As a result of the analysis of the Federal State Educational Standard in terms of compliance of its provisions, content, requirements with the concept of the educational environment, it is clear that it is not an external factor in relation to education, but also contains its internal factors. That is, the educational environment is systemically balanced. combination of internal and external(in relation to education) facts and conditions that significantly affect education, have a positive impact on it on the principles of direct and feedback.
Since we are talking about the environment, the totality of internal factors of education should be a component of the internal environment of education - component of the educational sphere, generated by the educational process. That is, this set is generated by the educational process, expressing and determining its factors (educational, pedagogical, methodological, organizational, etc.) of the educational sphere.
The sphere of education, which naturally includes pedagogy, subject methodology, management, which create favorable conditions for the productive implementation of the educational process, itself develops requirements for the conditions of education, its goals, methods, forms, and other internal factors that positively affect the processes and learning outcomes.
Modern education has learned to independently deal with negative factors, to resist them, to offer pedagogical and methodological solutions to problems, to create means and resources of education (materialized factors). The methodological base of subject education determines its processes, content, results. Many of these requirements, proposals, and methodological models are taken as the basis for determining the overall development of education and the educational environment.
In particular, the Federal State Educational Standard was developed by academicians of the Russian Academy of Education (Russian Academy of Education) on the principles of continuity of pedagogical knowledge and conceptual provisions, modern methodology, means and forms of its implementation. As a legal document issued by the state and having regulatory functions, it belongs to the external component of the educational environment. But as a product of pedagogy, the methodology of education, acting within education, it is an element of its internal component.
Moreover, since the educational and learning processes are specialized and purposeful, having their own specifics, all materialized factors, resources of the external environment (outside the educational sphere), as a rule, do not have a direct effect. They should be adapted, get images, projections in the form of internal factors and education resources that meet all the necessary requirements.
In addition, the modern educational process is implemented through educational (information-educational) interaction, through subject-object and subject-subject relations: subject - resource, teacher - student, student - student. The educational environment here is not only an intermediary, but also an active participant in their implementation. Since educational interaction and learning relations are realized in the educational sphere, their environment (as a participant and mediator) is also its component. That is, the educational environment is manifested here as internal.
Important factors of the educational environment in the implementation of information interaction are not only informational and sociocultural, but also psychological characteristics. Not without reason, its first researchers as a phenomenon of education were psychologists, or rather representatives of educational psychology.
The educational environment in the psychological aspect plays the role of an atmosphere, a favorable climate for the implementation of the educational process and educational interaction. The source of this climate is the external educational environment, however, its development and improvement is carried out, first of all, under the influence of education itself and, consequently, the internal educational environment, general and local.
In accordance with this Standard, each educational institution must create its own educational environment, its information projection, IEE, as internal image general educational environment. That is, at the local level, the educational environment is projected into the internal factor of the sphere of education of a given level.
Obviously, it is necessary to take into account (differentiation and integration) internal and external (relative to the educational sphere) factors of the general educational environment.
The role and place of the educational environment is determined from the standpoint of the effectiveness, efficiency and quality of education and, consequently, the effectiveness and quality of their mutual impact on the principles of direct and feedback. From the same positions, its condition and development are assessed.
Thus, the following aspects of the educational environment as a direction of its pedagogical research and development take place: informational, sociocultural, psychological, pragmatic(consideration from the standpoint of efficiency), level(from the standpoint of the ratio of general and particular, local), regulatory(from the position of managing the environment).
I..M Ulanovskaya (http://gcon.pstu.ac.ru/pedsovet/programm/-section=13_5_4_1.htm) also defines the following aspects of the educational environment:
subject aspect in the context of educational content;
organizational aspect in the context of ways to solve problems at the subject level;
interpersonal aspect in the context of stimulation and motivation of students.
The general educational (general educational) environment has the following feature: unlike local (school) educational environments, it abstract, it abstractly expressed, presented in the informational language, not only all its means, resources, technologies, methods, but also such components as:
requirements, principles, development trends;
regulatory, organizational resources, elements of the management system;
models of educational interaction and intersystem relations of education with the educational environment.
This is a universal information model of a real school educational environment, created at the level of education methodology, pedagogical psychology, subject methodology. Images (projections) of this universal model make up a set of specific environments of educational institutions, created taking into account their specifics. Therefore, at the level of methodological description of the aspect manifestations of the general educational environment, one should speak not about the specific and individual, but about general and typical.
Based on the above, the following can be formulated functions educational environment:
educational- achievement of subject, meta-subject results through reliance on the educational environment, its subject aspects, mastering UUD through practical interaction with environmental technologies, EER.
sociocultural- the formation of a subculture of students, their perception of moral and ethical values, public morality in interaction in the educational environment and with the environment.
Socio-legal– socialization of students, the formation of legal consciousness, the development of their information and legal culture through independent immersion in the educational environment.
Educational- intellectual and spiritual development of students on the basis of educational interaction, the formation of the ability to self-development based on the systematization of personal relationships in the educational environment, the formation personal learning environment.
Educational– education of a citizen, a patriot, a psychologically stable person who establishes tolerant relations with society and the environment based on the development of the psychological and interpersonal aspects of the educational environment.
educational- the formation of knowledge and ideas about the life of society, the principles, prospects and trends of its development based on the cognitive resources of the educational environment.
worldview- the formation of a worldview in the complex unity of attitude, worldview, worldview and worldview, including the formation of a modern informational worldview based on the development of knowledge about the world and society, practical experience in interaction with the educational environment.
managerial– direct impact on the organization and management of education based on the requirements and conditions of the educational environment.
