Subject: "Personally oriented model raising modern children in accordance with the Federal State Educational Standard for Education"
Currently there are various technologies, systems and models of training and education. The student-centered learning model is a trend in modern educational systems; its main theoretical conclusions are well known and have been widely tested in educational practice. How does personality-centered education differ from the usual, traditional one, the one that has always been?
System preschool education began to rebuild - to turn from an authoritarian to a personality-oriented model of constructing the pedagogical process. Her tasks are special. As you know, the basis of personality is laid in the first seven years of life. Components that were not included in the personality structure in preschool age are subsequently either not assimilated (modification), or are assimilated with great difficulty, and are reproduced (reproduced) with a low reliability coefficient.
Research by theorists shows that in preschool age children effortlessly absorb a set of knowledge if it is presented in an accessible, engaging form and if the child’s interests and cognitive capabilities in relation to the phenomena being studied are taken into account.
Teachers must provide each child with conditions for development and self-development, which is only possible with a deep analysis of a person’s individual characteristics and strategic planning teaching tactics intended not for an abstract child (a child “in general”), but for a specific person with his personal, unique set of qualities.
The essence of the person-centered approach is:
There are various types of preschool education institutions;
In recognizing the main value of education is the formation of the individual as an individual in its originality, uniqueness, originality;
In giving each child the right to choose his own path of development based on identifying his personal characteristics, life values, aspirations.
A person-oriented approach to the education of preschool children presupposes a certain position of the teacher:
An optimistic approach to the child and his future as the teacher’s desire to see the prospects for the development of the student’s personal potential and the ability to maximize this development by himself with the help of adequate means;
Treating the child as a subject of his own activity, as an individual capable of demonstrating his own activity;
Reliance on the personal meaning and interests (cognitive and social) of each child in learning, promoting their acquisition and development.
The personality-oriented model of education is aimed at overcoming the educational and disciplinary approach to the child that is familiar to our education system, equipping teachers with the skills of partner communication with children, as well as new pedagogical technologies. Because the child is the same full member society, like an adult, then recognizing his rights means taking a pedagogical position not “from above”, but nearby and together.
2. Communication styles used in a person-centered model of interaction between a teacher and children.
Styles of the personality-oriented model used in working with preschoolers?
1. Situational-personal typecommunication is inherent for children 2 years old. It is important for them that the teacher is affectionate and ready to help and protect. Therefore, a child of this age needs to be caressed, hugged, sit next to him just like that... The exchange of “pleasant touches” between you and the child will create an atmosphere of trust and warmth, relaxation and peace. Situational-personal t SP communication is establishing personal contact with each child individually.
2. Situational business type of communicationused when working with children 3- ex years, since for three-year-olds it is important that the teacher is a good partner in a variety of activities. Here it is imperative to work as equals, and not under the guidance of a teacher. The task of this stage is to earn the authority of a “skillful person” in the eyes of children.
3. Non-situational and business type of communicationused in middle age, when an adult becomes an authoritative source of interesting and reliable information. The task of this type is to earn the authority of a “knowledgeable person.” But there is no need to do this at alllooks like you know everything. Don’t be embarrassed if you don’t immediately know the answer to a question. Children must ensure that:
the question interests you;
you know where and how to look for the answer;
you are persistent in your search and consider it important to still find the answer.
4. In older preschool age, it is necessary to be able to listen to children’s confidential stories and enter into personal communication on an equal basis with the child, avoiding assessments, as well as the ability to sincerely enjoy life. Children at this age can be closed in their own way and open up only with a person they trust very much. They share their feelings, experiences, thoughts. This type of communication is non-situational and personal.
Every year the style of communication between an adult and children changes, because the nature of the child’s need for an adult changes. But it is important to remember that a new need does not come in place of the previous one, but as an addition to it.
A personally oriented style of relationships is also embedded in assessing children’s achievements. For children 2-3 years old, any results of work and effort must be approved; only in this way can the child’s desire to set new goals be strengthened. For children 4 years old, along with approval, an objective critical assessment of the results of children's activities is also necessary, but always in a playful way and from game character. Starting from the age of 5, the teacher in a friendly manner compares the results of the child’s activities with his previous ones (for example, compares drawings), but in no case should they be compared with the results of the activities of other children. At the same time, the teacher helps the child make comparisons - comparisons of what has been done, and outline ways to correct them. In this way, children develop the prerequisites educational activities(self-control and self-esteem).
