Technologies of pedagogical regulation and correction of the educational process. Control of the educational process

Management in pedagogy is management (planning, regulation, control), leadership, pedagogical production, its organization. As is already known, educational processes take place in dynamic systems. Recall that a system is a set of elements between which certain relationships are manifested. The structure of the system consists of elements (components) that can be distinguished according to various criteria, most often - by place and function. The pedagogical system is an ordered set of interrelated and interdependent structural and functional components, each of which, in turn, is a very complex entity and can be considered as an independent system.

setting goals, objectives;

process planning;

analysis of results.

Each major component of the pedagogical system becomes an independent object of management. The highest meaning of pedagogical management is to connect all components with logical dependencies and direct their common influence to achieve the maximum effect. main tasks of pedagogical management:

setting goals, objectives;

process planning;

resource support of the process;

ensuring high motivation of participants;

process control and correction;

analysis of results.

The essence of the scientific organization of labor (NOT) in pedagogy is the creation of optimal conditions for achieving high results in educational work. Optimal conditions are called conditions conducive to obtaining a high-quality pedagogical product with rational expenditure of time, effort and money of teachers and students. NOT is considered as an organization of activities that provides a higher pedagogical effect by introducing new scientific achievements into practice. Soviet period. The collegiality of management assumed a combination of the efforts of the leader with the power of public opinion. At all levels, from the ministry to the school, bodies were created under the leadership; collegiums and councils, whose members participated in the discussion of decisions on the main areas of joint activity.

Relationships between leaders and collegiate bodies (they are advisory) were strictly regulated. One-man management was observed: the head was personally responsible for the state of all the work of the institution entrusted to him.

Management functions - the meaningful role of OS managers. Management functions of educational systems: analysis, goal setting, planning, organization of activities, control, regulation (correction). Models of intra-school management of educational institutions: the highest body - the teachers' council, director, deputies for VR, UR of primary, secondary school, heads of methodological associations. The concept of "management culture" includes a combination of a democratic management style and the creation of corporate interests and traditions in the educational institution. The success of the team, job satisfaction, and a favorable microclimate depend on the personal qualities of a manager. These are his legal knowledge, managerial and psychological knowledge of personnel management, the ability to foresee the development prospects of the entire team and each person personally, knowledge of current trends in educational policy, the ability and ability to provide a material and technical base, to enjoy authority. The study and satisfaction of the needs and interests of the participants in the pedagogical process is the key to solving many pedagogical problems, the basis of pedagogical management. This is where incentives come into play. The incentive is closely related to the satisfaction of needs and interests. Control is the process of ensuring the achievement of the goals of an educational institution by evaluating and analyzing the results of activities, prompt intervention in the educational process and taking corrective measures. Control is also defined as a mechanism for verifying the fulfillment of normatively established tasks, plans and decisions. Control is the final stage of management activity, which allows comparing the achieved results with the planned ones.

The main tasks of control:

determination of the actual state of the process (system) at a given time;

forecasting the state and behavior of the system (process) for the future period of time;

changing the state or behavior of the process to ensure the optimal value of the characteristics;

collection, transfer, processing of information about the state of the process;

ensuring a stable state of the system when the critical values of the process characteristics are reached.

685. Task (( 794 )) TK 1 Topic 1-1-0

The technology of establishing pedagogically expedient relationships involves:

£ adjustment of the personal qualities of the teacher

R specific instrumentation of pedagogical requirements

R reliance on the public opinion of the team

R adequate assessment of knowledge, skills, behavior of students

£ rejection of pedagogical requirements in favor of free self-determination of students

686. Task (( 795 )) TK 2 Topic 1-1-0

Set a match. In the process of observing a lesson, the observer should be guided by the principles:

non-intervention	Errors must be discussed after the lesson, they must be corrected by the teacher himself in the future, which, if necessary, can also be controlled
correctness	Manifestation of maximum benevolence and tact in relation to the checked teacher, students
Accounting for the specific features of the subject and the individual characteristics of the teacher	There can be no minor details in the lessons; regardless of the time of the visit, the entire course of the lesson is observed and recorded
Accounting for all factors of the training session	To be able to approach the observation and analysis of each training session in a differentiated way, even relying on the same strictly defined requirements and rules

687. Task (( 796 )) TK 3 Topic 1-1-0

Set a match. When using a system of requirements to control a lesson, a lesson, a number of principles must be observed:

688. Task (( 1200 )) TK No. 1200

Complement

In the process of observing the lesson, the observer should be guided by the principle of non-intervention, when it is necessary to talk about errors after the lesson, correct them later on ..., which, if necessary, can be controlled.

Correct answer options: teacher; teacher; teacher;

689. Task (( 1201 )) TK No. 1201

Complement

The manifestation of the maximum of benevolence and tact in relation to the checked teacher, students is the principle ....

Correct answer options: correctness;

Control technology educational process

690. Task (( 1173 )) TK No. 1173

The method of monitoring the activities of subject teachers and class teachers involves:

R visit training sessions

£ analysis of the living conditions of teachers

R attending extracurricular activities

R visiting and analyzing electives, circles, etc.

£ analysis of teacher health data

691. Task (( 1325 )) TK No. 1325

Set a match. Types of intraschool control:

692. Task (( 798 )) TK 5 Topic 1-2-0

Restore the sequence. The system of activities in the implementation of the control function includes:

1: collection of information

2: organizing information

3: information analysis

4: evaluation of information

693. Task (( 799 )) TK 6 Topic 1-2-0

Restore the sequence. Monitoring the activities of subject teachers and class teachers as a method of control includes the implementation of the following steps:

1: attending training sessions

2: analysis of training sessions

3: visiting extracurricular activities

4: analysis of extracurricular activities

5: visit and analysis of electives, circles, etc.

