All types of pedagogical activity are connected with diagnostics. K. D. Ushinsky considered it an integral part of the activities of teachers. Using different types of pedagogical diagnostics, the teacher analyzes the effectiveness of education and training. With the help of various schemes, maps, questionnaires, the teacher identifies the main causes of poor performance, looking for ways to eliminate them.
Importance of diagnosis
Pedagogical diagnostics refers to the types of pedagogical activity, first of all, it involves the relationship between the student and the teacher. It manifests itself in the form of control and independent work, drawing up characteristics. In addition to internal diagnostics, external examinations are possible, aimed at assessing the quality of schoolchildren's skills and professional activities.
Features of the term
In order to analyze the types of pedagogical diagnostics, the main performance criteria, consider the features of this term.
Pedagogical diagnostics involves research,focused on improving the methods of education and training, the development of the student's personality. Thanks to the results obtained in the course of the study, it is possible to obtain complete information about the professionalism of the school teacher himself.
The methods used in the diagnostic process correspond to the age characteristics of schoolchildren.
Tools
Pedagogical diagnostics is based on special algorithms developed by physicians, psychologists and teachers. Currently in Russian education there is a gradual transition from the classical system of education to the formation of a harmoniously developed personality of the child.
These transformations of domestic pedagogy involve the use of new tools for analyzing educational, extracurricular results, comparing the facts obtained, and finding ways to solve the identified problems.
Main Functions
Pedagogical diagnostics is carried out to identify feedback in the upbringing and educational process. Diagnostic data on the level of education and upbringing of schoolchildren, obtained at different stages of their development, act as the main type of information for building the subsequent pedagogical process. At present, a special system for evaluating the educational and educational work of the school has been created, according to which the rating of the best educational institutions is compiled. The main types of pedagogical diagnostics perform certain functions: assessment,feedback, process control.
Feedback
The essence of this function is to use diagnostic data on the level of education and upbringing of schoolchildren for subsequent pedagogical activities. Psychologists, class teachers, conducting diagnostic tests, compare the real achievements of each child with his abilities, draw a conclusion about the completeness of the work, and look for ways to change the situation.
The most important task of modern pedagogical diagnostics is to create conditions for the teacher and student to receive information about the results of the educational and educational process in order to correct them in a timely manner.
Evaluation function
All types of pedagogical diagnostics are associated with evaluation activities. A comprehensive and comprehensive assessment has several aspects:
- regulatory-corrective;
- value-driven;
- measuring;
- stimulating.
Thanks to value-oriented analysis, the student's ideas about himself and other people are enriched. The student has the opportunity to compare his own labor, moral, aesthetic qualities with the requirements that are put forward by modern society.
Thanks to pedagogical assessment, it becomes possible to compare one's actions with the norms, develop one's own line of behavior, and establish relationships with other people.
After the student realizes the objectivity of the assessment, positive qualities develop, the student tries to get rid of his shortcomings. It is the measuring parameter of pedagogical assessment that is an incentive for the student to self-education. When comparing their successes and achievements with other children, the student forms his own social status.
Administrative function
Considering the main functions and types of pedagogical diagnostics, we also note the managerial factor. This function is associated with the analysis of the development of the child's personality, the formation of the school team. There are three diagnostic options: initial, current, final.
Initial diagnostics is related to planning, managing the class team. Before the teacher determines the educational tasks that will be implemented in a quarter or half a year, he assesses the level of upbringing of the wards.
Diagnostics of classroom study
The main types of socio-pedagogical diagnostics associated with the study of the team can be of three types. The first research option is suitable for a new classroom team that is unfamiliar to the teacher. The second diagnosis is suitable for a class in which the teacher is just starting his educational activities. The third option is designed to analyze a class that is well known to the teacher.
At the first acquaintance of students with the class teacher, with the help of initial diagnostics, a comprehensive study takes placeschoolchildren. Further, the teacher analyzes not an individual student, but the formation of a classroom team. At the third stage of the analysis, the teacher conducts selective diagnostics, analyzes the individual achievements of schoolchildren, the effectiveness of the development of the class team.
Pedagogical research results
The objectivity and completeness of the information obtained at the first and second stages gives the teacher the opportunity to plan educational activities that best suit the development of students.
There are different types of pedagogical diagnostics. The criteria for the effectiveness of research depend on the characteristics of the class team, the individuality of schoolchildren.
Corrective (current) diagnostics is carried out in the process of forming the activities of class teams. It gives the teacher the opportunity to focus on the changes that are revealed in the classroom, occur with members of the team. At the same time, the correctness of the educational tasks set by the class teacher at the previous stages is assessed.
Such types of psychological and pedagogical diagnostics help the teacher in the shortest possible time to adjust their activities, to make changes in the methodology of educational activities. With the help of corrective diagnostics, the teacher encourages independence, creativity, individuality of his students.
The current diagnostic acts as a rapid test, it gives the teacher the opportunity to make decisions about future pedagogical activities.
Principles of diagnostic testing
Various typespedagogical diagnostics are based on certain principles.
A holistic study of the pedagogical phenomenon involves the use of a systematic approach, the establishment of relationships between the qualities of the individual and the characteristics of the team.
All types of pedagogical diagnostics in preschool educational institutions are based on taking into account external factors for the development of the personality of preschoolers, eliminating influences that negatively affect the educational process.
The educator checks the same pedagogical fact multiple times using different research methods to get reliable results.
Comprehensive approach to diagnostic research, according to professionals, is the main method used in modern domestic pedagogy. Only with this approach can we talk about obtaining objective results, a correct and reliable assessment of the professionalism of a teacher.
The principle of objectivity occupies a special place in pedagogy. Each student has certain individual characteristics that should be taken into account by the teacher when choosing an educational program.
Conclusion
Relations between schoolchildren and the class teacher are often built on subjective factors. The teacher creates for himself an opinion about each pupil, based on the information received from colleagues, other children. In order for the mentor to form an objective idea of his wards, it is necessary to conduct various types of pedagogical diagnostics.
Only in this case will the principle ofobjectivity, which will help the teacher to choose educational tasks, adjust his professional activities in such a way as to achieve the maximum development of the individuality of each child, get a positive dynamics in the formation of the class team.
The principle of objectivity involves checking each individual fact using different methods of studying the child (class), as well as comparing research results with facts obtained by other teachers, data analysis.
A researcher, in the role of a class teacher, should not build his work on his own subjective opinion, this is precisely the professionalism of a modern teacher.
Since diagnostics carried out in educational institutions has an educational function, it is necessary to organically fit it into the structure of pedagogical activity.
In the process of developing methods for conducting diagnostic research, the teacher must turn these methods into a form of education and training.
Children's personality traits can be seen in the process of activity, so the main task of any class teacher is to actively involve pupils in extracurricular activities.
Among those common mistakes that are made by young teachers, the analysis of the child's individuality outside the class team prevails. In order for pedagogical diagnostics to be reliable and complete, it must evaluate not only the individual characteristics of the student, but also his relationship with other representatives of the classroom.collective.
