The model proposed by I.S. Yakimanskaya. IN research by I.S. Yakimanskaya identified three complementary models of personality-oriented education: socio-pedagogical, subject-didactic and psychological.
Socio-pedagogical model implements the social order of society for the individual who needs to be formed. Personality is understood as a sociocultural product of environment and upbringing.
Subject-didactic model traditionally associated with the organization learning process.
Psychological model comes down to the recognition of differences in the cognitive abilities of an individual, understood as a complex mental formation determined by genetic, anatomical and physiological, social reasons and factors in their complex interaction and mutual influence.
Theoretical model personality-oriented education E.V. Bondarevskaya. At the center of the theoretical model of person-centered education is the development and upbringing of the child as a person of culture. E.V. Bondarevskaya, formulating a theoretical model of student-centered education, proposed the following characteristics of the main provisions of its paradigm:
First position concerns the essence and purpose of student-centered education. It is noted that education is not only a process of mastering knowledge and skills, but also, above all, a process of developing a child’s personality, finding himself and his image.
Second position determines the teacher’s attitude towards the child. These relations are based on a personal-humane approach, defined by Sh.A. Amonashvili. The essence of this approach is that in the process of education the teacher relies on the child’s individuality, his interests, and abilities.
Third position determines human-forming functions. Home human function is humanitarian, the essence of which is to preserve and restore the physical and spiritual health of the child. Another function is culture-forming, which contributes to the preservation, transmission and development of culture in the process of education. As the next function of education, E.V. Bondarevskaya calls the function of socialization. This function ensures that the individual assimilates social experience, which contributes to his successful adaptation in society.
Fourth position determines the content of personality-oriented education aimed at meeting the needs of the child and his existence in society.
The author names the basic principles of student-centered education as conformity with nature, personal approach and cultural conformity.
Personality-oriented model proposed in the “Concept of Preschool Education.” Its main functions: to provide the child with a sense of psychological security, trust in the world, joy of existence ( psychological health); form the beginning of personality (the basis of personal culture); develop his individuality. Adults do not adjust the child’s development to previously known canons, but prevent the occurrence of possible dead ends in his personal development, coordinate their expectations and requirements for the child. Thus, they create the most favorable conditions for
to ensure the fullest development of the abilities of each child. Not “programming”, but forecasting and promoting personal development, not the implementation of some initially given plan, but its dynamic design;
ways of communication - understanding, recognition, acceptance of the child’s personality, based on decentration (the ability to take the position of another, take into account the child’s point of view and not ignore his feelings and emotions);
communication tactics - cooperation; creating and using situations that require children to demonstrate intellectual and moral activity; dynamics of communication styles with a child (variety of communication styles and their variation);
personal position of the teacher - proceed from the interests of the child and his prospects further development. View of the child as a full partner in conditions of cooperation (denial of the manipulative approach to children).
Analysis modern approaches towards student-centered education allowed us to highlight the following provisions:
1. The main goal of student-centered education is, firstly,
creating conditions that ensure the development of the child’s personality, his
intellectual and spiritual origin, secondly, a humane attitude towards him.
2. Personal development should not be violent, but have character
help and support from the teacher.
3. Personally-oriented education is education that:
focused on the child as the main value of everything educational process; promotes the creation of conditions for the formation and manifestation of the child’s personal qualities, the development of his thinking, the formation of a creative, active, proactive personality, the satisfaction of the child’s cognitive and spiritual needs, the development of his intellect, social and communication abilities;
focused on society's need for an individual capable of adapting to new social conditions.
Literature:
1. Andreev V.I. Pedagogy of creative self-development: innovative course. Publishing house
Kazan University, 1998.
2. Asmolov A.G. Historical-evolutionary approach to understanding personality: problems and
research prospects. // Questions of psychology. - 1986. - No. 1.
3. Berulava M.N. Humanization of education: directions and prospects. // Pedagogy. - M.,
1996.-№ 1.
4. Bondarevskaya E.V. Humanistic paradigm of student-centered education.
// Pedagogy. - M., 1997, No. 4.
5. Gazman O. Pedagogical support for children in education as innovation problem. //
New values of education. - M., - 1995. - No. 3.
6. Petrovsky V.A. Towards an understanding of personality in psychology. // Questions of psychology. - 1981. - No. 2.
7. Yakimanskaya I.S. Student-centered learning in modern school. - M., 1996.
| DemoBrntgosevksh] |
Test assignment on the topic:
“Personally-oriented education of children preschool age»
1. What significant changes have occurred in last years in our
country, is due to the emergence of humanization of education?
