, calm, without irony or arrogance. If the educator manages to give an individual conversation a more intimate character, then he can count on complete success.

Disputes are lively, heated debates on various topics that excite the pupils. Disputes are held in middle and high school on political, economic, cultural, aesthetic, legal topics. Dispute is valuable because beliefs are developed by colliding and juxtaposing different points of view.

At the heart of the dispute is a dispute, a struggle of opinions. For a dispute to give good results, you need to prepare for it. For the dispute, 5-6 questions are developed that require independent judgments. The participants in the dispute are introduced to these questions in advance. Performances should be lively, free, and short. The purpose of the dispute is not a conclusion, but a process. The teacher helps students discipline thought, adhere to the logic of evidence, and argue their position.

An example is the educational method of exceptional strength. Its effect is based on a well-known pattern: phenomena perceived by sight are quickly and easily imprinted in the mind. The example operates at the level of the first signaling system, and the word - the second. An example provides specific role models and thereby actively forms consciousness, feelings, beliefs, activates activities. When they talk about an example, they mean, first of all, the example of living concrete people - parents, educators, friends. But the example of heroes from books, films, historical figures, outstanding scientists has great educational power.

The psychological basis of the example is imitation. Thanks to her, people gain social and moral experience. Imitation is the activity of the individual. Sometimes it is very difficult to determine the line where imitation ends and creativity begins. Often, creativity is manifested in a special, original imitation.

In the process of imitation, psychologists distinguish three stages. The first is the direct perception of a specific course of action by another person. The second is the formation of the desire to act according to the model. The third is a synthesis of independent and imitative actions, manifested in the adaptation of behavior to the behavior of an idol. The process of imitation is complex and ambiguous; experience, intelligence, personality traits, life situations play a leading role in it. Based on this, a very important condition is the correct organization of the environment in which a person lives and develops.

Naturally, upbringing depends on the personal example of the educator, his behavior, attitude towards pupils, worldview, business qualities, and authority.

The strength of the positive impact of a mentor's personal example increases when he acts systematically and consistently with his personality, with his authority.

4.2.2. Methods of organizing activities

Education must form the required type of behavior. Not concepts, beliefs, but specific deeds, actions characterize the upbringing of the individual. In this regard, the organization of activities and the formation of the experience of social behavior are considered as the core of the educational process. All methods of this group are based on the practical activities of the pupils.

The general method of forming the necessary personality traits is exercise. It has been known since ancient times and is extremely effective. In the history of pedagogy, there is hardly a case that with a sufficient number of reasonably selected, properly performed exercises, a given type of behavior would not be formed in a person.

The method of exercise is the creation by the educator of such conditions in which the student will have to act in accordance with the norms and rules of behavior.

Activity plays a decisive role in mastering the experience of social behavior. You cannot teach a child to write by telling how others write; it is impossible to teach how to play a musical instrument, demonstrating virtuoso performance. In the same way, it is impossible to form the required type of behavior without attracting pupils to active purposeful activity. Exercise - a practical method of education, the essence of which is the repeated performance of the required actions, bringing them to automatism, becomes a way of attracting to activity. The result of the exercises: stable personality traits - skills and habits. Habit frees mind and will for new work. That is why upbringing that puts out of sight the formation of useful habits and only cares about mental development deprives this development of the strongest support.

The effectiveness of the exercise depends on the following important conditions: 1) the system of exercises; 2) their content; 3) the availability and feasibility of exercises; 4) volume; 5) repetition rates; 6) control and correction;

1) personal characteristics of pupils; 8) the place and time of the exercises; 9) a combination of individual, group and collective forms of exercise; 10) motivating and stimulating exercise.

When planning a system of exercises, the educator must consider what skills and habits will be developed. The adequacy of the exercise to the projected behavior is another important condition for the effectiveness of this

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method. Education must develop vital, important, useful skills and habits. Therefore, educational exercises are not invented, but taken from life, given by real situations. The use of the exercise is recognized as successful when the pupil shows a stable quality in all life situations.

In order to form stable skills and habits, it is necessary to start the exercise as early as possible, because the younger the body, the faster the habits take root in it. Endurance, self-control skills, organization, discipline, culture of communication are qualities that are based on the habits formed by upbringing.

