Personality-oriented learning model. Student-centered school models
LECTURE No. 5 (personal development).Didactic model of student-centered education V.V. Serikova (Serikov V.V. Personal approach in education: concept and technologies. - Volgograd, 1994) The model of personality-oriented education, developed by Serikov, is based on the personality theory of S.V. Rubinstein, according to which the essence of personality is manifested in its ability to take a certain position. Personality is not a set of specified qualities, but a person's ability to “be a person”, ie. show your relationship to the world and yourself. Personality-oriented education is such an education, says Serikov, which creates conditions for the manifestation of students' personal functions. Among personality functions researcher attributes
- manifestation of selectivity - a function of choice; motivation - the function of accepting and justifying an activity, an act; reflection - a function of self-assessment, criticism, self-criticism, construction of an image I AM; self-realization function of image realization I AM; meaning-making is the function of defining the system of life meanings of an individual, etc.
- the general view of education is changing in the direction of an ever deeper understanding of it as a cultural process, the essence of which is manifested in humanistic values and cultural forms of interaction of its participants; the idea of a person is changing, which, in addition to social qualities, is endowed with various subjective properties that characterize its autonomy, independence, the ability to choose, self-realization, etc., in connection with which its role in the pedagogical process also changes, it becomes its system-forming principle; the attitude towards the student as a subject of pedagogical influences is revised, and the status of the subject of education is finally assigned to him and own life, possessing a unique personality; the creation of conditions for the development of individual and personal abilities, properties and pedagogical support of children's individuality are considered as the main goals of education; the newest results are actively penetrating into pedagogy and becoming in demand their research on the psychological mechanisms of personality development; along with the transfer of external influences into the inner plan of the personality, which was previously considered as the main mechanism of personal development (socialization), great importance is attached to self-identification, the desire for self-actualization, self-realization and other internal mechanisms of individual self-development.
LECTURE No. 6 (personal development)
Socialization of a person as a socio-pedagogical phenomenon
Features of human socialization at various stages
his age
As noted by A.V. Mudrik, the term "socialization" came to the science of man from political economy, where its initial meaning was "socialization" - land, means of production, etc. With regard to man, he was reflected in connection with the development of sociology. In the work of the American sociologist F.G. Giddings (1887) "Theory of socialization" the term "socialization" is used in a meaning close to the modern - "the development of the social nature or character of the individual, the preparation of human material for social life." Social pedagogy studies human socialization as a socio-pedagogical phenomenon. Socialization(from lat.socialis - social) - the process of becoming a person, the individual's assimilation of language, social values and experience (norms, attitudes, patterns of behavior), culture inherent in a given society, social community, group, reproduction and enrichment of social ties and social experience ... In the course of this process, a person enriches his worldview, selectively introduces into his system of behavior those norms and patterns of behavior that are accepted in a given society and social group (sociocultural environment). By its essence, socialization determines the originality of social development, self-realization of a person, assimilation and reproduction of the culture of society by him throughout his life. Gradually, a person, forming as a person, expands and deepens his social, socio-cultural interests, ideals, values, assimilate and improve various social roles, gain experience social behavior. Interests(from Latin interest - has meaning, important) - the real reason for social actions, underlying the immediate motives (motives, ideas, etc.) of the individuals participating in them, social groups. Ideals(from French - idea, concept, representation) - that which determines the highest goal of activity, striving. Social (sociocultural) ideals determine the direction of the highest goals of human activity, conditioned by social and educational activities. Social values are considered in a broad and narrow sense. In a broad sense, they determine the most significant social phenomena and facts of reality, in terms of their compliance or non-compliance with the needs of society, social groups and individuals. In a narrower sense, these are moral and aesthetic imperatives (requirements) developed by human culture and are products of social consciousness. Role- this is a person's vital activity in the system of norms that determine his behavior, communication and relations in a given social position. Social role - a person's fulfillment of a certain social status in accordance with the needs of everyday life, professional activity, function performed, etc. The social role can be mastered by a person at the level of acquaintance (knows the essence of person). Social experience represents a set of social knowledge and learned skills and abilities of a person's life in a particular society. It includes various manifestations of a person in the spheres of cognition of the environment and self-knowledge, interaction with other people, professional activity, and the fulfillment of various social roles. Socialization occurs in the process of human interaction with other people, the socio-cultural environment of life. These people and environmental factors (institutions), with which the socializing person interacts, act as socialization agents... There are agents of primary and secondary socialization:
agents of primary socialization important in the early stages of a person's life, directly surrounding him: parents, brothers and sisters, grandparents, close and distant relatives, visiting nannies, family friends, peers, teachers, coaches, doctors, leaders of youth groups;
secondary socialization agents important in the later stages of a person's life , indirectly or formally surrounding him: institutions and institutes, representatives of the administration of a school, university, enterprise, army, police, church, state, television, radio, press, party, court, etc.
