The history of the development of our civilization shows that a person does not want and cannot remain unaccountable about the structure of the world around him and himself.
The volume of knowledge about the universe, nature, culture and man himself is constantly growing, increasingly shifting from the study of the external world to the internal: learning mechanisms, ways to manage one's own activities, features of understanding the information received, attitudes, value orientations and beliefs, development of one's own I-concept, internal prerequisites for understanding one's meaning in life. This is becoming a trend in the development of scientific and technological progress and a direction for a radical restructuring of the education system as a leading tool for the preservation and development of culture. Education should not only keep pace with the development of science, but, above all, become the leading tool for self-awareness, self-education, self-development, self-realization, and the formation of individuality and personality.
Therefore, modern education naturally becomes student-centered(according to its essence, value and target settings), technological(according to the process of organization and the nature of the assurance of the achievement of results), intra-subject(according to the methods of managing the process and quality of education), equal cooperative and multi-distance(according to the method of interaction and remoteness of all subjects of activity), systemic(according to relationships within individual elements), variable(according to forms, methods and models of organizational and pedagogical implementation), environmentally friendly(in relation to subjects and their environment), fundamental(for the preservation of scientific traditions and the crystallization of the basic elements of culture), flexible(according to the speed of introduction of innovations and transformations).
At the same time, the personal orientation and intrasubjectivity of educational concepts and technologies are still poorly developed in theory and little implemented in practice. educational institutions.
in pedagogy and educational psychology Until now, various attempts have been made to determine the essence of student-centered education (E. V. Bondarevskaya, V. P. Serikov, I. S. Yakimanskaya, A. A. Pligin).
According to I. S. Yakimanskaya, the recognition of the student as the main acting figure in the entire educational process is personality-oriented pedagogy. To build a model of student-centered education, she considers it necessary to distinguish between the following concepts:
Multilevel approach- orientation to different levels of complexity of the program material available to the student.
Differentiated Approach- allocation of groups of children on the basis of external (more precisely, mixed) differentiation: according to knowledge, abilities, type of educational institution.
Individual approach- distribution of children into homogeneous groups: academic performance, abilities, social (professional) orientation.
Subject-personal approach- attitude to each child as to uniqueness, dissimilarity, originality. In the implementation of this approach, firstly, the work must be systematic, covering all levels of education. Second, you need a special educational environment as curriculum, organizing conditions for the manifestation of individual selectivity of each student, its stability, without which it is impossible to talk about cognitive style. Thirdly, we need a specially trained teacher who understands and shares the goals and values of student-centered education.
The analysis of various approaches to understanding student-centered education allowed us to take our own scientific position and under student-centered education understand this type of educational process in which the personality of the student and the personality of the teacher act as its subjects; the purpose of education is the development of the personality of the child, his individuality and originality; in the learning process, the child's value orientations and the structure of his beliefs are taken into account, on the basis of which his "internal model of the world" is formed, while the processes of learning and learning are mutually coordinated taking into account the mechanisms of cognition, the characteristics of the mental and behavioral strategies of students, and the teacher-student relationship is built on principles of cooperation and freedom of choice.