Of particular importance in modern education is the information educational environment, IEE, general, local (school), subject. Under the influence of the global informatization of society, the informatization of education (IE), the IO methodology, the information environment is developing and expanding, and with it the IEE.
IOS is area and integrated means (resource) for the implementation and implementation of the educational process and educational interaction, which, under the influence of informatization, has become informational- information and educational, information and cognitive, information and activity and information and communication.
IEE as an area for the implementation of information and educational relations (subjective and object) is a direct intermediary and a direct participant in intersystem interaction (as a universal information system). That is, it, its means, ensures the dialogue of the subject of education in the environment and with the environment. This dialogue contributes to the formation of a culture of social-information relations and the legal consciousness of students, the perception information ethics.
IEE contains the resources of the social information environment used in education, specialized resources - information and educational (IER) and electronic educational (EER) resources, methodological resources, ICT resources. In modern education, they have become an integral attribute of every subject educational process.
IEE contains all the necessary informational expression of the social culture of society, which provides new opportunities for the implementation of the educational functions of education, for the development of personal socioculture, the worldview of students.
The concepts of "educational environment" and "IEE" in modern pedagogy do not merge, but converge: due to the abstract nature of the educational environment, all its aspects are somehow manifested in IEE. However, in general, these manifestations in these environments are different: in the educational environment they can be at the content, activity level, and in IOS - only at the formal (at the level of abstract expression). However, based on the commonality of aspect manifestations, it can be concluded that these educational environments are homogeneous regarding their place and role in education, regarding functionality. Based on the above, the following scheme is formed:
Fig.1.3. Structure and relations of the educational environment
1) Basic concepts:
1.1. educational environment;
1.1.2. Wednesday as a whole;
1.2. Criteria for a developing educational environment;
1.3. Criteria for the safety of the educational environment for first-graders;
1.3.1 Safety and danger.
2) Researchers on this topic:
2.1. Research by V. V. Davydov;
2.2. Research by I. M. Ulanovskaya, N. I. Polivanova, I. V. Ermakova;
2.3. Research by V. P. Lebedev, V. A. Orlov and V. I. Panov;
2.4. Research by V.A. Yasvin.
3) Conclusion.
4) List of used literature.
Educational environment.
Educational environment there is, first of all, a subsystem of the socio-cultural environment, a set of historically established factors, circumstances, situations, that is, the integrity of specially organized pedagogical conditions for the development of an individual.
In a broad sense the sociocultural educational environment can be understood as a structure that includes several interrelated levels.
Global trends include global trends
development of culture, economy, politics, education, global
information networks, etc.
To the regional level (countries, large regions) - educational policy, culture, education system, life in accordance with social and national norms, customs and traditions, mass media, etc.
To the local level - an educational institution (its microculture, microclimate), immediate environment, family.
In a narrow sense words can be attributed to the environment only the immediate environment of the individual. It is this environment and communication with it that can have the strongest influence on the formation and development of a person.
Many researchers understand the educational sociocultural environment as a system of key factors that determine the education and development of a person: people who influence educational processes; socio-political system of the country; natural and socio-cultural environment (including the culture of the pedagogical environment); mass media; random events.
Thus, the educational environment can be characterized as a set of social, cultural, as well as psychological and pedagogical conditions specially organized in an educational institution, as a result of the interaction of which the personality is formed.
In the relationship between society and school, society is primary. The school does not move society forward, but only reflects the trends that exist in it. An African proverb says, “It takes the effort of an entire village to raise a child.” Indeed, in order to grow a child into a full-fledged and mature citizen of society, it is not enough just to have a family, school or any other social institution, but it is necessary to create an educational environment that constantly emphasizes the importance of learning, ensuring the assimilation of comprehensive knowledge and skills. The educational environment is the interaction of various social institutions in order to ensure the full achievement of the goals of education, upbringing and development of the child. It helps the implementation of all learning functions, the assimilation of all elements of the content of education.
Another argument in favor of creating a holistic educational environment is that only with the active participation of society and, above all, parents, it is possible to preserve and increase the personal, subjective “diversity” of the human population. The school, to a greater or lesser extent, strives to create uniformity in knowledge, personality traits, opinions, attitudes, values, etc. This is one of its functions. But a uniform population is less viable and sooner or later doomed to extinction. The diversity of attitudes, value systems, individual characteristics, created by each individual family in these conditions, becomes a powerful counterweight that contributes to the preservation and development of each nation and humanity as a whole.
The educational environment must meet the following requirements:
1) ensure the continuous development of the child;
2) be perceived by the child as a whole, indivisible into its component parts;
3) have the interconnectedness of teaching and educational influences that are carried out consistently within the framework of the educational environment;
4) be distinguished by the clarity and uniformity of the requirements and educational guidelines that are put forward for the child by the participants in the educational environment;
5) provide the child with a positive emotional background.
In the educational environment, which includes the school and the family, the autonomy of all its subjects (student, teacher, parent) is developed, their self-determined responsibility develops.
Currently, in the United States, there are even two separate terms: “schooling” - formal schooling and “education” - general education obtained through all social institutions, among which the family occupies one of the first places.
