Pedagogical article from the magazine. Enriching the experience of emotional - moral relations to the world and to oneself in the lessons of mathematics. Formation of students learning and research skills

Pedagogy article

"Types of education and their characteristics"

1. The concept of the method of education

2. Classification methods of education

3. Examples used in the process of education

3.1 Examples used in the process of education

4. Methods of organizing activities and the formation of the experience of public behavior of the individual

5. Methods of stimulating and motivating the activities and behavior of the individual.

6. Methods of control, self-control, and self-assessment in education

7. The system of methods of pedagogical influence

8. Conclusion

1. The concept of the method of education.

In a complex and dynamic pedagogical process, the teacher has to solve an innumerable set of typical and original educational tasks, which are always social management tasks, since they are directed towards the harmonious development of the personality. As a rule, these tasks are with many unknowns, with a complex and variable composition of the initial data and possible solutions. In order to confidently predict the desired result, to make unmistakable scientifically grounded decisions, the teacher must be proficient in the upbringing methods.

Under the methods of education should be understood ways of professional interaction between the teacher and students with the aim of solving educational and educational tasks. Methods are one of those mechanisms that ensure the interaction of the teacher and the pupils. This interaction is not built on a parity basis, but under the sign of the leading and guiding role of the teacher, who acts as the leader and organizer of the pedagogical expedient life and activity of students.

The method of education breaks down into its constituent elements (parts, details), which are called methodological techniques. In relation to the method, the techniques are private, subordinate. They do not have an independent pedagogical task, but obey the task that this method pursues. The same methodological techniques can be used in different methods.

Methods of education and methodological techniques are closely linked, can make mutual transitions, replace each other in specific pedagogical situations. In some circumstances, the method acts as an independent way of solving a pedagogical problem, in others - as a private function. Conversation, for example, is one of the main methods of forming consciousness, attitudes and beliefs. At that time, it can become one of the main methodological techniques used at various stages of the implementation of the method of training.

Thus, the method includes a number of techniques, but it is not a simple sum of them. Techniques at the same time determine the peculiarity of the methods of work of the teacher, give individuality to the manner of his pedagogical activity. In addition, using a variety of techniques, you can get around and smooth out the complexity of the dynamic educational process.

Often, the techniques and methods themselves are identified with the means of education, which are closely associated with them in unity. The means include, on the one hand, various activities (gaming, training, labor), on the other hand, a set of objects and works of material spiritual culture, attracted for teaching.

The process of education is characterized by versatile content, exceptional wealth and mobility of organizational forms. With this is directly related to the variety of methods of education. There are methods that reflect the content and specifics of education. There are methods directly oriented to work with younger or older students. There are methods of work in some specific conditions. But there are general methods of education in the education system. They are called common because their scope applies to the whole educational process.

2. Classification methods of education.

To date, an extensive scientific foundation has been accumulated, revealing the essence and laws of the functioning of upbringing methods. Their classification helps to identify the general and the particular, the essential and the accidental, the theoretical and the practical, and thus contributes to their expedient and more efficient use, helps to understand the purpose and characteristic features of individual methods.

Based on the foregoing, we can distinguish a system of general methods of education:

· methods of formation of personality consciousness   (story, conversation, lecture, dispute, method of example)

· methods of organizing activities and shaping the experience of public behavior of the individual   (schooling, method of creating educational situations, pedagogical requirement, instruction, illustrations and demonstrations)

· methods of stimulating and motivating personal activity and behavior   (competition, cognitive game, discussion, emotional impact)

· methods of control, self-control, and self-assessment in education.

In the real conditions of the pedagogical process, the methods appear in a complex and contradictory unity. Crucial here is not the logic of the individual "secluded" means, but a harmoniously organized system. Of course, at some specific stage of the pedagogical process, one or another method can be applied in a more or less isolated form. But without appropriate reinforcement by other methods, without interacting with them, it loses its significance, slows down the movement of the educational process towards the intended goal.

3. Methods of formation of personality consciousness.

Story - this is a consistent presentation of mostly factual material, carried out in descriptive or narrative form. It is widely used in the teaching of humanities, as well as in presenting biographical material, characterization of images, description of subjects, natural phenomena, events of social life. There are a number of requirements for the story as a method of pedagogical activity: consistency, consistency and conclusiveness of presentation; clarity, imagery, emotionality; taking into account age characteristics, including the duration.

Of great importance, especially in the younger and middle age, has a story with organizational-oriented activities. Influencing the feelings of children, the story helps them to understand and assimilate the meaning of the moral evaluations and norms of behavior contained in it.

Three main objectives of this method can be identified: to cause positive moral feelings of children (empathy, sympathy, joy, pride) or resentment about the negative actions and actions of the heroes of the story; reveal the content of moral concepts and norms of behavior; present the image of moral behavior and cause the desire to imitate a positive example.

If the story cannot provide a clear and precise understanding in cases where it is necessary to prove the correctness of any provisions (laws, principles, rules, norms of behavior), the methodexplanations. The explanation is characterized by an evidence-based form of presentation based on the use of logically related conclusions that establish the truth of this judgment. In many cases, the explanation is combined with the observations of the students, with questions from the teacher to the students, and from the students to the teacher, and can turn into a conversation.

