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2.2 Pedagogical technology of formation of creative competence of the teacher of an elementary school in self-educational activity

Now researches of scientists have convincingly shown, that vozyomozhnosti people who usually name talented, ingenious - not anomaly, and norm. The problem consists only in liberating myshyolenie the person, to raise factor of its efficiency duty, at last, isyopolzovat those richest possibilities which were given to it by the nature, and about sushchestyovovanii which many sometimes and do not suspect.

Therefore especially sharply in poyoslednie years there was a question on formation of the general receptions creative dejatelyonosti.

The analysis of results of performance of tasks of the international competition "Kangaroo" pupils of 4 classes of some schools of Kominternovsky area of VoroYOnezha has allowed us to designate problems of preparation of younger schoolboys to the decision of creative problems. Participants of the international competition are not able to allocate the main thing (47,2 %), to compare parts whole (54,8 %), to compare geoyometricheskie figure (52,3 %), to carry out sequences of the dejstyovy (64 %). These problems are connected with necessity of practical realisation of the purpose of development of creative thinking of the younger schoolboy for educational process of an elementary school. One of ways of the permission of the put problems we see in formation of creative competence of the teacher of an elementary school.

Application of those or other forms, methods and means of self-educational activity of the teacher of an elementary school makes an essence of the pedagogical technology developed by us. According to UNESCO definition (1986), under pedagogical technology it is necessary to understand methodology of planning, realisation and otsenivanija all process of training and mastering of knowledge by
The account of technical and human resources and interaction between them for achievement of more effective form of formation. V.M.Monahov, rassmatriyovaja innovative technologies in vocational training, results twelve definitions of technology, among them - UNESCO definition.

The pedagogical technology is a regular method otsenivanija vseyogo process of training and mastering of knowledge by the account human and tehnicheyoskih resources and interaction between them for achievement more effektivyonoj formation forms. The researcher gives also own treatment: «TehYOnologija is a radical updating of tool and methodological means of pedagogics and a technique under condition of continuity preservation in development of a pedagogical science and school practice» [108, с.49].

Scales of creation of new technology can be different: from a lesson and system of lessons to the large-scale action of revision methodical sisteyomy training, the maintenance of training, educational process, designing proyofessionalnoj schools of new type.

Analyzing distinctions of technology and a technique, V.M.Monahov specifies the understanding of pedagogical technology. If the technique in most cases is a set of recommendations about the organisation and carrying out uchebyonogo process the pedagogical technology is distinguished by two basic moments: first, she guarantees an end result; secondly, is the project of the future educational process.

So, the pedagogical technology is a set of the technological procedures providing professional work of the teacher and garantirovanyonost of final planned result [108, s.48-51].

In our research we will consider purposeful primeneyonie forms, methods and means of partner interaction of teachers in usloviyojah a creative workshop as author's technology of formation tvorcheyoskoj competence of the teacher of an elementary school in self-educational dejayotelnosti.

Conceptual basis of pedagogical technology of formation of creative competence of the teacher of an elementary school in self-educational activity are the methodological approaches considered in predyduyoshchem the paragraph, and methodology of fundamental theories: kulturnoyoistoricheskoj theories of development of the person of h.p. Vygotsky, the psychological theory of activity of A.N.Leonteva, the determinancy concept razviyotija thinking of person S.L.Rubinshtejna, the theory of problem training of V.V. Davidov, D.B.Elkonina, etc. the Exit on technological level proektiyorovanija self-educational activity and technology realisation predstavyoljaet to the teacher of an elementary school of possibility of system increase kvaliyofikatsii, promotes considerable strengthening of a role of the trainee and opens new horizons of development of creativity of the teacher - the co-author of technology.

The basic characteristics of technology of formation creative kompeyotentnosti teachers of an elementary school in self-educational activity are presented in table 2.

Table 2

The characteristic of technology of formation of creative competence

Teachers of an elementary school in self-educational activity

Stages foryomirovanija The purpose Problems Partner interaction
The teacher-master (forms, methods, means) Teachers, uchastniyoki a creative workshop (foryomy, methods, sredyostva)
The Diagnostiyochesky Formation of requirement for development tvorcheyoskoj kompetentyonosti Self-organising on:

- Understanding of creative competence;

- Comprehension of value creative kompetentyonosti for professioyonalnoj activity;

- Overcoming stereotiyopov in pedagogical activity

Offers a theme; informs the purpose; plans raboyotu on dostizheyoniju the purposes; observes; explains; advises; carries out correction soyovmestnoj dejayotelnosti; estimates reyozultat Work under the offered plan; carry out search neobhodiyomoj information; reproduce base algoyoritm; carry out logic anayoliz process; reveal elemenyoty creativity; compare the purpose