A new approach has emerged to the school as a community of learners, in which everyone learns - both students and teachers. In addition, the community includes parents and the immediate social environment of the school. The concept of “school community” has been formed, implying that each school has its own “face” and its own system of relationships, the formation of which is influenced by the characteristics of the teaching and student teams of the school; the style of interaction between them; features of school management, socio-economic factors of the territory on which the school is located, and its relationship with various organizations. By creating a certain system (just designated by the term “school community”), all of these factors affect the processes of teaching and education at school.
The following features of the school community stand out:
1) adults act as a leader and facilitator, not an instructor;
2) the learning process is more important than the learning product;
3) teaching is based on the development of children (taking into account their interests, inclinations, abilities) and their responsibility in making decisions;
4) assessment of the progress of children occurs in the process of working with them and monitoring them.
A number of principles and practices have been developed to engage parents in teaching children and turn them into assistants who support the child's interest in learning: teaching parents what general learning skills are best for developing children, how to help them learn, how to support their role as a parent, etc. .; establishing links between the school and the family, including parents in the work of the school, etc.
At present, there are at least two closely related trends in the interaction of social institutions in Russia. The first of these is that the school does not want to be solely responsible for the fruits of its labor, as it was 20-30 years ago, and parents, for their part, do not want to be students for the school, performing the tasks of teachers in raising their own children. The other is to change the authoritarian style of relationships between teachers and parents to a democratic one. In fact, we are talking about a paradigm shift in relations between the two social institutions. Relations of partnership and equal responsibility of all participants in the pedagogical process are emerging before our eyes.
Similar information.
Modern educational environment as a factor in ensuring the quality of the educational process.
Creating a developing environment for teachers and students is one of the most important activities of educational institutions, which provide for the provision of sanitary and hygienic conditions for the school environment, the creation of conditions for training and education, and the creation of psychological comfort.
The main principles underlying the creation of a developing environment in an educational institution:
- Democratization (distribution of rights, powers and responsibilities between all participants in the educational process).
- Humanization (equally accessible for each individual the choice of the level, quality, direction of education, the method, nature and form of its receipt, the satisfaction of cultural and educational needs in accordance with individual value orientations. Reorientation of the educational process to the personality of the student).
- Humanitarianization of educational programs (correlation and combination of educational subjects and information, the use of such teaching technologies that ensure the priority of universal values, integrity, consistency, continuity and anticipatory nature of education).
- Differentiation, mobility and development (providing students, as they grow up, social development and self-determination, with the possibility of movement: changing classes, choosing a profile, focusing on education).
- Openness of education (providing the possibility of general education at any stage, any level: basic and additional).
All these principles become a guide to action in the school, where one of the main directions is the creation of a developing environment for the teacher and student. At the same time, the main function of the modern school is the purposeful socialization of the individual: introducing it into the world of natural and human connections and relationships, immersion in material and spiritual culture through the transfer of the best examples, methods and norms of behavior in all spheres of life. The implementation of this function involves, on the one hand, meeting the needs of the individual, group, society, on the other hand, the formation of a general culture of the individual, his social orientation, mobility, ability to adapt and function successfully.
In order to assess how successful the process of creating a developing environment for teachers and students is, the following performance indicators are analyzed:
- Innovative activities of the school - updating the content of education (basic and additional components, training and education programs); updating pedagogical technologies, methods and forms of work (methods of mastering programs, the predominance of individual or group forms of organizing cognitive activity over general class ones).
- Organization of the educational process - self-government, cooperation of teachers, students and their parents in achieving the goals of training, education and development; joint planning and organization of the activities of the student and teacher as equal partners; division of responsibility for the results of the UVP between the student and the teacher; high level of motivation of participants in the pedagogical process; a comfortable environment for all participants in the holistic pedagogical process; the right to choose the content, profile, forms of education for students.
- The effectiveness of the educational process is a comparison of the compliance of the final results with the planned ones (the degree of upbringing and education of students, their well-read and deep knowledge of any field of science, attitude to study, work, nature, social norms and laws, attitude towards themselves).
The activity of the school in the mode of creating a developing environment for all participants in the educational process makes it necessary to identify new approaches and management. The leading place is occupied by stimulating motivational management activities of both students and teachers. Along with moral incentives, it is necessary to apply material rewards (bonuses for students, bonuses to teachers' salaries for innovative educational activities, etc.). The nature of control is also changing. Rigid control from above turns into self-control. The new content of the school management functions becomes the driving force that makes it possible to transform activities from functioning to developing.
The creation of a developing environment in the school is facilitated by:
- The concept and program of school development.
- Modeling of UVP as a system that helps self-development of the individual.
- Conducting innovative research work at the school.
- A team of teachers and students united by a common goal.
- Organization of an optimal control system.
- The system of effective scientific and methodological activities.
- Educational and material base sufficient for the formation of a developing environment.
- A set of alternative educational services in accordance with the needs of the participants in the pedagogical process.
The activity of the school in the mode of creating a developing environment also implies special managerial actions of the administration. This may be, for example, the study of the educational needs of children, the desires of parents; opportunities for the teaching staff to work in new innovative conditions; determination of the zone of proximal development of each participant in the pedagogical process; the choice of a system (technology) of education, upbringing and development for each stage, etc. The creation of such conditions will allow the student to realize his right to education in accordance with his needs, abilities and opportunities. The teacher will be able to develop his professional and personal qualities. It provides conditions for the transfer of the child from the object to the subject of education, gives the child the opportunity to be himself, does not teach, but organizes educational and cognitive activities. The team is working in a creative search mode.
