Pedagogical processes are cyclical. The same stages can be found in the development of all pedagogical processes. Stages are not components, but sequences of process development. The main stages can be called: preparatory, main, final.

At the stage of preparation of the pedagogical process (preparatory), appropriate conditions are created for the process to proceed in a given direction and at a given speed. At this stage, the following important tasks are solved: goal-setting, diagnostics of conditions, forecasting of achievements, designing and planning the development of the process.

The essence of goal-setting (substantiation and goal setting) is to transform the general pedagogical goal facing the public education system into specific tasks achievable at a given segment of the pedagogical process and in the existing specific conditions. Goal-setting is always "tied" to a specific system for the implementation of the pedagogical process - school, class, lesson, etc. At this stage of the functioning of the pedagogical process, contradictions are revealed between the requirements of the general pedagogical goal and the specific capabilities of the contingent of students of the educational institution, etc., ways are outlined resolution of these contradictions in the projected process.

It is impossible to set the right goal, to determine the tasks of the process without diagnostics. Pedagogical diagnostics (from the Greek "dia" - transparent and "gnosis" - knowledge) is a research procedure aimed at "clarifying" the conditions and circumstances in which the pedagogical process will take place. Its main goal is to get a clear idea of ​​the reasons that will help or hinder the achievement of the intended results. In the process of diagnostics, all the necessary information is collected about the real capabilities of teachers and students, the level of their previous training, the conditions for the process, and many other important circumstances. It is important to emphasize that the initially planned tasks are adjusted according to the results of the diagnosis: very often specific conditions make them reconsider, bring them into line with real possibilities.

Diagnostics is followed by forecasting the course and results of the pedagogical process. The essence of forecasting (the prefix "pro" indicates a lead) is to assess in advance, in advance, even before the start of the process, its possible effectiveness in the existing specific conditions. By applying scientific forecasting, we can learn about what is not yet there, theoretically weigh and calculate process parameters in advance. Forecasting is carried out according to rather complex methods, but the costs of obtaining forecasts pay off, since in this case teachers get the opportunity to actively intervene in the design and course of the pedagogical process, without waiting until it turns out to be ineffective or leads to undesirable consequences. We will get acquainted with specific examples of diagnostics and forecasting of the pedagogical process below.

The preparatory stage ends with a process organization project adjusted on the basis of the results of diagnostics and forecasting, which, after final revision, is embodied in a plan. The plan, like the process itself, is always "tied" to a specific system. In pedagogical practice, various plans are used - the management of the educational process at school, educational work in the classroom, plans for conducting individual educational affairs, lessons, etc. Plans for pedagogical processes have a certain period of validity. Thus, the plan is the final document, which precisely defines who, when and what needs to be done.

The stage of the implementation of the pedagogical process (the main one) can be considered as a relatively separate system, which includes important interrelated elements: setting and explaining the goals and objectives of the forthcoming activity; interaction between teachers and students; use of the intended methods, means and forms of the pedagogical process; creation of favorable conditions; implementation of various measures to stimulate the activities of schoolchildren; ensuring the connection of the pedagogical process with other processes. The effectiveness of the process depends on how expediently these elements are interconnected, whether their direction and practical implementation of the common goal and each other do not contradict each other. For example, in the course of pedagogical interaction, operational pedagogical control is carried out, designed to play a stimulating role. But if its direction, volume, goal are not subordinate to the general goal and direction of the process, and do not take into account many other specific circumstances, control can turn from a stimulus into a brake.

Important role at the stage of implementation of the pedagogical process, feedbacks play, which serve as the basis for making operational management decisions. Feedback is the basis of high-quality process management, and each teacher must give priority to its development and strengthening. Only relying on it, it is possible to find a rational ratio of pedagogical management and self-management of their activities on the part of the educated. In this regard, we recall once again that the system of the pedagogical process is largely a self-regulating system, since the people involved in it have their own will and freedom of choice. Operational feedback during the pedagogical process contributes to the timely introduction of corrective amendments that give the pedagogical interaction the necessary flexibility.

The cycle of the pedagogical process ends with the stage of analysis of the achieved results (final). Why is this needed? Why is it important to once again carefully analyze the course and results of the pedagogical process after its completion? The answer is obvious - in order not to repeat the mistakes that inevitably arise in any, even very well organized, process in the future, so that in the next cycle the inefficient moments of the previous one should be taken into account. Analyzing - learning. The teacher who benefits from the mistakes made is growing. Therefore, exacting analysis and introspection is the right way to the heights of pedagogical skill.

