Meanings of the concept of education and basic definitions. What is education - the interpretation and meaning of the word

one of the social institutions in the system of social division of labor, focused on the fulfillment of two specific tasks: to turn the social and cultural experience available in society into the property of all its members to the extent that they need it for a full and satisfying life; to form in a person the ability to enrich the existing experience with his own contribution. The term O. is used in four different meanings: 1) a set of institutions that perform certain parts of the above tasks and form the education system; 2) transfer, development and enrichment of socio-cultural experience, embodied in the educational process; 3) education, embodied in the attitudes, knowledge, skills and understanding that have developed in the course of educational activities and are considered from the perspective of their application to perform cognitive and practical tasks; 4) the level of education, confirmed by the availability of a document confirming the completion of an elementary, secondary or higher educational institution. According to the nature of knowledge, general O. and professional O. are distinguished. Depending on the amount of knowledge and skills, general and vocational education can be of different levels. In the Russian Federation, the following levels of education (educational qualifications) are legally established: 1) basic general education; 2) secondary (complete) general education; 3) initial vocational education; 4) secondary vocational education; 5) higher professional education; 6) postgraduate professional education. The receipt by a citizen of education (and a certain educational qualification) is certified by an appropriate document (certificate, diploma, certificate, etc.). Education is the image of one's "I", colleagues, the world around, the image of a Person, his face, Personality / d. psycho. Sciences V.P. Zinchenko/. Adult education is a process of purposeful educational and educational influence on citizens, which forms their competence, ability and willingness to act as a subject of activity.

O. in accordance with the interests and abilities of the individual is one of the fundamental human rights. General significance of culture and morals. landmarks of human activity and behavior make O. a subject of interest not only for the individual, but also for society and the state, to-rye actively influence O., supporting one or another form. institutions, certain models of uch.-educate. process. See also Education system.

The peculiarity of cultural continuity is that the socially valuable qualities of a person are not spontaneously formed, but are purposefully brought up and developed. The variety of industries and areas of human activity in society, the intellectual saturation of modern skilled labor and the complexity of the layers of culture being mastered require an appropriate organization of O.

In O. directly. human being is connected with culture, comprehended and ordered in the system of art. images, morals. categories and scientific concepts, socially approved patterns of behavior, etc. A developing personality is able to acquire and rebuild experience, knowledge, and activity skills. Classification of species is formed. practice is carried out according to the criteria of abilities formed and developed in the education system (general and special or professional education) and according to the levels and complexity of programs (preschool, basic school, secondary, higher, etc.). Ideas about O., his theoretical. comprehension are historical and depend on a number of goal-setting aspects, including ethical, socio-philosophical. and pedagogical. Accordingly, O. acts as an important category of a number of sciences. This category is of fundamental importance for pedagogy.

O.'s goals are correlated with the historically and socially varied ideals of the individual and the educated person. Society goals and student goals are linked; the less educated a growing person is, the more his spontaneous goals diverge from social and pedagogical ones. The removal of this contradiction presupposes a gradual convergence and, in the final analysis, the coincidence of the personal meanings of the activities of the parties involved in the O..

In modern ped. science overcomes the attitude to knowledge, skills and abilities as the goals of O. They, as its most important means, ensure the full development of the individual and its inclusion in socially valuable activities that involve decomp. opportunities for self-education.

In O. it is necessary to correlate ped. leadership of a growing person with his activity and independence in overcoming the gradually growing and nevertheless feasible difficulties of training and education. Formation and maintenance of education. personal motives - one of the main. tasks of teachers and psychologists. underestimation of motivation. factors, the manipulation of interpersonal relationships in O. can not only slow down the development of students, harm their physical. health, but also to form a distorted picture of the world, to cause an aversion to intellectual activity and science, which will inevitably have a negative impact on the behavioral attitudes of young people and harm the socio-economic. development of society and state-va.

Teaching and upbringing are sides of a single process O. Teaching involves the assimilation of knowledge, skills and habits that allow the one who teaches and the one who learns to speak the same language of objective meanings of the elements of culture. Education involves the assimilation of morals. values ​​and norms of societies. behavior. But such assimilation is impossible without training. Semiotic and axiological beginnings are necessarily present in all education. processes.

The motivation of students is manifested in their interests and inclinations, providing attention to the content of education and the ways of acquiring it. But O. develops in a person the necessary ability for self-criticism of thinking, reflective verification and self-correction. These processes are essential for the development of creativity. attitudes of the individual, driving not only individual, but also general cultural development.