Material overview
Personally-oriented developmental learning (I.S. Yakimanskaya)
1. The phenomenon of personality-oriented developmental learning
Personally-oriented learning is learning where the child's personality, its originality, self-worth, the subjective experience of each is first revealed and then matched with the content of education. If in the traditional philosophy of education socio-pedagogical models of personality development were described in the form of externally set models, standards of cognition (cognitive activity), then personality-oriented learning proceeds from the recognition of the uniqueness of the student's subjective experience as an important source of individual life activity, manifested, in particular, in cognition. Thus, it is recognized that in education there is a "meeting" of the given and subjective experience, a kind of "cultivation" of the latter, its enrichment, increment, transformation, which constitutes the "vector" of individual development. Recognition of the student as the main actor in the entire educational process is personality-oriented pedagogy.
2. Personally oriented developmental learning
The existing models of personality-oriented pedagogy can be conditionally divided into three main groups:
Socio-pedagogical;
Subject-didactic;
Psychological.
The socio-pedagogical model realized the requirements of society, which formulated a social order for education: to educate a person with predetermined properties. The task of the school was, first of all, so that each student as they grow up corresponds to this model, to be its concrete carrier. At the same time, the personality was understood as a certain typical phenomenon, an "average" variant, as a carrier and exponent of mass culture. Hence the main social requirements for the individual: the subordination of individual interests to public interests, conformism, obedience, collectivism, etc.
The subject-didactic model of personality-oriented pedagogy, its development is traditionally associated with the organization of scientific knowledge into systems, taking into account their subject content. This is a kind of subject differentiation that provides an individual approach to learning.
The means of individualization of teaching were the knowledge itself, and not their specific carrier - the developing student. Knowledge was organized according to the degree of its objective difficulty, novelty, the level of its integration, taking into account rational methods of assimilation, "portions" of the presentation of the material, the complexity of its processing, etc. Didactics was based on subject differentiation aimed at identifying:
1) student preferences for working with material of different subject content;
2) interest in its in-depth study;
3) orientation of the student to engage in different types of subject (professional) activities.
The organized forms of variable learning, of course, contributed to its differentiation, but the educational ideology did not change at the same time: since the personality is a product of educational influences, it means that we organize them according to the principle of differentiation. The organization of knowledge in scientific areas, the level of their complexity (programmed, problem-based learning) was recognized as the main source of a personality-oriented approach to the student. A situation was created in which differentiated forms of pedagogical influence (through the organization of subject knowledge) determined the content of personal development.
Subject differentiation is based on the content of scientific knowledge based on classical models of cognition. On this basis, program material, scientific texts, didactic materials, etc. are developed. This leads to a deepening of knowledge, expansion of the volume of scientific information, its more theoretical (methodological) structuring. This path is followed by the authors of educational programs for innovative educational institutions (gymnasium, lyceum, specialized classes), where differentiated education in its various forms is most prominent.