694. Task (( 1202 )) TK No. 1202

Restore the sequence. The analysis mechanism in the control structure includes:

1: dismemberment of an object or phenomenon

2: decomposition into smaller elements

3: study of small elements

For a long time, the concept of "impact" was wrongly identified with manipulation. This term was declared a symbol of authoritarian technocratic pedagogy, denoting violence against a child, neglect of his "self" - self-awareness, self-expression, self-affirmation, self-development, etc. In connection with this stereotype, this term seems especially unattractive in the context of humanitarian pedagogy. Meanwhile, “impact” is one of the sides of interaction. Researchers (V. Yu. Pityukov,
N. E. Shchurkova and others) specifically emphasize that the main purpose of pedagogical influence is to transfer the child to the position of the subject. To do this, the teacher, in addition to general pedagogical knowledge and skills, needs to possess technical and technological tools that allow him to build and exercise influence when interacting with the child and providing assistance in his self-development. The very moment of influence is not a sign of authoritarianism and technocracy, if the pedagogical influence is in the field of moral norms, spiritual values and moral meanings of a person.

The importance of impact as the initial stage of interaction is socially, psychologically and pedagogically determined. In modern society, the psychological tension of a person is so great that the touch of an educator must be very subtle, skillful. In other words, the ability to organize the impact in such a way that its end result is interpersonal interaction is required.

As a tool of pedagogical influence and influence
N. E. Shchurkova chooses a “gentle touch to the soul of a child”, which excludes direct interference in his inner world and focuses on helping the child in his spiritual development. To do this, it is proposed to identify and use the educational potential of such factors as nature, music, dance, literature, appeal to the mind and emotions of the child, various forms of speech influence, equipping the child with the necessary life experience, forms of educational work in which value relations are lived.

The main forms of direct pedagogical influence: regulation and correction, which reflect the dynamics of the system management of the educational process. The basis for the regulation and correction of the educational process is control. Regulation is the process of maintaining the functioning (maintaining constancy, making changes) of the system in a given mode. Correction is the process of making changes, corrections to various components and stages of system development, ensuring the achievement of the required results. These processes are carried out in three ways:

1) response to expected changes in the situation;

2) response to changes in the situation;

3) response to errors.

The impact is effective only when its implementation is carried out technologically. In accordance with the age characteristics of students, L. M. Mitina presented the impact of the teacher at the level of techniques and “ideal” behaviors.

At primary school age in the first place is the regulation of the behavior of schoolchildren. The impact of the teacher is carried out by including him in the sphere of life of the student. The inclusion factor at this stage is the monologue authority of the teacher. The teacher acts for the elementary school student as a model in a new position for him as a student. At this stage, the teacher carries out dialogical communication in the form of direct (instruction, command, prohibition) and indirect (advice) subjective requirements, as well as a system of objective requirements (norms and rules).

The mechanism for their implementation is suggestion with elements of clarification, persuasion, and requests. At the same time, the teacher differentiates students according to the degree of suggestibility. It is worth remembering that children with more high level cognitive activity less suggestible. Primary school students are active participants in the "teacher-student" interaction, they identify themselves with the teacher and imitate him. Among the broad social motives in the system of teaching motivation, the first place in the primary grades is occupied by duty to the teacher, the desire to fulfill his requirements. But this system is broken if the teacher behaves illiterately.

Teenage years characterized by the emergence of a new level of self-awareness, conditionally called by psychologists "a sense of adulthood." It is expressed in the desire to be and be considered an adult. Compared to primary school age, this is a completely new position in relation to oneself and the world around. If earlier the child's ideas about himself were adjusted to the adults' idea of him, and the relationship was built on the basis of the "morality of submission", now the former type of relationship becomes unacceptable. It does not correspond to the teenager's new idea of the level of his own adulthood. Therefore, in adolescence, such methods of influence teachers, how informing and stimulating. A peer begins to occupy a special place in the system of adolescent relationships as a more or less equal partner in communication. A teenager does not think of himself outside of communication, which is possible for him mainly in the circle of his peers.

In connection with the development of self-regulation in adolescents, the effectiveness of direct regulation decreases. The inclusion factor becomes the authority of the teacher's personality, if he acts as a "significant Other" for the teenager and enters into his system of referential dependence. Dialogic in content, communication with a student becomes dialogic in form on the basis of the application by the teacher beliefs as the main method of influence. The motive for acquiring knowledge, the duty to the teacher fade into the background, since the main feature of the teenager is his orientation towards asserting his position among those around him - adults and comrades. Protest and disobedience are the means by which a teenager wants to achieve an equal position with an adult. If in relation to a teenager the teacher continues to apply mainly regulating methods of influence, this leads to the emergence of a semantic barrier, psychological protection in adolescents. Frequent use of persuasion during early childhood can lead to empty moralizing.

At senior school age the contradictions that are characteristic of adolescence are somewhat softened. In most cases, equal relations are established with others, mutual understanding with teachers and parents. Of paramount importance is the actual awareness of one's real life position, their capabilities and at the same time unfulfilled thoughts and aspirations. This age is characterized by intolerance to edification and moralizing, therefore, in working with high school students, the teacher must combine informing with instruction, which no longer acts as a direct requirement, but as authorization. High school students internally accept the system of pedagogical sanctions, if they do not offend and offend their human dignity, as in the case described below.

Internal exactingness, self-hypnosis of a high school student are based on the processes of self-education of the individual. For the teacher and the student, communication acts as dialogical both in form and content. Accounting for value-semantic positions in the pedagogical process ensures compliance with the requirement of imperceptible educational influence. Much depends on the creative efforts of the teacher, his ability to manage his emotional state. Ultimately, all this allows the teacher to achieve the desired results, to solve their own pedagogical tasks, while adhering to a humanitarian strategy. It is useful for a teacher to always be ready to solve difficult problems, especially if they arise unexpectedly and can “unsettle a person”.

Knowledge of the age, individual characteristics of schoolchildren and the mechanisms of interaction with them allows the teacher to regulate and correct the pedagogical process without frustration (experience associated with failure).

The influence of the teacher within the framework of the game has a number of features associated with a competitive nature. Correction and regulation of the activity, behavior and communication of students should correspond to one of the most important features of the educational process - the constant employment of a person's attention and the alternation of emotions.

So, when organizing a game, the teacher must observe the following rules:

- the strongest game groups, the composition of which differs from all other participants, are given a minimum resource, i.e. they start in obviously worse conditions;

- Strictly established regulations and time tracking, so that it is enough for a complete analysis of the problem under consideration and for a conclusion;

– the stronger the participant or game group, the higher the level of responsibility;

– strict observance of three principles – publicity, comparability of results and creation of equal conditions for participants.