Conversation as a method of education has been used since ancient times. In the Middle Ages, the so-called catechetical conversation was widely used as a reproduction of questions and answers on a textbook or teacher’s language. In modern school in this form, the conversation is practically not used. This is a question-answer method of active interaction between the teacher and students.

The main thing in the conversation is a carefully thought-out system of questions, gradually bringing students to the acquisition of new knowledge. In preparing for the conversation, the teacher, as a rule, should outline the main, additional, suggestive, clarifying questions.

The most widespread conversations received in educational practice. With all the richness and diversity of the content of the conversation, they have as their main purpose to involve the students themselves in evaluating events, actions, and phenomena of public life and on this basis to form an adequate attitude towards the surrounding reality, to their civil, political and moral responsibilities. In this case, the convincing meaning of the problems discussed in the course of the conversation will be much higher if they find support in the personal experience of the child, in his deeds, deeds, and actions.

The basis of the conversation should be based on facts that reveal the social, moral or aesthetic content of certain aspects of social life. Such facts, positive or negative, may be the activity of a certain person or a separate property of it, a moral rule enshrined in the word, a generalized literary image, an organized or planned pedagogical model. The form of presentation of individual episodes and facts may be different, but it must necessarily lead students to think, resulting in recognition of a certain personality quality, requires the ability to isolate the motives and goals of human behavior and compare them with generally accepted norms, analyze the facts, highlight the essential features of each learned concept to distract them from the accompanying, but secondary manifestations of personality in this case.

Conversation, as a rule, begins with the substantiation of its topic, which should prepare students for the upcoming discussion as a vital, and not an artificial matter. At the main stage of the conversation, the teacher gives a starting point, material for discussion, and then raises questions for students to freely express their opinions, come to independent conclusions and generalizations. In the concluding remarks, the teacher summarizes all the statements, formulates on their basis the most rational, from his point of view, solution of the problem being discussed, outlines a specific program of actions to consolidate the norm adopted as a result of the conversation in the practice of behavior and students' activities.

The story and conversation prepare the transition to a more complex method of organizing cognitive activity — a lecture.Lecture as a method, it is necessary to distinguish it from a lecture as an organizational arrangement for interaction between a teacher and students in the educational process. The lecture in school is much closer to the story, however, it is more informative and informative capacity, longer duration. That is why the lectures are used mainly in high school and vocational education institutions.

Accumulating in itself the possibility of a comprehensive and organized in an accessible form of a systematic presentation of the essence of a particular problem of socio-political, moral, aesthetic and other content, the lecture method is widely used in extracurricular educational work. The logical center of the lecture is any theoretical generalization relating to the field of scientific knowledge. The specific facts that form the basis of a conversation or a story here serve only as an illustration or as a starting point.

The persuasiveness of evidence and arguments, the soundness and compositional harmony, unplayed pathos, lively and sincere words of the teacher determine the ideological and emotional impact of the lectures.

By methods of education includediscussions and debatesAlthough with no less reason they can be considered as methods of stimulating the cognitive and, in general, social activity of the pupils.

Situations of a cognitive dispute, discussions, with their skillful organization, attract the attention of schoolchildren to different scientific points of view on a particular problem, lead to understanding different approaches to argumentation. At the same time, they can also be created when studying ordinary non-discussion questions at first glance, if students are invited to express their opinions about the causes of a particular phenomenon, to substantiate their point of view on established ideas. A prerequisite for discussion is the presence of at least two opposing opinions on the subject under discussion.

Unlike discussion, dispute as a method of forming judgments, assessments and beliefs in the process of cognitive and value-orientation activity does not require definite and final decisions. Dispute, as well as discussion, is based on a long-open pattern, which consists in the fact that knowledge gained in the course of collision of opinions, different points of view, is always distinguished by a high measure of generality, persistence and flexibility.

In the structure of the whole pedagogical process, the method is used.an example . The forming consciousness of a schoolchild is constantly looking for support in real-life, living, concrete patterns that personify the ideas and ideals that they assimilate. Imitation is not blind copying: it forms in children actions of a new type, both coinciding in general with the ideal, and original, similar in the leading idea of ​​the example. By imitation, a young person forms social and moral goals of personal behavior, socially established ways of working.

The nature of imitative activity changes with age, as well as due to the expansion of the student’s social experience, depending on his intellectual and moral development. The younger student usually chooses to follow the finished samples that act on him by an external example.

Imitation in adolescents is accompanied by more or less independent judgments, is selective. In his youth, imitation is significantly rebuilt. It becomes more conscious and critical, relies on active internal processing of perceived patterns, and is associated with an increasing role of ideological, moral, and civic motives.

In the mechanism of imitation can be distinguished at least three stages.

· At the first stage, as a result of the perception of a specific action of another person, the student has a subjective image of this action, a desire to do the same.

· At the second stage, there is a link between the role model and subsequent actions.