3. Fill out the table of basic concepts, theories and systems of personality-
oriented education.
4. Consider the diagram, supplement it by indicating what it should be built on, according to D. Dewey, educational work:
D. Dewey's system
5. What are the complementary models of student-centered education?
highlighted in the studies of I.S. Yakimanskaya?
a B C)...
6. Compare these models of student-centered education with the goals
each of them:
1) social and pedagogical,
2) subject-didactic,
3) psychological.
a) organization of the learning process,
b) implementation of social order
society on the individual,
c) recognition of differences in
cognitive abilities of the individual.
7. What is at the center of the theoretical model of person-centered
education E.V. Bondarevskaya?
8. Consider the diagram, supplement it by indicating all the provisions of the personal-personal paradigm
oriented education according to E.V. Bondarevskaya:
Theoretical model of student-centered education E.V. Bondarevskaya
 |
 |
Human-forming functions
9. What principles of student-centered education are named by E.V. Bondarevskaya as the main ones? Choose the correct answers and mark them with some symbol.
Student-centered learning– a way of organizing training, during which full consideration of the capabilities and abilities of the trainees is ensured, and the necessary conditions are created for the development of their individual abilities. The essence of student-oriented pedagogy, according to I.S. Yakimanskaya, is “recognition of the student as the main active figure in the entire educational process.” Then the entire educational process is built on the basis of this main principle.
Personally-centered learning is based on the principle of subjectivity. A number of provisions follow from it. The learning material cannot be the same for all students. The student does not memorize the required material with predetermined conclusions, but selects it himself, studies, analyzes and draws his own conclusions. The emphasis is not on developing only the student’s memory, but on the independence of his thinking and the originality of his conclusions
Models of student-centered pedagogy.
Socio-pedagogical model fulfilled the requirements of society, which formulated a social order for education: to educate a person with predetermined properties. The educational process was focused on creating the same learning conditions for everyone under which everyone achieved the planned results.
Subject-didactic model personality-oriented pedagogy and its development are traditionally associated with the organization of scientific knowledge into systems taking into account their subject content. Didactics was based on subject differentiation aimed at identifying: 1) the student’s preferences for working with material of different subject content; 2) interest in its in-depth study; 3) orientation of the student to classes different types subject (professional) activity.
Psychological model until recently, personality-oriented pedagogy was reduced to the recognition of differences in cognitive abilities, understood as a complex mental formation caused by genetic, anatomical-physiological, social causes and factors in their complex interaction and mutual influence.
I.S. approach Yakimanskaya: the essence of the theory, requirements for didactic support of student-centered learning.
I.S. Yakimanskaya distinguishes processes of teaching and learning, understanding the latter as an individually significant activity of an individual subject, in which his personal experience
I.S. Yakimanskaya emphasizes that the student does not become a subject of learning, but initially appears as a bearer of subjective experience.
For the disclosure, development and self-realization of personality, a varied content is needed. educational environment, accessible to every child.
Basic requirements for the development of didactic support for a personality-oriented process:
The educational material (the nature of its presentation) must ensure the identification of the content of the student’s subjective experience, including the experience of his previous learning;
The presentation of knowledge in a textbook (by the teacher) should be aimed not only at expanding its volume, structuring, integrating, generalizing the subject content, but also at transforming the existing experience of each student;
During training, it is necessary to constantly coordinate the student’s experience with the scientific content of the given knowledge;
Active stimulation of the student for self-valued educational activities should provide him with the opportunity for self-education, self-development, self-expression in the course of mastering knowledge;
The educational material should be organized in such a way that the student has the opportunity to choose when completing assignments and solving problems;
It is necessary to encourage students to independently choose and use the most meaningful methods of working out for them. educational material;
When introducing knowledge about techniques for performing educational activities it is necessary to distinguish general logical and specific subject techniques academic work taking into account their functions in personal development;
It is necessary to ensure control and evaluation not only of the result, but mainly of the learning process, i.e. those transformations that a student carries out while mastering educational material;
The educational process must ensure the construction, implementation, reflection, and evaluation of learning as a subjective activity.
The science of upbringing and education is constantly evolving. The basic principles of the modern education model are as follows. Firstly, it is assumed that a person is in an active-active relationship to the world and to himself. Secondly, constant self-development and self-improvement of the individual are assumed, and thirdly, the idea of the active development of a person’s vocation appears.
The problem is that when entering educational institutions, the student remains, as a rule, within the same fixed organizational structure. Hence the lack of experience of communication in new organizational structures, during the transition from one organizational form to another. Thus, the lack of role agility in functionally oriented education development strategy prevents students from coming into contact with life experience, which will be extremely necessary for them in subsequent independent activities in the organizational space of industrialism.
