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Main categories of pedagogy. Education is a purposeful and organized process of personality formation

Lecture No. 7

Topic: “The psychological essence of education, its criteria”

Target: Consider education in the psychological and pedagogical aspect

Lecture outline:

1. Education as the purposeful formation of personality. Designing personal development.

2. Psychology of education, self-education, re-education. Humanistic trends in pedagogical interaction.

3. The problem of personal development in a team. Teacher and relationships between children.

Education as the purposeful formation of personality. Designing personal development.

Educational psychology studies the psychological patterns of the formation of a person as an individual in the context of the purposeful organization of the pedagogical process. The psychology of education considers education as a process carried out through the interaction of educators and students, as well as the interaction of the students themselves, who are not only objects, but also subjects of education.

Revealing the patterns of mental activity of students under educational influences, the psychological foundations of self-education of schoolchildren, educational psychology studies the mechanisms of these influences on the formation of personality traits.

Revealing psychological mechanisms the formation of the moral-volitional sphere of personality, moral consciousness, moral ideas, concepts, principles, beliefs, the moral basis of actions, moral feelings, habits and modes of behavior that express attitudes towards other people, society, educational psychology reveals general laws active “design” of the personality of a growing person, principles, conditions and specifics of organizing the educational process in different stages modern childhood.

The establishment of certain laws for the purposeful formation of personality in ontogenesis ensures the construction of the scientific foundations of raising children and at the same time forms the basis for the development of psychological theory.

Educational psychology studies the process of collapsing, restructuring some psychological characteristics and the emergence and development of new formations. It is precisely the focus on the development of new psychological capabilities of the child that makes it possible to create conditions for organizing such an educational process, which, in the words of L. S. Vygotsky, may not trail behind the child’s mental development, but, looking ahead of this development, lead him along, guide him, organize it, manage it.

The main organizing point of educational psychology as a special area of psychological knowledge is the provision about the possibility of active, purposeful formation of personality in ontogenesis. This is determined by the very approach of Russian psychological science to assessing the role of society and the place of the genotype of a growing person in the formation of his personality, i.e. to the problem of the relationship between the social and biological in the formation of personality.

The question of the conditions for the formation of personality, of the relationship between the biological and the social, is decisive in understanding personality.

The fundamental importance of this issue is explained by the fact that recognition of the leading role of social conditions means the possibility of active influence of society on the development of the individual, and focuses on the elimination of social causes that impede diversified development. Recognition of the determining role of the biological nature of man leads to the assertion that the role of society in the formation of personality is reduced only to smoothing out the animal nature in man.

Domestic psychology of education proceeds from the fact that the individual’s psyche develops in the process of complex interaction of biological and social factors, among which the decisive factors will be the specific historical conditions of a person’s social life, the nature of his relationships and communication with other people, and the direction of his upbringing. In other words, the nature of the formation of a person as an individual is determined by an objectively existing system of social relations and depends on how, in the conditions of these relations, the activity of a given individual develops, his relationship with other members of society.

This initial methodological position of domestic psychology differs from the position of foreign psychological science. Some foreign psychologists understand personality as a “slice” of the culture in which a person grew up. Others reduce personality only to the totality of social roles acquired by a person. Still others, and the majority of them, argue that personality is genetically programmed, biologically predetermined. As a result of such theoretical premises, foreign researchers, establishing the dependence of certain personality qualities on the circumstances of life and upbringing, developing methods for identifying and measuring various personal qualities, interpret the sources and patterns of personality development differently.

In foreign countries, a person is considered as a stable biological unit with a specific genetic program that has been given for centuries. Allocating the leading role in the development of personality to the natural-biological principle, a significant part of foreign psychologists argue that the basic mental properties are already inherent in human nature itself. Some psychologists give great importance to the natural principle in the field of mental development of the individual. An example is the general theory of mental development created by J. Piaget. It is known that in this theory the concept of intelligence is actually of the same order as the concept of the psyche or, in any case, underlies it. This is how J. Piaget’s position is assessed in a book edited by J. Bruner: “According to his [Piaget’s] views, the maturation of the mind looks like something biologically determined... Although Piaget admits that environmental influences play a certain role, this is an assumption proforma".