Meanwhile, the lack of consideration in the organization of subject matter differentiation of spiritual (more personally significant for the student) generates formalism in the assimilation of knowledge - the discrepancy between the reproduction of "correct" knowledge and their use, the desire to hide personal meanings and values, life plans and intentions, to replace them with a social cliche.
Until recently, the psychological model of personality-oriented pedagogy was reduced to the recognition of differences in cognitive abilities, understood as a complex mental formation, conditioned by genetic, anatomical, physiological, social reasons and factors in their complex interaction and mutual influence.
In the educational process, cognitive abilities are manifested in learning, which is defined as the individual ability to assimilate knowledge.
3. The principles of building a student-centered learning system
Psychological models of personality-oriented learning are subordinated to the task of developing cognitive (intellectual) abilities, which were considered primarily as typical (reflection, planning, goal-setting), and not individual abilities. The means of developing these abilities is considered to be educational activity, which is built as a "standard" one in terms of its normative content and structure.
Currently, we are developing a different approach to understanding and organizing student-centered learning. It is based on the recognition of individuality, originality, self-esteem of each person, his development not as a "collective subject" primarily as an individual endowed with his own unique SUBJECT experience.
The initial moments of learning are not the implementation of its final goals (planned results), but the disclosure of the individual cognitive capabilities of each student and the determination of the pedagogical conditions necessary for their satisfaction. The development of the student's abilities is the main task of personality-oriented pedagogy, and the "vector" of development is not built from teaching to learning, but, on the contrary, from the student to the definition of pedagogical influences that contribute to his development. This should be the focus of the entire educational process.
What does it take to implement a student-centered learning model in school?
Necessary:
First, to accept the concept of the educational process not as a combination of training and education, but as the development of individuality, the formation of abilities, where training and education organically merge;
· Secondly, to identify the nature of the relationship between the main participants in the educational process: managers, teachers, students, parents;
· Third, to determine the criteria for the effectiveness of the innovativeness of the educational process.
4. Technology of student-centered learning
Individuality is a generalized characteristic of human characteristics, the stable manifestation of which, their effective implementation in play, study, work, sports determines the individual style of activity as a personal education. The individuality of a person is formed on the basis of inherited natural inclinations in the process of upbringing and at the same time - and this is the main thing for a person - in the course of self-development, self-knowledge, self-realization in various types of activity.
Basic requirements for the development of didactic support for a personality-oriented process:
The educational material (the nature of its presentation) should ensure the identification of the content of the student's subject experience, including the experience of his previous education;
The presentation of knowledge in the textbook (by the teacher) should be aimed not only at expanding their volume, structuring, integrating, generalizing the subject content, but also at transforming the existing experience of each student;
In the course of training, it is necessary to constantly reconcile the student's experience with the scientific content of the given knowledge;
Active stimulation of the student to self-valuable educational activities should provide him with the opportunity for self-education, self-development, self-expression in the course of mastering knowledge;
The educational material should be organized in such a way that the student has the opportunity to choose when completing assignments, solving problems;
It is necessary to stimulate students to independently choose and use the most significant ways for them to work out the educational material;
When introducing knowledge about the methods of performing educational actions, it is necessary to single out general logical and specific subject methods of educational work, taking into account their functions in personal development;
It is necessary to ensure control and assessment not only of the result, but mainly of the learning process, i.e. those transformations that the student carries out, assimilating the educational material;
The educational process should ensure the construction, implementation, reflection, assessment of learning as a subjective activity. This requires the allocation of units of study, their description, use by the teacher in the lesson, in individual work.
Conclusion
It can be concluded that student-centered learning plays an important role in the education system. Modern education should be aimed at the development of a person's personality, the disclosure of his capabilities, talents, the formation of self-awareness, self-realization.