« Implementation person-centered model Communication between adults and children involves actions in at least three directions:
Finding ways and means of establishing contact between adults and children, without which no program can produce results;
Determining the goals, content, principles, methods and forms of teaching, which, in fact, constitutes the subject of training for didactics;
Organization environment so that it contributes to the maximum extent to the natural development of children, stimulates it" (Petrovsky V.A. Psychology of education. M., 1996, p. 66)
Today the most common model of education is traditional education model. The idea is that the school should provide the student with the most durable and time-tested knowledge. Here the traditional scheme is used to obtain knowledge, skills and abilities; learning new things – consolidation – control – evaluation.
Culturally Responsive Education Model The main principle is the attitude towards the values of a given culture. It is assumed that people living in different historical eras, there is a different attitude towards cultural, moral, spiritual values. Values give meaning to human life. There are values that are universal to humanity. People build a hierarchy of values. When spiritual values change, another era begins in people's lives. This is why the concept of values is extremely important for education.
Personal-activity model of education assumes that in the conditions of over-industrialization of society, the complexity of the tasks facing a person increases, the possibilities of choice increase many times over, and speed of decision-making is required. And in this situation, a person, faced with a numerous choice of possibilities, must choose the only correct solution that best suits his life values. Therefore, training programs should be focused on the behavioral skills and knowledge acquisition skills needed in the future. This model of education assumes the need to combine the transfer of educational knowledge with the acquisition of life knowledge and vice versa.
The volume of knowledge about the universe, nature, culture and man himself is constantly growing, increasingly shifting away from research outside world to the internal: learning mechanisms, ways of managing one’s own activities, peculiarities of understanding the information received, attitudes, value orientations and beliefs, development of one’s own self-concept, internal prerequisites for understanding one’s meaning in life.
This is becoming a development trend scientific and technological progress and the direction of a radical restructuring of the education system as the leading instrument for the preservation and development of culture. Education must not only keep pace with the development of science, but also, above all, become a leading tool for self-awareness, self-education, self-development, self-realization, and the formation of individuality and personality. That's why modern education
it becomes natural personality-oriented(by its essence, value and goal settings), technologically advanced(by the organization process and the nature of the guarantee of achieving results), intrasubjective(by methods of managing the learning process and quality), systemic(by relationships within individual elements), variable(according to forms, methods and models of organizational and pedagogical implementation), environmentally friendly(in relation to subjects and their environment), fundamental(to preserve scientific traditions and crystallize the basic elements of culture), flexible(by the speed of introduction of innovations and transformations).
Recognition of the student as the main active figure in the entire educational process is student-oriented pedagogy. To build a model of student-centered education in a gymnasium, it is considered necessary to distinguish between the following concepts:
Multi-level approach- focus on different level complexity of the program material available to the student.
Differentiated approach- identifying groups of children based on external (more precisely, mixed) differentiation: according to knowledge, abilities.
Individual approach- distribution of children into homogeneous groups: academic performance, abilities, social (professional) orientation.
Subjective-personal approach- treating each child as unique, different, unique. In implementing this approach, firstly, the work must be systematic, covering all levels of education. Secondly, we need a special educational environment in the form curriculum, organizing conditions for the manifestation of individual selectivity of each student, its stability, without which it is impossible to talk about cognitive style. Thirdly, we need a specially trained teacher who understands and shares the goals and values
student-centered education.
The analysis of various approaches to understanding student-centered education allowed us to take our own scientific position under student-centered education understand this type of educational process in which the personality of the student and the personality of the teacher act as its subjects; the purpose of education is to develop the child’s personality, his individuality and uniqueness; in the learning process, the child’s value orientations and beliefs are taken into account, while the teaching and learning processes are mutually coordinated, taking into account the mechanisms of cognition, the characteristics of students’ mental and behavioral strategies, and the teacher-student relationship is built on the principles of cooperation and freedom of choice.
In our understanding, the model of a person-centered school, first of all, provides the child with greater freedom of choice in the educational process. Within its framework, it is not the student who adapts to the established style of the teacher, but the teacher, having a variety of technological tools, coordinates his techniques and methods of work with the cognitive style of the child’s education.
Understanding that ultimately the results of education will be manifested in knowledge, skills and abilities, without reducing their significance, we believe that the center of the new person-oriented didactics should be the development of abilities and cognitive strategies, value orientations, personal meanings and self-concept. It is this kind of didactics that will make education person-centered.
The student-centered educational model we are developing is based on the following principles:
The purpose of training and education should be the development of personality.