Filling the activities of schoolchildren with appropriate content, not with the help of dry didactic techniques, but by creating an emotionally colored atmosphere of general interest and activity, ensures the effectiveness of pedagogical influences in the educational process.

Consultation for managers educational institutions

Keywords displaying the content (content) of the consultation: regulation and correction of the management process, days of diagnostics of regulation and correction, rationalization of management processes.

Brief summary of the content of the consultation.

Consultation for managers on the issue of regulation and correction of OS management processes.

Consultation request: How to regulate and correct OS management processes?

advisory text.

Regulation and correction are a necessary control function. Thanks to them, the orderliness of the education management system is maintained, the factors of disorganization are eliminated.

Regulation is defined by us as a type of activity based on making adjustments using operational methods, means and influences in the process of managing the pedagogical system to maintain it at a programmed level.

The effectiveness of the management process can be increased when each function in the management cycle system begins to function, i.e. will begin to interact with other types of management activities. For example, the work of conducting an expert: the OU turns into a short-term loan agreement template function only if the data of the expertise (or control) serve as the basis for the function of pedagogical analysis, and through it for the function of regulation and correction, the implementation of which, in turn, should lead to an improvement in the result (expertise or control) of management as a whole.
For the process of managing education as a whole, the contradiction between its statics and dynamics is characteristic. In order to transfer the education system to a qualitatively new state, it is necessary to maintain its relative stability for a certain time.

For the modern process of education management, to a certain extent, the contradiction between the fact that the subject of management is able to theoretically comprehend the requirements for updating its management activities, and the fact that in most situations he does not know how to achieve this in practice is characteristic.

In this case, there is a large field of activity for the organization of regulation and correction. A person-centered approach plays a special role in these processes. Correction is impossible without establishing the causes that cause deviations in the expected, projected results. Signs of such deviations may be unreasonably drawn up plans and errors in them, weak forecasts, lack of necessary and timely information, errors in the 15000 loan calculator in decisions taken, poor performance, shortcomings in monitoring and evaluation of the final results.

The effectiveness of organizational regulation is measured primarily by how rationally it is possible to organize the processes to be managed with its help.
Organizational regulation in the education system is based on the principles of social management and the legal norms of the state.

Thus, the organizational structure (managing and managed subsystems) optimally regulates the external and internal aspects of the management system of organizing the activities of the educational institution. Such a structure contains the number, types and appointments of management bodies, the number of levels of management and the direction of subordination in the management structure. It is the basis for the distribution of areas of activity (distribution of tasks).
The distribution of areas of activity, based on goals, includes the division of management into complexes of specific sub-goals for each of the management subsystems at any level, to be performed in each case by a certain link.

The distribution of areas of activity in the management system should be supplemented by the distribution of functions focused on jobs, taking into account the personality-oriented approach to organizing activities.
In the functional plan, the content and scope of official powers are precisely determined. This is reflected in a document (order) that has legal effect. In order to increase the efficiency of the activities of governing bodies, improve relations in the context of its renewal, the Regulations on the Education Management Body are being developed.

The purpose of the work on the rationalization of management activities is to improve the quality of management, more efficient use of education specialists, and the opening of existing reserves.
Days of diagnostics of regulation and correction held in the educational institution contribute to the solution of issues of rationalization of management processes.

The task is operational diagnostics, development of measures to regulate the processes of maintaining the OS control system at a given level or transferring it to a higher one.

Methodology day of the Democratic Republic of the Congo on the problem "The health of students in the daily routine of the educational institution"
Purpose: to identify the state and level of health of students in the daily routine.

Tasks:

Determine student well-being.
Evaluate and identify positive and negative trends that affect the well-being and health of students.
Outline management decisions on the regulation and correction of factors affecting the well-being and health of students.

Object of study: UVP system in OS.

Subject of study: conditions and factors stimulating and preventing an increase in the level of well-being and health of children in the daily routine of the educational institution.

Working hypothesis: If sanitary and hygienic standards are created in the educational institution, systematic physical culture and health work is carried out with parents to comply with the unity of requirements for the daily routine, regular preventive examinations by medical workers, healthy lifestyles are promoted, rational nutrition is organized, then all this improves the well-being and health of students.

Research methods:
observation (microstudy No. 1);
questionnaire survey (micro-survey No. 2),
timing (microstudy no. 3).

Program DRC Day

Instructing participants: a) students of the class; b) subject teachers, class teachers, medical personnel, deputy director for UVP.
Approximate distribution of online payday lenders bad credit functional responsibilities: Deputy Director for UVP is responsible for organizing research and processing materials; class teachers - for conducting a survey among students and parents; school doctor - for the objectivity of medical indicators; Deputy for AHS and school doctor - for the analysis of the sanitary and hygienic state of the school; all information is processed by an expert board appointed by the head of the school.
Approximate dates for the DRC day: from 8.00 to 17.00.
Analysis of materials and identification of trends.
Making management decisions based on the results of the work of the expert commission.
Meeting of the teachers' council or teachers' council.

Microstudy #1.

Making observations

Analysis of the class journal: a) the total number of absentees; b) of them due to illness,
Analysis of the school doctor's documentation: a) type of disease (ARI, influenza injury, etc.), number of students; b) exemption due to illness from physical education: for a long time or temporarily.
Analysis of the sanitary and hygienic state of the school: a) sports hall; b) dining room; c) a classroom; d) recreation. The following are taken into account: the quality of cleaning, lighting, thermal and air conditions, selection of furniture.

Score in points: 3 - optimal level; 2 - acceptable; 1 - low.

Microstudy #2.

Questionnaire 1. "My health"

Target: to reveal the attitude of schoolchildren to their health, their understanding of the importance of physical improvement.

Put the appropriate score next to the position with which you agree: 3 - yes, 2 - partially, 1 - no.

How often do you miss classes due to illness or other reasons?
a) due to colds; b) due to the lack of hardening; c) for other reasons.
Do you do physical exercises in the morning?
Do you attend physical education classes regularly?
Are you in physical education class?
a) with full dedication; b) without desire; c) just not scolded.
Do you do sports for a long time?
a) in the school section; b) in a sports school.
Assess the degree of fatigue in the lessons today: a) in mathematics; b) in physical education; c) on history; d) in chemistry; e) in physics.
Were there physical breaks in your lessons?