The development of a student as a person (his socialization) goes not only through his mastery of normative activities, but also through constant enrichment, transformation of subjective experience, as an important source of his own development; learning as a student's subjective activity, providing knowledge (assimilation) should unfold as a process, described in appropriate terms that reflect its nature, psychological content; the main result of learning should be the formation of cognitive abilities based on mastering the relevant knowledge and skills. Since in the process of such learning there is an active participation in self-valuable educational activities, the content and forms of which should provide the student with the opportunity for self-education, self-development in the course of mastering knowledge.
Irina Sergeevna Yakimanskaya - Doctor of Psychology, Professor, Full Member of the International Pedagogical Academy and the New York Academy of Sciences, Head of the Department "Designing Personality-Oriented Education in Secondary Schools" of the Institute of Pedagogical Innovations of the Russian Academy of Education.
The results of many years of theoretical and experimental research were summarized in a doctoral dissertation on the topic "Development of spatial thinking in schoolchildren" (1980). It describes the author's concept of spatial thinking, according to which the main content of this type of thinking is the creation of spatial images and mental manipulation of them. I.S. Yakimanskaya showed that there is practically no area of human activity where the ability to navigate in space (visible or imaginary) does not play an essential role.
I.S. Yakimanskaya was the first to describe and experimentally proved that, in terms of its structure, spatial thinking is a multilevel hierarchical formation, the main qualitative indicators of which are the type of operation with spatial images, the breadth of operation, the completeness of the image, the frame of reference used. The whole variety of cases of manipulating with spatial images was reduced to three main ones, leading:
1) to a change in the position of an imaginary object,
2) to change its structure,
3) to a combination of these transformations.
The selected indicators made it possible to comprehensively characterize the structure of spatial thinking, describe its general and specific components, analyze the psychological mechanisms of the formation of the structure of spatial thinking, taking into account its features, which was the basis for further research by many specialists in the field of psychology and pedagogy. She rightly asserts that "the free operation of spatial images is that fundamental skill that unites different types of educational and work activities."
In parallel with the study of the ways of development of spatial thinking already in the early works of I.S. Yakimanskaya, another direction of scientific activity was born, which rallied around her an even larger number of supporters and like-minded people - this is a personality-oriented approach to teaching schoolchildren. Reflecting on the problem posed by L.S. Vygotsky, on the relationship between learning and mental development and critically analyzing modern psychological and pedagogical theories, I.S. Yakimanskaya came to the conclusion that any training can be considered developmental, but developmental training is far from always person-centered. Arguing against the founders of developmental education, in whose opinion the source of development lies outside the child himself - in teaching, I.S. Yakimanskaya asserts that each student, as a bearer of individual, personal (subjective) experience, "... first of all strives to reveal his own potential, given to him by nature by virtue of his individual organization."
I.S. Yakimanskaya is the author of over 200 scientific papers. Among them are the widely recognized books: "Development of students' technical thinking" (1964; co-authored with T.V. Kudryavtsev), "Developmental education" (1979), "Development of spatial thinking of schoolchildren" (1980), "Knowledge and thinking of a student "(1985)," Personally-oriented learning in modern schools "(19%, 2000)," How to develop students in mathematics lessons "(1996)," The technology of student-centered education "(2000).
Download materialI.S. Yakimanskaya introduces a fairly complete classification of personality-oriented education models, conventionally dividing them into three main ones:
- 1) socio-pedagogical;
- 2) subject-didactic;
- 3) psychological.
Socio-pedagogical model was based on the pedagogy of social order - to educate a person with predetermined properties. Society through all available educational institutions has formed a typical model of such a person. The task of the school was that each student, as they grow up, correspond to this model, be its concrete carrier. At the same time, the personality was understood as a kind of typical phenomenon, an "average" variant, as a bearer and exponent of mass culture. Hence the main social requirements for the individual: the subordination of individual interests to public interests, conformism, obedience, collectivism, etc. The educational process was focused on creating the same learning conditions for everyone, in which everyone achieved the planned results (general ten-year education, "struggle" repetition, children with deviant forms of behavior, isolation of children with various mental disorders, etc.).