Demand is a method of upbringing, with the help of which the norms of behavior, expressed in personal relationships, cause, stimulate or inhibit certain activities of the pupil and the manifestation of certain qualities in him.

According to the form of presentation, direct and indirect claims are distinguished. A direct requirement is characterized by certainty, concreteness, accuracy, formulations understandable to pupils, which do not allow for two different interpretations.

An indirect demand (advice, request, hint, trust, approval, etc.) differs from a direct one in that the stimulus for action is not only the demand itself, but also the psychological factors caused by it: experiences, interests, aspirations of the pupils.

Habituation is an intense exercise. It is used when it is necessary to quickly and at a high level to form the required quality. Often, accustoming is accompanied by painful processes, causing discontent.

The use of the method of training in humanistic systems of education is justified by the fact that some of the violence that is inevitably present in this method is aimed at the good of the person himself, and this is the only violence that can be justified.

Training is used at all stages of the educational process, but it is most effective at an early stage. The conditions for the correct application of the training are as follows.

  1. A clear idea of ​​the purpose of education for the educator and pupils. If the educator does not understand well why he seeks to instill certain qualities, whether they will be useful to a person in life, if his pupils do not see the point in certain actions, then training is possible only on the basis of unquestioning obedience.
  2. When accustoming, it is necessary to clearly and clearly formulate the rule, but not to give official and bureaucratic instructions such as “Be polite”, “Love your homeland”. Better to say something like this: “For people to appreciate your irresistible smile - brush your teeth”; "A slob has no future: dirty ears scare people away."
  3. Show how actions are performed and the results of those actions. Compare dirty and cleaned shoes, ironed and wrinkled trousers, but in such a way that this comparison resonates in the soul of the pupil, made him ashamed of his bad manners and made him want to get rid of it.
  4. Training requires constant monitoring. The control must be benevolent, motivated, but unremitting and strict, it is imperative

be combined with self-control.

  1. Learning in a playful way gives a significant pedagogical effect. The child voluntarily follows certain rules of behavior without any instructions from the outside.

The method of instructions gives a good result. With the help of assignments, students are taught to be positive. The assignments are of a varied nature: to visit a sick friend and help him in training; decorate a classroom for the holiday, etc. Instructions are given in order to develop the necessary qualities; the unorganized are given the task to prepare and conduct an event that requires accuracy and punctuality, etc. Control can take various forms: checks in progress, reports on the work performed, etc. The check ends with an assessment of the quality of the executed order.

4.2.3. Incentive methods

In ancient Greece, a stimulus was called a wooden stick with a pointed tip, which was used by bull and mule drivers to prod lazy animals. As you can see, stimulation has an etymology that is not very pleasant for people. But what if a person, like an animal, needs constant stimuli. The direct and immediate purpose of stimuli is to accelerate or, conversely, inhibit certain actions.

Since ancient times, such methods of stimulating human activity as encouragement and punishment have been known. The pedagogy of the 20th century drew attention to another very effective, although not new, method of stimulation - competition.

The method of encouragement is a positive assessment of the actions of the pupils. It reinforces positive skills and habits. The reward action is based on arousing positive emotions. That is why it instills confidence, creates a pleasant mood, increases responsibility. The types of encouragement are very diverse: approval, encouragement, praise, gratitude, granting honorary rights, awarding certificates, gifts, etc.

Approval is the simplest form of reward. The teacher can express approval by gesture, facial expressions, a positive assessment of the behavior or work of pupils, the team, trust in the form of an assignment, encouragement in front of the class, teachers or parents.

Higher level incentives - gratitude, awards, etc. - cause and support strong and stable positive emotions that give pupils or the team long-term incentives, because they not only crown a long and hard work, but also testify to the achievement of a new, higher level. It is necessary to award solemnly, in front of all pupils, teachers, parents: this greatly enhances the emotional side of stimulation and the experiences associated with it.

Inexperienced or excessive reward can be not only beneficial but also harmful to upbringing. First of all, the psychological side of the encouragement and its consequences are taken into account.

  1. When encouraging, caregivers should strive to ensure that the student's behavior is motivated and directed not by the desire to receive praise or reward,

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but internal convictions, moral motives.