Answering diff. age structure of needs and abilities, the content of education unfolds from ideas that are predominantly emotionally experienced by children to a reflectively and actively mastered system of knowledge about the world and relationships with people, which expands into educational education. process concentrically and linearly.

Pedagogically sound selection and presentation of such material are carried out according to the criteria of completeness and systematic nature of the activities necessary for the development of intellect - cognitive, emotional-value, volitional and physical. personality traits, and corresponding to these types of activities of cultural content for decomp. difficulty levels.

In the perspective of human development, the maintenance of O. is designed to provide a full-fledged "accommodation" of the department. age stages (childhood, adolescence, etc.), a psychologically based sequence of assimilation of the components of culture and activities, as well as for the development of decomp. abilities for the purpose of self-determination of individuals in the world of work, interpersonal and societies. relations.

Organizational O.'s system is designed to provide access to O. to all who are able to learn it. O.'s differentiation can be based only on the abilities of the individual unfolding in time.

In modern Russia is approved by personal-guidelines. model O., which denies the manipulative approach to students. O. focuses on the democratization of its institutions, on the humanization of education. process, return to nat. and world cultural-ist. traditions.

On the eve of the 21st century continuity, etc. O.'s multiculturalism becomes the main. principles of education. politicians. O. is not limited to the walls of the account. institutions, assuming the fusion of study with the work and leisure of people. Early childhood education is organized in a flexible manner so that the family and the community share in it and share the necessary costs. Education at the beginning and cf. The school is becoming more complex, more and more aimed at providing young people and adults with broad general training, which makes it possible to master the various. specialties (see Continuing Education, Differentiation of Learning). The development of O. systems is planned taking into account the opportunities provided by new information. technologies (see Informatization of Education) and technical teaching aids.