The design of the educational process was based on the idea of pedagogical management, the formation and correction of personality without sufficient consideration and use of the subject experience of the student himself as an active creator of his own development (self-education, self-education).
The focus of this technology can be defined as follows: "I am not interested in what you are now, but I know what you should become, and I will achieve it." Hence the well-known pedagogical optimism, authoritarianism, uniformity of programs, methods, forms of education, global goals and objectives of general secondary education (upbringing of a harmonious comprehensively developed personality).
Subject-didactic model personality-oriented pedagogy, which has developed today, is associated with the organization of scientific knowledge in the system, taking into account their subject content. This is a kind of subject differentiation that provides an individual approach to learning. The means of individualization of teaching were the knowledge itself, and not their specific carrier - the developing student. Knowledge was organized according to the degree of its objective difficulty, novelty, the level of its integration, taking into account rational methods of assimilation, "portions" of the presentation of the material, the complexity of its processing, etc. Didactics was based on subject differentiation aimed at identifying:
- 1) student preferences for working with material of different subject content;
- 2) interest in its in-depth study;
- 3) orientation of the student to engage in different types of subject (professional) activities. Didactics was based on subject differentiation, aimed at identifying the student's preferences in working with material of different subject content, at interest in its in-depth study, student orientation towards classes in different types of subject (professional) activity. The design of subject differentiation was based on taking into account the complexity and volume of educational material (tasks of increased / decreased difficulty). For subject differentiation, scientists, teachers and methodologists have developed optional courses, programs of special schools; classes with in-depth study of certain academic subjects (their cycles) were opened: humanitarian, physical and mathematical, natural science, etc .; conditions were created for mastering various types of subject-professional activity: the polytechnic school, the CPC, various forms of combining education with socially useful labor.
This indicates that at a certain historical stage in the development of the Russian general education school, the organization of knowledge in scientific areas, programmed, problem-based learning were recognized as the main source of a personality-oriented approach to the student. A situation was created in which differentiated forms of pedagogical influence determined the content of personal development.
However, subject differentiation set normative cognitive activity, taking into account the specifics of the scientific field of knowledge, but did not reveal the essential origins of the student's life activity as a bearer of subjective experience, his individual readiness, preferences for the subject content, type and form of the given knowledge.
Subject differentiation was built taking into account the content of scientific knowledge based on classical models of cognition. On this basis, the program material, scientific texts, didactic materials, etc. were developed. This led to a deepening of knowledge, an expansion of the volume of scientific information, its more theoretical (methodological) structuring. Meanwhile, the lack of consideration of spiritual differentiation (more personally significant for students) made it difficult not only to reorganize education, but often gave rise to formalism in the assimilation of knowledge - the discrepancy between the reproduction of "correct" knowledge and their use, the desire to hide personal meanings and values, life plans and intentions, replace them with social clichés.
The subject-didactic model of personality-oriented pedagogy, its development is traditionally associated with the organization of scientific knowledge into systems, taking into account their subject content. This is a kind of subject differentiation that provides an individual approach to learning.
Subjective experience presents both objective and spiritual meanings that are important for the development of personality. Their combination in teaching is not an easy task, yet it cannot be solved within the framework of a subject-didactic model.
Psychological model Personally-oriented pedagogy until recently was reduced to the recognition of differences in cognitive abilities, understood as a complex mental formation, conditioned by genetic, anatomical-physiological, social reasons and factors in their complex interaction and mutual influence.
The author of the model is Nikolai Alekseevich Alekseev. In this model, the essence of personality-oriented learning is associated with the uniqueness and originality of students and with the uniqueness of the teacher's personality, with the concept of a "cultural act", the meaning of which is to create a student himself, his personality through self-affirmation in culture.
In this case, pedagogical technology is considered as:
opportunities);
- fundamentally non-invariant, since it assumes
own "redefinition" in specific learning conditions. The teacher takes designer position
learning.