  1. The encouragement should not oppose the pupil to the rest of the team. Therefore, encouragement deserves not only those who have achieved success, but also those who conscientiously worked for the common good.
  2. Encouragement should begin with answering the questions - to whom, how much and for what. Therefore, it should correspond to the merits of the pupil, his individual characteristics, place in the team and not be too frequent.
  3. Encouragement requires a personal approach. It is very important to cheer up the insecure, lagging behind in time.
  4. Perhaps the most important thing in today's school education is to observe justice. When deciding on the promotion, often consult with the pupils.

Competition. Children, adolescents, young men are highly inherent in the desire for rivalry, superiority. Establishing oneself among others is an innate human need. He fulfills this need by entering into competition with other people. The results of the competition firmly and for a long time determine and consolidate the status of the individual in the team.

Is it not possible to direct a person's powerful natural striving for superiority to the benefit of upbringing? Indeed, in a pedagogically correctly organized competition there are effective incentives for increasing the effectiveness of the educational process.

Competition is a method of directing the natural needs of students towards rivalry and prioritizing the upbringing of qualities necessary for a person and society. Competing with each other, students quickly master the experience of social behavior, develop physical, moral, and aesthetic qualities. Competition is especially important for those lagging behind: comparing their results with those of their peers, they receive new incentives for growth and begin to put in more effort.

  1. The organization of the competition is the basis of its effectiveness. The goals and objectives of the competition are determined, a program is drawn up, evaluation criteria are developed, conditions are created for the competition, summing up the results and awarding the winners. The competition should be quite difficult and exciting. It is better to make the mechanism of summing up and determining the winners visual.
  2. The content and direction of the competition for the title of the first student of the school, class, best expert in the subject must be established.

The effectiveness of the competition is significantly increased when its goals and objectives, the conditions of the competition are determined by the students themselves, they also sum up the results and determine the winners. The teacher, on the other hand, directs the initiative of the pupils, correcting, where necessary, their inept actions.

Among the oldest methods of education, punishment is the most famous. In modern pedagogy, disputes do not stop not only about the appropriateness of its application, but also on all special issues of methodology - who, where, when, how much and for what purpose to punish.

Punishment is a method of pedagogical influence, which should prevent unwanted actions, cause a feeling of guilt in front of oneself and other people. Like other methods of education, punishment is calculated on the gradual transformation of external stimuli into internal stimuli.

The following types of punishment are known, associated with: 1) the imposition of additional duties; 2) deprivation or restriction of certain rights; 3) the expression of moral censure, condemnation. In the current school, various forms of punishment are practiced: disapproval, remark, censure, warning, discussion at a meeting, punishment, suspension from classes, expulsion from school, etc.

Among the pedagogical conditions that determine the effectiveness of the method of punishment are the following.

  1. The power of punishment increases if it comes from the collective or is supported by it.
  2. If a decision on punishment is made, then the offender must be punished.
  3. Punishment is effective when the student understands it and considers it fair. After the punishment, they do not remember him, but maintain normal relations with the student.
  4. By applying punishment, one must not insult the pupil. We punish not for personal non-pollution, but for pedagogical necessity.
  5. Punishment is a powerful method. The teacher's mistake in punishment is much more difficult to correct than in any other case. Therefore, do not rush to punish until there is complete clarity in the situation that has arisen, until there is complete confidence in the justice and usefulness of punishment.
  6. Do not allow punishment to turn into an instrument of revenge.
  7. Punishment requires pedagogical tact, a good knowledge of developmental psychology, and an understanding that punishment alone will not help the cause. Therefore, punishment is applied only in combination with other methods of education.
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Upbringing is a purposeful and organized process of personality formation with the help of specially organized pedagogical influences in accordance with a certain social and pedagogical ideal. Education as a pedagogical concept includes 3 essential features:

1) purposefulness, the presence of some kind of sample, socio-cultural landmark, ideal;

2) the correspondence of the course of the education process to socio-cultural values, as the achievements of the historical development of mankind;

3) the presence of a certain system of organized educational influences and influences. Driving forces of education:

External social and pedagogical contradictions - between age requirements for life and those requirements that society imposes on young people, between school and family - political, economic and social contradictions - between ideals and reality.