It is especially important to understand the reasons for the incomplete compliance of the course and results of the process with the original plan, to determine where, how and why the errors occurred. Practice confirms that most errors appear when the teacher ignores the diagnosis and forecasting of the process and works "in the dark", "by touch", hoping to achieve a positive effect. In addition to disappointments, dissatisfaction, loss of time and interest, such a process cannot give students anything.

IV. Let's make together the final table of the stages of the pedagogical process. Fill in the missing lines. If you have any problems, contact the Correction Unit for help.

Stages of the pedagogical process

RIGHT ANSWERS

control test

1. What is the pedagogical process?

2. What is the pedagogical process as a system?

3. Describe the components of the pedagogical process.

4. Why is the pedagogical process considered as labor?

5. What does the integrity of the pedagogical process mean?

6. What are the dominant and accompanying functions of processes?

7. What is the specificity of the processes that make up the pedagogical process?

8. How would you define the dynamics of the pedagogical process?

9. How does a personality develop in the pedagogical process?

10. How to manage the pedagogical process?

11. Define the pattern of stimulation.

12. Formulate the law of unity of sensory, logical and practice in the pedagogical process.

13. What is the essence of the regularity of the unity of external and internal activities?

14. Formulate the regularity of the conditionality of the pedagogical process.

15. Select and analyze the main stages of the pedagogical process.

16. What is diagnostics, forecasting, design?

17. What is pedagogical interaction?

18. What are the main ideas developed by the pedagogy of cooperation?

Literature for self-education

Amonashvili Sh.A. Personal and humane basis of the pedagogical process. - Minsk, 1990.

Volkov IL. One goal - many roads. - M., 1990.

Ibuka Masaru. After three it's too late. - M., 1991.

Ivanov A.F. Rural school. - M., 1987.

Ilyin E.N. The hero of our lesson. - M., 1991.

Ilyin E.N. The birth of a lesson - M., 1986.

Ilyin E.N. The art of learning. - M., 1982.

Ilyin E.N. path to the student. - M., 1988.

Karakovskip V.A. My beloved students. - M., 1987.

Lysenkova S.N. When it's easy to learn. - M., 1981.

Lysenkova S.N. The method of advanced learning. - M., 1988.

Pedagogical search. - M., 1988.

Soloveichik S. L. Eternal joy. - M., 1986.

Soloveichik S. L. Pedagogy for everyone. - M., 1987.

Soloveichik S. L. Teaching with passion. - M., 1976.

Shatalov V.F. Support point. - M., 1987.

Pedagogical process called the developing interaction of educators and educated, aimed at achieving a given goal and leading to a pre-planned change in state, the transformation of the properties and qualities of the subjects. In other words, the pedagogical process is a process in which social experience is melted into personality qualities.

In the pedagogical literature of previous years, the concept of "educational process" was used. Studies have shown that this concept is narrowed and incomplete, it does not reflect the entire complexity of the process and, above all, its main distinguishing features - integrity and generality. The main essence of the pedagogical process is to ensure the unity of education, upbringing and development on the basis of integrity and community.

The pedagogical process as a leading, unifying system includes subsystems embedded one into another (Fig. 3). It merged together the processes of formation, development, education and training, along with the conditions, forms and methods of their flow.

Rice. 3

The pedagogical process as a system is not identical to the system of its flow. The systems in which the pedagogical process takes place are the system of public education as a whole, the school, the class, the lesson, etc. Each of them functions in certain external conditions: natural-geographical, social, industrial, cultural, etc. There are also specific conditions for each system. For example, intra-school conditions include material and technical, sanitary and hygienic, moral and psychological, aesthetic, etc.

Structure(from lat. struktura - structure,) - this is the arrangement of elements in the system. The structure of the system consists of elements (components) selected according to the accepted criterion, as well as links between them. As components system in which the pedagogical process takes place, B.T. Likhachev singles out the following: a) purposeful pedagogical activity and its carrier - the teacher; b) educated; c) the content of the pedagogical process; d) an organizational and managerial complex, an organizational framework within which all pedagogical events and facts take place (the core of this complex is the forms and methods of education and training); e) pedagogical diagnostics; f) criteria for the effectiveness of the pedagogical process; g) organization of interaction with the natural and social environment.

The pedagogical process itself is characterized by goals, objectives, content, methods, forms of interaction between teachers and students, and the results achieved. These are the components that form the system: target, content, activity, and result.

Target the component of the process includes a variety of goals and objectives of pedagogical activity: from the general goal (comprehensive and harmonious development of the personality) to the specific tasks of forming individual qualities or their elements. Informative the component reflects the meaning invested both in the overall goal and in each specific task. Activity the component reflects the interaction of teachers and students, their cooperation, organization and management of the process, without which the final result cannot be achieved. This component is also called organizational, organizational and activity, organizational and managerial. Productive the component of the process reflects the efficiency of its flow, characterizes the progress made in accordance with the goal.