Main directions
to create a developing environment.
Parents are faced with the choice of an educational institution for their child.
It is very important that from the first day a young student is surrounded by a comfortable developing environment, the opportunity to develop their individual personal abilities, caring and sensitive teachers who create a favorable psychological climate for children.
If conditions are created for the development of the individual in the social, mental and physical aspects of development for the teacher and student, then a developing environment for teachers and students in a general education institution will be created.
Creation of a developing environment in an educational institution involves
for the teacher:
- availability of the concept of continuous training and retraining of personnel;
- compliance of the goals and objectives of the development of education in the school with the goals and objectives of the development of the creative potential of teachers;
- creating conditions for the successful formation of the creative potential of teachers (material, legal, sanitary and hygienic, etc.);
- creation of conditions for pedagogical research, experiment and scientific creativity;
- creation in the teaching staff of a psychological atmosphere that provides each teacher with psychological comfort and optimal intellectual mode, the cultural level of pedagogical work;
- providing school teachers with psychological services (psychological training, counseling on personal and professional issues, arming with psychological knowledge);
- the implementation of such management of the teaching staff, which is motivated for the success of each teacher;
- meeting the needs of teachers in ways of pedagogical activity aimed at success (providing the opportunity to teach using new technologies, use audio, video equipment, a computer in pedagogical activity, develop author's programs);
for student:
- organization of the educational process based on:
Identification of the characteristics of the student as a subject;
Recognition of the subjective experience of the student as originality, intrinsic value;
Building pedagogical influences with maximum reliance on the subjective experience of the student;
2. education of schoolchildren in accordance with the model of a developed personality in the psychological (high consciousness, developed thinking, great inner and moral strength that encourages action), social (moral self-sufficiency, adequate assessment of one's "I", self-determination), physical (normal activity of the organism , support for mental and mental development) aspects;
3. the presence of a system of psychological and pedagogical diagnostics, the results of which form the basis of student-centered learning for schoolchildren;
4. development of schoolchildren's skills to independently acquire knowledge;
5. creation in the student team of a psychological atmosphere that provides each child with psychological comfort and optimal intellectual mode, the cultural level of student work;
6. creating conditions for the successful development of schoolchildren;
7. creating conditions for the development of social adaptation in children, life security, effective representation in the world today and tomorrow.
Creating a developing environment involves the formation of an additional education center at school. It is built on the basis of a model that implies the organization of students in the second half of the day into groups that are different in areas (cognitive, creative, developmental) activities, forms of organization and age composition.
It is necessary to think about creating a comfortable developing environment for the student even before the child enters school. To this end, a comprehensive-targeted program is being developed to implement continuity between kindergarten and primary school, primary school and secondary education. When compiling this program, the following areas of activity of the school are possible:
The study of the psychological capabilities of children of preschool and early adolescence;
Comparison of the content of the studied subjects and coordination of the main program topics, providing conditions for the repetition of educational material;
Coordination of teaching methods and techniques in the 4th and 5th grades, providing conditions for the "soft" adaptation of 5th grade students to new forms of education;
Creation of favorable conditions for the adaptation of students of the 1st grade;
Analysis of the adaptation period, identification of difficulties, development of measures to overcome them.
The importance of the problem of continuity between kindergarten and primary school, primary and secondary levels is determined by the fact that with the transition to the 1st and 5th grades, schoolchildren begin a difficult period of adaptation, which is associated with changes in the organization of education, with a change in its forms and methods , day regimen, load increase, etc.
Primary school teachers should be well aware of the features of the early development of personal qualities. This will ensure an easy and natural transition for the child to school.
At the same time, primary school teachers who work with fifth graders often underestimate the psychological and physiological changes that occur with younger teenagers during this period. The fact is that they begin the first period of puberty and the processes that occur during this often adversely affect the cognitive activity of children. So, fifth-graders read and write more slowly, they need more time to solve logical problems, the amount of memory and attention is somewhat reduced. Many teenagers become irritable, react inadequately to the remarks of adults, act up, show stubbornness. All this is often considered by teachers and parents as a manifestation of the child's depravity, they begin to "educate" him, which further exacerbates the negative behavior of the teenager. What to do? It is necessary to try to understand the child, to give him the right to solve the problem himself, not to react violently to the manifestation of his stubbornness and restraint. It is very important not to immediately increase the workload of schoolchildren in grades 5-6, otherwise, taking into account their psychological state, stress may set in and a negative attitude towards learning may arise.
To eliminate the difficulties associated with the adaptation of students during the transition from kindergarten to primary school and from primary school to secondary education, a psychological service has been created at the school. For the same purpose, a comprehensive-targeted succession program has been developed between kindergarten, primary school, primary school and secondary education.
In the last decade in modern society, the central idea is to preserve the health of the younger generation, as a fundamental factor in the future well-being of the state. A necessary condition for creating a developing environment in an educational institution for a teacher and a student is to determine a unified approach to solving the issues of formation, preservation and promotion of health, based on the scientific justification of the health-improving, educational and educational process, organized taking into account individual and age-specific adaptive characteristics and capabilities of students, socio-hygienic, sanitary and epidemiological situation in which the school is located - in other words, to contribute to the creation of a health-saving environment, taking into account indicators of physical, mental and social health.