3. Comparative table of models of educational activities.
Educational and disciplinary model | Person-centered model | |
Childhood is a stage of preparation for future life. The main function of a preschool education institution is to prepare the child for school. | Recognition of the intrinsic value of preschool childhood as a unique period in human life. The main function of a preschool education institution is to protect the life and health of the child. | |
The priority of preschool education is educational program. The main task teaching staff-- implement an educational program | The priority of preschool education is the interaction of teachers with children. The main task is to promote maximum disclosure and self-disclosure of potential opportunities for personal development | |
The child is considered as an object of application of forces educational system. Children's activity is suppressed for the sake of external order and formal discipline | The child is the main thing actor educational process, subject of activity, which is characterized by selectivity, activity, initiative, responsibility | |
Manipulative approach to the child. The adult slogan “Do as I do!” | The child is seen as an equal partner in a cooperative environment. The adult proceeds from the interests of the child and the prospects for his further development | |
Education comes down to correcting behavior or preventing possible deviations from the rules through restrictions, “suggestions” | To educate means to help introduce a child to the world human values. Rewarding good behavior and ignoring negative behavior | |
Priority methods of communication: instructions, notations, restrictions, punishments. Interaction tactics: dictate and guardianship | Methods of communication require the ability to take the child’s position, take into account his point of view and be attentive to his feelings and emotions. Interaction tactics - cooperation | |
The adult himself resolves conflicts between children: he encourages those who are right and punishes those who are guilty. | The adult encourages the children to discuss issues that arise between them. conflict situations and independently look for ways to resolve them | |
Direct teaching of knowledge, skills and abilities defined by the program, which implies a copy of the “school model” frontal classes". The priority forms of work are frontal. The focus is on "equipping the child with knowledge, skills and abilities." | The transition from direct teaching of knowledge, skills and abilities to the formation of the opportunity to acquire them and use them in life. Priority forms of work are individual and subgroup. A guide to the child’s own discoveries | |
An adult teaches all children a set amount of knowledge, skills and abilities. Belief: A child learns better and learns more under the direct guidance of an adult. Learning from adult experience is the most valuable way to develop | An adult contributes to the effective accumulation of each child’s own experience. Belief: the child learns independently in the process of interaction with the outside world; the most valuable thing for full and timely development is the acquisition of one’s own experience | |
The adult determines the tasks, the form of work of the children and shows them an example of the correct completion of the task | An adult offers children a variety of tasks and forms of work to choose from and encourages them to independently find solutions to these tasks. | |
The adult tries to interest the children in the material that he himself offers | The adult strives to identify the real interests of the children and coordinate the selection of material with them. | |
An adult spends individual sessions with lagging children. The individual approach extends to a small part of the group; The teacher is required to be able to identify aspects that require increased attention (problems and deficiencies in development) and knowledge of the norm (standard, program requirement) | An adult spends individual work with every child. Individualization applies to each child; The teacher is expected to have greater flexibility and openness to new ideas, the ability to improvise, and constantly reflect on what is happening | |
An adult plans and directs children's activities in a certain direction | An adult helps children plan their own activities | |
The adult evaluates the results of the children’s work, noticing and correcting the mistakes they have made. | An adult encourages children to independently evaluate the results of their work and correct mistakes. | |
The dominant way of conducting classes is the direct influence of an adult on a child, a question-and-answer form of interaction | Direct instruction is not the main form of organizing classes. One of the most effective ways for children to learn in the classroom is didactic game. Integration different types activities in class | |
The child’s achievements are assessed based on group standards (norms) | A child’s achievements are assessed as a result of comparison with oneself | |
Mastery of knowledge is considered a mandatory program requirement and is strictly controlled. At the same time, the interests of the child are often ignored, the main thing is the formation of responsibility, perseverance, and discipline | The game, in combination with the necessary explanations - the direct influence of an adult - forms a specific form of teaching children - a unique synthesis of play and activity, thereby eliminating the traditional opposition between these forms of education | |
The teaching uses didactic material designed for a certain amount of knowledge of the “average” child. | Didactic material is used that corresponds to the level of development and abilities of each child | |
Group activity is stimulated | The activity of each child is stimulated, taking into account his capabilities and individual inclinations | |
An adult is not interested in methods of cognition, but the final or intermediate results training | An adult helps children understand ways of knowing the world, organizes discussion and exchange of ways of knowing | |
The game is used as an application to the didactic process of acquiring knowledge determined by program requirements | Play is the main form of organization of children's life, based on the free cooperation of an adult with children and the children themselves with each other. | |
The teacher usually conducts a game with children in the same way as a lesson: defines the topic, assigns a place to each participant and gives a role, prescribes and regulates actions | Educational games, free from themes and regulation of actions imposed by adults “from above” |
We must learn to see the world through the eyes of a child, proceed from his interests, understand his individuality, rejoice in his successes, thereby building the relationship between teacher and child on a personal basis.