Microstudy #2.

Questionnaire 2. For parents

Target: to study the opinion of parents on the impact of the school day regimen on the health of the child.

How often more does your child:
a) every month b) once a year or less; c) once a quarter.
Assess the significance (importance) of physical exercise for your child's health.
Assess your child's exercise performance.
Assess their compliance with the daily routine at school.
Assess your child's progress at home.
Assess the impact of physical education lessons on your child's health.
Assess your child's participation in extracurricular sports activities.

Doctor's observation of the state of individual parameters of the state of the child's body.
Morning End of school day
1. Pulse
2. Pressure
3. Feeling good

Sample micro-study topics:
- "Reasons for the absence of students on the day of the DRC";
- "The degree of fatigue of students in various lessons: the average score, the sum of marks in subjects, etc.";
- "The state of the sanitary and hygienic regime in the school premises";
- "Doctor's observation of the state of individual parameters of the state of the body of students."

Afanas'eva T.L., Eliseeva I.A., Nemova N.V. Certification of pedagogical and leading personnel in education. M., 2000.
Intraschool management: issues of theory and practice / Ed. T.I. Shamova. M., 2005.
Eroshin V.I. School economics. M., 2005.
Zvereva V.I. Organizational and pedagogical activity of the director of the school. M., 2007.
Zvereva V.I. School self-assessment. M., 2009.
Konarzhevsky Yu.I. Intraschool management. M., 2009.
Management in school management / Ed. T.M. Shamova. M., 2002.
Tretyakov P.I. The practice of modern school management. M., 2005.
Management of the development of innovative processes at school / Ed. T.I. Shamova, P.I. Tretyakov. M., 2005.
Shamova T.I., Tyulyu G.M., Litvinenko E.V. Evaluation of managerial activities of school leaders. Vologda, 2005.
Shishov S.E., Kalney V.A. Monitoring the quality of education at school. M., 2004.

1.6. Internet resources:

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Control of the educational process. Technolaboutgeepedagogical regulation and correction of educationalaboutprocess

The control and diagnostics involve the collection and preliminary processing (systematization) of information about the state of the controlled system, about the changes taking place in it, about the course of the controlled process (Yu. A. Konarzhevsky, T. I. Shamova, P. I. Tretyakov, etc.).

Types of control.

Preliminary (introductory) control is aimed at identifying the state of the object of study before the start of a certain segment of the pedagogical process. For example, preliminary control can be carried out to identify the level of formation of certain educational skills before the implementation of a certain technology.

Current control is a systematic test of the assimilation of knowledge, skills and abilities in each lesson. It is operational, flexible, diverse in methods, forms, means.

Thematic control is carried out after major sections, programs, current training. It also takes into account the data of the current control.

The final control is carried out on the eve of transfer to the next class or stage of education. Its task is to fix the minimum of preparation, which provides further training.

All types of control are interconnected, only the use of all types of control allows you to obtain reliable information about the educational process and the development of the child's personality.

Regulation and correction The pedagogical process is closely related to control and diagnostics. The need for regulation and correction is due to the fact that a holistic pedagogical process is based on contradictions: on the one hand, it strives for organization (organization is given to it by the purposeful activities of teachers and students), and on the other hand, to disorganization due to the influence of various external and internal factors, which should be taken into account. is not possible in advance. The reasons for the disorganization of the pedagogical process can be, for example, the introduction of new forms, methods and content into its structure, a shift in the spatio-temporal framework of a particular activity, changes in the contingent of teachers and students.

Efficiency (timeliness and optimality) of regulationania educational process is based on analysis. In turn, the analysis of the situation is based on the data obtained as a result of monitoring and diagnostics. Thus, the regulation of the pedagogical process should be carried out as the final link in the chain "control and diagnostics > analysis of the results of control and diagnostics > regulation and correction".

In particular, T. I. Shamova, as one of the effective forms of regulation and correction in school management, proposes days DRC(diagnostics, regulation and correction), including the following main stages:

1) conducting a micro-study;

2) analysis of the results of the micro-survey and identification of trends;

3) development by a pedagogical council (a group of the most competent teachers in this matter) of a program of regulation and correction;

4) making a management decision on the implementation of the developed program.

Among the requirements for the regulation of the educational process and the correction of the assimilation of educational material, the following stand out:

accounting and correction by the teacher of his own errors made in the previous management cycle (for example, in preparing and conducting a lesson, a system of lessons on a topic, section, during the academic quarter, half a year, year);

regulation of relations within the student team in the learning process;

pedagogical support, psychological and therapeutic impact on children experiencing difficulties in performing certain tasks;

work on the mistakes made by students in solving cognitive and practical problems;

differentiation of educational tasks, taking into account the individual pace of learning, gaps in the system of knowledge and experience of a particular student, etc.

Regulation and correction are usually considered not as independent technologies, but as elements of other technologies, stages of the educational process. For example, in a lesson there may be a stage of correcting the assimilation of new material, and in the course of group problem work, it is necessary to regulate the interaction of pupils. In both examples, regulation and correction are subsidiary to other activities.

However, several aspects of the pedagogical process can be distinguished, in which regulation and correction are the main activities: correctional educational control school

regulation and correction as functions of school management;

regulation and correction of the student's relationship to the school, an individual teacher, relationships in the student team;

prevention and elimination of didactic causes of academic failure (P.I. Pidkasisty);

correction of negative influences on the student of the family, teachers, other students;

self-correction of activity and behavior as a function of self-management;

stimulation of self-education of schoolchildren (PN Osipov) as a way of developing their experience of self-regulation and self-correction.

Some of these areas correspond to the pedagogical technologies described below.

Communication training technology. Training is widely used in psychology and pedagogy mainly as a form of correctional work. S. D. Polyakov believes that communication training can be used as a technology of education, noting that the development of communication training as an educational technology is largely due to the need to correct the negative impact of the environment on the child (to correct relationships) that often arises in the educational process.

The main correctional and educational tasks of communication training: the removal of psychological barriers in communication, the destruction of individual and group negative attitudes, prejudices, the creation of positive images of "I" and "We".

In the most general form, communication training includes the following technological steps:

introductory part,

warm-up,

basic exercise,

final reflection.