· At the third stage, the synthesis of imitative and independent actions takes place, which is actively influenced by life and specially created educative situations.

3.1.Examples used in the process of education.

In the process of education uses a variety of examples.

1. First of all, these are the best episodes from the life and work of famous people - scientists, writers, public figures, etc. Shkolnikov are carried away and cause deep respect by the scientific achievements of N.I. Lobachevsky, D.I. Mendeleev, K.E. Tsiolkovsky, I.P. Pavlova and other scientists. They admire the courage and courage of pilot Alexei Meresijev and the story “The Tale of a Real Man” by B. Polevoy. 2. Psychological studies show that the ideals of younger schoolchildren and adolescents are embodied mainly in specific people. In high school, generalized ideals are also important. Therefore, it is important to use the images of heroes of literary works and movies. Therefore, reading fiction is not a rest, but an effective means of educating and self-educating young men and women. It is important to help choose such books for extracurricular reading that teach the right behavior. At the same time, it is necessary to teach to meaningful reading, to analyze the actions and actions of the heroes of literary works, to compare them with personal behavior. Of great importance is also the choice of films, theatrical productions for collective viewing and discussion. Well, when they give food for thought, they help young men and women to understand the complex feelings and thoughts of other people.

3. Of great importance in educational work are examples of good conduct, work and study, which are shown by the best students. However, they must be used tactfully. Examples of positive behavior of the best students should not turn into tedious moralizing and be reduced to constant stories about "virtuous boys and girls." Giving examples of the best students, one should focus not so much on their praising as on understanding the moral essence of their actions so as not to introduce rivalries into the children's environment and not oppose students to each other.

Such detail deserves much attention. Some schoolchildren, especially children and adolescents, do not always thoughtfully approach the evaluation of the examples that they adopt. Meanwhile, in some cases, these examples are negative. So, following the risky example of their comrades, individual students show “courage” by jumping from the second floor of the building or engaging in theft, etc. In these cases, explanatory events, collective and individual conversations, and most importantly - the organization of meaningful and varied extracurricular work

When it comes to the influence of the example of comrades, I mean the impact of the actions and actions of not only the closest comrades, but the student team. It is known, for example, that disciplined behavior in the classroom of the majority of students has a beneficial effect on unorganized students. Following the example of their comrades, they try not to violate the discipline and order in the classroom. The friendly and active participation in the public life of the class and the majority of the school usually helps to attract to school life those students who were not active. Imitating their comrades, they are imperceptibly addicted to the work of the school community. Thus, in the children's team, the strength of the educational impact of the example of schoolmates especially increases. Therefore, in the process of education one should rely not only on the example of more close friends and companions of the pupil, but also on the example of the activities of the children's team. He has a serious influence on the behavior of students.

4. Especially great influence on the formation of consciousness and behavior of children and adolescents of the personality of the educator, his moral character. This influence is by its significance incomparable and irreplaceable. The personal example of a caregiver affects students regardless of their will and desire. No words of the teacher can give such a clear idea of ​​the rules of behavior, as his actions and actions. Children constantly observe how the teacher keeps himself in class and in life, how he is dressed, how he treats the people around him. They are interested in how he responds to this or that event, as it relates to his duties. Especially highly valued in the educator is the integrity of character, demanding of oneself and others, perseverance and perseverance in achieving the goal. These qualities significantly increase the strength of the educational impact of the teacher. More KD Ushinsky argued that a teacher with a weak, unsteady character, with a changeable image of thought and action will never develop a strong character. In order to raise children courageous, truthful and honest, the teacher must be himself. How not to explain, no matter how demanding, and if there is no living, concrete example, it is difficult to achieve positive results in education.

5. The formation and development of children is seriously affected by the example of parents and older family members. A.S. Makarenko said that children and youth are brought up by everything: people are things, phenomena. But above all and most of all people are brought up. Of these, parents are in the first place, who constantly influence their behavior and moral character. When explaining their actions, children usually refer to the behavior of their elders. Everyday behavior of parents A.S. Makarenko considered as a decisive means of raising children. Therefore, he attached great importance to the organization of family life, the behavior of parents. The nature of the relationship between children and parents leaves a serious imprint on the consciousness and behavior of children and young people.

4. Methods of organizing activities and the formation of the experience of public behavior of the individual.

Pedagogical science has discovered a number of general laws that determine the methods of pedagogical management of activities and the formation of experience in social behavior:

All activities that have public goals, potentially have certain developmental and educational opportunities. Each such activity contains all the necessary components for the assimilation of relevant knowledge and experiences only to it. However, one activity cannot replace all the others. Therefore, in the process of education it is advisable to use a complex of activities.

Objectively valuable to society activities may not positively affect the pupil, if she does not have for him “personal meaning” (A.N. Leontyev). The social relation only then opens for the person, becomes his personal relation when the sense-forming motive of activity is adequate to this relation.

As a result of the pedagogical influences of schoolchildren, a readiness is formed for the choice of goals and methods of activity. Being a perfect anticipation of the expected result (PK Anokhin), the goal of a person is the force that determines the way and nature of his actions.