Internal- the contradictions of the personality itself - between the pedagogical conditions and the vigorous activity of the child, between aspirations and possibilities

Pedagogical laws of education - This is an adequate reflection of the objective reality of the educational process, which has general stable properties under any specific circumstances. The patterns will stand out:

1. The upbringing of a child is accomplished only through the activity of the child himself. The measure of his efforts should correspond to the measure of his capabilities. Any educational task is solved through active actions: physical development - through physical exercises, moral - through a constant focus on the well-being of another person, intellectual - through mental activity, solving intellectual problems.

2.Activity content children in the process of their upbringing is determined at each moment of development the actual needs of the child. Ahead of actual needs, the teacher runs the risk of meeting the resistance and passivity of children. If you do not take into account the age-related changes in the child's needs, then the upbringing process will be difficult and disrupted.

3. Compliance with the proportional relationship between the efforts of the child and the efforts of the teacher in joint activities: at the initial stage, the share of the teacher's activity exceeds the child's activity, then the child's activity increases and at the final stage the child does everything himself under the teacher's control. Jointly divided activity helps the child to feel like a subject of activity, and this is extremely important for the free creative development of the personality.

Parenting principles (general guidelines requiring a sequence of actions under different conditions and circumstances):

1. It follows from the goal of education and takes into account the nature of the educational process, - value orientation principle- the constancy of the teacher's professional attention to the pupil's developing attitudes towards social and cultural values ​​(man, nature, society, work, knowledge) and the value foundations of life - good, truth, beauty. The condition for the implementation of the principle of orientation towards value relationships is the philosophical and psychological training of the teacher.

2. Pprinciple of subjectivity - the teacher maximally contributes to the development of the child's ability to be aware of his "I" in relations with other people and the world, to comprehend his actions. The principle of subjectivity excludes a tough order addressed to children, but presupposes joint decision-making with the child.

3. Arises from an attempt to harmonize social norms, rules of life and the autonomy of the unique personality of each child. This principle says - accepting the child as a given, recognizing the child's right to exist as he is, respecting his life story, which has shaped him at the moment just like that, recognizing the value of his personality.

Methods of educational influence- these are specific ways of influencing the consciousness, feelings, behavior of pupils to solve pedagogical problems in joint activities, communication between pupils and a teacher-educator. For the practical work of a teacher, the following classification of educational methods is most suitable:

- methods of persuasion with the help of which the views, ideas, concepts of the educated are formed, there is an operational exchange of information (suggestion, narration, dialogue, proof, appeals, persuasion);

- exercise methods(domestication), with the help of which the activities of the educated are organized and its positive motives are stimulated (various types of tasks for individual and group activities in the form of assignments, demands, competition, showing samples and examples, creating situations of success);

- methods of assessment and self-assessment, with the help of which actions are assessed, activity is stimulated, assistance is provided to the educated in self-regulation of their behavior (criticism, encouragement, remarks, punishments, situations of trust, control, self-control, self-criticism).

Forms of education- ways of organizing the educational process, ways of expediently organizing the collective and individual activities of students. In the pedagogical literature, there is no unified approach to the classification of forms of educational work. The most common is the classification of organizational forms of upbringing, depending on how students are organized: mass forms (participation of the whole class), circle-group and individual.

In the complex educational process, one can distinguish directions: physical, mental, moral, aesthetic, labor and professional education.

Improvement of the human body involves the development of the motor and musculoskeletal systems, the nervous system, body proportions while maintaining and strengthening human health. The success of educational, professional activity depends on the physical condition;

Education of students in matters of physical culture and personal hygiene;

Formation of the mechanism of physical self-education, stimulation of self-education of will, endurance, perseverance, self-discipline;

Diversified development of specific sports skills and mastery;

The development of intelligence through the development of all cognitive functions of a person: mental processes of sensation, perception, thinking, imagination, speech;

Mental education of students in the field of sciences, activities, communication;

Development of individual intellectual abilities and cognitive abilities of students;

Development of consciousness and self-awareness of students, their creative potential;

Moral education - the formation of consciousness, moral feelings and skills of moral behavior;

Ethical education - the formation of rules of good taste, culture of behavior and relationships;

Patriotic education is the formation of a feeling of love and responsibility for their Motherland, the formation of readiness to stand up for the Motherland and their people.