Introduction training is the word of the leader-trainer about the essence and rules of the training. The objectives of the introductory part: to acquaint students with the rules of communication training, to motivate them to be active and open during the training. Basic rules of training:

participation rule (everyone must participate in the exercises);

the “here and now” rule (at the training, you need to talk only about what is happening in the lesson);

feedback rule (each participant in the training has the right to find out the opinion of others about himself, to receive an assessment of his actions, provided that he makes such a request; without the permission of the participant, his actions and words cannot be discussed and evaluated);

the circle rule (equality of rights for all participants, the integrity of their group during the training; this is usually emphasized by placing the training participants in a circle);

magic word rule (for example, the participant can refuse to say something or perform an action in turn by saying the "magic" word "I skip").

Warm up is a few simple psychophysical exercises (usually 2-3). The main task of the warm-up is to take the first steps towards an atmosphere of trust, towards the consciousness of “We” through psychophysical exercises. In psychophysical exercises, movements, changes in postures, facial expressions, etc. are combined with observation of one's mental state, its comprehension, description, and discussion. During the warm-up, external actions and internal (mental) processes and states are usually discussed at the end of the stage. For discussion, the facilitator invites the training participants to use unfinished sentences such as “During the warm-up, I felt ...”, “Doing the exercise (which one), I noticed that ...” or similar questions.

Basic exercise is performed in several steps and takes up most of the training time. The lead-coach can also participate in the performance of the main exercise (for some exercises, the participation of the coach in the exercise is a mandatory or desirable condition).

Final reflection- the final stage of communication training. At the beginning of this stage, the facilitator asks to remember and name everything that was in the lesson, not forgetting a single stage or exercise. Then he invites the pupils to express their opinion about the lesson in the form of I-statements: “I realized that ...”, “I think that ...”, “I felt that ...”.

Dialogue "teacher - pupil" as a technology of pedagogical correction. Substantiating this pedagogical technology, S. D. Polyakov points out that the stages of the “teacher-pupil” dialogue are identified and described by L. B. Filonov as the stages of establishing a trusting contact with a teenager and correcting his attitude towards the teacher. This attitude needs to be corrected if the pupil demonstrates distrust, to some extent expressed readiness for aggression directed at the teacher.

In the technology of the dialogue "teacher - pupil" there are six stages.

1. Stage of accumulation of consents. The purpose of the stage is to increase the number of consents: affirmative positive reactions of the pupil, both verbal and non-verbal. To do this, the teacher uses the following methods:

neutral statements that do not touch the problems of the student (preferably without interrogative intonation);

asking for obviously needed help;

polite and respectful treatment of the pupil;

harmless humor aimed at neutral things and phenomena, etc.

A sign of the possibility of moving to the next stage: agreement with the teacher does not cause internal resistance in the pupil.

2. Stage of search for interests. Purpose: creation of a positive emotional background for communication "teacher - pupil". The main way is to appeal to the real interests of the teenager. Some tricks:

emphasizing the peculiarities, originality of the teenager's statements (“You thought it up great (noted, said, did)”);

request for details (“Remind me, please”);

fixation of emotional coincidences (“I liked it too”);

providing an opportunity for the pupil to demonstrate his competence (addressing a question, the answer to which the teenager probably knows);

non-verbal methods of "joining" the state of the pupil (gestures, facial expressions, speaking rhythm, posture, etc.).

A sign of the possibility of moving to the next stage: the pupil's designation of his interests in front of the teacher.

3. The stage of acceptance of special qualities. Purpose: reaching the level of relative personal openness of the contact. It is important to remember: special qualities do not mean only "bad". Fundamental rules:

demonstrate acceptance of both the pupil in general and the qualities declared by him in particular;

it is impossible to object, argue, otherwise evaluate the qualities declared by the pupil;

no doubt can be shown in the presence of these qualities.

A sign of the possibility of a transition to the next stage: the appearance in the teenager's statements of critical remarks about himself or signs of self-criticism (self-irony, slight doubt about the correctness of his act, etc.).

4. The stage of finding out "dangerous" qualities(qualities unfavorable for interaction). The content of the teacher's activity at this stage consists of careful inquiries about the details of situations in which a teenager presents himself in an unfavorable light, as well as a discussion of the past and possible consequences of the pupil's actions.

A sign of the possibility of moving to the next stage: the pupil's stories about the past events of his life, about the people around him.

5. Stage of joint analysis. Another name: the stage of revealing the personal identification of the pupil. Personal identification is the identification of oneself with other people, both attractive and antipathetic. In other words, at this stage, the teenager will have to “see his qualities in other people”, “look at himself from the outside”. The content of the teacher’s activity is to support speaking, discuss by the teenager the topic of the significance of people and their role in the events of his life, help in analyzing actions and relationships . Possible actions of the teacher:

analysis by the teacher in communication with a teenager of his motives and intentions when committing certain actions;

joint analysis of the reasons for the failure of a teenager to do certain actions;

please compare yourself to the average person and discuss this comparison together.

The completion of this stage is the conclusion that self-control and self-management of one's actions and behavior is necessary, and the teacher offers the teenager assistance in mastering the methods of control and self-control.

A sign of the possibility of moving to the next stage: the pupil's acceptance of the assistance offered by the teacher in developing rules and methods of control and self-control.

6. Stage of action selection. Joint development of rules and methods of action with the pupil in a given situation and in life in general. The logic of actions: from specific problematic situations for a teenager to a general program of self-education.

The main sign of the achievement of the result of the technology is the desire of the student to communicate with the teacher who has applied this technology, to discuss their affairs and problems with him.

Possible (intended, but not guaranteed) effects: joint activities of a teacher and a student based on common interests, educational assistance from a teacher, a change in a teenager's social circle or a teenager's position in the previous social circle, etc.

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4.4.1.Technologies that form the structure of activity.

The need to form the operational thinking of students is due to a number of objective circumstances. The modern university is first of all a school of independent, creative thought; development of abilities and other individual psychological properties of the personality, which ensure the success of its heuristic educational and cognitive activity. According to many authors (V. S. Ilyin, N. V. Kuzmina, Yu. N. Kulyutkin, G. S. Sukhobskaya, L. A. Regush, V. A. Slastyonin, and others), one of the negative aspects of modern higher education is the dominant development of verbal-logical thinking to the detriment of synthetic creative, professional.