Teachers and students are equal subjects of training and education.
It is necessary to provide the child with the widest possible choice in the educational process (content, type, form, method, volume, pace, individual or group activity, position and role, etc.).
The teacher, first of all, is a partner, coordinator and adviser in the process of teaching and upbringing, and only then a leader.
Training and upbringing should be based on the child’s existing personal experience.
Before teaching children specific knowledge, skills and abilities, it is necessary to develop their ways and strategies of cognition.
Students' cognitive strategies must be mirrored in educational technologies.
During the learning process, students must learn how to learn effectively.
The content of education should, as far as possible, be applicable to real life child, take into account his interests.
It is more important to master scientific methods of understanding the world inherent in a specific field of knowledge, basic laws and patterns, key tools, rather than a wide range of facts.
In progress cognitive activity It is important to take into account the personal meanings (semantics) that a particular student uses for his own awareness, transformation and application of knowledge.
In the process of cognition, priority should be given to heuristic methods of cognition, which presuppose an active cognitive position of the student.
The presentation of educational information should address as many ways as possible for the student to process it.
The logic of constructing an educational subject must first proceed from the patterns and characteristics of the child’s perception and cognitive mechanisms, and only then be consistent with the logic of constructing a specific field of knowledge.
The predominance of electoral differentiation over selective differentiation. That is, the teacher takes into account the individual differences of schoolchildren during the educational process; at the second stage of education, from the 8th grade, pre-profile preparation is advisable, and at the third stage of education it is necessary to divide students into groups according to different educational profiles (profiling).
The student's cognitive style and the child's learning style must be consistent during the learning process.
The technology of organizing a lesson (its stages, components and methods of activity of students and teachers) must be built on the basis of the internal mechanisms of cognitive processes, studied cognitive strategies, and the educational profile of the child.
The assessment system should be built on the basis of various types of reflection and contain both qualitative and quantitative methods of assessment.
In creative activity, a child, first of all, is the author of his own work, and only then becomes familiar with examples of world culture.
The “vector of direction” of educational technologies should come from the individual to the team.
To build the above model of student-centered education, the main goals, objectives and directions of development of the gymnasium are determined.
All this requires the organization of a new educational space as educational technology. This is an atmosphere of creative activity created by the teaching staff, students, and parents during the educational process and system organized in a new way. additional education, as a result of which schoolchildren develop a culture of existence in the gymnasium, society, and society.
The goal of gymnasium education is the acquisition of universal knowledge about the world, man and human society, i.e. mastering student competencies.
The goal of gymnasium personal development is the development of the creative individuality of students based on the formation of knowledge, skills and abilities about the surrounding world and human society, concentrated in universal knowledge. The primary goal of the formation and development of a new educational space is to create conditions for development and education creative thinking and creative individuality of the personality of students capable of an increased level of learning. A feature of the new educational space is the creation of a special background for the intellectual and moral atmosphere of the gymnasium and the formation of the student’s personality in the conditions of this atmosphere. Assisting the student in self-realization, self-actualization, developing all the best that is inherent in the individual, neutralizing negative qualities, helping the individual make himself valuable to society. The content of education includes elements of the scientific organization of mental work, knowledge scientific methods research in each discipline, skills for independent acquisition of knowledge, development of relevant knowledge and skills for performing creative independent work. Management of the educational process is not so much management of the formation of knowledge and skills of students, but management of the development of cognitive creative activity and a culture of creative thinking based on nurturing the creative individuality of the individual.
The development of new content of education in the gymnasium is based on the following basic pedagogical principles:
Scientificity, which gradually transfers the educational process to learning to use research methods;
The integrity of the educational process as a set of content, organizational, methodological and managerial components with a focus on the personal trajectory of education;
Creating comprehensive conditions for the development of creative thinking of students, taking into account the zone of their immediate and average development, objective opportunities in cognitive activity.
In the course of the work of the gymnasium, it is necessary to improve the diagnosis of the educational process and the analysis of all areas of the institution’s activities.
We consider gymnasium education as integrative, embedded in basic plan general secondary education at elevated level complexity, special courses, elective courses. Gymnasium education forms a broad universal, as well as humanitarian, physico-mathematical and natural science potential, skills and abilities of intellectual work, methods of obtaining and using information in the process independent work, high level general culture of the individual, his social orientation, high degree of socialization.