Great Definition

Incomplete definition ↓

The process and result of a person's assimilation of skills, abilities and theoretical knowledge. The word "form" has two meanings. Firstly, it means "to set a pattern and establish prescriptions," and secondly, "to form the inclinations that already exist." The knowledge that enters O. is not separated from the cognizer as an object lying outside him, but he is directly affected by what he cognizes. Any kind of technical knowledge can be learned, and even by one's own choice Moral knowledge, as an indispensable component of morality, is not directly learned by a person and cannot be unlearned either. O. is an internal process, the process of creating "images" and / or "patterns" that a person follows in his life. The result of O. is not presented as a technical intention, but stems from the internal process of formation and O. and therefore is constantly in a state of continuation and development. O. cannot be a proper goal; it is a kind of self-increasing process. This is its difference from the mere cultivation of inclinations from which it originated. The cultivation of inclinations is the development of something given; here the means to achieve the goal are exercise and diligence, which have become a habit. In the process of O., on the contrary, that on which and thanks to which one receives O., must be assimilated entirely and completely. In this respect, O. includes everything that it touches, but all this does not enter as a means that loses its functions. On the contrary, in the O. received nothing disappears, but everything is preserved. "is a truly historical concept, and it is precisely this historical character of "preservation" that should be discussed in order to understand the essence of the humanities" (G. Gadamer). Historically, the formation of the O. phenomenon proceeded in the process of the formation of mechanisms for the preservation and transmission of socially significant content from generation to generation. For the first time, it was Plato in European culture in the dialogue "Protagoras" who raised the question of the possibility of transmitting virtue to subsequent generations. What Eastern sage and teacher could doubt that he should teach the skills of "living together"? On the contrary, he taught and demanded an unambiguous perception of his knowledge. "Let not this book of the law depart from thy mouth," says the Old Testament. And the Platonic Socrates doubted that Protagoras could teach the young man Hippocrates something. In the course of the discussion, Socrates comes to the conclusion: in order for the state to “be”, there must be something united in which everyone is involved - this is virtue. And by the highest virtue, he meant knowledge, for there is nothing higher than the knowledge of what is bad and what is good. If virtue is knowledge, then it can be learned. For the first time the concept of O., according to M. Heidegger, was essentially thought out by Plato in the "State". Heidegger believes that Plato's "Parable of the Cave" is intended to reveal what the Greeks understood as paideia, i.e. O. The parable tells how the prisoner, freeing himself from the shackles, leaves the cave, where he saw only the shadows of things in the flickering of the behind the back of the fire, and gains knowledge of the truly existing when passing to the surface. The narration unfolds in a chain of images passing into each other, embodying the meaning of O. The cave-like room in the parable is an image of the daily residence of people; the fire in the cave is an image of the vault of heaven, under which people live, surrounded by imaginary things, but which they perceive as true reality. Those things named in the parable, which are revealed to the eye outside the cave, are, on the contrary, an image of that in which the actual being of all that exists consists. The transitions from the cave into daylight and from there back into the cave require each time a change in the habit of the eyes from darkness to light and from light to darkness. And just as the bodily eye only slowly and gradually gets used to either light or darkness, so the soul also does not immediately, and only in the appropriate sequence of steps, get used to the realm of being. Such habituation requires that the whole soul turn in the main direction of its aspiration, just as the eye can look correctly only when the body has assumed the appropriate position. This "transition" serves as a symbolic expression of the change that must take place in the unfolding of what is already inherent in the human being. Such retraining and accustoming a human being to one or another area allotted to him, Heidegger notes, is the essence of what Plato calls paideia. Paideia means a guide to change the whole person in his being. Heidegger believes that the word "education" comes closest to paideia. First, it is O. in the sense of an unfolding formation. Such a "formation," on the other hand, "forms," ​​proceeding all the time from an anticipatory proportion with a determinant species, which is therefore called a prototype. O. is, at the same time, both the formation and guidance of a certain model. "The Parable of the Cave" does not end with a description of the achievement of the highest level of ascent from the cave, but tells of the descent of the liberated back into the cave, because the constant overcoming of ignorance belongs to the essential moment of O.. The parable names the sun, towards which the prisoner is directed, as an image for the idea of ​​goodness. Good among the Greeks was not understood narrowly morally, it is "that which for something makes another fit for something." After Nietzsche, this concept can be understood as what is the "highest value" for people. According to M. Foucault, Plato's ascent to virtue was closely connected with self-care: "I am obliged to take care of myself in order to become able to manage other people and the policy." Therefore, self-care must become an art. Self-care is impossible without a mentor. And the position of the mentor himself is determined by the concern for what care his ward shows about himself. Showing disinterested love for the young man, the mentor gives the principle and model of the care that the young man should exercise in relation to himself as a subject. "Self-care" takes its form and completion, firstly, in self-knowledge, and secondly, by the fact that self-knowledge as the highest and independent expression of one's "I" provides access to the truth; finally, the comprehension of truth allows at the same time to recognize the existence of the divine principle in oneself. "Taking care of yourself" leads to self-realization, which becomes necessary against the background of mistakes, against the background of bad habits, against the background of all kinds of deformations. Thus, we are talking here, rather, about correction, about liberation, rather than about the formation of knowledge. It is in this direction that self-realization will develop in the future, which seems significant. Further, if a person has not succeeded in "correcting" in his youth, this can always be achieved in a more mature age. To become what a person has never been before is the main theme of self-realization. For the implementation of the latter, the existence of another is required. Ignorance cannot go beyond its own limits, and memory is needed to make the transition from ignorance to knowledge (a transition that is always made through another person). According to Foucault, there are three types of relation to the other that are necessary for the formation of a young person. 1. Leading by example: the example of great men and power traditions form a pattern of behavior. 