Personally-oriented learning design is a special type of pedagogical activity, the content and organizational design of which is focused on accounting:
– the type of mental development of students;
– personal capabilities and characteristics of the teacher;
– a psychologically adequate representation for students of the specifics of the subject.
The type of mental development (according to N.A. Alekseev) is determined by the orientation of training:
Instrumental Cultural
This is how the difference appeared
subject oriented and personality oriented
learning.
When designing a student-centered process, the teacher works with the learning content. ON THE. Alekseev distinguishes three groups of subjects:
structurally |
positionally |
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orientation |
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orientation |
orientation |
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(mathematics, |
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(history, dear |
(literature, |
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and foreign |
subjects |
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languages, right) |
art) |
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biology) |
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The mechanisms of assimilation
6. The culturological concept of personality-oriented education
Author E.V. Bondarevskaya. The main method of design and development should be a culturological approach that orients all components of education towards culture and a person as its creator and subject capable of cultural self-development.
The main components of the culturological approach in student-centered education:
- attitude towards the child as a subject of life, capable of cultural self-development and self-change;
– attitude towards the teacher as a mediator between the child and the culture;
– attitude to education as a cultural process;
– attitude to school as an integral cultural and educational space, where cultural samples of joint
life of children and adults. Personally oriented culturological education is education, the epicenter of which is a person who cognizes and creates culture through dialogical communication, exchange of meanings, creation of “works” of individual and collective creativity. This education, which ensures the personal and semantic development of students, supports the individuality, uniqueness and uniqueness of each child's personality,
relying on her ability to self-change and cultural self-development.
In relation to the student, it performs the following cultural functions:
– helps to find the values and meanings of life;
– carries out its development as a person, culture and an integral personality;
– supports his individuality and creative identity.
The values of humanistic pedagogical culture:
- not knowledge, but personal meanings of teaching and the life of the child;
– not separate (subject) skills and abilities, but individual ability, self-study
activity and life experience of the individual;
– not pedagogical requirements, but pedagogical support and care, cooperation and dialogue between teacher and student;
– not the amount of knowledge, not the amount of information learned, but the holistic development, self-development and personal growth of the student.
The model proposed by I.S. Yakimanskaya. V studies by I.S. Yakimanskaya identified three complementary models of personality-oriented education: socio-pedagogical, subject-didactic and psychological.
Socio-pedagogical model realizes the social order of society for the person who needs to be educated. At the same time, the personality is understood as a socio-cultural product of the environment and upbringing.
Subject-didactic model traditionally associated with the organization of the learning process.
Psychological model is reduced to the recognition of differences in the cognitive abilities of a person, understood as a complex mental formation, due to genetic, anatomical, physiological, social causes and factors in their complex interaction and mutual influence.
Theoretical model of personality-oriented education E.V. Bondarevskaya. The development and upbringing of the child as a person of culture is at the center of the theoretical model of student-centered education. E.V. Bondarevskaya, formulating a theoretical model of personality-oriented education, proposed the following characteristics of the main provisions of its paradigm:
First position concerns the essence and purpose of student-centered education. It is noted that education is not only a process of mastering knowledge and skills, but, above all, the process of becoming a child's personality, finding himself, his image.
Second position determines the attitude of the teacher towards the child. These relations are based on the personal and humane approach defined by Sh.A. Amonashvili. The essence of this approach lies in the fact that in the process of upbringing, the teacher relies on the individuality of the child, his interests, and abilities.
Third provision defines human-forming functions. The main human function is humanitarian, the essence of which is to preserve and restore the physical and mental health of the child. Another of the functions is culture-forming, which contributes to the preservation, transmission and development of culture in the process of education. As the next function of education, E.V. Bondarevskaya calls the function of socialization. This function ensures the assimilation of social experience by the individual, which contributes to his successful adaptation in society.
Fourth position determines the content of personality-oriented education aimed at meeting the needs of the child, his existence in society.