And result
KonstrukYOtivnyj Activity formation tvoryocheskogo knowledge - Self-knowledge tvorcheyoskogo experience of colleagues;

- Judgement tvorcheyoskogo experience of colleagues;

- Modification

Offers:-bring izmeneyonija in a masyoter-class theme;-formulate the purpose;

-Make the plan;

Bring izmeneyonija;

Predict result; discuss variyoanty purpose achievements;

Analyze proyotsess and result; bring korrektiyovy

RefleksivYOnyj Formation of individual style of creative activity - Self-reflexion tvoryocheskoj success;

- Preparation the master of a class;

- Self-presentation in creative dejatelnoyosti

Helps, konyosultiruet, nayobljudaet, analiyoziruet situations, not offering goyotovyh decision variants Independently defines a theme, the purpose, makes the plan, prognoziruyoet result, proyovodit a master class, analiziruyoet process and reyozultat

Experience of carrying out of a creative workshop of the author of research is put in a basis of the technology of formation of creative competence of the teacher of an elementary school developed by us in self-educational dejatelnoyosti, poyobeditelja municipal competition «Teacher of year».

Obligatory condition of successful realisation of technology formirovayonija creative competence of the teacher of an elementary school in samoobrazovayotelnoj activity is presence of creatively working teacher - of the master, ready to present the saved up experience, or groups of teachers, obeyodinivshihsja in a creative workshop and possessing pedagogical experience on one of elementary education problems. Process disseminatsii, napravyolennyj on informing results of experience of innovative activity, assumes accumulation, generalisation, examination and translation of products peyoredovogo experience through various forms. The organisation and carrying out of the analysis and disseminatsii pedagogical experience assumes following steps:

- Definition of the purpose of studying of pedagogical experience;

- Selection of the most typical forms and student teaching methods, usyotanovlenie degrees of their law;

- Choice of means and methods of studying of pedagogical experience;

- Promotion of the hypothesis explaining efficiency (efficiency) of given experience;

- Allocation of diagnosing units of studying;

- Fixing of specific conditions in which process vos - a food/training on the selected sites of studying of experience develops;

- Scheduling of studying of experience;

- Generalisation of similar forms of pedagogical experience and deducing dostoyovernyh quantitative and qualitative characteristics;

- The analysis of the received results, the account of the contribution to the received result of all influencing links of teaching and educational process;

- Working out of recommendations on disseminatsii experience and definition dalyonejshih prospects of development of experience.

Working out of technology of formation of creative competence uchiteyolja an elementary school in self-educational activity includes opyoredelenie its purposes, allocation of the basic stages, forms, methods and means dosyotizhenija the purposes, definition of efficiency of results. At the description samoobyorazovatelnoj it is necessary for activity of the teacher of an elementary school to pay attention to features of interaction of its subjects, creation blagoprijatyonyh of pedagogical conditions for plan realisation, a combination of individual self-educational activity to work in a creative workshop. More low, graphically, in drawing 2 technological process of formation of creative competence of the teacher of an elementary school in self-educational activity is presented.

Fig. 2 Technological process of formation creative kompetentyonosti teachers of an elementary school in self-educational activity.

To specify features of technology of formation tvorcheyoskoj competence of the teacher of an elementary school in self-educational dejayotelnosti, we will result the short characteristic of a creative workshop. At the head of a creative workshop there is a teacher-master, whose experience is generalised and effective. Participants of a creative workshop get acquainted with achievements of the teacher - of the master. The quantity of participants can be small. In creative masteryoskoj there is a constant exchange of opinions concerning pedagogical poisyokov, and hypotheses of achievement of new results are put forward. Creative masyoterskaja includes a technological component akmeologicheskogo knowledge and priyoravnivaetsja to art, skill. The technological component tvorcheyoskoj a workshop consists in actualisation of knowledge and practical experience of subjects of activity. A functional purpose of a creative workshop - to order all "particulars" of activity, to translate them on level effektiv -
nogo achievements of objects in view (K.A.abulhanova, A.S.zape sotsky, I.N.Simeon). The partner interaction uniting sovokupyonost of forms, means and action methods, allows to solve effectively tvorcheyoskie problems and problems. In our research the basic accent in work of a creative workshop is made on creative individuality of the teacher - of the master, the author of research and individual self-educational dejayotelnost teachers of an elementary school.