In our understanding, the model of a student-centered school differs significantly from other existing models and pedagogical systems. First of all, the fact that it provides the child with greater freedom of choice in the learning process. Within its framework, it is not the student who adapts to the established teaching style of the teacher, but the teacher, having a variety of technological tools, coordinates his methods and methods of work with the cognitive learning style of the child. The table specially compiled by us for comparing the ZUN model of teaching with the student-oriented one quite fully reflects the differences in the possibilities for the teacher and the student to choose the goals, content and means of education:
| ZUN-ORIENTED MODEL | PERSON-ORIENTED MODEL (subject-personal model) |
|
1. Learning objectives are set by the teacher. 2. Development of knowledge, skills and abilities. 3. Focus on the collective and frontal work of the teacher. 4. Work is built with groups of different academic performance; The division into "humanitarians", "naturalists", "technorey". 5. Didactic material is used, designed for a certain amount of knowledge of the "average" student. 6. The same amount of knowledge is established for all students and is selected in connection with this educational material. 7. The study of educational material, the tasks in which vary from simple to complex and are divided into certain groups of complexity. 8. The activity of the class as a group. 9. The teacher plans individual or group work. 10. The teacher sets the topics for the passage of educational material. 11. Communication of new knowledge only by the teacher. 12. Evaluation of the student's answer only by the teacher. 13. The teacher uses only quantitative assessment methods (points, %). 14. Definition of volume, complexity and form homework teacher. 16. Teachers are not interested in student learning strategies, but only final or intermediate results are important. 17. The study by students of given samples of art and, based on their awareness, participation in their own work. 18. Determination by the teacher, who has his own teaching style, of the "route" of knowledge and the adjustment of students to the style of his work. |
1. Learning objectives are mutually agreed upon by the teacher with the students, often the teacher and students individually build their own system of expectations from the lesson. 2. Development of personality, cognitive strategies in the process of cognition and competencies. 3. Focus on independent search, independent work, independent discoveries of the student. 4. Work is built with each student, identifying and taking into account inclinations and preferences in the learning process. 5. Didactic material is used, which varies for students with different academic performance. 6. The amount of knowledge calculated for an individual student, taking into account his cognitive abilities, is established, and educational material is selected in connection with this. 7. The study of educational material, the complexity of which is chosen by the student and varied by the teacher. 8. The activity of each student, taking into account his abilities and individual inclinations. 9. The teacher gives the student the opportunity to choose group or independent work. 10. Topics for the passage of educational material are agreed in accordance with cognitive features child. 11. Discovery of existing laws, patterns, ways to solve various problems with the joint participation of teachers and students. 12. First, the assessment of the student's own answer, then the teacher's assessment. 13. Sharing by the teacher and students of quantitative and qualitative methods for assessing the process and results of cognition: taking into account the methods, actual results, volume, the actual difference between the starting and intermediate results. 14. The ability for students to choose the volume, complexity and form of homework. 15. Books to read are chosen by the children and the teacher reconciles the different experiences of the students during the lesson. 16. The teacher helps students understand their cognitive strategies by organizing exchanges of strategies and ways of learning between students. 18. Coordination by the teacher of his own teaching style with cognitive preferences and cognitive style of students. |
It is important to note that almost all existing educational technologies are externally oriented in relation to the personal experience of students.
In domestic pedagogy and pedagogical psychology, didactics was historically built on the basis of the theoretical provisions of the concept of L. S. Vygotsky, based on the idea of developing mental functions according to the principle "external to internal". The implementation of this approach in pedagogy led to the development of a "knowledge" educational model that is externally oriented in relation to the child's experience, in which the main priority was the transfer of knowledge, skills and abilities according to the same principle of "external to internal". This methodological idea was the basis for subject-object relations, where the student receives, and the teacher actively transfers knowledge and experience. In this model, the student has no choice but to adapt to the forms, methods, methods and techniques of the teacher's work.
S. L. Rubinshtein in his work "Being and Consciousness" offers a different principle of organizing the process of cognition - "external through internal" - which, from our point of view, in relation to didactics means a fundamentally different approach: first you need to know the features of the child's personal experience, his internal subjective preferences, and then develop and implement educational technologies based on them. This leads to subject - subject relations, the creation of conditions in which the student can choose his own way of learning in accordance with his own characteristics, personal meanings, cognitive preferences. Thus, an educational model is constructed in which the processes of learning (the activity of the child) and learning (the purposeful activity of the teacher) are mutually coordinated.
Unfortunately, the implementation of this principle has not yet been adequately reflected in modern didactics and the practice of education. In our opinion, the construction of a fundamentally new internally oriented didactics, based on taking into account the characteristics of the student's personal experience and the laws of internal mechanisms of cognition, is one of the most important theoretical and practical tasks of pedagogical psychology and pedagogy.