The gymnasium is working to build a model of the educational process that involves functioning in a development mode: the student learns on his own, in his own activities, and the teacher, in addition to the information function, performs reflexive management, motivating, organizing, coordinating, consulting, monitoring and correcting the activities of gymnasium students. This is implemented on the basis of introduction to the educational process modern techniques, innovative technologies training, education and diagnostics of the level of acquisition of knowledge, skills, abilities, functioning of the gymnasium in the intensive development mode.
A person-centered approach is implemented not only in education, but also in creating a situation for students to choose a direction in learning - not only a profile, but also, in the future, an individual learning path for each student. The work of the gymnasium is built with the involvement of the intellectual potential of universities and other scientific organizations, conditions are created for maximum disclosure of the teacher’s creative potential.
Development of various levels of education in the gymnasium
Primary school (grades 1-4)
The main task of the primary school of the gymnasium is to create such pedagogical conditions, in which each student develops an attitude of love for school, develops an appropriate system of motives for participation in daily school life. Such conditions will help a child starting his educational journey to believe that studying at school can and should be successful, interesting and attractive for him. The success of this task directly depends on the extent to which current educational practice includes:
Reliance on the curiosity inherent in a developing child and its development by means of cognitive activity;
Using the game as one of the most attractive for junior school student activities in educational process and extracurricular activities;
Communication with friends, classmates, interesting adult teachers, and guests of the gymnasium;
Successful interaction between teachers and parents;
Reduction and compensation of learning difficulties and stress.
Basic school (grades 5-7)
The main task high school– create conditions that will allow, while maintaining an overall emotionally positive orientation towards school, to help the student master the technologies of success and achievement. The implementation of this strategic direction will contribute to the creation of comprehensive educational motivation among schoolchildren, i.e. motivation based not only on traditional motives of duty, but also motives of benefit and motives of pleasure (receiving joyful sensations and the possibility of self-realization in the process of educational activities). The skills of effective educational activities acquired at this stage of training will allow you to successfully master the content of any of the selected training profiles and consciously design your future professional and educational guidelines. The conditions that ensure the successful completion of this task include:
Awareness and acceptance of educational goals by students (the purposeful inclusion of the student in the process of planning goals and setting educational objectives is assumed);
Development of a system of value orientations in educational activities among high school students, in particular an orientation towards knowledge as an unconditional value for a modern cultured person;
Students’ mastery of effective technologies for success and achievement (teaching schoolchildren such skills and abilities that will allow them to learn new things, navigate a wide information field, analyze their own educational difficulties, use resources to overcome them and prevent them);
Development of schoolchildren's needs and skills for educational reflection (teaching them methods of self-assessment and self-control);
Expanding types of educational activities;
Orientation of students to an proactive search for individual and collective forms of participation in cognitive and general developmental activities.
All of the above should lead to the fact that every gymnasium student will be able to satisfy their educational needs and realize those identified in primary school abilities both independently and in the process of cooperation with teachers; a comfortable, personality-oriented educational environment will be created, built on common values and priorities shared by teachers, students, parents.
Basic school (grades 8-9), secondary (full) school (grades 10-11)
The main direction of development of this stage of education is the creation of such pedagogical conditions under which each student has an attitude towards choosing the type of activity after graduation. The idea of a student’s conscious and competent choice of pre-professional training and specialized training is extremely significant for us for a number of reasons:
One of the most important results of school education should be the ability and readiness of the graduate to make responsible life decisions;
We can ensure the success of our graduates in life and profession by teaching them active interaction with others, tolerance, and the ability to conduct dialogue;
A modern school should teach students to objectively evaluate themselves in the developing world, combined with a constant search for opportunities for self-realization.
The concept of pre-professional training and specialized training at the gymnasium is built in the logic of the competency-based approach as one of the main ideas of the process of modernization of modern school education. Competence, i.e. a person’s ability and readiness to solve vital problems can manifest itself at three levels: key, basic and professional. Exactly high school is responsible for the second level - for the fact that a growing person has sufficient grounds (intellectual, psychological, moral) to avoid crises and mistakes in the process of life self-determination. In this regard, the main question for us becomes not about the number of profiles and not about their formal content, but about how this or that profile ensures that the student achieves the required level of basic competence and contributes to the successful choice of a further educational and professional path.
In the model developed by N. I. Alekseev, the essence of personality-oriented learning is associated not only with the uniqueness and originality of the student, but also with the uniqueness of the teacher’s personality, on the one hand, and on the other with the concept of a “cultural act”, the meaning of which is the creation by the student yourself, your personality through self-affirmation in culture. Pedagogical technology in the context of personally oriented learning is considered by this author, firstly, as authored (that is, created
created by the teacher himself, taking into account the characteristics of the students, the content of the educational material, the learning situation, his own capabilities) and secondly, as fundamentally non-invariant, since it presupposes its own “additional definition” in specific learning conditions. Therefore, a teacher who accepts the idea of personally oriented learning must take the position of its designer.