The formation of a health-saving environment is possible only if there is a broad integration of basic and additional education institutions, a targeted social policy of administrative and managerial structures, based on the accumulated scientific, practical and organizational experience in the use of modern information technologies, means and methods of preserving, strengthening the physical, mental and social the health of students and teachers, their adaptation to the educational process, profiling, accompanied by the socialization of the individual.
In recent years, priorities in education have changed dramatically. Purposeful and intensive complex development of the child's abilities becomes one of the central tasks of the educational process. The modernization of education focuses the school not only on the assimilation of a certain amount of knowledge by students, but also on the development of his personality, his cognitive and creative abilities.
New information technologies are a fairly strong factor influencing the development of the educational environment. The processes of informatization of society as a whole are undoubtedly reflected in the practice of the modern school. The phenomenon that only emerged at the end of the 18th century, when the amount of socially significant information began to increase significantly during one human life and the processing of all this information became almost unbearable for one person, has become comprehensive today. The "information explosion", about which S. Lem wrote, has become a daily reality for every person. Creating a developing environment for both the teacher and the student is impossible without informatization of the school. This is a natural continuation of the work of the school on the development program, first of all, and a reflection of the changing conditions for the functioning of education in modern society. We work in one of the main areas - the development of pedagogical culture: the use of modern technologies and teaching methods that provide for subject-subject relations, aimed at humanizing learning, building partnerships that ensure their own educational activities of all participants in education, focused on obtaining competencies.
Educational environment - a system of influences and conditions for the formation of a personality according to a given pattern, as well as opportunities for its development contained in the social and subject-spatial environment
In modern pedagogy, the educational environment is interpreted as part of the socio-cultural space, the zone of interaction between educational systems, their elements, educational material and subjects of the educational process.
In the "School 2100" system, the educational environment is understood as a holistic qualitative characteristic of the internal life of the school, which is determined by specific tasks; manifests itself in the choice of means by which these tasks are solved; meaningfully evaluated by the effect in the personal, social, intellectual development of children, which it should achieve.
In the broadest context, the educational environment is any socio-cultural space within which the process of personality development is carried out spontaneously or with varying degrees of organization. From the standpoint of the psychological context, according to L. S. Vygotsky, P. Ya. Galperin, V. V. Davydov, L. V. Zankov, A. N. Leontiev, D. B. Elkonin, etc. a certain way ordered educational space in which developmental education is carried out.
The educational environment has its own structure, but there is no single approach to identifying the components of the educational environment. Consider the approaches of individual authors.
G.A. Kovalev singles out the physical environment, human factors and the training program as units of the educational environment. The physical environment includes: the architecture of the school building, the size and spatial structure of school interiors; ease of transformation of intra-school design in the space of the school; the possibility and range of movement of students in the interiors of the school, etc. he attributed to human factors: personal characteristics and progress of students; the degree of their crowding and its impact on social behavior, the distribution of statuses and roles; gender, age and national characteristics of students and their parents. The curriculum includes: the structure of students' activities, the content of training programs (their conservatism or flexibility), the style of teaching and the nature of control, etc.
E.A. Klimov in the "environment of human existence and development" proposes to distinguish the following parts of the environment: social - contact, information, somatic and subject. The author refers experience, lifestyle, personal example, activities, behavior, relationships of others to the social-contact part of the environment; institutions and their representatives with which a person interacts; the real place of a person in the structure of his group, the structure of this group, etc.
Studying the environment, N.E. Shchurkova identifies such components as subject-spatial, behavioral, event and informational cultural space.
E.A. Klimova, G.A. Kovaleva and other researchers rely on the ecological-psychological approach, which is consistent with the theory of the “ecological complex” by O. Dunkn and L. Schnore, one of the fundamental theories of the functional unity of the human community and the environment. In the "ecological complex" the authors distinguish 4 components: population, or population, environment, technology and social organization. Following these authors, V.A. Yasvin builds a four-component model in which he singles out the spatial-objective, social, psychodidactic components and subjects of the educational process.
1. The spatial and subject component is the architectural features of the building, equipment, special attributes of the educational environment.
2. The social component is determined by the form of the child-adult community inherent in this particular type of culture. Here it is important to observe several conditions: the teacher and the student are a single polysubject of development; the existence of cooperation between teachers and students; the presence of collectively distributed educational activities; communicative saturation of the life of students and teachers within the walls of the university.
3. Psychodidactic component - the content of the educational process, the methods of activity mastered by the student, the organization of training. Within this component, answers are given to the questions of what and how to teach.
The educational environment is a set of material factors of the educational process and interpersonal relationships that are established by the subjects of education in the process of their interaction. People organize, create the educational environment, have a constant impact on it, but the educational environment also affects each subject of the educational process.
As V.I. Slobodchikov, the educational environment cannot be considered something unambiguous, predetermined. The environment begins where the formative and the formed meet, where they jointly design and build something. Such an environment can be considered both as a subject and as a resource for joint activities.
E.V. Korotaeva emphasized that any component of the environment should be emotionally developing. She singled out the conditions that can provide the emotional-developing nature of the components of the educational environment:
* the relationship between the participants in joint life, that is, the emotionally supporting component of the environment;
* regime moments that organize the process of a child's stay in a preschool or school, that is, an emotionally developing component;
* external environment (color scheme, comfort of furniture, etc.) - emotionally - tuning component;
* organization of children's employment - games, study, surprise moments - an emotionally activating component;
* the inclusion of heuristic exercises with children in the lessons - an emotional - training component.
