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Laws and principles of education of valuable orientations of the senior teenager in the course of educational activity by subject means

Working out of pedagogical model of education of valuable orientations of the senior teenagers in educational activity demands to reveal laws of process of the training, acting as the base to system of pedagogical principles which in turn will allow to prove the maintenance, organizational forms and education methods.

Laws and training principles are considered by us as «training process should be specially analysed and developed for realisation of educational function by the teacher in all its components» [107, with. 152].

Recognizing that between laws and principles there is a dialectic interrelation, it is necessary to specify understanding of categories "law" and "principle" in pedagogics. It is necessary to notice, that law is wider on volume concept, than a principle. According to visible didaktov the present (JU.K.Babansky, V.I.Zagvjazinsky, P.I.Pidkasistyj, I.P.podlasyj, M.N.Skatkin, etc.) laws - «is objective, essential, steady, repeating communications between components, components of process of training» [107, with. 198].

the Part of these laws operates always, irrespective of actions of participants and process conditions, but the most part is shown more likely as the tendency operating in a statistical number, in some set of cases. For this reason laws in pedagogics divide into the general and private. The general laws cover the action all system, and private extend on a separate component of system.

Laws, being reflexion of essential and necessary communications between the phenomena and factors of educational process, give to teachers
understanding of an overall picture of didactic processes, but do not contain instructions for practical activities. Such instructions on training and education realisation are fixed in pedagogical principles and rules. As a principle in modern pedagogics understand «initial didactic positions which reflect course of objective laws and laws of process of training and define its orientation in development of the person» [120, with. 169]. Corrected occupy the lowest step in hierarchy of the pedagogical theory and are a transitive link from the theory to practice.

Thus as V.A.Slastenin was neatly expressed, «laws of training express essential and necessary communications between its conditions and result, and the principles caused by them define the general strategy of the decision of the purposes of training» [135, with. 165-166]. Such big degree of generalisation inherent in laws, also leads to that on the basis of one law some principles are often formulated at once.

In textbooks and manuals training and education principles are considered separately. Thus often are guided by that each group of principles of training and education reflects specificity of these processes. At the same time «modern philosophical and psychological comprehension of essence of the person as integrity, and educational process as way of formation not only knowledge and abilities, but also developments of certain personal qualities reveals« through »laws of pedagogical process and its corresponding principles» [120, with. 113-114].

Thus, in the modern pedagogical theory the unity of requirements of principles of training and education is ascertained. So among training and education principles constantly present requirements are scientific character requirements in training and education, their practical orientation, unity of theoretical and practical preparation for a life, an active and conscious position of the pupil (pupil), a system and sequence of influences, etc.

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For terminological clearness it is necessary to make a reservation, that, using terms «law of training» and «a training principle» within the limits of the given work, we will mean the synthetic nature of these concepts.

the system of principles of education of valuable orientations of the person of the teenager Developed by us in educational activity contains as the well-known, traditional principles checked up by time, and the principles reflecting specificity of process of education of valuable orientations of the senior teenagers in educational activity. To formulate supervising ideas of education of valuable orientations of the senior teenagers in educational activity the laws reflecting communications between created pedagogical conditions and efficiency of education of valuable orientations have been revealed.

Being based on the analysis classical and modern ­ psihologopedagogicheskoj literatures (F.A.Disterveg, A.S.Glinsky, L.F.Zlangirova, M.S.Shapovalova, K.D.Ushinsky, etc.), we believe, that process of education of the person of the schoolboy will be especially effective, than more pupil will show subektnost in the course of training and education. On the basis of this law the consciousness and activity principle and a principle of activization of processes of self-realisation and self-expression are formulated.

the Principle of consciousness and activity of pupils is one of main principles of modern pedagogics. According to this principle training is effective when pupils show informative activity, join in process of independent getting of knowledge. «It is expressed that pupils realise the doctrine purposes, plan and will organise the work, are able to check up itself, show interest to knowledge, put problems and are able to search for their decisions» [107, with. 204]. This principle

extends as well on education as any educational problem dares through activity initiation. For example, that knowledge has passed in belief, active, active opening by the schoolboy of this knowledge is necessary.