Between training, mental and personal development of the adult cheyoloveka always there is an active self-educational activity. In dejatelnoyosti there is a development of the adult person, active process priyosvoenija it of pedagogical abilities, formation of outlook of the person. In self-educational activity of the praktiko-focused orientation the teacher of an elementary school, carrying out informative and practical dejstyovija, seizes the creative competence: abilities to put forward idea, otkloyonjatsja from known schemes of the thinking, different ways to find the decision in problem situations, putting knowledge into practice (Jalalov F.G. [149, with. 45­53]).

In this sense the teacher's generality, joint samoobrazovayotelnaja activity in a creative workshop visually finding out sayomootsenku teachers, understanding of, the place in educational process, the interests, knowledge, experiences, requirement for dialogue with colleagues is useful.

The basis of technology of formation of creative competence of the teacher of an elementary school in the self-educational activity developed and realiyozovannoj by the author of dissertational research, is made specially oryoganizovannaja, by the regular self-educational, creative activity which is carried out by the teacher-master and teachers, members creative masteryoskoj for the purpose of formation of creative competence of the teacher of an elementary school.

Technology of formation of creative competence of the teacher
Elementary school in self-educational activity demands skilful isyopolzovanija not only various methods, but also organisation forms pedagoyogicheskogo process. The training method acts in a role of a way of the organisation of processes of development of pedagogical experience, personal creative experience, development of mental and personal functions. The concept "method" characterises substantial or an inside of educational process.

The form in training designates an outer side of the organisation of educational process and reflects character of interrelation of participants pedagogical protsesyosa. The form - not simply cover, it a part of the maintenance, methods, technologies of training, defines a way of interaction dejatelnostej teaching and the doctrine, and also operating influence of the first on the second [120, with. 44-54]. From positions of a principle of integrity the form integrally should correspond to all other components of educational process.

In didactics in organizational forms forms of the organisation of study are allocated: face-to-face, individual, pair, group; and forms of studies: lessons of traditional structure, lessons of nonconventional structure (a lesson-game, a lesson-travel, a lesson-interview, etc.), seminars, conferences, employment-searches (lessons-searches), employment-researches (research lessons-).

Forms of self-educational activity concerns creative masyoterskaja which includes a series of master classes of one teacher of the master and creative pedagogical sketches of fragments of lessons of other teachers, members of a creative workshop. Are used at non-standard pedagogicheyoskih systems and the pedagogical technologies inherent in the master. They serve opening of the conceptual parties of innovative experience.

Process of formation of creative competence of the teacher of an elementary school in self-educational activity provides posledovatelyonoe development of all its structural components and increase of their levels sfor - mirovannosti. Technology of formation of creative competence of the teacher
Elementary school in self-educational activity includes three stages. In the encyclopaedic dictionary: a stage - (frants. etape) - 1) a part of a way, a distance (e.g., in relay race); 2) an interval of time marked any kachestyovennym by change, events; a stage of any process (a historical stage, a work stage); 3) in Russia 1822-1917 a piece of a way and a halt place paryotii the prisoners escorted to jails or the reference; the name paryotii the prisoners, accompanied by an escort. After 1917название groups zakljuyochennyh, translated on a new place. In an explanatory dictionary of Russian of S.I.Ozhegova, N.J.Shvedovoj «the stage is a separate part of a way» or «the separate moment, a stage of any process» [90, with. 913].

In our research the stage is considered as a consecutive part of self-educational activity of participants of a creative workshop, on koyotorom certain forms, methods and means of formation of creative competence of the teacher of an elementary school are used.

For our research the methodology of construction of stages has special value. Stages of technology of formation of creative competence of the teacher of an elementary school are built with the account of professional difficulties, estimations of possibilities of environment, the maintenance, forms, methods, tutorials, requirements, motivations to creative activity of the teacher and develop in process of expansion of professional interaction and its increase tvorcheyoskojaktivnosti. On each of the subsequent stages the aspiration to creativity grows in process of satisfaction of informative requirements and interests uchiyotelja in creative activity. Productivity of creative activity increases in process of development in the teacher of self-educational abilities, stimuliyorujushchih their perfection.

Stages of self-educational process include activity, in rezulyotate which the object in view is reached and the object vozyodejstvija is improved. This activity is not reduced to the disposable certificate, and represents process in which certain extent in time is inherent,
Including an interval from formation of the purpose to its practical dostizheyonija. In philosophy the concept "process" is defined as natural, posledoyovatelnoe phenomenon change. Change is carried out under influence vnutyorennih and external factors. Under internal factors in pedagogics poniyomajutsja moral-psychological resources of the person, collective or grupyopy, and under external - specially created pedagogical conditions.