Designing student-centered learning - a special type pedagogical activity, the content and organizational design of which is focused on accounting:
a) type mental development students; b) personal capabilities and characteristics of the teacher; c) psychologically adequate representation for the student of the specifics of the subject.
The type of mental development of a student, according to N. I. Alekseev, is determined by the direction of learning - instrumental or cultural. In the first case, mainly the cognitive abilities of the individual develop as tools of cognition: memory, attention, thinking and independence and activity in cognition; in the second, the value-emotional sphere of the personality and its personal relationships develop To the world, activities, himself, his personal position. This approach led the researcher to distinguish between subject-oriented and student-oriented learning.
The meaning of activity, the hierarchy of assessments, the development of reflection, independence as a subjective education (the presence of a personal position), etc. are the main guidelines of personality-oriented education. Only in personal pedagogy does “supra-situational activity” manifest itself (V. A. Petrovsky), while in subjective pedagogy the pinnacle of creativity is the “transfer” of acquired knowledge to a new situation,” says N. I. Alekseev.
The inclusion of a teacher’s personal qualities in the process of designing student-oriented learning is the second feature didactic model N.I. Alekseeva, however, the technology for implementing this component has not been sufficiently disclosed by the author. The main attention is focused on the “dissection” of educational material by the teacher in the context of organizing a personality-oriented educational process. The basis for working with the content was the mechanisms of personality development and functioning identified by the researcher (reflection, personalization,
stereotyping) and classification educational subjects according to the criterion of the way they are mastered by students.
N. I. Alekseev identifies three groups of subjects, which he conventionally designates as structure-oriented (mathematics, physics, chemistry, biology, etc.), position-oriented (history, native, foreign language, law, etc.), meaning-oriented (literature, objects of art). The mechanism of assimilation of the first is reflection, the search for “new” knowledge, the second is stereotyping, the search for instrumental guidelines, the third is personalization, the search for meaning (I-in-the-world). This “personal” classification of educational subjects allows the teacher to design a technology for personally oriented learning that is adequate both to the tasks of personal development and to the possibilities of the learning content in their implementation (1, 2).
Typologizing approaches to personality-oriented education, I. S. Yakimanskaya noted three groups of educational models: socio-pedagogical, subject-didactic, psychological. However, an analysis of its own development, as well as the developments of V. 03. Serikov and N. I. Alekseev, led us to the conclusion that none of them can be unambiguously attributed to one or another of the selected models and goes beyond the scope of this classification, since as 1, each of them is an integrated version, which originally combines socio-pedagogical, subject-didactic and psychological aspects. This circumstance indicates that the theory of personality-oriented education is developing on the basis of the integration of scientific knowledge about a person and his education.
At the same time, in the above concepts there are also phenomena of “inconsistency” between their humanistic justification and fairly traditional, object-forming means of implementation, which is especially clearly presented in the concept of I. S. Yakimanskaya. There is also a certain tendency towards technocratization of the personality-oriented approach: the technology of its construction, which is so necessary for personality-oriented education, is increasingly acquiring the characteristics of a rigid algorithm that reduces the humanistic effect of learning.
Fairly noting that the trend of technologization of pedagogical activity places emphasis on its rational elements to the detriment of the irrational-spontaneous, determined by V.V. Serikov, the teacher’s readiness to implement
This approach can be summarized as a readiness to “rationalize the irrational.”
The main means of this is the actualization of the deep mechanisms of the teacher’s sociocultural orientation. At the same time, it remains unclear on what foundation of knowledge a teacher should build his sociocultural orientation. It is unclear on what should be based the ability of a personally oriented teacher to “introduce students to the world of ideas, ideals and values, the bearer of which is the teacher,” from which arises “the most important professional feeling - a holistic experience of the situation in which his (the teacher’s) actions have the status of pedagogical “, where does such a personal quality as “the ability to accept different ways of being” appear. Judging by the presented approaches, the source of humanistic values and orientation of the teacher is located in the material of school subjects (physics, literature, etc.), but not in the content of university subjects of the pedagogical cycle.
Mentioning the principles as the regulatory basis for constructing the concept, V.V. Serikov does not include their presentation in the content of his research. Their normalizing potential, which in the humanistic paradigm of education has the character of orientation for creative search, remains unclaimed. Nevertheless, one cannot help but note the logicality of such “non-inclusion” of principles in the context of a technological vision of personality-oriented education. Probably, this same technological connection factor explains the lack of criteria on the basis of which one could judge the level of formation of the value-based humanistic foundations of a teacher’s activity.