The problem of the development of professional thinking of a teacher is associated with work on general theory thinking and is based on studies of the features of practical thinking.

The origins of the problem lie in the studies of E. N. Thorndike, W. Keller, K. Buhler, K. Kofka, N. A. Ruger, M. Ya. Basov, S. L. Rubinshtein. Although the named authors studied actions in a practical situation, everyday everyday reality (“practical-effective thinking”), however, even then S. L. Rubinshtein identified some characteristics inherent in professional thinking: sophisticated observation, the ability to use special and individual in order to solve a problem. given problematic situation, the ability to quickly move from thinking to action and vice versa, the immediate need for the subject to immediately get out of the difficulty in which he found himself, the ability to see the problem, relying on "naive physics", empirical experience.

Problems of practical thinking have interested researchers relatively recently. In foreign psychology, thinking included in practical activity was considered as an elementary, non-creative, secondary to the theoretical form. This assumed the absence of complex forms of thinking in various professions or the predominance of the simplest, visual-effective components of thinking in them.

A scientific solution to the problem of practical thinking was obtained in domestic psychology. The beginning of their study was laid in the work of B. M. Teplov "The Mind of the Commander", which made completely

Take a New Look at Practical Thinking (1990). Although the work is devoted to the analysis of thinking in a specific activity, nevertheless, it has a general theoretical significance. B. F. Lomov notes that

B. M. Teplov developed the theory of the so-called practical thinking, revealing its multifaceted, active and very dynamic process. The characteristic given by B. M. Teplov to the practical mind of a commander is of fundamental importance for the development of the theory of professional thinking and can be used to construct a theoretical model of the teacher’s thinking, which is a special case of practical thinking.

The similarity of the thinking of the teacher and the practical mind of the commander was pointed out by F. N. Gonobolin, N. V. Kuzmina. In particular, N.V. Kuzmina writes: "Since the teacher constantly deals with the solution of practical problems, it is natural to conclude that practical pedagogical activity requires the ability to think practically" (1970). She finds similarities in the essence of tasks and processes for their solution, the ability to foresee, the ability to identify the main links, knowledge of the psychology of teams, the ability to penetrate into the inner world of a person, the need for constant study and updating of knowledge.

Practical thinking is interpreted by B. M. Teplov based on the unity of the main mechanisms of thinking (analysis, synthesis, comparison, classification, generalization, abstraction, concretization). It is understood as a special form of mental activity, the originality of which is determined by the specifics of the tasks facing a person in practical activity. He writes: "A person has one intellect and the basic mechanisms of thinking are the same, but the forms of mental activity are different, since the tasks facing the human mind in both cases are different" (1990).

The work of the practical mind is directly "woven" into practical activity, is its natural component. And this determines the whole course of thinking. It is subordinated to the goals of implementation, the solution of private, specific tasks. The mind of a professional practitioner constantly searches for and solves these problems.

The teacher in his work is constantly looking for and solving many particular problems: collecting and processing information, searching for a solution, which is carried out using the same mechanisms: analysis, synthesis, generalization. However, these operations have their own specifics. Analysis is systematizing, it is typical for it to "apply" to any kind of incoherent material and is characterized by the ability to quickly systematize. Synthesis not only follows analysis, but also precedes it. Practical thinking builds its own special generalizations, different from those found by a scientist (theorist), because, first of all, they are aimed at practice. These operations synthesize theoretical and practical knowledge (experience).

The results of the solution are plans ready for implementation. Moreover, these are special plans - these are "plans of action". The teacher's mind is constantly busy with planning. The peculiarities of planning stem from the properties of an indefinite (stochastic), dynamic environment. Plans should be simple and clear, flexible, should not be too detailed and should not go too far ahead. They cannot be

something immutable, frozen, dead. They must be in some sense similar to a living organism, changing every moment, renewing itself and, precisely because of this, retaining its efficiency and vitality.

The teacher's thinking is based on complex, systematically organized knowledge, which (quoting from K. E. Osipova, 1997) includes:

knowledge of state standards that determine the development of the school at each stage of social development;

knowledge of theoretical concepts that make up the methodological basis of all sciences;

knowledge of the theoretical foundations of training and education;

knowledge of the psychological, pedagogical and methodological foundations of training and education;

knowledge of the anatomical, physiological, age and psychological characteristics of schoolchildren;

knowledge of the essence of the processes of education and upbringing, content, forms and methods of managing the activities of students;

knowledge of the special subject;

knowledge of the methodology of teaching a special subject, conducting extracurricular work on a special subject;

knowledge of the methodology and methods of analysis and accounting of the results of the work of students and their own;

· knowledge of methods of scientific research of psychological-pedagogical and special-subject factors, phenomena, laws;

knowledge gained from experience, etc.

B. M. Teplov notes the most important feature of the existing knowledge of a professional practitioner - their readiness for application, action. The method of acquiring this knowledge is based on "insatiable curiosity", "tirelessness to satisfy it". The "packaging" of knowledge in practical thinking is such that in a moment of need, even on an unconscious level, without thinking about them, the teacher acts in the spirit of their demand. The teacher's knowledge is an alloy of theoretical and practical elements. It is changeable, mobile, constantly rebuilt in accordance with the task being solved, and have an active character. Accumulated knowledge enables foresight. To foresee means, through the twilight of uncertainty and the fluidity of the situation, to see the main meaning of the events taking place, to catch their main trend and, based on this, to understand where they are going. According to B. M. Teplov, there are two ways leading to successful foresight: firstly, a calculation that involves a large stock of knowledge and the ability to find that main, decisive point, starting from which this calculation is made; secondly - "feeling" the enemy. The ability becomes on his point of view, to reason and decide for him.

A professional practitioner is characterized by a high culture of mind, which is understood as a stock of knowledge and a kind of readiness for their immediate use, a powerful analytical and synthetic ability, high productivity of thinking, and the ability to solve new, unexpected problems. The specificity of the teacher's thinking is not exclusively the result of his "natural strength", but is the result of a systematic exercise, constant training.