Stages of formation of the creative competence of the teacher of an elementary school (diagnostic, constructive, reflective) make splanirovanyonyj the teacher-master together with participants of a creative workshop poyosledovatelnyj the process of self-educational activity directed on activization of creative thinking and creative activity. Transition from the first to the third stage occurs in consecutive perfection of forms, methods and self-education means. All stages substantially and metodiyocheski preemstvenny among themselves, and transition to each following stage javljayoetsja result of development of model. At the first stage the reasons of their occurrence come to light professioyonalnye difficulties, participation in masyoter-classes and self-educational activity on overcoming of difficulties is planned. At the second stage forms, methods and the means of self-educational activity focused on overcoming professional zatrudneyony are used. At the third stage the self-reflexion of self-educational activity of each participant of a creative workshop, the level analysis sfor - mirovannosti the creative competence is carried out.

During skilled-experimental work on formation of creative competence of the teacher of an elementary school at work with teachers eksperiyomentalnoj groups at all three stages with different degree of intensity obesyopechivalis necessary pedagogical conditions.

The individual trajectory of self-educational activity of each concrete teacher, the participant of forming experiment on formirovayoniju creative competence of the teacher of an elementary school develops at
Movement from a starting point in which there is a self-knowledge, opredeleyonie requirements for creative activity, before self-organising on vkljuchyonyonost in creative activity and creative formation. From the psychological point of view there is no basic difference between creative activity of the scientist opening objectively new, yet not conducted mankind zakoyonomernosti of world around, and productive thinking of the pupil, delajuyoshchego opening new only for it as in a basis the general mental laws lay. For this reason in form experiment, methods and means of self-educational activity of the teacher of an elementary school poyodobrany similar to what are accessible to pupils of elementary grades. OdYOnako conditions of search of new knowledge at them are various, as level of the cogitative activity leading to opening is distinguished also. Somehow to designate these distinctions, the majority of researchers prefer in otnoyoshenii to use such kind of activity of schoolboys the term «produktivyonaja activity», and the term «creative activity» to designate the higher step of cogitative activity which are carried out by those who opens knowledge essentially new to mankind, creates something original, not having to itself of analogue.

Formation of creative competence of the teacher of an elementary school demands introduction in self-educational activity of creative tasks, neyostandartnyh situations and forms corresponding to them, methods and means samoobyorazovanija. The important role in formation of creative competence of the teacher of an elementary school is played by professional creative requirements and motiyovatsija.

Defining for formation of creative competence of the teacher of an elementary school are: character of creative activity; neposredstyovennoe participation of the teacher in selection of non-standard problems, use of lichnostyono-significant situations in which are staticized tsennostno-motivational, is constructive-constructive and is reflective-target

Components of creative competence of the teacher of an elementary school.

Let's consider in more details stages of technology of formation of creative competence of the teacher of an elementary school. On the first - diagnostic - a stage with the teachers who have expressed desire to participate in a creative workshop (experimental group), and group of teachers-volunteers of an elementary school (control group) the psychologist of educational institution who reveals level initial sformirovannosti and preconditions of development of creative competence of the teacher of an elementary school on standartyonym to techniques works. Diagnosing allows to establish conformity issleyoduemogo a phenomenon to certain norms and criteria. In process diagnostiyorovanija and level estimations sformirovannosti initial creative komyopetentnosti teachers of an elementary school are defined and specified pedagogiyocheskie the conditions necessary for optimisation of process of formation tvoryocheskoj to competence of the teacher of an elementary school; Features and some psihologo-pedagogical laws of development of creative activity are studied. In particular, the diagnostic data received at the given stage, are the "entrance" information for a following constructive stage.

The purpose of a diagnostic stage - formation of requirement for development of creative competence of the teacher of an elementary school. At this stage osushchestyovljaetsja animation of experience for its analysis and transfer to colleagues. At the first stage the priority is given to the partially-search methods combining chastichyonoe an explanation new with statement of problems-problems; problem situations are created in uchebno-informative work of participants of a creative workshop. The teacher the master directs and corrects activity of colleagues, using poyoiskovye methods, induces participants of a creative workshop to individualyonomu to search, research, independent work with the scientific literature, directories, tables, the Internet. The method acts as a way of development of attributive functions of the person (judgement of actions, selectivity,
Reflexivity, responsibility) and as a way of the organisation of process tvorcheyoskogo interactions. In creative activity search methods take a worthy place.