4.2. Integrity of the pedagogical process

The pedagogical process is an internally connected set of many processes, the essence of which is that social experience turns into the qualities of a formed person. This process is not a mechanical connection of the processes of education, training, development, but a new high-quality education, subject to special laws.

Integrity, commonality, unity - these are the main characteristics of the pedagogical process, emphasizing the subordination of a single goal of all its constituent processes. The complex dialectics of relations within the pedagogical process is: 1) in the unity and independence of the processes that form it; 2) the integrity and subordination of the separate systems included in it; 3) the presence of the general and the preservation of the specific.

The specificity of the processes that form a holistic pedagogical process is revealed when dominant functions. The dominant function of the learning process is training, education - education, development - development. But each of these processes performs accompanying functions in a holistic process: for example, upbringing performs not only educational, but also educational and developmental functions, training is unthinkable without the accompanying upbringing and development. The dialectic of interconnections leaves an imprint on the goals, objectives, content, forms and methods of implementing organically inseparable processes, the analysis of which also has to highlight the dominant characteristics.

The specifics of the processes are clearly manifested when choosing forms and methods of achieving the goal. If in training a strictly regulated class-lesson form of work is predominantly used, then in education more free forms prevail: socially useful, sports, artistic activities, expediently organized communication, feasible work. The methods (paths) to achieve the goal, which are basically the same, also differ: if training mainly uses methods of influencing the intellectual sphere, then education, without denying them, is more inclined to means that affect the motivational and effective-emotional spheres.

The methods of control and self-control used in training and education have their own specifics. In training, for example, oral control, written work, tests, exams are obligatory.

Control over the results of education is less regulated. Here information is given to teachers by observations of the course of activity and behavior of students, public opinion, the volume of implementation of the planned program of education and self-education, and other direct and indirect characteristics.

4.3. Patterns of the pedagogical process

Among the general patterns of the pedagogical process (for more details, see 1.3), the following can be distinguished.

1. The regularity of the dynamics of the pedagogical process. The magnitude of all subsequent changes depends on the magnitude of the changes in the previous step. This means that the pedagogical process as a developing interaction between teachers and educators has a gradual, “step-by-step” character; the higher the intermediate achievements, the more significant the final result. Consequence of the action of the pattern: the student who had higher intermediate results will have higher overall achievements.

2. The pattern of personality development in the pedagogical process. The pace and achieved level of personality development depends on heredity, educational and educational environment, inclusion in educational activities, the means and methods of pedagogical influence used.

3. The pattern of management of the educational process. The effectiveness of pedagogical influence depends on the intensity of feedback between educators and teachers, as well as on the magnitude, nature and validity of corrective actions on educators.

4. Pattern of stimulation. The productivity of the pedagogical process depends on the action of internal incentives (motives) for educational activities; intensity, nature and timeliness of external (social, pedagogical, moral, material, etc.) incentives.

5. The pattern of unity of sensual, logical and practice. The effectiveness of the pedagogical process depends on the intensity and quality of sensory perception, logical comprehension of the perceived, practical application of the meaningful.

6. The regularity of the unity of external (pedagogical) and internal (cognitive) activities. The effectiveness of the pedagogical process is determined by the quality of pedagogical activity and the students' own educational activities.

7. The regularity of the conditionality of the pedagogical process. Its course and results are determined by the needs of society and the individual, the possibilities (material, technical, economic, etc.) of society, the conditions for the course of the process (moral-psychological, sanitary-hygienic, aesthetic, etc.).

4.4. Stages of the pedagogical process

Pedagogical processes are cyclical. The same stages can be found in the development of all pedagogical processes. Stages are not components, but sequences of process development. The main stages of the pedagogical process can be called preparatory, main and final.

On preparation stage The pedagogical process creates the appropriate conditions for its flow in a given direction and at a given speed. The following tasks are solved here: goal-setting, diagnostics of conditions, forecasting of achievements, designing and planning the development of the process.

Essence goal setting(substantiation and goal setting) is to transform the general pedagogical goal facing the system of public education into specific tasks achievable at a given segment of the pedagogical process and in the existing specific conditions.

It is impossible to set the right goal, the tasks of the process without diagnostics. Pedagogical diagnostics- this is a research procedure aimed at "clarifying" the conditions and circumstances in which the pedagogical process will take place. Its essence is to get a clear idea of ​​the state of the individual (or group) by quickly fixing its defining (most important) parameters. Pedagogical diagnostics serves as the most important means of feedback for targeted impact subject to the object of the pedagogical process.