In the studies of B. M. Teplov, a fairly complete description of professional thinking is given. D. N. Zavalishina, A. I. Kitov, V. G. Kondratieva, Yu. K. Kornilov, T. V. Kudryavtsev, K. K. Platonov,

A. S. Popov, V. N. Pushkin, A. V. Rodionov, V. V. Chebysheva and others, developing the ideas of B. M. Teplov, clarify "practical thinking", using it to indicate the specifics of the content, structure and mental mechanisms of activity regulation in various professions. Representatives of almost all professions act like a commander or a teacher, in conditions of great variability, increased responsibility, incomplete data, lack of time.

4.4.2. Technologies for correcting the educational process; assistive technology; additional tasks and assignments: technologies that stimulate interpersonal contacts.

Special meaning in the professional activity of the teacher is occupied by operational thinking.

V. N. Pushkin in his work "Operational Thinking in Large Systems" (1965) studied these problems in general and their use in various professions in particular.

The very concept of "operational" is usually used in three senses:

1) activity consisting of operations;

2) activity proceeding quickly;

3) since opera (lat.) is labor, then operational thinking can be called thinking directly woven into a person’s labor activity.

All these shades of the concept of "operational" to one degree or another relate to operational thinking. Indeed, the teacher's work activity makes high demands on the speed of its implementation, and like any work activity that is performed day in and day out, it must inevitably include certain more or less clearly fixed operations. The operational thinking of the teacher as a regulator of the system consists of the following operations: planning, control and development of adjustment measures, solving problems to eliminate sharp violations in the pedagogical process.

Planning is a mental activity to create a plan for the functioning of a controlled object for a certain period of time. The basis of all activities is a general plan, which is formed at the beginning of the day based on knowledge of the program of the educational process. During the day, the teacher plans his activities for 2-3 hours ahead. This is private planning, which is carried out on the basis of an assessment of the emerging dynamic situation and the correlation of the results of this assessment with information about the actual course of the pedagogical process. Such planning, which includes the evaluation of various possible options and the choice of the best among them, is an important part of the teacher's professional operational thinking.

Control and regulation as a special activity acts in ensuring the implementation of the developed plan. Control activity implies a high degree of readiness to intervene at any moment during the pedagogical process in order to eliminate its possible deviations from the program. Deviations in the functioning of managed objects from the planned ones lead to the need to change the plan. In the process of management, the teacher should have at each moment several backup options for the plan and adjustment measures in order to eliminate the disturbance that has arisen as quickly as possible.

Solving problems to eliminate sharp deviations in controlled processes. In the work of a teacher, situations may arise in which, on the one hand, a sharp contradiction is found between the programmed and real course of the pedagogical process, on the other hand, the teacher does not have a clear idea of what needs to be done to eliminate this contradiction, because there is no mode of action. In this case, 2 options are possible:

the teacher does not know the method of action at all, because this situation has not been encountered before in his personal experience and is not provided for by the instructions;

in the second case, despite being unusual, he has at his disposal separate methods of adjustment, the combination of which makes it possible to solve the problem.

Accordingly, the thought process in situations of this kind leads either to the discovery of a new method or to the creation of a combination of known techniques that has not been used before.

It is easy to see that in order for the system to work optimally, a person who performs the function of a regulator in this system (in our case, a teacher) needs to solve problems.

For our study, the most acceptable theoretical concept that defines the professional thinking of a teacher as a process of continuous problem solving (Kuzmina N.V.; Kulyutkin Yu.N., Sukhobskaya G.S.; Osipova E.K. and others).

The identification of the psychological and pedagogical task as the main structural component in the teacher's activity, as well as its very essence, determine the use of the educational psychological and pedagogical task as one of the effective means of forming professional (pedagogical) thinking.

The activity of the teacher takes place in the specific conditions of the educational process. The totality of these conditions that have developed at a given point in time forms a pedagogical situation. The most characteristic feature of any individual situation is a certain mismatch between the goal and the possibility of its immediate achievement, therefore, any situation necessarily contains one or another degree of problematicity, i.e. appears as a problem.

As S. L. Rubinshtein emphasizes, a certain objective situation is called problematic, in which the process of thinking begins. The statement of the problem (its formulation) is the result of the fact that a problem situation containing some undisclosed links is subjected to analysis by a person, a subject. The problematic nature of the pedagogical situation is substantiated by the fact that it confronts the teacher with theoretical and practical matters(problems) of varying difficulty in connection with the search for information for making pedagogical decisions and planning actions.

Pedagogical situations are extremely mobile, "fluid", they seem to overflow one into another, all the components that form them change. Therefore, the teacher has to constantly analyze situations, obtain the missing knowledge, systematize them and evaluate them from the point of view of the purpose of their work.

There is as yet no unified concept of the psychological-pedagogical task in the literature. So, N.V. Kuzmina (1967) defines the task as a contradiction detected by the teacher between the already achieved and the initial level of training and upbringing of the group of students with whom the teacher works. In her opinion, the pedagogical task arises whenever it is necessary to transfer students from one state to another, to attach them to certain knowledge, to form a skill, a habit (did not know - learned, did not know how - learned, did not understand - understood) or remake one system of knowledge , skills, skills (incorrectly formed) to another.

Yu. N. Kulyutkin and G. S. Sukhobskaya believe that the task is a model of a problem situation, containing the requirement to "remove the mismatch" and find a way out of the situation (1981).

A. M. Sohor (1980) considers the task as an impulse to fill a certain vacuum so that the information filling the vacuum meets a certain condition or requirement and is logically consistent with the information known to man.

A. F. Esaulov (1972) gives the following definition: “A task is a more or less definite system of information processes, an inconsistent or even contradictory relationship, between which there is a need for their transformation. The essence of the solution lies precisely in finding ways to overcome such inconsistency, which for some tasks can reach a pronounced contradiction.

V. N. Pushkin (1965) proposes to characterize problem solving as an activity that manifests itself in cases where there is a mismatch between the production process program and the real situation at the controlled facility and when the regulator does not have the set of regulatory actions necessary to eliminate this mismatch . As a result, a new, not previously used, scheme of action arises, which leads to the elimination of the mismatch that has arisen.