Most often, the educational environment is characterized by two indicators: saturation (resource potential) and structuring (methods of organization). The educational environment will only contribute to the personal and cultural growth of students when "the existing socio-cultural content also turns into the content of education, that is, the actual educational environment" (according to V. Slobodchikov).
So, we briefly considered the issue of identifying the components of the educational environment. It is important for a modern teacher to be able to model various components of the educational environment, to create conditions for the full-fledged education and development of students.
WHAT IS A SCHOOL LEARNING ENVIRONMENT AND HOW TO DETECT IT?
I. M. ULANOVSKAYA, N. I. POLIVANOVA, I. V. ERMAKOVA
RESEARCH PROBLEM
The school in our country has always been an organization with rigidly defined tasks and means of solving them. But even within this framework, schools differed significantly from one another in the way they organize their activities. Thus, choosing a school for their child by parents has always been a difficult problem. On the one hand, all schools are different, in each of them the educational environment is built in which children stay throughout all the years of study, and on the other hand, it was almost impossible for an “outside person” (for example, a parent) to get any reliable information that is a specific school, what requirements it imposes on children, how the child feels in it.
In recent years, the situation in school education has changed radically. Schools have acquired much greater freedom and independence, many different types of schools have appeared, and the number of specific internal tasks that each particular school has been able to set and solve has increased.
At present, experimentation in the field of secondary education is represented by a wide variety of areas: author's programs, leveled content of education, innovative pedagogical technologies and forms of organizing the learning process, borrowing pedagogical technologies that have become classic abroad (for example, Waldorf and others).
Thus, the uncertainty of the psychological situation in schools has increased even more, and the problem of studying and describing the educational environment specific to a particular school has become practically even more urgent.
Therefore, the problem of assessing the educational environment of the school has now become one of the central ones in pedagogical psychology. At the same time, although this concept itself is widely used by the authors, its content is far from unambiguous.
In most foreign studies, the educational environment is assessed in terms of the "efficiency of the school" as a social system of the emotional climate, personal well-being, characteristics of the microculture, the quality of the educational process,. It is stated that there is no predetermined combination
indicators that would define an "effective school", since each school is unique and at the same time is a "splinter of society". From the point of view of American researchers, a more significant factor in school effectiveness is the organizational one, which ensures the solidarity of teachers' ideas about their professional duty, their ability to link personal pedagogical philosophies both with each other and with students, and support for teachers' autonomous initiative by the school administration.
V. I. Slobodchikov’s approach seems to be the most theoretically worked out in Russian psychology, which, on the one hand, inscribes the educational environment into the mechanisms of child development, thereby determining its purpose and functional purpose, and on the other hand, highlights its origins in the objectivity of the culture of society. "These two poles of the objectivity of culture and the inner world, the essential forces of a person in their mutual positing in the educational process just set the boundaries of the content of the educational environment and its composition." V. P. Lebedeva, V. A. Orlov and V. I. Panov, also linking the assessment of the educational environment with its developmental effect, fix their attention on the technological level of its implementation and assessment. At the same time, they use the algorithm of "essential indicators" identified by V.V. Davydov as fundamental scientific prerequisites for the development and evaluation of developing educational environments:
certain psychological neoplasms correspond to each age;
training is organized on the basis of leading activities;
interconnections with other activities are thought out and implemented;
in the methodological support of the educational process there is a system of developments that guarantee the achievement of the necessary development of psychological neoplasms and allow diagnosing the level of the process.
Consolidating with the theoretical and technological approaches presented above, we focused our attention precisely on solving the last task: diagnosing the educational environment of the school. Moreover, based on these premises, it is obvious that the educational environment of the school cannot be assessed by purely quantitative indicators or reconstructed normatively. One and the same educational environment may be optimal for development at one age stage or with some individual characteristics of the child and hinder effective development at another age or with other individual characteristics of students. Therefore, it seems to us that the most adequate task is to qualitatively describe the educational environment of the school so that the school itself can better reflect its goals and evaluate efforts to achieve them, and the students themselves and their parents receive meaningful guidelines for assessing the educational environment of a particular school when choosing an educational institution. At the same time, we have chosen the criterion of mental development in its intellectual, social and personal components as an integral resulting characteristic of the educational environment.
An essential premise of our study was the idea that, with all the variety of educational environments implemented in specific schools, they can be categorized in a certain way based on their internal goals for the functioning of the school as an organization. It would seem that the easiest way to identify the features of the educational environment of the school is to directly interview those of its participants who, in fact, provide educational impact: teachers and school administration. However, the analysis of the questionnaires
showed that the administration and the teaching staff are far from always aware of what goals the efforts of their school are really aimed at. The director can quite sincerely assure that all the efforts of the school are aimed at the development of children, but at the same time, the limited material resources available to the school should be spent on decorating their office or mosaics in the lobby, while there are broken desks and chairs in the classrooms, and in the gym no required props. At pedagogical councils, there may be calls for improving the quality of education, and before the test, teachers in a personal conversation are encouraged to prompt weak students and give the highest possible marks. At methodological meetings, we can talk about the development of children's creativity, and at the lesson the same teacher will demand silence, because he has a headache from children.
A huge number of such discrepancies set before us the task of developing a new toolkit that could make it possible to identify both declared and real internal, specific for a particular school, goals and objectives of its functioning, which determine the specific educational environment within which pedagogical, educational and educational activities are carried out. other influences on students, to varying degrees providing conditions for their full-fledged mental development.