In relation to the formation of the student’s personality, the activity remains a neutral process if the corresponding methods of its pedagogical instrumentation are not found and implemented. In this instrumentation, various methods and techniques should be combined in a certain way, providingmotivation, schooling and exercisestudents, the formation of their experience of social behavior.

Schooling reveals the greatest efficiency in the early stages of the upbringing and development of children. It is impossible without a clear idea of ​​what needs to be learned. When prescribing a particular course of action to students, it is necessary to express it in the shortest and clearest rule possible. The method of accustoming assumes control over the execution of an action. The control requires a benevolent, interested attitude of the teacher to the pupils, identifying and analyzing the difficulties encountered, and discussing ways of further work. It is also important to organize student self-control. The method of training varies depending on age, living conditions and upbringing.

One of the tested means of schooling to given forms of behavior is the mode of life and activity of students. The stricter and more specific the regime, the better the dynamic stereotype that forms the basis of the formation of habits is formed.

The training method is closely related to the exercise method. The basis of schooling is the child’s mastery of the mainly procedural side of the activity, and the exercise makes it personally significant.

The inclusion of children in the activities creates the conditions for them to act in accordance with the norms and rules of behavior adopted in society. The activity ensures that children acquire practical experience of collective relations. This exercise has nothing to do with mechanical training and training in the spirit of behavioral psychology: stimulus-response-reinforcement.

Pedagogical requirement.In the demand as the original method of organizing activity, the interrelation of external and internal is most clearly revealed. The pedagogical requirement should not only be ahead of the development of the individual, but also go into the pupil’s demands on himself. The requirement can reveal the internal contradictions of the pedagogical process, fix deficiencies in the behavior, activities and communication of students. Requirements help to bring order and discipline in school, bring the spirit of organization into the activities and behavior of students.

5. Methods to stimulate and motivate the activities and behavior of the individual.

To stimulate is to encourage, give impetus, an impulse to thought, feeling and action.

Competition . Competition in the pedagogical process is built by the teacher, taking into account the undoubted socio-psychological fact that the desire for healthy rivalry, priority, primacy, self-affirmation is highly characteristic of children, teenagers and young men.

Competition can be collective and individual, long-term and episodic. In the process of organizing and conducting it is necessary to observe traditional principles: publicity, specificity of indicators, comparability of results, the possibility of practical use of best practices.

Methods of stimulating activity include role-playing games that, given their age, are widely used in primary school. They are adjacent to situations of experiencing success, since they are also aimed at creating situations, but gaming, causing, like the previous ones, vivid emotional experiences. As a rule, in this case, along with the children, fairy-tale characters widely known to them become “participants in the pedagogical process”.

Promotion - a way of expressing a public positive assessment of the behavior and activities of an individual student or team. Its stimulating role is determined by the fact that it contains public recognition of the course of action that was chosen and carried out by the student. Experiencing a sense of satisfaction, the student is experiencing a rise in vigor and energy, self-confidence and further progress.

The educational value of the promotion increases if it encompasses an assessment of not only the result, but also the motive and methods of activity. It is necessary to teach children to appreciate the fact of approval more than anything, and not its prestigious weight: it is bad if a student is waiting for an award for the slightest success.

Attitudes towards punishments in pedagogy are very contradictory and ambiguous. Justifying the lawfulness of punishment as one of the methods of pedagogical influence, A. S. Makarenko wrote: "A reasonable system of penalties is not only legal, but necessary. It helps to shape a strong human character, fosters a sense of responsibility, trains the will, human dignity, ability to resist temptations and overcome them. "

Punishment - it is such an impact on the personality of the student, which expresses condemnation of actions and actions contrary to the norms of social behavior, and forces students to follow them steadily.

Means of the method of punishment are the teacher’s remarks, the proposal to stand at the desk, the challenge for suggestion to the pedagogical council, the reprimand in the school order. Such a form of punishment as a change in attitude towards a pupil by a teacher or a class team may also be applied. In A. S. Makarenko we find cases of demonstrative refusal of punishment when the team expresses no confidence in the pupil.

The skillful use of punishments requires a pedagogical tact and a certain skill from the teacher. Any punishment must be accompanied by an analysis of the causes and conditions that gave rise to one or another offense. You can not abuse the punishments. The penalties for unexpected, unusual ones are much stronger.

6. Methods of control, self-control and self-esteem in education.

The main control methods include: pedagogical observation of students; conversations aimed at identifying education; polls (personal, oral, etc.); analysis of the results of socially useful activities of the student government; creating situations to study the behavior of the educated.

Pedagogical observationcharacterized by direct perception of activity, communication, individual behavior in the integrity and dynamics of their change. There are various types of observation - direct and indirect, open and hidden, continuous and discrete, monographic and narrow, etc. Observations should be systematic. It is important to think over the system of fixing the observed facts (entries in the observation diary, in the observation map, etc.).

Conversations with pupilshelp teachers find out the degree of students' awareness of problems, norms and rules of behavior, identify the causes of deviations from these norms when they are observed. At the same time, teachers record the opinions, statements of students, in order to assess the quality of their educational influences, the attitude of children to each other, their likes, dislikes, etc.