The broadest definition of the problem was given by A. N. Leontiev (1981). It can be used to characterize any kind of task, regardless of their specific content: "A task is a goal given under certain conditions." Since the achievement of the goal in a problem situation cannot be direct and immediate, it is necessary to find some means by which it would be possible to realize the goal in the given conditions of activity. This tool is the desired object, and the requirement to define (select, construct) it is formulated as a requirement of the problem.

Modern concepts of reforming higher education, the social conditions of our society, bring to the fore the problem of changing the type of thinking, reaching a higher professional level and moving from reproductive to creative thinking. The operational thinking of the teacher occupies a large niche in these problems.

The contradiction between the need for school practice and insufficient knowledge of theoretical developments has determined the problem that is being developed at the Department of Developmental Psychology of the Tula Pedagogical University. The monitoring assumed the development of the process of formation of the operational professional thinking of the future teacher when he solves the system of educational and cognitive tasks in the cycle of psychological and pedagogical disciplines.

The selection and implementation of psychological and pedagogical tasks in the educational process of students gradually became more complicated due to:

increasing semantic complexity;

· growth of difficulty, accuracy, adequacy;

An increase in the number of sudden, non-standard tasks that require a correct and quick solution.

The results of the experiment reliably show that the operational professional thinking of students is moderately interconnected with such mental and psychomotor properties as memory, attention, the type of higher nervous activity, and various types of sensorimotor reactions. This proves the socio-biological nature of the phenomenon under study, available for development.

The development of operational professional thinking of students goes through three stages, each of which represents the development of the integral properties of the personality of the future teacher.

At the first stage, there is an accumulation of a fund of knowledge and skills from the humanities, natural sciences and a special block of disciplines.

At the second stage, the level of manageability of accumulated funds rises. That is, the more a student has accumulated all kinds of knowledge and skills, the more diverse they are in terms of types and qualities, the more generalized they are, the easier it is to implement the solution of a psychological and pedagogical task (situation of a school lesson), no matter how unexpected they may be.

At the third stage of the development of operational thinking, the student is deliberately "confronted" with various and unforeseen psychological and pedagogical tasks, put him in conditions that require fully adequate, fast and rational solutions.

Theoretical premises (N. A. Bernshtein, 1947) and our research show that with the directed formation of operational professional thinking, it is not enough for a teacher to accumulate various psychological and pedagogical knowledge and skills in memory funds, without being able to quickly and adequately use them. This ability to call up the necessary funds at the right moment and confidently manage them is significantly enhanced by expedient pedagogical influence.

The development of professional operational thinking among students of pedagogical universities is necessary to prepare the future teacher for successful professional activity in the real pedagogical process, where there is a constant change of problem situations, under conditions of stress, suddenness, lack of time and increasing the intelligence of modern schoolchildren.

Control functions

Management must ensure the stable functioning of the preschool educational institution and at the same time its development, i.e. changes, restructuring in accordance with new pedagogical ideas and the doctrine of the country's education.

K.Yu. Belaya understands “management” as “the purposeful activity of the leader to create the necessary conditions for the optimal functioning and development of a preschool educational institution”, which does not differ from the definitions given above.

Management activity in a preschool educational institution has a cyclical nature, i.e. is a set of interconnected stages that make up a complete circle of development.

Yu.A. Konarzhevsky argues that the management cycle is considered as an integral set of oriented towards achieving one goal, performed simultaneously or in a certain sequence, interacting with each other, managing functions that complete the circle of development and are limited by specific, subject-spatial and time frames.

V.G. Afanasiev identifies these interacting and interconnected functions - operations arising from the management cycle:

development and adoption of a managerial decision (here he also includes planning, as one of the forms of a managerial decision);

organization;

regulation, correction;

accounting and control.

L.M. Denyakina refers to the management functions: forecasting, programming, planning, organization, regulation, control, analysis, correction, stimulation, etc.

According to N.S. Suntsov, “the specificity of intra-school management is most accurately expressed in four functions - planning, organization, control and coordination” .

Yu.A. Konarzhevsky, A.N. Troyan, V.S. Lazarev, M.M. Potashnik and other authors, in addition to these four, consider pedagogical analysis as one of the functions of managing an educational institution. For example, Yu.A. Konarzhevsky defines pedagogical analysis as a function of school management, aimed "... at studying the state, trends, development, at an objective assessment of the results of the pedagogical process and, on this basis, developing recommendations for streamlining the system or bringing it to a higher quality state" .

K.Yu. Belaya, revealing the management structure of a preschool educational institution, notes that the head, managing a kindergarten, performs certain functions: information-analytical, motivational-targeted, planning-prognostic, organizational-executive, regulatory-corrective and control-diagnostic.

A.F. Pelenev presents the structure of the main functions of the management system of an educational institution in the following sequence:

Study of the current state of the object (managed system).

Designing a perspective state of an object.

Setting priority goals and objectives for the transfer of the object from the current state to the designed one.

Planning activities to achieve the goals and objectives.

Organization of planned activities.

Activity motivation.

Conflict management.

Control and correction of activities.

Analysis and evaluation of results.

V.S. Lazarev distinguishes four types of management actions: planning, organization, leadership and control, based on the fact that together these actions form a complete management cycle from setting goals to achieving them and therefore are necessary and sufficient. At the same time, he considers these actions as complex, having their own structure and including other actions as components in it.

Of interest for building management in a preschool educational institution are the classifications of Yu.A. Konarzhevsky, P.I. Tretyakov and G.K. Chekmareva.

Yu.A. Konarzhevsky substantiated the system of interrelated activities of the head of the school. He highlights such functions as pedagogical analysis, planning, organization, intra-school control, regulation.

Pedagogical analysis acts as a backbone function. In recent works, the author singles out the collection and processing of information as the core functions in the management cycle and the adoption of management decisions on their basis.

P.I. Tretyakov and G.K. Chekmarev as independent, but interrelated management functions are distinguished:

motivational target;

planning and prognostic;

organizational and executive;

control and evaluation;

control and diagnostic;

regulatory and corrective.

The double name emphasizes the purpose of these functions.

The study and analysis of the literature shows that at present the choice of cycle links in the management of an educational institution has not been firmly established, and there is no uniformity in the names.

V.S. Lazarev considers control functions as a relationship between the control system and the controlled object, requiring the control system to perform a certain action to ensure the purposefulness and organization of the controlled processes)

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