in spite of the fact that the consciousness and activity principle is base in system of the modern didactic principles, many teachers neglect it in the work. «It is easier to adult most to make efforts and to execute the necessary. The teacher makes the same error: itself speaks, itself shows, thinks, formulates, helps, thanks, welcomes... - allowing the child only to observe of all it, remaining in position of the passive consumer. Then, when from it it is required to speak, think, formulate, help, thank, welcome... - it appears incapacitated. And then the teacher estimates children:« What you ill-bred! » - Reproaching them for in what it is guilty as the professional who has not realised the professional functions »[107, with. 405].

the Principle of activization of processes of self-realisation and self-expression assumes expression and active discussion by pupils of the belief. In psychology allocate various functions of self-expression (existential, adaptive, communicative, identification, converting, etc.) [119], but preobladajushche for formation of valuable orientations of the person self-control function has value. The essence of this function consists that in the course of self-expression there is a coordination of the ja-concept of the person and its behaviour that allows to realise, otrefleksirovat, interiorizirovat value.

it is interesting, that self-realisation of the person is simultaneously process and result of actualisation of the possibilities. «Deployment subektnosti, its cultivation can occur only in the dialogue field demanding definition of own position, that is an exit from a shade of anonymity, a neutrality. A starting point thus life experience joined in interaction. Therefore a subject of pedagogical care are conditions at which the coming true person has an opportunity sincerely, openly to express experiences, opinions concerning the major elements aksiologicheskoj to tradition» [107, with. 21]. And self-expression and self-realisation of the person can be carried out not only in the course of speech 58

interactions, but also by means of various kinds of creative works, socially useful activity.

Being based that educational influence of training is defined, first of all, the formation maintenance (P.F.Kapterev, V.N.Klepikov, N.E.ShChurkova, etc.), we believe, that efficiency of process of education of valuable orientations of the senior teenager depends on depth and quality of disclosing by the teacher aksiologicheskogo subject potential. The support principle follows from this law on the subject maintenance in education, and also such traditional didactic principles as a principle of communication of training with a life and a principle of scientific character of training.

the support Principle on the subject maintenance in education follows from the thesis, that each school subject possesses specific possibilities on education of valuable orientations of the person of the schoolboy. So, Russian brings up culture of oral and written speech, gives representation about Russian as about a state language of the Russian Federation. The geography shows great value of preservation of the environment and rational wildlife management. The biology brings up the careful relation to wildlife, own health and health of associates at schoolboys. History studying causes patriotic feelings and forms historical reference points of self-identification of the person in the modern world etc.

But thus it is necessary to understand, that the maintenance of training does not realise the educational potential automatically, for its achievement specially organised educational activity at a lesson is necessary. «Any training leads to formation at the pupil of certain relations to a society, the nature, own person and activity, character traits and qualities of the person. But not everyone obuchennost attracts behind herself good breeding. The training which is not considering meaningly put educational purposes, can lead the pupil to success in the doctrine, but at the same time and to formation at it negative lines of the person» [126, with. 172]. Educational aspects
training are connected with purposeful formation of the personal relation to the acquired maintenance and to the validity as a whole.

the Principle of communication of training with a life provides, that training process stimulated pupils not only to learn the validity, but also to transform it on the basis of the received knowledge, to develop own sights. «The analysis of examples and situations from a real life, acquaintance of pupils with manufacture, public institutes are for this purpose used, the local material of regional studies, etc.» [107 is widely involved at lessons and out-of-class employment, with. 202].

Realization of this principle in training promotes not only to increase of the importance of educational activity, but also outlook formation. «The life of a society and activity of modern manufacture are so penetrated by scientific ideas, scientific ideas so quickly take root into a life, that studying of scientific problems in the conditions of school education should be carried out in a close connection with disclosing of the major ways of their application in the industry, agriculture, in a public life» [106, with. 59].

Each teacher, using possibilities of the subject, can create the conditions providing successful formation of valuable orientations of the person of the schoolboy. But at the organisation of such work it is important to be able competently vplesti a valuable component in a lesson outline, not deforming thus the scientific information. The principle of scientific character of training from here follows. The importance of observance of this principle in training and education was underlined by many outstanding teachers of the past. A.N.Ostrogorsky bringing up role of a science saw what the science can give clear understanding of things of world around, develop common sense, erect kind instincts in conscious aspiration to good and truth ideals and to form free and firm will [102].

the Principle of scientific character of training orders, that the training maintenance corresponded to the objective scientific facts, concepts, laws, theories of all basic sections of corresponding branch of a science. The scientific character principle
aims the teacher at use of problem situations in the organisations of educational activity of schoolboys, attraction of schoolboys to research activity, their involving in scientific discussions, search of the additional scientific information for a substantiation of the made conclusions, proofs of the point of view.