Diagnosis is followed by forecasting the course and results of the pedagogical process. The essence of forecasting lies in the fact that in advance, in advance, even before the start of the process, to assess its possible effectiveness in the existing specific conditions.

The preparatory stage ends adjusted based on the results of diagnostics and forecasting process organization project, which, after finalization, is embodied in plan. The plan is always "tied" to a specific system. In pedagogical practice, various plans are used: managing the pedagogical process at school, educational work in the classroom, conducting lessons, etc.

Stage implementation of the pedagogical process (main) can be considered as a relatively isolated system, which includes important interconnected elements:

Statement and clarification of the goals and objectives of the forthcoming activities;

Interaction between teachers and students;

Use of the intended methods, means and forms of the pedagogical process;

Creation of favorable conditions;

Implementation of various measures to stimulate the activities of students;

Ensuring the connection of the pedagogical process with other processes.

The effectiveness of the pedagogical process depends on how expediently these elements are interconnected, whether their orientation and practical implementation of the common goal and each other do not contradict each other.

An important role at the stage of the implementation of the pedagogical process is played by feedback, which serves as the basis for making operational management decisions. Feedback is the foundation of good process management.

On final stage the analysis of the achieved results is carried out. An analysis of the course and results of the pedagogical process is necessary in order not to repeat the mistakes that inevitably arise in any, even very well organized, process in the future, in order to take into account the ineffective moments of the previous one in the next cycle.

All pedagogical processes are cyclical. Similar stages can be found in the development of all integral pedagogical processes. Stages are not components of the pedagogical process, they are the sequence of the development of the process.

The main stages of the pedagogical process are:

• preparatory,
• basic,
• final.

At the preparatory stage of a holistic pedagogical process, the necessary conditions are created for the functioning of the process in a certain direction and with given time parameters. At this stage, the tasks are solved, which include:

• goal setting,
• diagnosing the conditions under which the process will take place,
• forecasting achievements and planning the development of the process.

The essence of goal definition lies in the transformation of the general pedagogical task into specific tasks that will be achieved in a certain part of the pedagogical process and under certain conditions.

At this stage, contradictions are identified between the requirements of the global pedagogical goal and the individual capabilities of students, educational institutions. Having outlined the contradictions, ways of overcoming them are outlined.

Determining the correct overall goal is impossible without a diagnosis.

Definition

Pedagogical diagnostics is a research procedure, as a result of which the conditions and circumstances of the functioning of the pedagogical process are determined.

Its main goal is to get a clear understanding of the reasons that help or hinder the achievement of the set results. In the process of diagnostic procedures, the necessary information is collected about the real capabilities of teachers and students, their level of training, and the working conditions of the process. It happens that specific conditions give rise to a revision of the tasks defined initially, their coordination with real possibilities.

Based on the results of diagnostics, the functioning and results of the pedagogical process are predicted. The essence of forecasting the pedagogical process lies in the assessment of its possible effectiveness in the existing conditions. Scientific forecasting allows you to theoretically calculate the parameters of the process in advance. Forecasting is carried out using complex methods, but the costs of obtaining forecasts are offset by the ability to direct the design and course of the pedagogical process, not to wait until the process shows little efficiency or an undesirable result.

The result of the preparatory stage is a process organization project adjusted on the basis of diagnostics and forecasting. The project after the final revision is implemented in the pedagogical plan. The plan needs to be aligned with a particular system.

The stage of implementation of the pedagogical process is a relatively independent system, which consists of the following interrelated elements:

• definition and clarification of the goals and objectives of the forthcoming activities;
• interaction between teachers and students;
• use of the required methods, means and forms of the pedagogical process;
• creation of favorable conditions for the process;
• the implementation of stimulation of students' activities;
• ensuring communication between pedagogical and other processes.

The effectiveness of the process directly depends on the consistency of the elements among themselves and the absence of contradictions in their direction and practical implementation.

At the stage of implementation of the pedagogical process, feedback is important. It is the basis for making operational decisions in process control. Promptly received feedback facilitates the rapid introduction of amendments, giving the necessary flexibility to the process.

The holistic pedagogical process ends with the stage of analysis of the achieved results. This allows you to analyze the course and result of the pedagogical process in order to avoid mistakes in the future, and take into account ineffective moments in the next cycle. The growth of a teacher's professionalism depends on the ability to benefit from the analysis of mistakes made. In the accepted classification, three types of analysis are distinguished:

• parametric,
• thematic,
• final.