The main measure of externally oriented didactics is knowledge, skills and abilities. Understanding that in the end the results of education will be manifested in knowledge, skills and abilities, without diminishing their significance, we believe that the development of abilities and cognitive strategies should become the center of a new student-centered didactics. value orientations, personal meanings and self-concepts. It is this didactics that will make education student-centered.
The key concepts of a student-centered educational model include:
The student-centered educational model we are developing is based on the following principles:
You can get acquainted with the majority of theoretical and practical developments in the monograph by A. A. Pligin "Personally oriented education: history and practice", as well as in scientific and methodological collections.
Sincerely,
scientific director of GEP,
candidate of pedagogical sciences, doctoral student of the Institute general education
Ministry of General Education of the Russian Federation,
A. A. Pligin.
The author of the model is Nikolai Alekseevich Alekseev. In this model, the essence of student-centered learning is associated with the uniqueness and originality of students and the uniqueness of the teacher's personality, with the concept of a "cultural act", the meaning of which is the creation of the student himself, his personality through self-affirmation in culture.
Pedagogical technology is considered as:
opportunities);
– fundamentally non-invariant , since it implies
own "additional definition" in specific learning conditions. The teacher takes position of the designer
learning.
Designing student-centered learning - a special type pedagogical activity, the content and organizational design of which is focused on accounting:
– type of mental development of students;
– personal capabilities and characteristics of the teacher;
– 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 direction of training:
Instrumental Cultural
So there was a difference
subject-oriented and person-oriented
learning.
Designing a student-centered process, the teacher works with the content of the training. ON THE. Alekseev identifies three groups of objects:
structurally |
positionally |
||
orientation- |
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orientation- |
orientation- |
||
(maths, |
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(history, native |
(literature, |
||
and foreign |
items |
||
languages, law) |
art) |
||
biology) |
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Mechanisms of assimilation
6. Culturological concept of personality-oriented education
Author E.V. Bondarevskaya. The main method of design and development should be a culturological approach, which focuses all components of education on culture and man as its creator and subject capable of cultural self-development.
The main components of the cultural approach in student-centered education:
- attitude towards the child as a subject of life, capable of cultural self-development and self-change;
– attitude to the teacher as an intermediary between the child and culture;
– attitude to education as a cultural process;
– attitude to the school as an integral cultural and educational space, where cultural patterns of joint education live and are recreated
the lives of children and adults. Cultural personality-oriented 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 is education that ensures the personal and meaningful development of students, supports the individuality, uniqueness and originality of each child's personality,
relying on its 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 human culture and a holistic personality;
– supports his individuality and creative originality.
Values of humanistic pedagogical culture:
not knowledge but personal meanings of the doctrine and the life of the child
– not separate (subject) skills and abilities, but individual abilities, 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 science of upbringing and education is constantly evolving. Basic principles modern model education are as follows. Firstly, it is assumed that a person is in an active-activity relationship to the world and to himself. Secondly, the constant self-development and self-improvement of the individual is assumed, and thirdly, the idea of the active formation of a person's vocation appears.
The problem is that when coming to educational institutions, the student, as a rule, remains within the same fixed organizational structure. Hence the lack of experience of communication in new organizational structures, when moving from one organizational form to another. Thus, the lack of role agility in functionally oriented education development strategy prevents students from getting in touch with life experience, which will be extremely necessary for them in their subsequent independent activity in the organizational space of industrialism.
« Implementation student-centered model Communication between adults and children involves actions in at least three areas:
Search for ways and means of establishing contact between adults and children, without which no program can produce results;
Determination of goals, content, principles, methods and forms of teaching, which in fact constitutes the subject of teaching for didactics;
Organization environment so that it contributes to the maximum extent to the natural development of children, stimulates it ”(Petrovsky V.A. Psychology of education. M., 1996, p. 66)
Today, the most common model of education is traditional model of education. The idea is that the school should give the student the most persistent and time-tested knowledge. It uses the traditional scheme for obtaining knowledge, skills and abilities; learning new - consolidation - control - evaluation.