As the basic principles of student-centered education, the author calls conformity to nature, personal approach and culture conformity.
Personality-oriented model proposed in the "Concept of Preschool Education". Its main functions are: to provide the child with a sense of psychological security, trust in the world, the joy of existence (psychological health); to form the beginning of the personality (the basis of personal culture); develop his personality. Adults do not adjust the child's development to the previously known canons, but prevent the emergence of possible dead ends in his personal development, coordinate their expectations and requirements for the child. Thus, they create the most favorable conditions for
to ensure the fullest development of the abilities of each child. Not "programming", but forecasting and assistance to the development of personality, not the implementation of some originally given idea, but its dynamic design;
ways of communication - understanding, recognition, acceptance of the child's personality based on decentration (the ability to take the position of another, take into account the child's point of view and not ignore his feelings and emotions);
communication tactics - cooperation; creation and use of situations requiring children to display intellectual and moral activity; dynamics of communication styles with a child (variety of communication styles and their variation);
personal position of the teacher - proceed from the interests of the child and the prospects for his further development. Looking at the child as a full partner in a collaborative environment (denial of a manipulative approach to children).
Analysis of modern approaches to student-centered education made it possible to highlight the following provisions:
1. The main goal of student-centered education is, firstly,
creating conditions that ensure the development of the child's personality, his
intellectual and spiritual principles, and secondly, a humane attitude towards him.
2. Personal development should not be violent, but have character
help and support from the teacher.
3. Person-centered education is education that:
focused on the child as the main value of the entire educational process; contributes to the creation of conditions for the formation and manifestation of the child's personal qualities, the development of his thinking, the formation of a creative, active, proactive personality, the satisfaction of the cognitive and spiritual needs of the child, the development of his intellect, social and communication abilities;
focused on society's need for a person capable of adapting to new social conditions.
Literature:
1. Andreev V.I. Pedagogy of creative self-development: an innovative course. Publishing house
Kazan University, 1998.
2. Asmolov A.G. Historical and evolutionary approach to understanding personality: problems and
research prospects. // Questions of psychology. - 1986. - No. 1.
3. Berulava M.N. Humanization of education: directions and prospects. // Pedagogy. - M.,
1996.-№ 1.
4. Bondarevskaya E.V. Humanistic paradigm of student-centered education.
// Pedagogy. - M., 1997, no. 4.
5. Gazman O. Pedagogical support of children in education as an innovative problem. //
New values of education. - M., - 1995. - No. 3.
6. Petrovsky V.A. To understanding the personality in psychology. // Questions of psychology. - 1981. - No. 2.
7. Yakimanskaya I.S. Person-centered learning in a modern school. - M., 1996.
DemoBrntgosevksh] |
Control task on the topic:
"Personally-oriented education of preschool children"
1. What significant changes have occurred in recent years in our
country, due to the emergence of the humanization of education?
3. Fill in the table of basic concepts, theories and systems of personality
oriented education.
4. Consider the diagram, supplement it, indicating what the educational work should be based on, according to D. Dewey:
D. Dewey's system
5. What are the complementary models of student-centered education
highlighted in the studies of I.S. Yakimanskaya?
a B C)...
6. Match the data of the student-centered education model with the goals
each of them:
1) socio-pedagogical,
2) subject-didactic,
3) psychological.
a) organization of the learning process,
b) implementation of a social order
society per person,
c) recognition of differences in
cognitive abilities of the individual.
7. What is at the heart of the theoretical model of the student-centered
education E.V. Bondarevskaya?
8. Consider the scheme, supplement it, indicating all the provisions of the paradigm of personality
oriented education according to E.V. Bondarevskaya:
Theoretical model of personality-oriented education E.V. Bondarevskaya
|
Human-forming functions
9. What are the principles of personality-oriented education named by E.V. Bondarevskaya as the main ones? Choose the correct answers and mark them with any sign.
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