Leaning against positions of humanistic pedagogics (I.G.Pestalotstsi, J.Korchak, A.S.Makarenko, V.A.Suhomlinsky, S.A.Amonashvili, etc.), we believe, that efficiency of process of education of valuable orientations of the schoolboy depends on account degree at a lesson of specific features, interests and requirements of pupils. On the basis of this law the principle of personification and a principle of an emotionality of training are formulated.

the personification Principle deduces not so much age features of pupils, how many their personal characteristics on the first place. Such characteristics are the orientation of the person, its valuable orientations, the vital plans, the generated installations, dominating motives of activity and behaviour etc. «Specificity of personification is transferring of" the centre of gravity »on the internal psychological processes connected with comprehension and personal interpretation of existing experience and creation of new experience in own practice» [52, with. 26]. The support on a personification principle in training and education aims the tutor at the account not superficial, but deep development of processes. «Formation personification in any forms it is not simple the reference of the teacher to individuality in all variety of its biological and social displays, and attempt to find in it the response» [52, with. 29].

the personification Principle in education demands, that the tutor constantly studied and well knew specific features of the pupils, was able to diagnose them, in due time revealed and eliminated the reasons which can prevent purpose achievement, thus as much as possible leant against own activity of the person.

the emotionality Principle follows from the psihologo-emotional nature of development of the person. In its basis position that emotions make active and will be organised by perception, thinking and aspiration of the person. Positive emotions induce the child to study, develop new skills and abilities and serve as original compensation for those achievements by which the daily life is noted. «We have found out, that efficiency and productivity of the pupil depend on how he feels itself(himself). Children trusted emotionally competent teachers rather than tolerant to their problems more. The positive emotional climate at a lesson allows pupils to reveal, be self-assured, reduces alarm, fears and is positively reflected in results of study» [151, with. 202].

Observance of a principle of an emotionality of training demands from the teacher produmyvanija ways of a call and support of positive emotions of pupils, emotional saturation of a teaching material, emotional preparation of pupils for mastering of a new material, paying of attention to moods and experiences of children, uses of humour for an exit from hopeless and difficult situations, following only to democratic style in dialogue [120].

Thus, the theoretical analysis of a problem has allowed to ascertain, that education of valuable orientations of the senior teenager in educational activity by that will be more effective, than more pupil will show subektnost in the course of training and education, than will be more deeply and more qualitatively opened by the teacher aksiologichesky subject potential, than it is more at a lesson specific features, interests and requirements of pupils will be considered. Revealing of these laws has allowed to formulate following main principles of successful education of valuable orientations of the senior teenager in educational activity: a consciousness and activity principle, a principle of activization of processes of self-realisation and self-expression, a support principle on the subject maintenance in education, a principle of communication of training with a life, a principle of scientific character of training, a principle of personification and a principle of an emotionality of training.

These principles act as a kernel of model of education of valuable orientations of schoolboys in educational activity. Thus the traditional principles formulated in pedagogics of the past and checked up by time are not denied, and act as a necessary background, we will list some of them: a principle of availability of the maintenance and methods of educational process, a principle of a system and sequence in mastering by achievements of a science, culture, activity experience, a principle of durability of results of training, a principle of communication of collective and individual forms and ways of study, a principle of communication of training and self-education, etc.

the Revealed laws and principles of education of valuable orientations of the senior teenager in the course of educational activity form system in which realisation of one principle is inevitably connected with realisation of another. The presented principles are shown simultaneously at each stage of educational process, supplement and strengthen each other. Proceeding from it, at the organisation of education of valuable orientations of the senior teenager in educational activity it is necessary to remember, that any of principles gets the effective value, only in connection with others, and any exaggeration of value of one principles and underestimation of others leads to decrease in efficiency of pedagogical activity.

2.2.

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A source: SEROVETNIKOVA SVETLANA ANATOLEVNA. EDUCATION of VALUABLE ORIENTATIONS of the SENIOR TEENAGERS by SUBJECT MEANS. The dissertation on competition of a scientific degree of the candidate of pedagogical sciences. Petropavlovsk-Kamchatka - 2016. 2016

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