Increasingly in cool teams applypsychological questionnairesthat reveal the nature of the relationship between team members, companionship, or, conversely, negative attitudes towards one or another of its members. Requirements for such questionnaires are contained in manuals on educational psychology or recommendations for the study of schoolchildren, which are given to students in preparation for teaching practice.

Experienced educators also use such a more complex method to control the course of upbringing of students, such as the conscious inclusion of students in such activities and communication in which they can most fully manifest one or another side of their upbringing.

The following indicators testify to the effectiveness of upbringing: the formation of the foundations of the worldview of students, the ability to evaluate events occurring in our country and abroad; their assimilation of moral norms, knowledge and observance of laws, including the Rules for students; social activity, collectivism, participation in student self-government; initiative and initiative of pupils; aesthetic and physical development.

The choice of parenting methods is not an arbitrary act. It obeys a number of laws and dependencies, among which the goal, content and principles of education, the specific pedagogical task and the conditions for its solution, taking into account age and individual characteristics of students are of primary importance. The method of education does not allow stereotypical decisions and even a good template by definition.

7. System of methods of pedagogical influence.

If the methods of education have the characteristic of a strategic plan: they directly come to the result planned by the teacher, then the system of methods of educational influence, methods of the tactical plan looks different. The source for the detection of this system is the attitude of the child to the surrounding reality in its real manifestation and development. The teacher, influencing the attitude, corrects, initiates the attitude, gives the forms its cultural contours.

Since the relation has three forms of its existence (substance), the conclusion about the three educational channels of pedagogical influence is natural and logical. The rational side of a relationship is influenced through a word that appeals to the mind. Practical and effective is formed in the course of directly organized actions of the child. Emotional attitude is subject to influence through the estimated impact. Therefore, in the pedagogical arsenal there are three main methods of educational influence: the method of persuasion, the method of exercise, the method of assessment.

Persuasion method   acts as the following:

- the teacher's judgment (for example: “A fool is incapable of being free, because he does not know how to anticipate the consequences”);

- the argument of the teacher (for example: "In transport, boys are better not to sit down, for there will always be those who are weaker");

- the opinion expressed by the teacher, the message about personal attitudes and well-being (for example: "I do not like when people are late, it always knocks the rhythm of work");

- a message about the standard in culture (for example: "It is more convenient to drink from a glass or a cup, it is not customary to drink from a bottle");

- dialogue of the teacher with children (for example: “I think so, what do you think?”);

- disclosure of the inner hidden meaning of the incident, the relative meaning (for example: "Now we can not do everything thoroughly, since the necessary material is frivolously forgotten by you");

- a discussion, either spontaneously or specially organized by a teacher (for example: “Let's first discuss what discipline is and why it is for each of you ...”);

- exchange of impressions on the perception of the artistic image (for example: "In this portrait there is a beautiful human face, and here - a clear face ...");

Exercise Method -this is the kind of impact that provides real practical actions of the child, embodying his inner attitude, which materializes the attitude, making it visible to another.

In the act, the internal and external relations are combined, but in order to perform the act, the child must own the external form. Exercise method contributes to such equipment behavioral skills. It is implemented as follows:

- an example of a teacher (for example, a male teacher gets up when entering the classroom of a woman);

- a request to do something addressed to the child (for example: "Please take the overhead projector to the kids");

- asking you to redo anything by changing the nature of the action (for example: “I ask you to go back and check whether the class remained as clean as it was before our arrival”);

- show-instruction, interwoven into the context of joint activities (for example: “Stretch out, young men, hand to the girl - like this, palm upwards so that she can lean”);

- special training that develops behavioral skills (for example, etiquette lesson);

- playing with ethical-psychological rules (for example, “play honestly” hide and seek or hear another in the “relay of meanings”);

- the traditional design of certain rules of conduct (for example, a lesson is considered completed only when the teacher and children are exchanged for granting communication and work: “Thank you” - “Thank you”);

- an order to act in special cases, from extreme situations to situations causing insult to someone’s address (for example, to stop a fight, to give someone’s thing taken without permission, not to touch a deadly object);

Method of pedagogical assessment   has two varieties:open pedagogical evaluation and hidden pedagogical evaluation.To open should rarely be resorted to, only in the case when the pupil is fully aware of their deeds. Hidden pedagogical assessment is the most effective since. Designed for subjective independence, it intensively develops this independence.

Let's call types of open evaluation   , building their sequence to strengthen the impact. We will call the positive by traditionencouragement negative evaluation -punishment . Promotion is organized by:

- approval - an extremely concise form of a verbal, mimic, plastic character (for example, a smile, a nod of the head, or the word "good");

- praise - a detailed form of approval, revealing the basis of evaluation (for example: “Great! Now everyone will be comfortable”);

- a material object, which, thanks to the materialization, creates the length of the assessment and the duration of positive experiences (for example, a postcard, a toy-character, a delicacy);

- gratitude - personal or collective recognition of the significance of what the child has done;

- assignment of title - recognition of its essential qualities and an expression of confidence in the dignity of the person forever.