Western scientists also accept and develop the idea of the social nature of personality. However, unlike domestic psychologists Western psychologists have a different understanding of the role and significance of social factors in personality development. It must be taken into account that a number of modern foreign theories, although they recognize social factors in human development, but essentially understands them naturalistically. At one time, L.S. Vygotsky noted that foreign psychologists reveal the social as a simple variety of the biological, acting according to a simple scheme - the child’s personality is social, but sociality itself lies in the biological influence of organisms.

According to domestic scientists, a person is formed as an individual in a social environment, in the process of targeted education.

Only communication with other people in joint activities is the basis for personality formation. Being dependent on the environment - the source of satisfaction of needs - a person at the same time actively influences it, consciously transforms it and himself in the process of purposeful activity. It is the conscious active activity of a person that is the basis for the formation of his personality, the formation of his mental characteristics.

A formed personality is characterized by established views and beliefs, moral requirements and assessments, consciously set goals, and the ability to manage one’s actions and activities.

The core of the holistic structure of a personality is the motivational sphere of its activity, which has a complex, hierarchical structure of lower and higher order motives. The degree of generalization and stability of higher motives, which do not isolate the individual, but merge his interests with the interests of society, creates harmony of development and indicates the formation of the individual, meeting the moral standards of society.

The formation of personality, starting from the early stages of development and up to harmonious formation, is a long, complex, multifaceted process. Educational psychology deals with a constantly developing, qualitatively changing phenomenon - a child, whose psychological characteristics of personality and activity, needs, motives, relationships are different at different age stages.

Taking into account the uniqueness of individual age periods is a necessary condition for organizing the educational process. However, taking into account does not mean adapting the content and forms of educational work to the level of mental development of children of a certain age. It is important to take into account development prospects, ensuring the formation of those qualities of the child’s personality that are at this stage are only in their infancy, but to which the future belongs. It is in this case that the process of personality design is organized, the construction of which requires, of course, taking into account the numerous individual needs of the individual, which undoubtedly influence the formation of its moral sphere.

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Man, as a part of nature, as the highest link of evolution, is endowed with natural vital forces. However The most important thing in a person is his personality. Pedagogy studies and identifies patterns of the most effective development of a child’s personality in specially organized conditions.

Personality There is a unique combination of those taken together anthropological and socio-psychological characteristics of a person.

Personality combines somatic structure, type of nervous activity, cognitive, emotional and volitional processes, needs and orientation, manifested in experiences, judgments and actions.

To raise correctly, you need to know how a child develops, how his personality is formed.

Talking about development, education and formation personality, it is necessary to take into account that these concepts interconnected, complement each other.

Under Personality Development is understood a qualitative change in its properties, a transition from one qualitative state to another. We can say that development is the realization of the internal inherent inclinations and properties of a person.

Personality formation- this is the process of a person’s formation under the influence of the social relations into which he enters; a person’s mastery of a system of knowledge, ideas about the world, and work skills. During the formation of personality occurs influence of a combination of factors: objective and subjective, natural and social, internal and external.

As we see, although education is involved in the formation of personality, But Personality formation can occur in addition to the educational process. Education cannot eliminate or cancel the effect of many factors in personality development that do not depend on people at all. Then the question arises: can educator influence the process of personality formation?

The answer can be twofold. Or we need to find such means of education, which could be in the hands of the teacher and which would be able to overcome the effects of other factors independent of the teacher. Or we need to find means by which the teacher could influence personality formation factors, master the laws by which these factors operate, and thus direct their action in the desired direction.

The first way is essentially not confirmed by practice. Many theorists have long and persistently searched for means that could abrogate the laws of human formation. Remains second and only way:

– learn the laws of action of the decisive factors in the formation of human personality,

- learn to manage those of them that depend on the will and consciousness of a person, And

- take into account those that do not depend on the will and consciousness of people and act spontaneously.

Under factors those are understood contradictions that become the driving force of human development. An example is the contradiction between the behavior that is characteristic of a child and the moral norms of society that he must master. One of the means of resolving this contradiction is certain methods of influencing the consciousness, feelings and will of the child.