Culturally oriented model of education considers the attitude to the values of this culture as the main principle. It is assumed that people living in different historical eras have different attitudes towards cultural, moral, spiritual values. Values give meaning to human life. There are values that are universal. People build a hierarchy of values. When spiritual values change, another era begins in people's lives. That is why the concept of values is extremely important for education.
Personal-activity model of education suggests that in the conditions of over-industrialization of society, the complexity of the tasks facing a person increases, the possibilities of choice increase many times over, and speed of decision-making is required. And in this situation, a person who finds himself in front of a numerous choice of possibilities must choose the only correct solution that best suits his needs. life values. Therefore, training programs should be focused on the necessary behavioral skills and skills for obtaining new knowledge in the future. This model of education implies the need to combine the transfer of educational knowledge with the acquisition of life knowledge and vice versa.
Material overview
Personally oriented developmental education (I.S. Yakimanskaya)
1. The phenomenon of student-centered developmental learning
Personally oriented education is such education, where the personality of the child, its originality, self-worth is put at the forefront, the subjective experience of each is first revealed, and then coordinated 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 samples, standards of cognition (cognitive activity), then personality-oriented learning proceeds from the recognition of the uniqueness of the subjective experience of the student himself, 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 given and subjective experience, a kind of “cultivation” of the latter, its enrichment, increment, transformation, which constitutes the “vector” of individual development. The recognition of the student as the main acting figure in the entire educational process is personality-oriented pedagogy.
2. Personally oriented developmental education
The existing models of student-centered pedagogy can be divided into three main groups:
Socio-pedagogical;
Subject-didactic;
Psychological.
The socio-pedagogical model realized the requirements of society, which formulated the social order for education: to educate a personality with predetermined properties. The task of the school was, first of all, to ensure that each student, as they grow up, would correspond to this model, be its specific carrier. At the same time, the personality was understood as a certain typical phenomenon, an “averaged” variant, as a carrier and exponent of mass culture. Hence the basic social requirements for the individual: the subordination of individual interests to the public, conformism, obedience, collectivism, etc.
The subject-didactic model of student-centered 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.
Knowledge itself served as a means of individualizing learning, and not their specific carrier - a developing student. Knowledge was organized according to the degree of their objective difficulty, novelty, the level of their integration, taking into account rational methods of assimilation, "portions" of presentation of the material, the complexity of its processing, etc. Didactics was based on subject differentiation aimed at identifying:
1) the student's preferences for working with material of different subject content;
2) interest in its in-depth study;
3) the orientation of the student to engage in various types of subject (professional) activities.
The organized forms of variable learning, of course, contributed to its differentiation, but the educational ideology did not change: since the personality is a product of educational influences, it means that we organize them according to the principle of differentiation. Organization of knowledge in scientific areas, their level of complexity (programmed, problem 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 built taking into account the content of scientific knowledge based on classical patterns of knowledge. On this basis, program material, scientific texts, didactic materials etc. This leads to a deepening of knowledge, an expansion of the volume of scientific information, its more theoretical (methodological) structuring. This is the path the authors take. curricula for innovative educational institutions (gymnasium, lyceum, specialized classes), where differentiated education in its various forms is most pronounced.
Meanwhile, the lack of consideration in the organization of subject differentiation of the spiritual (more personally significant for the student) gives 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, to replace them with social clichés.
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, due to genetic, anatomical, physiological, social causes and factors in their complex interaction and mutual influence.
In the educational process, cognitive abilities are manifested in learning, which is defined as an individual ability to acquire knowledge.
3. Principles of building a personality-oriented 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 educational activity, which is built as a "reference" in its normative content and structure.
We are currently 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 realization 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 to satisfy them. The development of the student's abilities is the main task of personality-oriented pedagogy, and the "vector" of development is built not from teaching to learning, but, on the contrary, from the student to determining the pedagogical influences that contribute to his development. This should be the focus of the entire educational process.