Punishment   it is organized in the same way, it has the same types, only the estimated vector changes. We will enumerate similar types: disapproval, remark, deprivation of pleasures, reprimand, exclusion from the system of communication or from the group.

In the modern practice of education, the share of hidden pedagogical assessment has the following expression:

- “I am a message,” announcing out loud my own state and experiences connected with a life phenomenon (for example: “I am always ashamed when I hear the harsh words of a beautiful lady”);

- “You are the message”, the announcement of the alleged state of the child at the time he did what he did (for example: “You are probably very upset and lost control of yourself, and now you are ashamed, of course? ..”);

- “natural consequence”, as the logical unfolding of the inevitability of circumstances in which the child has put himself in his behavior (for example: “He poured it on? - Carry a rag!” Or “Did not do it? So it must be done!”);

- assigning the estimated authority to the child (for example: “What do you say? How do you evaluate your actions?”);

- an estimate drawn in time (for example: “I am shocked, let's talk when I come to my senses ...”) and others.

Methods of educational influence develops such scientific discipline aspedagogical technology.The implementation of these methods provides the subtlest psychological touch to the individual, and therefore needs special pedagogical art.

7. Conclusion.

The combination of developing methods and means of education should be used in the period of the formation of the personality of the pupil and stimulate in him the ability to actively respond to the educational effect, i.e. really be the subject of a particular situation. Educational methods and tools are used not only to solve the educational tasks of the younger generation, but also used to assist adults in the process of socialization, adaptation to new living conditions, correction of behavior style or nature of relationships with people.

Methods and means of education are used in the relationship. This combination is possible in the context of both the complex and the individual educational situation. For example, in the framework of the educational work of parents, members of the labor (student, student) team and in the course of the educational activities of professionals in special institutions.

The basic concepts used to understand the methods of educational influence on a person and the methods of interaction between the teacher and the pupil include methods, methods and means of education, forms of education, methods and technology of education.

Literature:

1. LI Gryshchenko "Theory and methods of education", publishing house "Academy", 2005. 240 p.

2. V.V. Kraevsky "Methodology of Pedagogy", publishing house "Academy", 2006. 400s.

3. I.F. Kharlamov "Pedagogy", publishing house "University", 2002. 560p.

4. V.V. Anisimov, OGGrokhol'skaya, NDNikandrov "General principles of pedagogy", publishing house "Enlightenment", 2006. 574с.

5. V.A. Slastenin, I.F. Isaev, E.N. Shiyanov "Pedagogy", 2008. 576 p.

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Personality-oriented education of children with disabilities in the light of the GEF

Target audience: teachers of correctional schools, boarding schools

Annotation:The Federal State Educational Standard of Primary General Education (GEF) sets new requirements for the results of education. The second generation GEF is built, firstly, on the activity approach, which assumes: “... a variety of organizational forms and taking into account the individual characteristics of each student (including gifted children and children with disabilities), ensuring the growth of creative potential, cognitive motives, enrichment of forms of interaction with peers and adults in cognitive activity ... "

Secondly, the new standard is aimed at strengthening educational work. Under these conditions, personality-oriented education is becoming increasingly important. Personality-oriented education is an educational system where the child is the highest value and placed at the center of the educational process. The personal role of parenting in education is acquired when educating children with disabilities. The article gives a brief description of the personality of such children and the peculiarities of working with them in the modern educational space, the idea is being held that in the hands of teachers there are enough opportunities to make a child with disabilities a full-fledged personality and just a happy person. Attitude to such a child can be expressed by the formula: "If you are not like others, this does not mean that you are worse."

Enriching the experience of emotional - moral relations to the world and oneself in mathematics lessons

Target audience: math teachers

Annotation:This article deals with the differentiation of the learning process, which is the best condition for preserving the health of students, revealing inclinations, developing interests and abilities and ensures effectiveness. The meaning of differentiation is to adapt the learning process to the cognitive abilities of each pupil, to present the requirements, methods and forms of training that correspond to the level of its development. The main purpose of the article was to describe the organization of the learning process through multi-level differentiation and individualization based on the emotional and moral attitude to the world and to oneself.

Differentiated approach in the educational process at the lessons of physical culture

Target audience: physical education teachers

Annotation:The problem of the health of the younger generation is one of the main in modern pedagogy. The most precious gift that a person receives from nature is health. Whatever the medicine, it can not save everyone from all diseases. Man himself is the creator of his health! Health promotion is included among the main functions assigned to physical education. It is believed that to perform this function is carried out by systematically involving students in the motor activity of all students.

Walking together is fun! DOMINO Association (Voluntary Association of Youth and Independent Organizers)

Target audience: teachers and high school students

Annotation: Today, trying to realize the democratic basis of educating young people, we believe that, by their nature and content, the public association of young people is an area favorable for the implementation of these goals.
  Creating a union is not an end in itself, but an organizational means of solving actual problems. The main thing in the activities of the association is its daily work, the implementation of programs and projects.
  The program of the DOMINO mug is a leader. It unites young people with a common cause, gives confidence in the ability to influence both their own destiny and the fate of society. The leadership program provides adolescents with useful and necessary skills for behavior, communication and teamwork.