A scientifically based system of principles as guidelines for the development of a teacher’s personal creativity is most fully presented in the studies of I. A. Kolosnikova: professional and personal advances, creativity of professional behavior, teacher’s production of scientific and theoretical knowledge, the principle of self-improvement. But the author does not change the content of the teacher’s pedagogical training, reflected in traditional textbooks. Having methodological significance, well equipped with a fundamental mechanism for developing conditions and
means of their practical implementation, the considered systems of principles are aimed at finding the teacher’s own place in educational relations with the student. However, these relationships are built at the level of situational, operational changes in teaching activities. The level of penetration into the deep essence of certain practical actions performed as a result of awareness of the meaning of cause-and-effect relationships between the theory and practice of education, as the main mechanism for enabling self-organizing activity, remains uninvolved.
The crisis meaning of this phenomenon is that the development pedagogical science continues in the mode of struggling with consequences, and not with the causes that gave rise to them. The methodology used to justify the open, humanistic paradigm of education is based on the philosophical foundations of closed, i.e., formative education. This contradiction is manifested in the conceptual orientation of what is passed off as humanistic education towards its mechanistic, externally specified regulations. They establish the role and place of a person in the education system, as part of a mechanism.
Here, as in many other concepts personal education, the phenomenon of scientific understatement appears. It arises as the authors approach a kind of “forbidden zone” of pedagogy - its methodology and content of education, which continues to be considered as an unshakable and eternal basis of training and education in an ever-changing, unstable world. This characteristic paradox is the main “moment of inhibition” that does not allow one to go beyond the traditional paradigm of education.
However, the emergence of various concepts of personality-oriented education in domestic and foreign pedagogy marks the beginning of a new stage in the development of world pedagogical thought, the features of which are as follows:
The general view of education is changing towards a deeper understanding of it as a cultural process, the essence of which is manifested in the humanistic values and cultural forms of interaction of its participants;
The idea of personality is changing, which, in addition to social qualities, is endowed with various subjective
properties characterizing its autonomy, independence, ability to choose, reflection, self-regulation, etc., and therefore its role in pedagogical process it becomes its system-forming beginning;
The attitude towards the student as an object of pedagogical influence is subject to revision, and the status of a subject of education and his own life, possessing a unique individuality, is finally assigned to him. Creating conditions for the development of individual personal abilities, properties and pedagogical support of children's individuality are considered as the main goals of education;
Results are actively penetrating into pedagogy and becoming in demand latest research about psychological mechanisms of personality development. Along with interiorization (translation of external influences into the internal plane of the individual), which was previously considered as the main mechanism of personal development (socialization), great importance is attached to personalization, self-identification, the desire for self-actualization, self-realization and other internal mechanisms of individual self-development.
All this marks the departure of pedagogy and educational practice from the paradigm of personality formation with given properties and their turn to the development of the theory of education as a personality-oriented cultural process.
Theoretical concepts of student-centered education are presented in summary. They don't run out of scale pedagogical research which are currently being carried out in this direction.
A personality-oriented approach has already moved domestic education from the “dead point” of traditional ideas about the role and place of the teacher and student, about personal values, about new teaching technologies, etc. But this is only the first step, which requires continuation of the movement. In the educational space of Russia, even the Celte regions have already stood out - Volgograd, Voronezh, Rostov, educational activities which is based on these ideas. However, they have not yet been reflected in teaching aids. This is probably due to the fact that the methods of implementing these ideas raise many questions and pose problems to which neither science nor practice has yet sufficiently substantiated, much less clear, answers. In particular, the orientation is practically
of all the authors considered, the concept of using humanized means of external organization of mental activity, undertaken to bypass the self-organizational potential of consciousness, certainly contradicts the essence of humanistic education.
QUESTIONS AND TASKS
1. Why, in Yakimanskaya’s concept, is the student viewed as a subject of cognitive activity, and not as a subject of life?
2. What educational consequences does such a value reorientation entail?
3. Select from the proposed list one or more definitions that most fully represent the pedagogical meaning of personality-oriented education according to Yakimanskaya: teaching, demand, stimulation, cultivation, correction, subjectification, enrichment, polishing, objectification - supplement the missing ones at your discretion. Explain your choice.
4. What is the main purpose of personality-oriented training according to Yakimanskaya? How does it differ from its formative counterpart?
5. How possible, in your opinion, is independence of thinking and self-realization of a student’s thinking processes when they are cultivated by a teacher?