In the course of partner interaction the leading part belongs to the teacher-master who spends a master class and, using group forms of interaction with participants of a creative workshop, involves them in active creative activity. The Teacher-master spends introspection and fixes arising in activity of participants of a creative workshop professional difficulties. Following the results of work all participants of a creative workshop, including the teacher-master, depending on results diagnoyostiki, requirements, abilities, readiness to independent tvoryocheskoj activity, make an individual educational route or the individual plan of self-educational activity on overcoming of the arisen professional difficulties. A special place in technology otvoyoditsja to creation a condition for independent statement of the purposes, formation of plans, strategy and criteria of an estimation and a self-estimation self-educational dejayotelnosti. Originally each teacher studies experience of the teacher-master at level of samples and the standards fulfilled in practice, described in metodicheyoskih workings out and recommendations, uses a feedback, corrects the influences by its results, it operates «under the textbook of methodics», «on shabloyonu», by experience of the teacher-master.

Then search and a finding of the new begins: or for itself (obnaruzheyonie the teacher variativnyh non-standard ways of the decision of pedagogical problems), or for itself and for others (creation of the new original approaches, the separate receptions reconstructing known pedagogical experience) [78, with. 158-164]. Novelty of a problem dictates a new way of its decision: skachkoobrazyonost, inclusion of heuristic, "search" tests, the big role of semantics, the substantial analysis of a problem. In this process along with slovesnoyologicheskimi, well realised generalisations, generalisations inyo are very important
Tuitivno-practical, not finding at first the adequate reflexion in a word. They arise in the course of the analysis of evident situations, the decision of konyokretno-practical problems, real actions with subjects or their models, that considerably facilitates search of the unknown person, however process of it poisyoka is out of a clear field of consciousness, is carried out intuitively. At the first stage the positive relation to knowledge and situational, stihijyonoe independent satisfaction of arising informative creative requirement in the absence of the mastered technology self-educational dejayotelnosti is observed.

Result of formation of creative competence of the teacher nachalyonoj schools in self-educational activity at the first stage are: within the limits of a tsennostno-motivational component - display of initial interest to creative activity as to value; in frameworks kognitivnoyokonstruktivnogo a component attempt of designing of new knowledge and information transformation becomes. Within the limits of an is reflective-target component professional difficulties in object in view achievement come to light.

The purpose of the second constructive stage - activity formation tvorcheyoskogo knowledge of the teacher of an elementary school. The Teacher-master spends zaplaniyorovannyj a master class, introspection and the Master Class + »which consists in search of creative finds for master class working out on close subjects with use of ideas of the uchiyotelja-master and own ideas suggests teachers to participate in the project«.

At the second stage are mainly used research metoyody which give more a profound knowledge about essence of the phenomena and properties predyometov, allow to establish relationships of cause and effect, will organise work of thought of participants of a creative workshop, and practical methods, osushchestvyoljaemye through partially-search and design-research activity, as an information source supervision, experiences, exercises, creative works serves.

At the second stage non-standard vision obrazovatelyonogo process which is built is developed and provides qualitative results. As a basis of the maintenance of the second stage joint informative creative activity of teachers, participants of the creative workshop which result is the project of a new master class or a lesson, selection of new forms, methods and means of the organisation of the educational activity, corresponding to a new theme or the purpose, forecasting of end results serves. Work of a creative workshop includes qualitative changes of system of the tasks, attracting qualitative change of process and result of activity of the teacher of an elementary school. This circumstance causes a priority of instructively-practical, explanatory-inducing (developing) methods. Instead of the sample of ready knowledge as a source of new knowledge the information independently selected and processed in the course of work on a theme of a master class is used.

At a constructive stage of technology of formation creative kompeyotentnosti teachers of an elementary school in self-educational activity uchayostniki a creative workshop become partners equal in rights with the uchiteyolem-master. They make changes to each structural element of a master class and build the new original project. Changes begin with separate elements of educational process, after several employment there are local systems. The Teacher-master acts in a moderator role. A moderator - the organizer of group work who is making active and reglamentiyorujushchy process of interaction of participants of group or groups. The work organisation in a creative workshop includes work in small groups, samostojayotelnuju work on designing of the changed maintenance, short vystuyoplenija following the results of self-educational activity in the periods between zanjayotijami in a creative workshop.

Success of the second stage define high-grade partner work with the teacher-master on realisation of a master class and self-educational dejayo
telnost on overcoming of difficulties: studying of the theory of the decision of creative problems [78; with. 206-223], bases of the theory of the decision izobretatelskih problems [5, with. 17], application of knowledge new to in a creative workshop. The second, konstyoruktivnyj, a stage of realisation of technology of formation creative kompetentyonosti teachers of an elementary school in self-educational activity, otlichayoetsja from the partner interaction of participants of a creative workshop first by creative freedom in which the collective and individual creative projects executed under the guidance of the teacher-master are born. KachestYOvo project performance depends on originality, a non-standard of changes and carefulness of an establishment of communication between system elements.