2. Instruction with knowledge: the transfer of knowledge, manners and principles, 3. Instruction in difficulties: the skill of getting out of a difficult situation (Socratic art). From now on, the mentor (philosopher) acts as an executor of the transformation of the individual in his formation as a subject. Foucault distinguishes between pedagogy and psychogogy. By pedagogy he understands the transmission of such a truth, the function of which is to supply the subject with some kind of relationship, abilities, knowledge that he did not have before and which he will have to receive by the end of the pedagogical relationship. From this point on, psychogogy could be called the transmission of such a truth, the function of which would not be to provide a person with any kind of relationship, but rather to change the mode of existence of the subject. In Christianity, in the light of what has been said, the scheme of relations between knowledge and self-care consists, firstly, in the constant turning from the truth of the text to self-knowledge, secondly, in the interpretation of the method of interpretation as a way of self-knowledge, and, finally, in the position of the goal, which is self-denial. In this regard, there is a gap between psychogogy and pedagogy, since the soul under psychological influence, that is, the guided soul, is required to speak the truth that only it alone can say, which it alone possesses. In Christian spirituality, the guided subject must be present within the true judgment as the object of its own true judgment. In the judgment of the follower, the subject of the utterance must be the referent of the utterance. The modern discourse of O. was finally formed by the 18th century. - during the Age of Enlightenment. The very concept of O. acquired a categorical status and dissociated itself from such concepts as "natural formation" or "mountain building". From now on, O. became closely associated with the concept of culture and began to designate a specific human way of transforming natural inclinations and capabilities. The final processing of the concept, stimulated by Herder (understanding O. "growth towards humanity"), was completed in the period between Kant and Hegel. Kant does not yet use the word "education" in the sense indicated above, but speaks of a "culture of abilities" (or "natural inclinations"), which in this capacity represents an act of freedom of the acting subject. O., according to Kant, concerns the formation of morality and refers to practical education, in contrast to school O. or training (giving the acquisition of skills) and pragmatic education (serving to achieve rationality). Among Kant's moral obligations is the stimulation of one's talent. This requirement in relation to oneself in Hegel already arises in line with judgments about self-education and education, which ceases to be equivalent to "culture", that is, the development of abilities or talents; O. includes the concept of "image", which has two-sidedness, because, as we have seen, it simultaneously carries the meanings of a reflection, cast, and sample. According to Hegel, who completes the formation of the concept under consideration, the distinctive ability of the subject is that he breaks with the immediate and natural, and this is required of him by the spiritual side of his being. And therefore he needs O., in the ascent to the universal. The ascent to the universal does not mean only theoretical O., but also includes practical, and embraces the essential definition of human intelligence as a whole. The general essence of human O. lies in the fact that a person makes himself a spiritual being in all respects. It requires sacrificing the general to the particular, which implies the curbing of drives and thus freedom from their objects and freedom for one's own objectivity. O., according to Hegel, includes reconciliation with oneself and recognition of oneself in otherness. Each individual, rising from his natural essence into the sphere of the spirit, finds in the language, customs, social structure of his people a given substance that he wants to master. The essence of O. is not alienation as such, but a return to oneself, the premise of which, however, is alienation. At the same time, O. should be understood not only as the result of the ascent of the spirit into the realm of the universal, but at the same time as the element in which an educated person resides. But O. should lead, as Hegel believes, to the complete mastery of substance, to separation from all objective entities, which is achievable only in absolute philosophical knowledge. In this way, the real historical essence of O. escapes Hegel, for it is not so much the last phase of development as the basis for a harmonious movement in the future. The relationship of O. and common sense is presented by A. Bergson. According to Bergson, the absolute is comprehensible only through intuitive experience, and not through rational constructions abstracted from life. Only ordinary consciousness is able to comprehend the essence of phenomena, providing direct penetration into the "principle of life." Common sense is an obligatory accessory, the basis of everyday consciousness. It acts as a social feeling that allows us to imagine the consequences of our actions, even more likely to anticipate them, to be able to choose the essential. "Common sense is the very attention paid to life." But if common sense is the basis and essence of the spirit, then perhaps it is innate and independent of education? “It seems that this would be so if everything were alive in the soul and in society, if we were not doomed to carry a dead weight of vices and prejudices with us.” Ideas obscure life itself from us and force us to think not about things, but about words. And it is precisely in the classical that O. Bergson finds a force capable of "breaking the ice of words and revealing a free flow of thought under it." The classical teaches not to be deceived by words, relieves automatism and frees ideas from the yoke of verbal forms. It calls for "abandoning symbols and learning to see." In the modern era, Foucault believes, truth is no longer able to serve as the salvation of the subject, as it was in ancient times. Knowledge is accumulated in an objective social process. The subject affects the truth, but the truth no longer affects the subject. The connection between access to truth and the demand for the transformation of man and his being himself was finally broken, and truth became an autonomous development of knowledge. "Postmodernity", according to J. Baudrillard, is losing the two-century domination of the social. The Enlightenment, which gave rise to O.'s discourse, was based on the principle of rational communication. At its core was the imperative of moralizing the message: to better inform in order to socialize better and to create more and more consciousness. But the current era is characterized by a drop in the demand for consciousness, and therefore there is nothing to socialize. In place of the "society" come the "masses", absorbing information without even digesting it. At the same time, the death of the subject as a carrier of cognition takes place. body activity. The reason for this process was the spread of new mass media. Does the totality of awareness deprive? ability to distinguish truth from fiction, and reality from simulation. Similarities, images are ahead of reality as simulacra in such a way that reality turns out to be only a simulation of simulacra. At the same time, the content of the message loses its significance, which leads to the atrophy of consciousness. S. A. Azarenko