6. What values are priority in the axiological concept of education? Establish, as far as possible, their conditionality or relationship with personal values.
7. Expand the pedagogical meaning of the concept of “functional assignment”.
8. Compare the theories of Davydov-Elkonin and Yakimanskaya, Zankov and Serikov. What features in goals, content, methods unite and separate their authors?
9. How do you understand the provisions that explain the essence of personality-oriented education: “a combination of independence and dependence”, “demand for personal functions”, “cognitive orientation can no longer ensure an adequate position of the student in the structure of the learning situation”, “revision of previous meanings and experiences” ( V.V. Serikov).
10. What problem cannot be solved using “knowledge-reproduction”
tive level"? What is proposed to solve it in personality-oriented education according to Serikov?
11. Continue the sentences: “independence in posing a problem by a student in personally oriented learning is necessary for... It is achieved thanks to...”:
12. Explain the meaning of the statement: “The most important problem in constructing pedagogical technology is overcoming the contradiction between the algorithmic nature and the individuality of the teacher” (V.V. Serikov). In whose favor (the algorithm or the teacher’s personality) is this problem solved in V.V. Serikov’s concept?
13. Make an indicative model of lesson organization, in which the teacher’s design skills are involved (according to N. I. Alekseev).
14. Provide a list of differences between personality-oriented education and subjective pedagogy.
15. How fair do you think the statement is that the content of such disciplines as mathematics, chemistry, physics, etc. lacks opportunities for organizing students’ meaning-seeking activities, personalization, and the formation of a personal picture of the world?
The last chapter of the second section of our manual sums up the unusual result of the development of pedagogical concepts, theories and systems in Russia in the 20th century. Its uniqueness lies in the fact that we tried to show the effectiveness of teachers’ scientific and practical searches not only as a list of achievements, but also as a kind of list of problems that certainly accompanies them. We have presented these “lists” in a rather open, ambiguous form, focusing your attention specifically on the personality-oriented paradigm of education. In our opinion, scientists and practitioners developing this paradigm are as close as possible to overcoming the crisis in domestic education. However, the bewitching magnetism of traditional pedagogy does not allow them to take a decisive step towards new values and meanings of education.
A crisis always precedes a new stage of development. In modern Russian conditions, we are experiencing a systemic crisis of morality. It manifests itself not only in the testing of Russians by the unusual anti-values of the spiritless -
ity, mass culture, aggressiveness, consumerism, cynicism, cult of power, etc., which have been permanently rolling into Russia from the West since the time of Peter I. Russian morality, due to its powerful spiritual ethnocharacteristics, has overcome these flows before, will cope with them and Now. The foundations of the modern crisis of Russian morality are different. They are determined by a holistic crisis of national consciousness, which for seven decades has been tested for strength by the temptations of communist anti-values: social rather than individual consciousness, the creation of idols, the actualization of the instincts of the crowd, the dictatorship of the semi-literate masses, the fear of concentration camps, the total ideology of thoughtlessness, etc. A sad result. This experiment, in which education played a significant role, is known. Most Russians continue to remain captive to nostalgic illusions about the recent past.
In our theoretical and practical developments, we proceed from the fact that education can perform the function of a factor transforming consciousness. To do this, it must become moral, i.e., addressed to value principles, most fully represented in both positive and negative value orientations of the Russian national mentality. It is they, in our opinion, that constitute the value basis and content of pedagogical ethics. At the same time, humanistic education cannot be imposed. It can only offer material aimed at awakening humane experiences that are unique to humans - shame, resentment, deception, bitterness, disappointment. Having gone through experiences, developed, educated spiritually by these experiences, consciousness inevitably turns to searching for a way out, acquires new meanings, sets new goals - it begins to work. The teacher gains the ability to choose what his personal, awakened conscience tells him.
In order for pedagogical values to acquire personal significance for the future teacher, their formation should occur not through a culture of “doing”, but through a specific culture of pedagogical consciousness, “working” with meaningful side of education. In other words, a new understanding of the content of education is needed, which is valuable for its cultural meanings. The culture of pedagogical consciousness develops not only
themes, methods and technologies of educational relations, but, first of all, the content side of these practical actions.
In this regard, the conceptual developments presented in the next section make it possible to present them in the form of educational material of a new quality. It orients the teacher towards self-organization of his pedagogical creativity by referring to the content of cultural values of education, as the main value of the human personality. We believe that it is in this way that the most relevant pedagogy today can be established - the pedagogy of the individual.
SECTION III STRATEGY OF SELF-ORGANIZED EDUCATION
Chapter 1. CONCEPT OF PERSONALITY PEDAGOGY.