The creative projects developed by participants creative masteryoskoj, differ reasonableness and novelty. For example, the teacher-master proyovodit the master a class on a theme: «Development of creativity of the younger schoolboy in games and problems».

Abstracts, vystupyolenija at sessions of methodical associations of teachers of an elementary school became result of creative projects at this stage.

In regular work creative masterful and individual sayomoobrazovatelnoj activity of participants of a creative workshop posledoyovatelno without pressure for the teacher of an elementary school it is formed it tvoryocheskaja competence. The success of opening, knowledge new stimulates tvorcheyoskuju activity of the teacher of an elementary school.

This stage the big role is played by creativity of the teacher-master on the organisations of research activity, its ability to make active creative potential of participants of a creative workshop. Revision of traditional sights at the organisation of children's creativity, use of methods of various receptions in an unusual combination promote formation and development of creative competence of the teacher of an elementary school. In a creative workshop following forms of work are used:

1. Conferences. The exchange of experience is carried out.

2. Exhibitions. Stimulate creativity.

3. Competitions. Promote development sorevnovatelnosti in work uchiyotelja.

4. The Seminar-practical work, game. It is spent by members of a creative workshop in process of their readiness.

5. Auction of "pedagogical ideas». All members of a creative workshop goyotovjatsja to it. Teachers choose a theme and show experience. Participants poyokazyvajut fragments of the employment, the saved up didactic material. Employment registers in video.

At the second stage self-education becomes more regular, tseyolenapravlennym and independent, at the same time self-educational dejayotelnost has discrete character.

Result of formation of creative competence of the teacher of an elementary school in self-educational activity at the second stage are: within the limits of a tsennostno-motivational component - there are new informative motives of a non-standard estimation of process and result of educational activity, perception of creative activity as values; within the limits of a kognitivno-constructive component new elements of educational process from which new knowledge is designed are created. Within the limits of an is reflective-target component the analysis of creativity of the teacher-master and introspection of own workings out is carried out.

The purpose of the third reflective stage - formation of individual style of creative activity. At this stage preparation and carrying out of master classes by participants of a creative workshop is observed completely samoyostojatelnaja. Creative experience is acquired by the teacher in a decision context konyokretnoj a pedagogical problem. Experience self-development is carried out in prezenyotatsii experience materials through social networks the Internet, dialogue obshcheyonii. Coauthorship will be organised through pair and group forms educational rayoboty (dialogue in small group: to steam, dialogue in steams of replaceable structure, grupyo
povoe dialogue (in three, chetverkah), intergroup dialogue). Steams, form groups, if conditions, at will of participants creative masyoterskoj as the factor kontaktnosti plays a main role allow.

Dialogue between colleagues in small group makes active verbal dejayotelnost. Correctness, accuracy, clearness and clearness of speech for okruzhajuyoshchih promotes comprehension, understanding, a reflexion of a discussed subject. The field of dialogical interactions can be constructed in different forms: educational dialogue, substantial dialogue, speech partnership. Roles uchastyonikov groups can vary.

Researchers have found out an essential condition of success of work of group. As I.F.careful and N.I.Vjunova consider, that working capacity grupyopy with odd structure of participants above, than with even, in last thicket there are conflict situations and the contradictions detaining decision-making [16, 35]. Groups are expedient for creating from teachers, it is essential not differing among themselves on rate of study. In opinion amerikanyoskih psychologists, at any combination of participants in group such way orgayonizatsii study gives positive results because of occurrence of personal socially-psychological stimulus to result achievement: aspiration to win respect, a recognition, authority at colleagues. Group forms of work demand an arrangement of tables a semicircle, around, treugolniyokom, a rectangle so that members of group had possibility to see each other to empathize. On behaviour of the person in group directing and dynamic influence social installation which psychological experience by the individual of value is possible opreyodelit as «, renders values, sense of social object» (Uznadze D.N.), sensation own znachimoyosti for other people, comprehension of the responsibility before others (SavenYokov A.I.).

In the conditions of group interaction a condition of the subject harakterizuyoetsja a condition of readiness for certain activity, a condition, which
It is caused by two factors: requirement of the subject and a corresponding objective situation.

As means of self-educational activity of the teacher of an elementary school act: lichnostno the focused situations, intersubject obyoshchenie, pedagogical projects, researches.