Upbringing becomes factor in the formation of planned personality qualities.

Driving forces of personality formation are contradictions manifested in the biological and social laws of human development.

Therefore, in pedagogy there are two groups of factors in the development and formation of a child: biological and social.

Biological, natural factors influence the physical appearance of the child - his physique, brain structure, ability to sense and emotion.

Among biological factors defining is heredity. Thanks to heredity man is preserved as a natural being. She predetermines individual physical and some mental qualities, passed on to children by parents: hair color, appearance, properties of the nervous system, etc. There are hereditary diseases and defects. Inheritance of traits is studied by a special science - genetics. .

Heredity as a factor in the formation of personality traits is significantly dependent from the social conditions of human life. The carriers of heredity - DNA molecules, genes - subtly react to harmful influences. For example, alcohol, parental smoking disrupt the gene structure, what causes physical and mental disorders in child development. Moreover, alcohol, even in small doses, negatively affects the mechanism of heredity for many years.

Unfavorable situation in the family or at work, leading to nervous disorders and shocks, also has bad influence for posterity. The apparatus of heredity is not a special isolated anatomical substance, but an element of a unified system of the human body. What is the organism in the complex of its biological and social properties, so is heredity.

TO biological factors human formation also includes the period intrauterine development of the child and the first months after birth. Fetal development during pregnancy is largely determined physical and moral condition of parents, their attention and care for each other. In the first months after the birth of a child, the effect of the congenital factor is especially pronounced. One child is cheerful, active, actively reacts to stimuli, the other constantly cries, is capricious, and passive. One of the reasons one or another behavior baby maybe nature of intrauterine development.

TO biological factors can also be attributed health care. If a child is taught to do morning exercises, to harden himself, to watch his diet, to follow a daily routine, he will be physically developed, his anatomical and physiological system will function normally, develop and strengthen, he will play and study with pleasure and joy.

In Group biological factors should be highlighted hereditary and congenital individual properties of the nervous system, Features of the functioning of the senses and speech apparatus. The structural and functional properties of higher nervous activity and its system, which determine the characteristics of the reflective activity of the brain, are individual. This explains the differences in inclinations and abilities.

Social factors. The child is developing as a person influenced by the environment. Environment promotes the development and formation child most effectively, If it's well built and in it humane relations prevail, created conditions for social protection of children.

In concept "Wednesday" included complex system of external circumstances, necessary for the life and development of the human individual. These circumstances include: natural, so social conditions his life.

In the interaction of personality and environment must be taken into account two decisive moments:

1) the nature of the impact of life circumstances reflected by the individual;

2) the activity of the individual, influencing circumstances in order to subordinate them to his needs and interests.

Not everything that surrounds a child is the actual environment for his development. For every child folds up unique and highly individual development situation which we call environment of the immediate environment.

The environment of the immediate environment, or microenvironment, is part of the social environment, consisting of elements such as family, school, friends, peers, close people, etc.

In the child’s environment there are positive and negative, progressive and conservative phenomena. Personality is formed not only by assimilating the influences of the environment, but also resisting them.

In this regard, there arises necessary social and pedagogical problem: cultivating in a child a readiness to properly resolve internal conflicts, resistance to external negative influences, it is necessary regulate and correct controllable environmental influences.

Developmental conditions have or do not have an impact on the formation of personality, depending on the attitude of the child himself to them and how his personal relationships develop under these conditions.

It has been established, for example, that if a child is respected among his comrades, if he is entrusted with responsible assignments, this contributes to the development of his self-confidence, activity, and sociability, and vice versa.

The concept of “personality”

personality team teacher creative

Education as a process of purposeful formation and development of personality

In psychological science, the category “personality” is one of the basic concepts. But the concept of “personality” is not purely psychological and is studied by all psychological sciences, including philosophy, sociology, pedagogy, etc.

Each of the definitions of personality available in the scientific literature is supported by experimental research and theoretical justification and therefore deserves to be taken into account when considering the concept of “personality”. Most often, personality is understood as a person in the totality of his social and vital qualities acquired by him in the process of social development. Consequently, it is not customary to include human characteristics that are associated with the genotypic or physiological organization of a person as personal characteristics. It is also not customary to include among personal qualities the qualities of a person that characterize the development of his cognitive psychological processes or his individual style of activity, with the exception of those that manifest themselves in relationships with people and society as a whole. Most often, the content of the concept of “personality” includes stable human properties that determine actions that are significant in relation to other people.