RESEARCH PROCEDURE
In accordance with the tasks set, the developed diagnostic package includes three blocks of methods.
The first one is aimed at diagnosing the results of the impact of the educational environment, qualitatively and appropriate for age-related psychological characteristics, such as the intellectual abilities of children, their social and individual characteristics, and the characteristics of the motivational sphere associated with their involvement in the educational process.
The second block allows you to identify the specific features of the means by which a particular school achieves its developmental effect. These include an analysis of the organization of the educational process and methods of interaction in the "teacher-student" system, the study of the socio-psychological structure of classes and the identification of significant criteria for the formation of interpersonal relations between students, a description of the essential characteristics of the psychological climate of the school.
The third procedure is to identify internal targets that determine the specifics and effectiveness of the impact of the educational environment of the school on all aspects of the mental development of students.
To assess the intellectual abilities of children, data from two types of tests were compared: the first allows you to identify basic intellectual abilities, which, as is commonly believed in psychological science, depend minimally on the content of education and the type of organization of the educational process; the second is connected with those mental actions that take shape precisely in the process of learning and can be indicators of the effectiveness of the organization of educational activities. Comparison of the results of methods of both types makes it possible to identify and evaluate the influence of the specifics of the educational institution itself on the development of children's intellectual abilities.
To determine basic intellectual abilities (general intellectual development), we used the Cattell method for CFT2 children. It makes it possible to assess the ability of the subject in a new situation to solve mental problems (to establish connections, highlight rules, etc.) on non-verbal graphic material of varying complexity.
The characteristics measured by this test can be considered the "own" intellectual abilities of the child, with which he enters the educational environment. For brevity, we will call them natural intelligence.
For a qualitative assessment of the formation of mental processes associated with the specific features of the inclusion of children in the educational process, we used two diagnostic methods.
Schoolchildren are offered 14 tasks organized in a special way. The solution of problems 16 indicates the presence of the beginnings of the theoretical analysis necessary to reveal the general way of constructing these problems. The solution of problems 710 indicates an awareness of the principle underlying the construction of the tasks of the methodology, and the solution of problems 1114 indicates an understanding of the commonality of a single basis for constructing the entire system of tasks (i.e., meaningful reflection associated with clarifying the essential, generalized foundations of the solutions being implemented).
In the method "Conclusion" (author A. Z. Zak), the tasks are selected in such a way that it is possible to judge the type of mental activity of schoolchildren by the criterion of the level of development of a holistic solution planning. The technique includes 20 tasks, in which for the specified number of mental transformations (from 1 to 5) it is necessary to bring the initial combination of geometric elements to the final one, given in the form of a sample. According to the total number and quality of the tasks solved, the level of formation of holistic planning, characterized by an empirical or theoretical mode of action, the depth and quality of the analysis, as well as meaningful reflection, are assessed.
The assessment of individual personality characteristics was carried out on the basis of diagnostic procedures for self-assessment and the level of children's claims, identifying the hierarchy of motives, determining the level of anxiety, the structure and intensity of psychological contacts with peers, and position in the informal structure of relationships in the classroom.
The study of self-esteem and the level of aspirations of schoolchildren makes it possible to directly assess the basic characteristics of personal development and indirectly (through the selection of appropriate criteria for self-assessment, as well as through comparison of self-assessments according to various criteria) the type of school motivation and the general personal orientation of children.
To identify the content of predominant school motivation, a content analysis of students' essays on the topic "My school" was carried out.
Sociometry makes it possible to judge the adaptability of each student in the systems of business and informal interpersonal relations, as well as the predominant motivational orientation of the class to educational, cognitive, creative activities, communication, or other areas of group activity.
In general, to collect data in the first direction, each of the examined children took part in the work on a package of psychodiagnostic methods and tests, consisting of six procedures. The average work time for each child is 5.5 hours.
To identify the specific means by which the educational environment of a particular school implements its developmental impact, we have developed original diagnostic procedures.
To analyze the organization of the educational process and ways of interaction in the "teacher-student" system, a special lesson analysis scheme is used. It includes three aspects of the implementation of the educational process: subject (content), organizational and interpersonal.
The subject aspect characterizes the development of educational content: the process of posing a problem, transferring educational information of different levels of generalization, types of questions and answers (problematic, specific, their number and place in the process of transferring and mastering knowledge), using various didactic techniques (working with models, discussion, an exercise).
The organizational aspect characterizes the ways a specific teacher solves problems at the subject level and includes answers to students' questions, instructions for organizing work, conducting a group discussion, including model and schematic tools in the process of transferring knowledge, organizing group forms of work for students, practical actions, analysis of results, knowledge control, etc.
The interpersonal aspect characterizes the ways of stimulating and motivating students, the forms of assessment, encouragement and punishment, the teacher's personal reaction to the behavior of children in the classroom.
An analysis of the results of observations makes it possible to identify the specifics of the organization of the educational process in a particular school. The procedure involves observing the same class with different teachers, as well as the same teacher in different classes.
For research in the second direction, we carried out a psychological analysis of the main lessons (Russian language, literature, mathematics, foreign language, history, natural history) in each of the surveyed classes.