For positive effect achievement at this stage and decisions tvoryocheskih problems in technology of formation of creative competence of the teacher of an elementary school in self-educational activity are used sovreyomennye accessible obshchedidakticheskie methods which get out on harakyoteru informative activity of participants of a creative workshop: objasyonitelno-illustrative, reproductive, partially-search (evristicheyoskie), a problem statement, research, design, predpolagajuyoshchie active creative activity. We lean thus on vyskazyyovanie S.L.Rubinshtejna: « ... The person for certain owns only that dobyyovaet own work »[105, with. 23] and interactive methods or methods of dialogical dialogue (dialogue, discussion, debate), including the doctrine in structure of joint activity, dialogue, take a leading place in samoyoobrazovatelnoj activity (Kashlev S.S. [62, with. 23],). Dialogical obshcheyonie is the major component of modern training, the Pedagogics is marked in the textbook«. Pedagogical theories, systems, technologies »under reyodaktsiej S.A.Smirnova [120, with. 44-54]. In the developed technology effektivyonost dialogical dialogue depends on inclusion in the maintenance of a creative workshop of the problems connected with professional experience of teachers nachalyonoj of school. Discussion and debate - methods of dialogical dialogue in small group or between small groups: each participant states the videyonie a discussed problem and defends ways of its decision. Thus there can be a collision of various opinions and their arguments. The arisen contradictions - a source of creative development. Practical creative proyoblemy dare with application of a design method, creation socially and

lichnostno a significant educational product ideal or it is material - go (TigrovV.V. [128, with. 43-48]).

At the heart of this method ideas of the American scientific J lay. Dewey, V.Laja, E.Torndajka, and also A.G.Asmolov's our domestic scientists, h.p. Vygotsky, etc. that only in dejatelyonosti, freely chosen trained, it with enthusiasm acquires and prisvaiyovaet knowledge (does not learn) A.N.Leonteva, M.G.Tsyrenovoj, gets ability to apply and interpret the information. In such activity there is its intensive development: creative and critical thinking, imagination, practical sposobnoyostej, abilities, cooperation, a self-trust. It is possible in situations of indirect training when environment is laboratory, in kotoyoroj there is a knowledge process. The life becomes a source of knowledge, and such way of the doctrine (training) prepares for a life. At the third stage formiroyovanija creative competence of the teacher of an elementary school in samoobrazovayotelnoj activity the design method becomes a constant component tvorcheyoskoj a workshop.

Working over the project, the teacher of an elementary school joins in real processes, instead of educational, comprehends an essence and depth of the phenomena, not only prozhivayoet, but also worries the situations connected with them. Thus to the teacher of an elementary school new vision studied opens, that becomes creative nayochalom in a concrete situation. The project can be individual, but more often - group: result of the joint co-ordinated actions of all members of a creative workshop. Having mastered a method of projects in a creative workshop, uchiyotel practises it in work with younger schoolboys. This technology has found an embodiment in practice in the form of design-research work in schools of the Voronezh area.

Work on the project consists of six stages.

1. Statement of a problem, the purpose, a project theme: the teacher acquaints with sushchnoyostju a design method, raises interest at pupils.

2. Planning: discussion with pupils of variants of research, isyotochnikov, ways of gathering and the analysis of the information, reporting forms, ustanovleyonie criteria of an estimation, distribution of duties (division into groups). UchiYOtel advises.

3. Researches: pupils are engaged in information gathering in a kind inyotervju, interrogations, works with the literature, conduct researches and supervision, stayovjat experiences, solve problems, etc. the Teacher advises.

4. Results: pupils analyze the information, formulate vyyovody, prepare tables, schemes, models, posters, booklets, slides, etc. the Teacher observes photos, advises.

5. The report: pupils report to group (class) about prodelanyonoj to work, show posters, models, experiences, etc., discuss. The teacher listens, sets questions in a role of the ordinary participant, representing in this or that form (verbal, evident, practical) the result of work on the given theme.

6. An estimation of results and process: project protection, the analysis of successes and oshiyobok, otsenivanie the process and results pupils during collective discussion. The teacher estimates quality of the report, effort of authors and kreativnost etc.

Unsatisfactory and satisfactory estimations, as a rule, does not happen, because everyone chooses to itself(himself) a research direction, proceeding from the possibilities and interests: the report, the message, design raboyota (drawings, models, photos, etc.), experiences.

Design training is lichnostno focused as the pupil puts the purposes itself, chooses itself the maintenance, carries out independent search of the decision of tasks in view, studies and ego-trips on sobstvenyonom experience and experience of others in concrete business, receives satisfaction from proyodukta own work.

The method of projects allows to approach educational process to a life,
To pressing needs of children, a teaching material to adapt for real vital situations. Design training should be used as dopolyonenie to other kinds of direct or indirect training. Especially it effekyotivno at ordering and generalisation of already studied teaching material.