The problem of "blockiness" in teaching spelling and punctuation in the middle level of the school

Annotation:This article presents the development of some forms of work with "blocks" in the study of certain topics of the Russian language in the middle level. The concept of "large blocks" has long been introduced into the school curriculum. This is a combination of the material under study, which is based on a common idea, a common basis for their combination and combination. And here there are two ways of presenting the study material as a set of interrelated parts of the whole:

1) a one-time presentation of the material in the form of rules and their system,

2) generalization and systematization of the material as it passes, leading to the perception of it as the final stage of study.

Approaches to generalization can be different depending on the topic, and depending on the class in which the teacher works. In strong classes, students are happy to summarize the material themselves, and in the classroom they make adjustments together. This allows you to use all kinds of memory in the perception and assimilation of the material.

The described ways and means of studying, generalizing and systematizing the spelling and punctuation rules provide awareness of the parts as a single whole, assimilation of the basics of spelling and contribute to the formation of skills.

Personality-oriented approach to the pupil through the use of technology portfolio in educational work

Target audience: teachers, educators, parents

Annotation:The article may be useful to teachers, educators and parents, as it tells how to use the portfolio as a stimulator of the creative activity of schoolchildren. The most important component of the pedagogical process is the student-centered interaction of the teacher with the students.

Federal state educational standards (GEF) are understood not only as mastering the system of knowledge and skills that form the instrumental basis of the student's competencies, but also as a process of personal development, the formation of spiritual, moral, social and family culture. The problem is that for the realization of students' personal accomplishments, contact with them is required not only in the lessons of general education and special education, but also communication during extracurricular activities. The main task: To reveal the abilities of each student, to cultivate a personality ready for life in a high-tech, competitive world. School education and upbringing should promote personal growth so that graduates can set and achieve serious goals on their own, and be able to respond to different life situations.

The main goal of the school’s educational work is to create a socio-pedagogical environment conducive to the preservation of the natural development mechanisms of adolescents, in which its needs for self-development and self-realization are shaped.

Organization of the educational process using information and communication technologies and digital educational resources in English classes

Target audience: for any audience

Annotation:Modern technical means is not only a new approach to the learning process, but also new forms of teaching. The organization of the educational process with the use of ICT and CRD is expressed in the educational and personal achievements of the students, since it is aimed not at simply memorizing information, but at the active intellectual activity of the students. The use of digital educational resources contributes to the maximum immersion of the student in the language environment and helps the practical mastery of a foreign language. In addition, the use of information technology allows students to show their creative activity, develops the desire for cognitive activity. Individualization and differentiation of the educational process becomes easier with the use of various educational digital resources.

The use of modern educational technology in extracurricular activities in the study of grammatical material (for example, rhyming and poetry) with gifted children

Target audience: elementary school

Annotation: The problem of working with gifted students is extremely relevant for modern Russian society. High demands are made on the school today. In a good school, the child’s personality is respected, and they are engaged not only in class, but also in the supplementary education system. That is why it is so important to determine the main tasks and areas of work with gifted children in the system of additional education. The teacher needs to organize the activities of the students so that a capable, gifted student develops not only abilities, but also his erudition, memory, intelligence, speech culture, diligence, discipline, responsibility, which are indispensable companions for creating a situation of student success.
  To do this, you must use the techniques of work on grammatical material, to avoid monotonous, mechanical training in the classroom. One of these techniques is the use of creative tasks with poetic and musical works.

From the experience of learning chess game in elementary school

Target audience: teachers of additional education, parents, primary school teachers

Annotation:The article may be useful for primary school teachers and parents, as it tells how to use chess as a stimulator of the creative activity of schoolchildren. The chess game has a beneficial effect on the formation of universal learning activities. Additional education teachers will also be interested in the experience of colleagues.

Target audience: deputy principal

Annotation:Preparing a teachers' council is hard work to create a creative, free environment, to have a comprehensive discussion of the issue. The efficiency and effectiveness of the pedagogical council is directly proportional to how well the preparation work is planned: the stages are highlighted, their terms are specified, the goal of each stage, the planned result, the role of each of the participants, as well as those responsible are clearly presented.

Extracurricular activities of the teacher, aimed at the formation of the research competence of students

Target audience: teachers

Annotation:The article describes the extracurricular activities of teachers, aimed at the formation of research activities of students. It is shown that student research activity plays an important role in teaching English. The main task of the teacher is to teach students to independently extract and process information through research activities. This task requires the targeted development of research competence of schoolchildren, contributing to the strengthening of its need for cognition. Thus, research activity essentially involves an active cognitive attitude.

About parental authority

Target audience: classroom leaders and parents

Annotation:The upbringing of a child undoubtedly begins in the family, it is the family that plays the leading role in this matter. The article discusses one of the important components of the upbringing of children in the family - the parental authority on which the success of parenting depends. There are several types of parental authority, reviewed with specific examples of parenting.