What is needed in order to implement a model of student-centered learning in school?
Necessary:
· firstly, 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;
· thirdly, 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 a person's characteristics, the stable manifestation of which, their effective implementation in the game, 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 education 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 activities.
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 subjective experience, including the experience of his previous learning;
The presentation of knowledge in a textbook (by a teacher) should be aimed not only at expanding their volume, structuring, integrating, generalizing the subject content, but also at transforming them into personal experience each student;
In the course of training, it is necessary to constantly harmonize the student's experience with the scientific content of the knowledge being given;
Active stimulation of the student to self-valuable educational activities should provide him with the possibility of self-education, self-development, self-expression in the course of mastering knowledge;
Educational material should be organized in such a way that the student has the opportunity to choose when performing tasks, solving problems;
It is necessary to encourage students to independently choose and use the most significant ways for them to study educational material;
With the introduction of knowledge about the methods of implementation learning activities 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 provide control and evaluation not only of the result, but mainly of the learning process, i.e. those transformations that the student carries out, assimilating the educational material;
Educational process should ensure the construction, implementation, reflection, evaluation of teaching as a subjective activity. This requires the allocation of units of teaching, their description, use by the teacher in the classroom, 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 the student as a person (his socialization) goes not only by mastering him regulatory activities but also through constant enrichment, the transformation of subjective experience as an important source of one's own development; teaching as a student's subjective activity that ensures cognition (assimilation) should unfold as a process, be described in appropriate terms, reflecting its nature, psychological content; the main result of the teaching should be the formation of cognitive abilities on the basis of 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 possibility of self-education, self-development in the course of mastering knowledge.
Irina Sergeevna Yakimanskaya - doctor psychological sciences, professor, full member of the International Academy of Education and the New York Academy of Sciences, head of the department "Designing student-centered education in high school» Institute of Pedagogical Innovations of the Russian Academy of Education.
The results of many years of theoretical and experimental studies were summarized in a doctoral dissertation on the topic "Development of schoolchildren's spatial thinking" (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 operation with them. I.S. Yakimanskaya showed that there is practically no area of human activity where the ability to navigate in space (visible or imaginary) would not play a significant role.
I.S. Yakimanskaya was the first to describe and experimentally prove that, in terms of its structure, spatial thinking is a multi-level 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 operating with spatial images was reduced to three main ones, leading to:
1) to change 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 psychological mechanisms 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 “free operation of spatial images is the fundamental skill that unites different types educational and labor activity.
In parallel with the study of the ways of development of spatial thinking, already in the early works of I.S. Yakimanskaya, another direction was born scientific activity that rallied around her yet more supporters and like-minded people - this is a personality-oriented approach to teaching students. Reflecting on the problem posed at the time 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 education can be considered developmental, but developmental education is far from always personality-oriented. Arguing with the founders of developmental education, according to whom the source of development lies outside the child himself - in education, I.S. Yakimanskaya claims that each student, as a carrier of individual, personal (subjective) experience, "... first of all, strives to reveal his own potential, given to him by nature by virtue of individual organization."
I.S. Yakimanskaya is the author of more than 200 scientific works. Among them are widely recognized books: "Development of technical thinking of students" (1964; co-authored with T.V. Kudryavtsev), "Developing education" (1979), "Development of spatial thinking of schoolchildren" (1980), "Knowledge and thinking of a schoolchild " (1985), "Person-centered learning in modern school"(19%, 2000), "How to develop students in mathematics lessons" (1996), "Technology of student-centered education" (2000).
Download materialIt should be noted that in last years The problem of student-centered learning has been widely considered in pedagogy and psychology. In a number of pedagogical studies, an interpretation of the main categories of student-centered learning is given, its functions are revealed. Reforming the education system in order to achieve its qualitative compliance with the development prospects of the Republic of Kazakhstan, which is actively entering the world educational space, requires a change in both scientific and methodological support and organizational and technological...
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