Education is one of the priority areas of the life of society and man. It is a powerful and effective factor in the social, economic and spiritual development of the individual.

Education - (in accordance with the Law of the Russian Federation "On Education"

A purposeful process of upbringing and education in the interests of a person, society, state, accompanied by a statement of the achievement by a citizen (student) of educational levels established by the state.

The goals of education, (as well as the level of knowledge required by it) can be. different depending on the nature of culture, national characteristics, geographical and social environment and undergo historical changes (noble, bourgeois, humanitarian, political, etc.)

According to Boris Semenovich Gershunsky, 4 aspects of the meaningful interpretation of this concept can be distinguished:

Education as a value

Education as a system

Education as a process

Education as a result

Education - literacy brought to the socially and personally necessary maximum. It assumes the presence of a fairly broad outlook on the most diverse issues of human life and society. Education is a category that characterizes personal educational acquisitions.

Components of the content of education.

When developing the structure of the content of education (defining its components), modern didactics proceeds from the fact that the content of education includes four main components:

1. scientifically based knowledge system,

2. skills and abilities,

3. emotionally valuable attitudes to the world,

4. experience of creative activity.

1. The first component is the knowledge already acquired by society about the surrounding reality.

In the schools of the USSR, natural science and mathematical knowledge prevailed in this component, they had a pragmatic orientation, i.e. its material (real) beginning prevailed.

Now the school is faced with the task of humanizing the content of the educational material, saturating it with universal spiritual values, achieving a strong mastery of the fundamentals of science for children; eliminate overload of students, excessive complexity of the material.

All this requires a variable approach to the selection of the content of education, taking into account the abilities of students and their individual differences. Therefore, at present, an experiment is being conducted in the senior classes on the transition to profile education.

2. The second component of the content of education is the experience of methods of activity, which is embodied in the skills and abilities of the individual.

Skills and abilities are intellectual, practical, labor, gymnastic (physical).

Intellectual abilities and skills to compare, analyze, generalize, highlight the main thing, draw conclusions; draw up logical diagrams and tables, etc.

Practical skills - reading, writing, counting, expressing thoughts correctly and clearly, solving problems and exercises, advising, etc.

Labor skills and abilities are the performance of various labor actions: planing, sawing, operating various mechanisms and machines, etc.

Gymnastic skills and abilities are the actions of jumping, climbing, throwing a spear, throwing a discus, a hammer, etc.

Skills and habits (regardless of their type) are formed by exercising according to the model.

3. The third component is the system of emotional-value relations to the world around. The method of its assimilation consists in emotional experience, in the activity of feeling when the object is perceived as a value.

“Nothing - neither words, nor thoughts, nor even our actions express ourselves and our attitudes to the world so clearly and truly as our feelings,” wrote K.D. Ushinsky (Man as an object of education, vol. p. 117) .

Emotions are always meaningful and are a form of reflection of reality, but a special form that differs, for example, from thinking.

I.G. Pestolozzi wrote that “before talking about any virtue, I evoke in children living feelings of it (Selected prod. vol. 2, p. 147 M, 1963).

It is emotions that are most capable of moving into the area of ​​the unconscious, not controlled by the mind.

And so the culture of feelings; to be educated in the younger generation

coincides with the culture of thinking, with the volume and consistency of knowledge. This is a special component of content and is a consequence of human social development.

4. The fourth component of the content of education is the experience of creative activity, designed to ensure the readiness of the individual for the creative transformation of reality.

This component assumes both knowledge and skills, but is not limited to them. Otherwise, by acquiring knowledge and skills in any way, each person would be prepared for creative activity.

Therefore, creativity should be taught to a person from an early age.

Important features of creative activity are:

Independent transfer of knowledge and skills to a new situation;

The ability to see a new problem in a familiar situation;

Vision of a new object function;

Independent combination of known methods of activity into a new one;

Vision of the structure of the object;

Alternative thinking, i.e. vision of possible ways to solve this problem.

The features of creative activity do not appear simultaneously in solving each problem, but in various combinations and with different strengths.

The specificity of this component is that it is impossible to specify a system of actions for the procedures of creative activity. This system is created by the individual himself. This ’component is implemented through the inclusion of problematic questions, tasks, creative tasks in the lesson. The essence of the content of education and its main components:

The secondary school is a general educational institution that lays the foundation for the comprehensive development of the individual and the development of any profession by each student in the future. In the learning process, the content of education is realized (it depends on a number of factors and, first of all, on goals). The purpose of education: a specific answer to the question of why to teach and what to teach the younger generation, what knowledge to take away from all the wealth accumulated by man. Purpose and content are interrelated.

Previously, there was a knowledge-oriented approach to determining the essence of the content of education. In this approach, the focus is on knowledge. The knowledge-oriented content of education contributes to the socialization of the individual, the entry of a person into society. The negative side of this approach is that knowledge is an absolute value and covers the person himself (the content is oriented towards the average student).