Thus, a personality is a specific person, taken in the system of his stable socially conditioned psychological characteristics, which manifest themselves in social connections and relationships, determine his moral actions and are of significant importance for himself and those around him.

When considering personality structure, it usually includes abilities, temperament, character, motivation and social attitudes.

Already in the Middle Ages, the theory of authoritarian education was formed, which continues to exist in various forms at the present time. One of the prominent representatives of this theory was the German teacher I.F. Herbart, who reduced education to managing children. The purpose of this control is to suppress the child’s wild playfulness, “which throws him from side to side.” Control of the child determines his behavior at the moment and maintains external order. Herbart considered supervision of children and orders to be management techniques.

Soviet teachers, based on the requirements of the socialist school, tried to reveal the concept of “education process” in a new way, but did not immediately overcome the old views on its essence. Thus, P.P. Blonsky believed that education is a deliberate, organized, long-term influence on the development of a given organism, that the object of such influence can be any living creature - a person, an animal, a plant. A.P. Pinkevich interpreted education as the deliberate, systematic influence of one person on another in order to develop biologically or socially useful natural properties of the individual. The social essence of education was not revealed on a truly scientific basis even in this definition.

V. A. Sukhomlinsky wrote: “education is a multifaceted process of constant spiritual enrichment and renewal - both of those who are being educated and those who are educating.” Here the idea of mutual enrichment, interaction between the subject and object of education stands out more clearly.

Education is a two-way process, involving both organization and leadership, and the individual’s own activity. However, the leading role in this process belongs to the teacher. It would be appropriate to recall one remarkable incident from the life of P.P. Blonsky. When he turned fifty years old, representatives of the press turned to him with a request to give an interview. One of them asked the scientist what problems concern him most in pedagogy. Pavel Petrovich thought and said that he was constantly interested in the question of what education is. Indeed, a thorough understanding of this issue is a very difficult matter, because the process that this concept denotes is extremely complex and multifaceted.

The art of education has the peculiarity that it seems familiar and understandable to almost everyone, and even easy to others, and the more understandable and easier it seems, the less a person is familiar with it, theoretically or practically.

K.D. Ushinsky.

A person’s personality is formed and developed as a result of the influence of numerous factors, objective and subjective, natural and social, internal and external, independent and dependent on the will and consciousness of people acting spontaneously or according to certain goals. At the same time, the person himself is not thought of as a passive being who photographically reflects external influences. He acts as the subject of his own formation and development.

Purposeful formation and development of personality is ensured by scientifically organized education.

Modern scientific ideas about education as a process of purposeful formation and development of personality have emerged as a result of a long confrontation between a number of pedagogical ideas.

As an expression of protest against authoritarian education, the theory of free education, put forward by J. J. Rousseau, arises. He and his followers called for respect for the growing person in the child, not to constrain, but to stimulate in every possible way the natural development of the child during upbringing.

Characterizing education only as an influence, P. P. Blonsky and A. P. Pinkevich did not yet consider it as a two-way process in which educators and students actively interact, as the organization of the life and activities of students, and their accumulation of social experience. In their concepts, the child acted primarily as an object of education.

Modern pedagogy proceeds from the fact that the concept of the educational process reflects not direct influence, but the social interaction of the teacher and the student, their developing relations. The goals that the teacher sets for himself act as a certain product of the student’s activity; The process of achieving these goals is also realized through the organization of student activities; The assessment of the success of the teacher’s actions is again made on the basis of what qualitative changes are in the consciousness and behavior of the student.

Any process is a set of natural and consistent actions aimed at achieving a certain result. The main result of the educational process is the formation of a harmoniously developed, socially active personality.