Considering specific ability of the person to a reflexion (to the analysis and an estimation of the thoughts, emotional conditions, actions and relations), veyodushchej to transformation and development of, it is possible to carry a reflexion to osnoyovopolagajushchemu to the mechanism of formation and development of the person, including its informative sphere and creative activity (V.I.Slobodchikov, E.A.Jamburg).

A.G.Asmolov defines the mechanism of development of the person as, zakrepivshieyosja in its psychological organisation ways of self-transformation by means of self-knowledge, self-estimations, self-checking [12, with. 19]. Development occurs, koyogda own intellectual, strong-willed, moral efforts reflected in consciousness as independently object in view become a subject of activity of the teacher of an elementary school. It is known, that self-educational dejayotelnost can accept various forms and be shown as self-knowledge, a self-estimation, self-checking and self-acceptance.

At the third stage of formation of creative competence of the teacher nayochalnoj schools in self-educational activity self-education stanoyovitsja regular, the continuous process regulated as motivayotsiej of a personal order, and under the influence of comprehension public znachimoyosti self-educational activity. Result of formation of creative competence of the teacher of an elementary school in self-educational dejatelnoyosti at the third stage are: within the limits of tsennostno-motivational komponenyota - presence of internal motivation to formation creative kompetentnoyosti, constant aspiration to participation in creative activity and interest to creative self-development in self-education. There is a constant poyotrebnost in the organisation of creative activity of younger schoolboys. In
Frameworks of a kognitivno-constructive component abilities konstyoruirovat are marked and to organise creative activity of younger schoolboys; considerable activity and independence in professionalnoyolichnostnom perfection is shown. The program of self-education of the teacher otlichayoetsja integrity, concreteness and the creative approach. The teacher actively reayolizuet the self-education program. Efficiency pedagogical dejatelyonosti at high level: creation of creative projects, performance with doklayodami at conferences, the publication of articles in scientific magazines. Positive dynamics of quality of knowledge in a subject is observed. Results of participation of pupils in competitions, conferences, the Olympic Games of different level have poyolozhitelnuju dynamics.

Within the limits of an is reflective-target component the teacher owns skills of introspection of the creative activity and formation process tvorcheyoskoj competence. Process and result independent creative dejayotelnosti it is deep osoznanny. The teacher of an elementary school is capable korrektiyorovat process of creative activity. The adequate self-estimation of quality of the educational activity, application of innovations, orientayotsija in new scientific achievements are observed.

Dynamics sformirovannosti nachalyonoj schools in self-educational activity is presented creative competence of the teacher in the following payoragrafe.

2.3

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A source: KAZANTSEVA Valentine Vladimirovna. FORMATION of CREATIVE COMPETENCE of the TEACHER of the ELEMENTARY SCHOOL In SELF-EDUCATIONAL ACTIVITY. The DISSERTATION on competition of a scientific degree of the candidate of pedagogical sciences. Voronezh - 2013. 2013

More on topic 2.2 Pedagogical technology of formation of creative competence of the teacher of an elementary school in self-educational activity:

  1. 2.1 Pedagogical model of formation of creative competence of the teacher of an elementary school in self-educational activity and pedagogical conditions of its realisation
  2. CHAPTER 1. THEORETICAL PRECONDITIONS OF FORMATION OF CREATIVE COMPETENCE OF THE TEACHER OF THE ELEMENTARY SCHOOL IN SELF-EDUCATIONAL ACTIVITY
  3. the Chapter II Empirical check of model of formation of creative competence of the teacher of an elementary school in self-educational activity
  4. KAZANTSEV Valentine Vladimirovna. FORMATION of CREATIVE COMPETENCE of the TEACHER of the ELEMENTARY SCHOOL In SELF-EDUCATIONAL ACTIVITY. The DISSERTATION on competition of a scientific degree of the candidate of pedagogical sciences. Voronezh - 2013, 2013
  5. Structure, criteria and levels sformirovannosti creative competence of the teacher of an elementary school of self-educational activity
  6. Kazantsev Valentine Vladimirovna. FORMATION of CREATIVE COMPETENCE of the TEACHER of the ELEMENTARY SCHOOL In SELF-EDUCATIONAL ACTIVITY. The dissertation author's abstract on competition of a scientific degree of the candidate of pedagogical sciences. Tver - 2014, 2014
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  12. Chapter1. Theoretical aspects of pedagogical maintenance of lichnostno-professional competence of the future officers in educational process of military high school
  13. Chapter 2. Experimental work according to efficiency of pedagogical maintenance of lichnostno-professional competence of the future officers in educational process of military high school
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