Recently, a personality-oriented approach to the essence of the content of education has been established. The absolute value is not knowledge, but the person himself. This approach provides:

1) freedom to choose the content of education in order to meet the educational and vital needs of the individual;

2) a humane attitude towards a developing personality, the formation of its individuality and self-realization.

The change in approaches to the essence of the content of education shows that the content of education has a historical character.

Under the influence of the requirements of life, the level of development of scientific knowledge, the content of education is also changing. Education as a social phenomenon emerged from the pragmatic and cultural functions of knowledge.

Pragmatic function - knowledge necessary to ensure life.

Culturological function - knowledge associated with the idea of ​​the universe, man, art and others.

The main components of the content of education:

· cognitive (cognitive) experience of the individual - a system of knowledge about nature, society, technology, methods of activity, thinking, the assimilation of which ensures the formation of a scientific picture of the world in the mind of the student. This component is the main one. without knowledge, no purposeful action is possible;

practical experience of the individual - the formation of skills and abilities based on existing knowledge;

experience of creative activity - the student's readiness to search for solutions to new problems, to the creative transformation of reality;

Experience of personal relationships - a system of relationships and motives of behavior.

Today, general education can be represented, on the one hand, as a system of continuous education, and on the other hand, as general educational training of a person of a previous profession.

There are: 1) general skills and abilities - external (practical) and internal (intellectual) skills and abilities. (For example: draw up a plan, highlight the essential, compare, draw conclusions);

2) specific skills and abilities - skills and abilities within the framework of one type of activity or academic subject (solving problems in physics, mathematics).

Forms, methods and means of the pedagogical process.

Pedagogical means did not immediately become an obligatory component of the pedagogical process. For a long time, traditional teaching methods were based on the word, but with the growth of information, with the development of information technology, it became necessary to use technical teaching aids. Thus, pedagogical means are material objects that are necessary for the organization and implementation of the pedagogical process.

Pedagogical tools include such tools as educational and visual aids, educational and production equipment, didactic equipment, computer classes, organizational and pedagogical tools, educational and laboratory equipment, etc.

In connection with the development of didactic technology and computers, a new direction in pedagogy has arisen - pedagogical technology. The essence of this direction lies in the application of a technological approach to the construction and implementation of the pedagogical process.

Pedagogical technology combines didactic technology, traditional teaching methods and participants in the pedagogical process into one whole, a single whole.

The pedagogical form is a stable, complete organization of the pedagogical process in the unity of all its components.

Forms in pedagogy are divided according to the degree of complexity. There are three varieties: - simple: built on a minimum number of methods and means, most often devoted to one topic or content. Such forms of the pedagogical process include: a conversation, an excursion, a quiz, a test, an exam, a lecture, a “battle of scholars”, a chess tournament, a concert, a consultation, etc.;

- Composite: they are built on the development of simple forms of the pedagogical process, on their various combinations. These include: a lesson, a competition of professional skills, a festive evening, a conference, a KVN, etc. For example, a lesson can combine a conversation, a quiz, a briefing, a survey, a report, etc.;

- complex: built on the development of composite forms. Depending on which direction of the content of education the form belongs to, the following forms are distinguished:

– physical education;

– aesthetic education;

– labor education;

- mental education;

- moral education.

Forms of organization of education: lesson, lecture, seminar, test, consultation, practice, etc. You can also distinguish individual forms (consultation, test, exam), forms of interaction (subbotnik, group competitions, reviews, disputes), cooperative forms (in when the goal is achieved by distributing functions among students), etc.

There are forms of individual, group and collective activity of students.

Consider the place of forms in the pedagogical process. The figure below shows in the form of a diagram the placement of forms in the pedagogical process.

Thus, the means and forms of the pedagogical process are aimed at achieving the goal and solving pedagogical problems using the creative experience of the teacher, aimed at obtaining the best result of the learning process.

Let's take a look at some teaching methods.

Lecture-conversation is a dialogical teaching method, in which the teacher, using a carefully thought-out system of questions, encourages students to reason and leads them to understand new material or checks the assimilation of what has already been studied.

Conversation is one of the oldest methods of work. It was masterfully used by Socrates, from whose name the concept of "Socratic conversation" was derived. Depending on the specific tasks, the content of the educational material, the level of creative cognitive activity of students and the place of the conversation in the process, several types of conversations are distinguished.

If the conversation precedes the study of new material, it is called introductory or introductory. The purpose of such a conversation is to form in students a state of readiness to study a new topic.