Education is a two-way process, involving both organization and leadership, and the individual’s own activity. However, the leading role in this process belongs to the teacher. It would be appropriate to recall one remarkable incident from Blonsky’s life. When he turned fifty years old, representatives of the press approached him with a request to give an interview. One of them asked the scientist what problems concern him most in pedagogy. Pavel Petrovich thought and said that he was constantly interested in the question of what education is. Indeed, a thorough understanding of this issue is a very difficult matter, because the process that this concept denotes is extremely complex and multifaceted.

First of all, it should be noted that the concept of “education” is used in the most different meanings: preparing the younger generation for life, organized educational activities, etc. It is clear that in different cases the concept of “education” will have different meanings. This difference comes out especially clearly when they say: the social environment, the everyday environment educates, and the school educates. When they say that “the environment educates” or “the everyday environment educates,” they do not mean specially organized educational activities, but the everyday influence that socio-economic and living conditions have on the development and formation of personality.

The expression “school educates” has a different meaning. It clearly indicates specially organized and consciously carried out educational activities. Even K. D. Ushinsky wrote that, in contrast to environmental influences and everyday influences, which most often have a spontaneous and unintentional nature, education in pedagogy is considered as a deliberate and specially organized pedagogical process. This does not at all mean that school education is fenced off from environmental and everyday influences. On the contrary, it should take these influences into account as much as possible, relying on their positive aspects and neutralizing the negative ones. The essence of the matter, however, is that education as a pedagogical category, as a specially organized pedagogical activity, cannot be confused with the various spontaneous influences and influences that a person experiences in the process of his development.

The work was added to the site website: 2016-03-30

Section: Theory and methods of education.

" xml:lang="en-EN" lang="en-EN">1. " xml:lang="en-EN" lang="en-EN">" xml:lang="en-EN" lang="en-EN">A purposeful and organized process of personality formation is...

2. The process of comprehensive personal development is...

a) re-education b) self-education

c) the purpose of education d) education

3. Education is...

d) a purposeful process of improving the mental, mental and physical activity of students.

4. The interaction of the social environment, the individual and the group shapes...

a) socio-historical experience

b) socio-psychological phenomena

c) human activity

d) public relations

e) socialization of the individual

5. The social environment depends on:

a) intraclass differences of certain strata

b) type of social economic formations

c) class and nationality

d) everyday and professional differences

6. The purpose of education is...

A) conscious, purposeful and independent activity that arises as a result of the active interaction of the individual with the environment, influencing the development and improvement of the individual;

b) purposeful and organized process of personality formation;

c) the process of comprehensive development of the individual;

d) a purposeful process of improving the mental, mental and physical activity of students.

7. Features of the education process are...

c) the complexity of analyzing the results;

8. Features of the education process are:

a) contradictions between the teacher’s requirements and the student’s willingness to fulfill this requirement;

e) contradictions between the purposeful influence of the teacher and the spontaneous influence of the environment;

9. Objectively existing connections between pedagogical phenomena and processes are...

10. The driving forces of the education process are...

a) principles b) means c) patterns

d) features e) functions f) contradictions

11. The starting points that determine the content, organization, forms and methods of education are...

a) principle b) means c) pattern

d) feature e) function f) contradiction

12. The laws of the educational process are:

A) the dependence of education on a combination of objective and subjective environmental factors;

b) consistency, continuity and consistency in educational work;

c) unity and interconnection of education and personality development;

d) the more expediently the activities of pupils that are useful to society are organized, the more intelligently their communication is structured, the more effectively the educational process proceeds;

e) creative activity of students with skillful pedagogical guidance;

f) the connection between educational influence, interaction and active activity of those being educated.

13. The principles of education are:

a) the duration of the education process;

b) a close connection between education and life and work;

V) creative activity of students with skillful pedagogical guidance;

d) originality of forms and methods of education;

e) taking into account age and individual characteristics;

f) unity of pedagogical requirements and educational influences.

14. The principles of education are:

A) systematicity, continuity and consistency in educational work;

b) education in work and for work;

c) a combination of exactingness and respect for the individual;

d) the originality of accounting and assessment of the results of education;

e) presence of contradictions;

f) education in the team, through the team and for the team.

15. Translated from Latin, external appearance, external outline means...

a) method b) principle c) form d) means e) technique

" xml:lang="en-EN" lang="en-EN">16. ;color:#000000" xml:lang="en-EN" lang="en-EN">The external side of the organization of the educational process, which is associated with the younger generation, the time and place of education, as well as the procedure for its implementation this is ...