LECTURE No. 5 (personal development).Didactic model of personality-oriented education V.V. Serikova (Serikov V.V. Personal approach in education: concept and technology. - Volgograd, 1994) The model of personality-oriented education developed by Serikov is based on the personality theory of S.V. Rubinstein, according to which the essence of a person is manifested in his ability to take a certain position. Personality is not a set of given qualities, but a person’s ability to “be a person,” i.e. express your relationship to the world and yourself. Personally-oriented education is an education, Serikov believes, that creates conditions for the manifestation of students’ personal functions. To the number personal functions the researcher attributes
- manifestation of selectivity - the function of choice; motivation - the function of accepting and justifying an activity, action; reflection - the function of self-esteem, criticism, self-criticism, image construction I;self-realization function of image realization I;creation of meaning is a function of determining the system of life meanings of an individual, etc.
- the general view of education is changing towards an increasingly 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 the individual is changing, which, in addition to social qualities, is endowed with various subjective properties that characterize its autonomy, independence, ability to choose, self-realization, etc., and therefore its role in pedagogical process, it becomes its system-forming principle; the attitude towards the student as a subject of pedagogical influences is subject to revision, and he is finally assigned the status of a subject of education and his own life, possessing a unique individuality; the creation of conditions for the development of individual personal abilities, properties and pedagogical support of children's individuality are considered as main goals of education; results actively penetrate into pedagogy and become in demand latest research O psychological mechanisms personality development; along with the translation of external influences into the internal plane of the personality, which was previously considered as the main mechanism of personal development (socialization), great importance is attached to self-identification, the desire for self-actualization, self-realization and other internal mechanisms of individual self-development.
LECTURE No. 6 (personal development)
Human socialization as a socio-pedagogical phenomenon
Features of human socialization at various stages
his age
As noted by A.V. Mudrik, the term “socialization” came to human science from political economy, where its original meaning was “socialization” - of land, means of production, etc. In relation to man, it was reflected in connection with the development of sociology. In the work of the American sociologist F.G. Giddings (1887) “The Theory of Socialization” the term “socialization” is used in a meaning close to the modern one - “the development of the social nature or character of the individual, the preparation of human material for social life.” Social pedagogy studies human socialization as a socio-pedagogical phenomenon. Socialization(from Latin socialis - social) - the process of personality formation, the individual’s assimilation of language, social values and experience (norms, attitudes, patterns of behavior), culture inherent in a given society, social community, group, reproduction and enrichment of social connections and social experience. During this process, a person enriches his worldview, selectively introduces into his system of behavior those norms and patterns of behavior that are accepted in a given society and social group (sociocultural environment). By its essence, socialization determines the originality social development, self-realization of a person, assimilation and reproduction of the culture of society throughout his life. Gradually, a person, forming as a personality, expands and deepens his social, sociocultural interests, ideals, values, assimilate and improve various social roles, gain experience social behavior.Interests(from Latin interest – matters, important) – the real reason social actions that underlie the immediate motives (motives, ideas, etc.) of the individuals and social groups participating in