Communicating conversations are used to communicate new knowledge directly. One of the forms of informing conversation is a heuristic conversation (from the word "eureka" - I find, open), during which the teacher, relying on the knowledge and practical experience that students have, leads them to self-awareness, discovery and formulation of rules and conclusions. The success of the conversation largely depends on the correctness of the questions.

The conversation method has a number of advantages:

Activates the activity of students;

Develops their memory and speech;

Helps to control students' knowledge;

It can be a conductor of the teacher's personal impact on the student.

The method of creating a situation of creative search is associated with the creation of a controversial task, the solution of which requires a wide "mental scope" of students. Creativity is one of the most powerful reasons for the development of cognitive interest.

The formulation of a problem or the creation of a problem situation presupposes the presentation of educational material in the form of an accessible, figuratively and vividly stated problem. Problem situations are those in which the student feels the absence of a ready-made standard (algorithm, rule, method) for the solution and tries to find it. A special class of educational problems containing contradictions are those that in the history of science had the status of scientific problems and were resolved in the works of scientists, in industrial and social practice. Educational problems should be accessible according to their difficulty for students, they should take into account the cognitive abilities of students, lie in line with the subject being studied and be significant in the assimilation of new material and personal development - general and professional.

Game teaching methods. A valuable method of stimulating interest in learning is the method of using various games and game forms of organizing cognitive activity. So a business game allows you to set the subject and social content of future professional activity in training and thereby create conditions for the formation of a specialist's personality. The developer puts a system of training tasks into the game in the form of a description of specific production, social situations. These situations may contain contradictory, redundant or simply incorrect data, mutually exclusive alternatives, and so on. During the game, the student must analyze these situations, isolate the problem, translate it into a task form, develop methods and means of solving it, make the decision itself and convince others of its correctness by taking appropriate practical actions. Thus, conditions are created not for the transfer of information from a teacher to a student, but for the generation of knowledge in joint activities and dialogic communication of the participants in the game.

The method of learning is an integral part or a separate side of the method.

For example, in the method of working with a book, the following techniques are distinguished:

note-taking,

Drafting a text plan

Abstract preparation,

Citation,

writing annotations,

Reviewing, etc.

The technique serves to enhance the effectiveness of the application of the teaching method and can be a detailed addition to the teaching method.

In pedagogy today there is no unambiguous interpretation of the concept of "means of learning". Some authors use it in a narrow sense, referring to the means-tools that serve to achieve the general educational and educational goals of learning. Others refer to the means of learning as intellectual means of carrying out mental activity, which enable a person to conduct indirect and generalized knowledge of objective reality. Still others subdivide teaching aids into the means that the student uses in the learning process and the means that the teacher uses to create learning conditions for students. Fourth, this term denotes the entire content and the entire project of training, and the means-tools of training. The main purpose of teaching aids is to speed up the process of assimilation of educational material.

Learning aids are specially designed material and materialized objects designed to increase the effectiveness of learning activities.

The classification of teaching aids is shown in Scheme 3.

The objective need to use visual aids and technical teaching aids (TUT) in the learning process lies in their huge impact on the process of understanding and memorization. Studies by physiologists have shown that a person receives 80% of information through a visual analyzer. During an experimental test of the effectiveness of memorizing a text, it was established that with auditory perception, students assimilate 15% of the information, with visual perception - 25%, and in the complex - 65%. These data allow us to conclude that the teacher must combine verbal and visual methods of presenting the material.

Pedagogy cheat sheet

Definition of Pedagogy

Pedagogy got its name from the Greek words "paidos" - a child and "ago" - to lead. In the literal translation, "paydagogos" means "tutor". A teacher in Ancient Greece was a slave who literally took the child of his master by the hand and accompanied him to school. The teacher in this school was often another slave, only a scientist. Later, the word "pedagogy" began to be used in a more general sense to refer to the art of "leading a child through life", educating him and teaching him, directing spiritual and bodily development. That is, pedagogy has become the science of raising and educating children. This perception of pedagogy persisted until the middle of the 20th century. It was only in recent decades that an understanding arose that not only children, but also adults need qualified pedagogical guidance.

Pedagogy is the science of human education. The concept of "education" is used here in the broadest sense, including education, training, development. Therefore, new terms are increasingly used in the world pedagogical lexicon - "androgogy" (from the Greek "andros" - a man and "ago" - to lead) and "anthropogogy" (from the Greek "anthropos" - a person and "ago" - to lead) .

The main tasks of pedagogical science

The main task of the science of education was the accumulation, systematization of scientific knowledge about the education of a person. The function of pedagogy is to learn the laws of upbringing, education and training of people and, on this basis, indicate to pedagogical practice the best ways and means to achieve the goals set.