Independent work as a means of developing students' abilities

Target audience: Grade 8

Annotation:   In the context of the implementation of the GEF in the formation of universal educational actions (ULA), it is necessary to develop such personal qualities as activity, initiative, independence. These qualities can be developed in the process of independent learning activities in the classroom, therefore in my work I consider it important to develop the independence of students, the organization of their cooperation in the learning process.

Using the sensory room to preserve the psychological health of children

Target audience: preschool teachers, parents

Annotation:In our fast-paced time, not only intellectual burdens, but also loads on the emotional sphere of children increase. Under these conditions, it is very important to preserve the psychological health of children, so the need for high-quality psychological support for participants in the educational process is growing. This article presents the tasks of preschool educational institutions to preserve the psychological health of children using the sensory room, and also identified the categories of children most in need of her visit.

Problems of modern education in Russia in a socio-cultural context

Target audience: teachers and school administration

Annotation:Education plays a very important role in the life of the individual and society. Thanks to education, socialization takes place in the life of the individual. That is why the solution to the problems of education is so urgent. We are increasingly confronted with the discrepancy between the current school education system and the emerging social needs. Education is a process on which the future of a nation depends. That is why it is especially important to solve these problems related to this sphere of public life.

Formation of communicative UUD at Russian lessons

Annotation:   In my work, I want to present a system of tasks and exercises that, with a systematic approach, will allow to form communicative universal learning activities. I will give examples of practical tasks that are not only interesting in form and content, but also aimed at the development of communicative competence. A variety of exercises help me organize work on the lessons on the basis of cooperation, raise students' attention to the word, teach correctly, accurately use the means of lexical expression in speech.

Intellectual games in literature classes

Target audience: teachers of Russian language and literature

Annotation:The game is the most beloved, the most natural and useful activity of children, because it gives them a wider experience of communication than stories and books, and at the same time spares where they would not spare their lives. Unfortunately, children are now more to the TV and computer games. But only the intellectual collective game will truly help them to develop their abilities, prepare for life, and communicate with people. If the teacher does not want to cram knowledge with different tricks, but learn how to organize independent work of students, then you need to start with the game.
  The article discusses various types of intellectual games: “Literary Hockey”, “Literary Court”, “Own Game”, “Eduration”. In the second part of the article, a scenario of the literary game on the work of Anton Chekhov for pupils of grade 7 is given.

Use of computer technology in extracurricular activities

Target audience: the material will be interesting and useful to teachers and parents

Annotation: Nowadays computer is not rare, most of the information resources of the Internet can be used not only in the lessons on subjects, but also in extracurricular activities. In many types of extracurricular activities, Internet services, both broadcast and search, interactive and information, are closely intertwined. With the integrated use of the capabilities of a computer network, you can achieve really excellent results.
  Psychological readiness for life in the information society, basic computer literacy, the culture of using a personal computer is now necessary for everyone, regardless of profession. All this imposes qualitatively new requirements for general education, the purpose of which is to lay the potential for enriched personality development, to educate a generation ready to live in a modern information society saturated with the means of new information technologies, able to work with the necessary computing and information systems in everyday life.

Practical application of new pedagogical technology “Development of critical thinking”

Target audience: English teachers

Annotation:   This article discusses the new pedagogical technology "The development of critical thinking by means of reading and writing." Its practical application in English lessons with the strategies "Reading with stops" and "Technique of asking questions." The article discusses two techniques developed by these strategies. A practical lesson is offered with their use on the topic “Bad habits”.
  In my work, I use elements of research in English lessons according to the method developed by I.O. Zagashev.
  Studying the topic “Developing Critical Thinking with Means of Reading and Writing,” I realized that the strategy of “Reading with stops” is conveniently combined with another “Questioning Technique” using the B. Bloom system.
  Today I would like to focus on two tricks. This is the "Tree of predictions" and "Bloom Chamomile."

The role of institutions of additional education in the socialization of children and adolescents

Target audience: teachers parole

Annotation: The author of this article examines the impact of additional education on the self-determination of schoolchildren in the conditions of their transition to pre-profile and specialized education. He believes that a developed network of institutions of additional education for children helps the child to find himself in an interesting business, in creative communication with peers and adults, and help the young person to become competent, fully developed, and socially beneficial.

Pages: 1

Erkibaeva G.G.

Yerkibaeva Gulfairuz Ginayatovna - Doctor of Pedagogical Sciences, Professor, Head of Department, Methodical Department, International Kazakh-Turkish University. HA. Yasavi, Turkestan, Republic of Kazakhstan

Annotation:the article analyzes the technology of individual-differentiated learning, first developed by the author based on his many years of practice. Individually differentiated approach becomes necessary not only to raise the performance of weak students, but also for the development of strong students, and his understanding should not be limited only to the occasional addition of training tasks to poorly performing students in the learning process, and more advanced tasks. A fuller understanding of learning differentiation implies using it at various stages of studying theoretical material: preparing students for learning new things, introducing new ones, applying them to completing assignments, controlling learning, and so on.

Keywords:   technology, individually-differentiated learning, homogeneous groups, specialization, educational activities.

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