To clarify the subjective structure of relations in the "teacher-student" system, on the one hand, the answers of teachers to the questionnaire questions related to their assessment of the intellectual abilities of students were used, and on the other hand, the type of students' preferences revealed using the content analysis of essays when choosing favorite and unloved teachers .
Another means of influencing the educational environment on the individual characteristics of a child's development is the formation of a specific system of relations in the classroom, the allocation of significant criteria for interpersonal relations between students. To study the structure of preferences, a classical sociometric procedure was used, in which, along with the general criterion for selection, business (educational) and emotional criteria were also set, and sociometric positions of students were identified.
An important, although the least formalized, means of influencing the educational environment of the school on the development of children is the psychological climate of the school. To assess the objective manifestations of the school's psychological climate, we developed a special observation map. It recorded external manifestations that characterize the democratic life of the school, informal, extracurricular contacts between students and teachers, the place of children's creativity in school life, taking into account the interests of children in the organization of extracurricular work of the school, etc.
The data obtained during such external observation were compared with the results of a survey of the teaching staff and school administration (the subjective position of the "creators" of the educational environment), as well as with the results of the analysis of students' essays on the topic "My School" (the subjective position of the "consumers" of the educational environment).
To identify the prevailing internal goals in the work of the school, a special questionnaire was developed, in which each teacher had to answer the same questions regarding different aspects of school life from the perspective of the school administration, his colleagues, and also express his own point of view. The same questionnaire was filled out by all students, answering from the position of teachers and their own. Comparison of these answers made it possible to separate the declared and actual internal target settings in the work of the school, to identify their hierarchy, the degree of solidarity, as well as the adequacy of the school's work goals to the expectations of students.
ANALYSIS OF THE RESULTS
The package of diagnostic methods and procedures described above was tested at three schools in Nefteyugansk and three schools in Moscow (about 600 schoolchildren in total). The results obtained were subjected to thorough qualitative analysis and quantitative processing. For this, collected in an experimental survey
data were placed in a matrix of indicators. Statistical data processing was carried out using the SPSS computer package. When analyzing the data, modern methods of multivariate statistics were used, including correlation, regression, dispersion and factor analysis. For each indicator, the values of the main statistics were calculated (mean, mode, skewness, kurtosis, standard errors, range, minimum and maximum values, variance, standard deviation, etc.). In addition, for each value of the indicator, its frequency was calculated. These calculations were carried out separately for each class, for the parallels of each school, separately for schools, separately for all students of each surveyed parallel, and for the entire sample.
The results confirmed that the set of data obtained using the described package of methods, as a whole, makes it possible to quite comprehensively and fully characterize an individual school as a holistic education in terms of the specificity of its educational environment (see , ).
Comparison of the specifics of educational environments in different schools, taking into account the dynamics of changes in the diagnosed psychological parameters from elementary school to secondary school, makes it possible to describe individual portraits of the surveyed schools, in each of which the components of the educational environment have their own procedural and qualitative manifestations and quantitative expression that are different from others. Comparing the severity of the same parameters in the educational environments of different schools, one can not only judge the effectiveness of their influence on the development of students, but also predict the further dynamics of this development.
Let's take one example.
Comparison of the results of the impact of the educational environment in the schools of Nefteyugansk showed that with statistically insignificant differences in the basic intellectual characteristics, the students of the three schools were clearly divided according to the studied indicators of the development of theoretical thinking, which are determined by the type of organization of the pedagogical process. One school demonstrated the high efficiency of educational influences in the development of schoolchildren's thinking, another secondary school, and the third turned out to be ineffective. This division was also confirmed by other individual psychological characteristics, such as the severity of educational and cognitive motives and the differentiation of self-esteem.
Comparing these data with such conditions for the functioning of the educational environment as the organization of educational interactions and the psychological climate of the school, we were able to clearly distinguish three types of environments and classify the first school as a developing educational environment, the second as an intermediate type with developing external goals and insufficiently adequate means of implementing these goals in the educational process and the third to the traditional educational environment, using monological methods of organizing the educational process and strictly directive in the management of school life.
The division of schools in terms of the effectiveness of their impact on the mental development of students was also confirmed in the characteristics of their psychological climate. In the first school, he is evaluated positively by both teachers and students. Moreover, as criteria for such an assessment, both of them appeal to the type and methods of interaction between teachers and children, as well as to the organization of the learning process and the results of pedagogical activity. In the second school, the psychological climate is also generally assessed positively by both children and teachers, but the criteria for this assessment are vague, and the answers are not entirely frank. Nevertheless, it is obvious that in the teaching staff the focus is on the forms of professional work and development, and not on children and relationships with them. There is a clear negative trend in the third school
in children's assessment of the psychological climate of their school. From the point of view of teachers, the assessment is predominantly positive, but it is based on informal relationships with colleagues and administration. The meaningful aspects of professional activity in the assessment of the psychological climate are not presented.
A comparative analysis of the results of the examination of Moscow schools also showed significant differences in the effectiveness of the influence of their educational environments on the mental development of students, however, the mechanisms of this differentiated impact turned out to be associated with other internal goals and settings of the school, and therefore were implemented in qualitatively different conditions for the organization of educational activities and features of the psychological climate .
Statistical analysis of the package of psychological methods as an integral diagnostic complex showed its high sensitivity to distinguishing between the content features of the educational environment and its impact on various aspects of the mental development of schoolchildren.
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Received 5.XI.1997
This line of work was supported by the Research Support Scheme of the OSI/HESP, Grant No. 621/1997.
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