The subject of pedagogy is educational activities carried out in educational institutions. Pedagogy is considered as an applied science, directing its efforts to the prompt solution of the problems of upbringing, education, and training that arise in society. Sources of development of pedagogy: centuries-old practical experience of education, fixed in the way of life, traditions, customs of people, folk pedagogy; philosophical, social science, pedagogical and psychological works; current world and domestic practice of education; data from specially organized pedagogical research; the experience of innovative teachers who offer original ideas and systems of education in today's rapidly changing conditions.

Definition of Parenting

Education is a purposeful and organized process of personality formation.

In a broad social sense, education is the transfer of accumulated experience from older generations to younger ones. Experience is understood as knowledge, skills, ways of thinking known to people, moral, ethical, legal norms - in a word, all the spiritual heritage of mankind created in the process of historical development.

In a narrow social sense, education is understood as a directed impact on a person by social institutions with the aim of forming in him certain knowledge, attitudes and beliefs, moral values, political orientation, and preparation for life.

In a broad pedagogical sense, education is a specially organized, purposeful and controlled impact of the team, educators on the educated person in order to form the given qualities in him, carried out in educational institutions and covering the entire educational process.

In a narrow pedagogical sense, education is the process and result of educational work aimed at solving specific educational problems. In pedagogy, as in other social sciences, the concept of "education" is often used to refer to the components of a holistic educational process. They say, for example, "physical education", "aesthetic education".

Definition of learning

Education- this is a specially organized, controlled process of interaction between teachers and students, aimed at mastering knowledge, skills, shaping a worldview, developing the mental strength and potential of students, consolidating self-education skills in accordance with the goals set.

The basis of training is knowledge, skills and abilities. Knowledge- this is a reflection by a person of objective reality in the form of facts, ideas, concepts and laws of science. They represent the collective experience of mankind, the result of the knowledge of objective reality. Skills- is the willingness to consciously and independently perform practical and theoretical actions based on acquired knowledge, life experience and acquired skills.

Skills- components of practical activity, manifested in the performance of the necessary actions, brought to perfection through repeated exercise. In any upbringing, there are always elements of learning. Teaching - educate, educate - teach.

Definition and types of education

Education is the result of learning. In a literal sense, it means the formation of images, complete ideas about the subjects being studied. Education is the volume of systematized knowledge, skills, ways of thinking that the student has mastered. An educated person is usually called a person who has mastered a certain amount of systematized knowledge and, in addition, is used to thinking logically, highlighting causes and effects. The main criterion of education is the consistency of knowledge and the consistency of thinking, manifested in the fact that a person is able to independently restore the missing links in the knowledge system with the help of logical reasoning.

Nowadays it has become very prestigious to have a higher education. It not only opens the way for you in life, but also gives you the opportunity to establish yourself as an interesting person with whom there is something to talk about. Let's see what education is today.
Education in the modern world

Education is a set of systematized skills, abilities and knowledge acquired by a person in the process of studying in special institutions or self-acquisition of knowledge. Depending on the nature and volume of knowledge, it is possible to distinguish primary, general and special (professional), as well as higher education. According to the content, natural science, humanitarian and social education are distinguished.

What is education in the modern world and is it essential, what to do after receiving an education? This question often arises among many schoolchildren, students and workers who have not yet found their place in life. Education is only an impetus to success, because, as you know, if a person does not set himself the goal of reaching the top, then neither the advice of teachers, nor the mountains of books read will help him in this. First of all, among the many advantages that education gives, we can single out the following: self-confidence and tomorrow, an incentive to develop and conquer new heights, move forward with your head held high, feeling confident and worthy. Today, education is one of the indicators of a person's social status, as well as one of the factors in the reproduction and change in the social structure of society.

Education is a well-established process of processing and obtaining knowledge, due to the centralized systematic training of a group of people over a certain period of time. Thanks to education, people for many centuries adopt the vast experience of skills and knowledge accumulated by civilization over the entire period of its existence. Cognitive purposeful activity of people to obtain and improve skills and knowledge is the main driving force of scientific and technological progress.
What is the education system?

Do you know what the education system is? It is a model that brings together various institutional structures, such as schools, universities, preschools and colleges, with one common goal - to educate the people who study in them. In each country, the education system has a number of its own characteristics, but, in general, it guarantees the possibility of high-quality, timely, and sometimes free education.

An educational institution is an institution that carries out the educational process and implements one or more educational programs. Its state status (kind, type and category) is determined in accordance with the direction and level of the educational programs it implements. The status is established during its state accreditation.