Many scientific papers have been written on the pedagogical topic. There is a constant study of educational processes, on the basis of which new methods are regularly introduced, relevant recommendations are given. At the same time, great importance is given to studying the problem of developing the culture of the student's personality.
The Right Approach
Many modern schools consider the student as a means through which the implementation of approved programs and plans by teachers takes place, in most cases having nothing to do with the one through whom they are implemented. Unlike such institutions, the student within the framework of the humanistic school is presented as the subject of his development. The learning process is based on respect for the personality of each individual, taking into account his needs, interests and goals. Based on this, environmental conditions are formed that have the most beneficial effect on the child. The role of teachers in such a school comes down not only to preparing pupils for later life in society, but also to fully living each stage of growing up.(childhood, youth). At each step, the mental abilities of the student are taken into account.
The role of the modern teacher
The approach used in the humanistic school is currently an exception to the general structure of education in our country. It will be a long time before the way of interaction will undergo significant changes. Special attention deserves the characteristics of the teacher. Within the framework of the general system, each individual teacher has the right to take actions aimed at developing the spirituality of the child. The personality of the teacher should set examples of kindness, mercy, moral condemnation. However, without confirmation of the knowledge gained in the lessons in daily communication with the outside world, it is difficult for the student to assimilate the information received. Therefore, people around, including parents, teachers, should spiritually instruct the child in his aspirations. In this case, the professional qualities of the teacher are important. Teachers, based on theoretical and practical knowledge, can give the child the necessary knowledge.
Education based on human values
One of the most popular methods, the founder of which is V. A. Karakovsky, is based on human values:
1. The earth is the basis for the life of all living things.
2. The family is the closest circle that has the greatest influence on the development of the individual.
3. Homeland, unique for each person. It is divided into general (country, state) and small (region, district). The process of cognition takes place in the form of studying the history of the territory.
4. Labor in its various manifestations (mental, physical).
5. Culture, its types, properties, the significance it brings to the development of mankind.
6. The world and man's place in it.
Cultural education
This process is based on the knowledge of traditions. Universal culture is regarded as the highest product produced by mankind. The main indicators of learning are the breadth of the student's outlook, the ability to apply the acquired knowledge, as well as the level of his worldview. The main criterion for the development of a civilized society is the world of culture created by it, which is passed down from generation to generation. Every individual living in this society is characterized by creative activity. During the school years, the basic concepts of culture are taught:
1. The ability to assimilate the acquired knowledge for their further application in life is being formed.
2. The ability to apply the acquired knowledge and create something new on its basis is developing.
3. A person learns to react to events taking place in the world around him, to know how to express his emotions, to communicate with people around him.
Education in Soviet schools
The stagnation in Soviet society, characteristic of the late 70s and 80s, left its mark on the school education system. Everywhere there were cases of silence about the discovered shortcomings of educational processes, and the merits were multiplied in every possible way, there was a gener althe equation for evaluating the work of teachers, educational and educational work became the same type, subject to uniform educational standards. In the USSR, there was an authoritarian style of pedagogical management.
Reforming the education system
Changes that affected the pedagogical sphere in the USSR began in 1986. This happened as a result of the emergence of pedagogy of cooperation. Its authors are innovative teachers. The existing teaching and upbringing process was morally obsolete by that time. In this regard, teachers began to appear who sought to introduce certain innovations and improvements into it. Not only the teaching system has changed, but the teacher's personality itself has acquired new qualities. It is noteworthy that innovations in the learning process did not arise in any particular region, but in many cities and regions of the country at once. They immediately covered all areas of education, from elementary to high school. In a few years, innovation has been widely introduced into the teaching masses throughout the country. It has become universal and ubiquitous. Innovative teachers were of all ages. Some of the most famous teachers who worked at that time are S. N. Lysenkova, M. P. Shchetinin, I. P. Volkov, V. F. Shatalov and others. Based on their vast practical experience, they developed new systems aimed at changing the overall process of schooling.
New learning process
B. P. Shatalov, an innovative teacher, believed that the primary task of the learning process is educational work. At the studentit is necessary, first of all, to form a value motivation for the process of obtaining knowledge, to awaken curiosity in him, to identify his interests and needs, to develop a sense of duty, to bring up responsibility for the final result. Only after that it is possible to solve the second task - educational and cognitive. The main feature of Shatalov's learning process is a clear organization of the process. Each topic they studied was assigned a specific number known to all students. At the same time, its study took place according to the same algorithm:
- at the first stage, a detailed sequential explanation of the new topic by the teacher followed;
- on the second, supporting posters were introduced, with the help of which the previously studied topic was given in a more concise form;
- at the third stage, the size of the reference posters was reduced to the level of sheets with their further study;
- the fourth included the student's independent homework with a textbook and worksheets;
- the fifth stage consisted of playing reference signals in subsequent lessons;
- on the sixth, the student answered at the blackboard.
The main meaning of Shatalov's theory was the primary study of theoretical material, after which there was practice. Interestingly, VV Davydov came to the same conclusions experimentally. VF Shatalov believed that familiarization with new material should be based on obtaining aggregated data. Only in this case, students will be able to see the whole picture of the process they are studying, and not in fragments. Whereincumulative success in mastering a large topic was achieved by a rapid pace of mastery, accompanied by multiple repetitions.
Child Opportunities
The innovative teacher Amonashvili practiced a special approach to the student. His theory is to exercise faith in the possibilities of each child. The characteristic of the teacher should contain not only his working skills. The teacher should regard any deviations in the development of the child as the result of an incorrect approach to the general process of his education. The natural failures of the student should be calmly perceived, they should not be focused on. At the same time, the team is inspired by the idea of the ability to overcome all the difficulties that accompany the learning process.
Developing one's own perception
E. N. Ilyin is an innovative teacher, a teacher of literature by education, a developer of many methodological recommendations. His system is based on the principle of reverse study of a given topic. Literature as a subject, in his opinion, has primarily an educational function, and only then a cognitive one. This innovative teacher excluded "passive" techniques from the teaching methods, the essence of which boils down to verbatim memorization of the topic from the textbook. Instead, he introduced methods that encourage learning, aimed at finding meaning on the part of the student; reading comprehension and self-assessment. Most of these techniques were aimed at the impact of works on the emotional background of the child. A lot of attention was paid to the behavior, conversations of the teacher in the classroom. The conversation should be aimed at ensuring that after reading the work, the student has the opportunity to form his own point of view on new information. As a result, the child develops curiosity, he independently begins to study new literature. With this approach, not only the student learns, but also his teacher.