Parametric analysis studies daily information about the course and results of the pedagogical process, identifying the causes that violate it. The subject of parametric analysis is the study of current performance, discipline in an educational institution, attendance and other parameters. Decisions made on the basis of the results of such an analysis require prompt implementation.

Thematic analysis studies more stable, recurring dependencies, trends in the pedagogical process. The content of the thematic analysis consists of the following problems: the optimal combination of teaching methods; system of work of teachers and others.

The resulting analysis covers significant temporal, spatial or content events. The final analysis prepares the functioning of the management cycle. Information for the final analysis is made up of parametric and thematic analysis data and other data.

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  Stages pedagogical process. Pedagogical processes are cyclical. In the development of all pedagogical processes you can find the same stages.


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A holistic pedagogical process is cyclic in nature and can be divided into several stages, reflecting the sequence of development of the process.

The main steps can be:

1) preparation of the pedagogical process;

2) implementation of the pedagogical process;

3) analysis of the results.

At the stage of preparation of the pedagogical process (preparatory), the necessary conditions are created for it to proceed in a given direction and with a given efficiency. During it, the following important tasks are solved:

1) goal setting;

2) diagnostics of the possibilities of the pedagogical process;

3) forecasting the results of the process;

4) design and planning.

The essence of goal-setting (substantiation and goal setting) is to transform the general pedagogical goal of the public education system into specific tasks achievable at a given segment of the pedagogical process and in the existing specific conditions. In other words, pedagogical goals at this stage should be perceived as pedagogical tasks. In the creative pedagogical process, different pedagogical tasks are simultaneously or sequentially comprehended:

The general pedagogical task of all activities of the teacher (as a general concept of the process);

Stage pedagogical task (associated with a specific stage of the process);

Constantly arising situational (private) pedagogical tasks.

Awareness of the pedagogical task is an indispensable condition for its productive solution. It predetermines the analysis of its initial data and the formulation of a pedagogical diagnosis.

Analysis of the initial data of a specific pedagogical situation is closely related to taking into account many factors of the pedagogical process. It forms the basis for making a pedagogical diagnosis. Pedagogical diagnostics (from the Greek "dia" - transparent and "gnosis" - knowledge) is an assessment of the general state of the pedagogical process or its individual components, as well as the conditions and circumstances in which the pedagogical process takes place. The main tasks of pedagogical diagnostics are:

Getting a clear idea of ​​the conditions that will help or hinder the achievement of the intended results;

Collection of the necessary information about the real possibilities of teachers and students, about the level of their previous training and the conditions of the process;

Promotion of pedagogical diagnosis and prognosis.

Diagnostics is followed by forecasting the course and results of the pedagogical process. The essence of forecasting is to preliminarily, even before the start of the pedagogical process, evaluate its possible effectiveness in the existing specific conditions. Forecasting actually comes down to pedagogical goal-setting.

Pedagogical forecasting is usually defined as obtaining advanced information about the object of the process: class, group, student, team, knowledge, relationships, behavior, etc. Its methods are quite diverse: modeling, hypothesizing, thought experiment, etc.

The forecasting and goal-setting carried out by the teacher in a qualified manner form the basis for the pedagogical design of the educational process.

The preparatory stage ends with the preparation of a project for the organization of the pedagogical process, adjusted on the basis of the results of diagnostics and forecasting, which, after final revision, is embodied in the plan. The plan is always "tied" to the specific components of this process. In pedagogical practice, various plans are used: a plan for managing the educational process; plan of educational, educational, scientific work; a plan for conducting a separate lesson, etc. All of them have a certain period of validity. Therefore, the plan is the final document, which precisely defines who, when and what needs to be done.

The stage of the implementation of the pedagogical process (the main one) can be considered as a relatively independent process, which includes important interrelated elements:

Statement and clarification of the goals and objectives of the forthcoming activities;

Interaction between the teacher and students;

Use of the intended methods, forms and means of the pedagogical process;

Creation of favorable conditions;

Implementation of various measures to stimulate pedagogical activity;

Ensuring the connection of the pedagogical process with other processes.

The effectiveness of the pedagogical process depends on how expediently the named elements are interconnected, whether their direction and practical implementation of the common goal and each other do not contradict each other. So, for example, in the course of pedagogical interaction, operational control is carried out, identification of weaknesses pedagogical activity, which has a stimulating value. An important role at this stage is played by feedback - the basis of high-quality process control.

The cycle of the pedagogical process ends with the stage of analysis of the achieved results. The teacher, using the methods of observation available to him, analysis of work performed, conversations, surveys, and others, studies the degree of solving the tasks. It is especially important to identify the reasons for the incomplete correspondence of results and goals, which can sometimes arise due to some unforeseen circumstances.