them. Ideals(from French - idea, concept, representation) - that which determines highest goal activities, aspirations. Social (sociocultural) ideals determine the direction of the highest goals of human activity, determined by socio-pedagogical activities. Social values considered in a broad and narrow sense. In a broad sense, they define the most significant social phenomena and facts of reality, from the point of view of their compliance or non-compliance with the needs of society, social groups and individuals. In a narrower sense, these are moral and aesthetic imperatives (requirements) developed by human culture and are products of social consciousness. Role- this is a person’s life activity in a system of norms that determine his behavior, communication and relationships in a given social position. Social role – fulfillment by a person of a certain social status in accordance with needs Everyday life, professional activity, function performed, etc. A social role can be acquired by a person at the level of familiarity (knows the essence of the activity), basics (knows how to perform), perfection (owns the role at the level of a specialist, experienced person). Social experience represents the totality of social knowledge and acquired skills and habits of an individual in a particular society. It includes various manifestations of a person in the areas of knowledge of the environment and self-knowledge, interaction with other people, professional activity, and the performance of various social roles. Socialization occurs in the process of human interaction with other people and the sociocultural environment of life. These people and environmental factors (institutions) with which the socializing person interacts act as agents of socialization. There are agents of primary and secondary socialization:
agents of primary socialization important in the early stages of a person’s life, those directly surrounding him: parents, brothers and sisters, grandparents, close and distant relatives, babysitters, family friends, peers, teachers, coaches, doctors, leaders of youth groups;
agents of secondary socialization important in later stages of a person’s life , indirectly or formally surrounding him: institutions and institutes, representatives of the administration of a school, university, enterprise, army, police, church, state, employees of television, radio, press, party, court, etc.
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 history of the development of our civilization shows that man does not want and cannot remain unaccountable to the structure of the world around him and himself.
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), equal-cooperative and multi-distance(according to the method of interaction and remoteness of all subjects of activity), 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).
Wherein personal orientation and the intra-subjectivity of educational concepts and technologies remains poorly developed in theory and little implemented in practice educational institutions.
In pedagogy and educational psychology, until now, various attempts have been made to determine the essence of student-centered education (E. V. Bondarevskaya, V. P. Serikov, I. S. Yakimanskaya, A. A. Pligin).
According to I. S. Yakimanskaya, recognition of the student as the main active figure in the entire educational process is personality-oriented pedagogy. To build a model of student-centered education, she considers it 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- identification of groups of children based on external (more precisely, mixed) differentiation: by knowledge, abilities, type of educational institution.
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, you need a special educational environment in the form of a 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 of student-centered education.
The analysis of various approaches to understanding student-centered education allowed us to take our own scientific position and 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 the structure of his beliefs are taken into account, on the basis of which his “internal model of the world” is formed, while the processes of teaching and learning 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 principles of cooperation and freedom of choice.
In our understanding, the model of a student-centered school differs significantly from other existing models and pedagogical systems. First of all, because it provides the child with greater freedom of choice in the learning process. Within its framework, it is not the student who adapts to the established teaching style of the teacher, but the teacher, having a variety of technological tools, coordinates his techniques and methods of work with the cognitive learning style of the child. The table we specially compiled comparing the ZUN teaching model with the student-oriented one quite fully reflects the differences in the possibilities for teacher and student to choose goals, content and means of teaching:
| ZUN ORIENTED MODEL | PERSONAL-ORIENTED MODEL (subject-personal model) |
|
1. Learning objectives are set by the teacher. 2. Development of knowledge, skills and abilities. 3. Focus on the collective and frontal work of the teacher. 4. Work is carried out with groups of varying levels of achievement; Division into “humanities”, “naturalists”, “technologists”. 5. Didactic material is used that is designed for a certain amount of knowledge of the “average” student. 6. The same amount of knowledge is established for all students and educational material is selected in connection with this. 7. Studying educational material, tasks in which vary from simple to complex and are divided into certain difficulty groups. 8. Class activity as a group. 9. The teacher plans individual or group work. 10. The teacher sets the topics for covering the educational material. 11. Communication of new knowledge only by the teacher. 12. Evaluation of the student's answer only by the teacher. 13. The teacher uses only quantitative assessment methods (points, %). 14. Determining volume, complexity and form homework teacher. 16. Teachers are not interested in students’ cognitive strategies, but only final or intermediate results are important. 17. Students study given examples of art and, based on their awareness, participate in their own creativity. 18. Determination by a teacher, who has his own teaching style, of the “route” of knowledge and adjustment of students to his style of work. |
1. Learning goals are mutually agreed upon by the teacher and students; often the teacher and students separately build their own system of expectations from the lesson. 2. Development of personality, cognitive strategies in the process of cognition and competencies. 3. Focus on independent search, independent work, independent discoveries of the student. 4. Work is built with each student, identifying and taking into account inclinations and preferences in the learning process. 5. Didactic material is used that varies for students with different performance levels. 6. The amount of knowledge calculated for an individual student, taking into account his cognitive abilities, is established, and educational material is selected in connection with this. 7. Studying educational material, the complexity of which is chosen by the student and varied by the teacher. 8. The activity of each student, taking into account his capabilities and individual inclinations. 9. The teacher gives the student the opportunity to choose group or independent work. 10. Topics for completing educational material are consistent with cognitive characteristics child. 11. Discovery of current laws, patterns, methods of solving various problems with the joint participation of the teacher and students. 12. First, the students evaluate their own answer, then the teacher’s evaluation. 13. Shared use by the teacher and students of quantitative and qualitative methods of assessing the process and results of cognition: taking into account the methods, actual results, volume, actual difference between the starting and intermediate results. 14. Students can choose the volume, complexity and form of homework. 15. Books to read are chosen by the children, and the teacher coordinates the different experiences of the students during the lesson. 16. The teacher helps students understand their cognitive strategies by organizing the exchange of strategies and ways of knowing between students. 18. Matching the teacher's own teaching style with the cognitive preferences and cognitive style of students. |
It is important to note that almost all currently existing educational technologies are externally oriented in relation to the personal experience of students.
In Russian pedagogy and educational psychology, didactics was historically built on the basis of the theoretical provisions of the concept of L. S. Vygotsky, based on the idea of developing mental functions according to the principle of “external into internal.” The implementation of this approach in pedagogy led to the development of a “knowledge-based” educational model that was externally oriented in relation to the child’s experience, in which the main priority was the transfer of knowledge, skills and abilities according to the same “external to internal” principle. This methodological idea was the basis for subject-object relations, where the student receives and the teacher actively transmits knowledge and experience. In this model, the student has no choice but to adapt to the forms, methods, methods and techniques of the teacher’s work.
S. L. Rubinstein in his work “Being and Consciousness” proposes a different principle for organizing the process of cognition - “external through internal” - which, from our point of view, in relation to didactics means a fundamentally different approach: first you need to find out the features of the child’s personal experience, his internal subjective preferences, and then develop and implement educational technologies based on them. This leads to subject-subject relationships, the creation of conditions in which the student can choose his own way of knowing in accordance with his own characteristics, personal meanings, and cognitive preferences. Thus, an educational model is constructed in which the processes of learning (the activity of the child) and learning (the purposeful activity of the teacher) are mutually consistent.
Unfortunately, the implementation of this principle has not yet been adequately reflected in modern didactics and educational practice. In our opinion, the construction of a fundamentally new internally oriented didactics, based on taking into account the characteristics of the student’s personal experience and the patterns of internal mechanisms of cognition, is one of the most important theoretical and practical problems educational psychology and pedagogy.
The main measure of externally oriented didactics is knowledge, abilities and skills. 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 key concepts of the student-centered educational model include:
The student-centered educational model we are developing is based on the following principles:
You can get acquainted with most of the theoretical and practical developments in the monograph by A. A. Pligin “Person-centered education: history and practice,” as well as in scientific and methodological collections.
Sincerely,
scientific director of the GEP,
Candidate of Pedagogical Sciences, doctoral student at the Institute of General Education
Ministry of General Education of the Russian Federation,
A. A. Pligin.