17. The form of organization of educational work, which is provided for all students (on duty, participation in self-care work, etc.), is called ...

18. The form of organization of educational work, which provides for club activities, sports sections, etc., is called

a) voluntary b) mandatory

19. A set of methods and techniques for influencing a person is...

20. The set of pedagogical means for organizing human life is...

a) method of education b) principle of education c) form of education d) means of education e) method of education

21. Method of formation of consciousness (based on the process of moral education, the impact on the consciousness and behavior of those being educated) this is...

22. Varieties of the persuasion method include:

a) punishment b) conversation c) debate d) lecture

e) report f) conference g) encouragement h) requirement

23. The importance of persuasion methods:

b) teacher’s conviction;

" xml:lang="en-EN" lang="en-EN">d) persuasion combines suggestion and explanation, and this leads to ;color:#ff0000" xml:lang="en-EN" lang="en-EN">" xml:lang="en-EN" lang="en-EN">self-education);

24. General requirements for methods of persuasion:

a) help bridge the gap between consciousness and behavior;

b) teacher’s conviction;

c) trust and tact in the student;

" xml:lang="en-EN" lang="en-EN">d) persuasion combines suggestion and explanation, and this leads to self-education);

e) the ability to penetrate into the child’s inner world and understand the nature of the contradictions that have arisen;

f) mastering the art of persuasion.

25. A method of education that isvarious ways to organize student activitiesin the interests of accumulating moral experience and developing positive personality traits this is ...

e) example method f) competition (game) method

26. The group of exercise methods includes...

a) requirement;

c) creative play;

e) punishment;

e) encouragement.

27. The group of methods for inducing positive actions includes:

a) requirement;

b) method of organizing socially beneficial activities;

c) creative play;

d) methods of accustoming to norms social behavior;

e) punishment;

e) encouragement.

28. Types and forms of demand: advice, trust, request, hint, approval, threat, etc. refer to …

a) direct requirement b) indirect requirement

29. A measure of pedagogical influence that expresses a positive assessment of behavior, actions (of an individual, a team) this is...

a) method of punishment b) method of practical training (exercises)

c) method of encouragement d) method of persuasion

30. The method of influencing a person in order to condemn wrong actions is...

a) punishment method b) example method

c) method of encouragement d) method of persuasion

31. Specific application of methods in certain conditions is...

a) method of education b) principle of education c) form of education d) means of education e) method of education

32. Types of techniques related to braking...

a) irony b) organizing success in learning

c) request d) parallel pedagogical action

e) warning f) manifestation of indignation

33. Types of techniques related to creative ones:

a) moral exercise b) organization of academic success

c) request d) parallel pedagogical action

e) warning f) attention

34. Method of education, the educational power of which based on the natural desire of people to imitate models of social norms and roles this is ...

a) method of punishment b) method of practical training (exercises)

c) method of encouragement d) method of persuasion

e) requirement method f) example method

35. An educational method, which is one of the ways to mobilize the creative labor activity of people, contributing to better and more efficient performance of any activity is ...

a) method of competition (game) b) example method

c) method of practical training (exercises) d) method of persuasion

e) method requirement f) method of criticism (self-criticism)

36. A method of education, which is a process of discussing human actions and activities in order to identify advantages, detect and correct shortcomings is ...

a) method of punishment b) method of practical training (exercises)

c) method of encouragement d) method of persuasion

e) method requirement f) method of criticism (self-criticism)

37. The formation of man as a biological species and as a social being is ...

38. The socio-psychological essence of a person, formed as a result of a person’s assimilation social forms consciousness and behavior, the socio-historical experience of humanity this is...

39. The set of common genotypic hereditary properties of a biological species (we are born as an individual) is...

a) person b) personality c) individuality d) individual

40. The set of socio-psychological characteristics (for example, temperament, character, etc.) that distinguish one person from another is...

a) person b) personality c) individuality d) individual

41. List the factors of personality development...

a) heredity, environment, self-education;

b) heredity, environment, upbringing;

c) heredity, family, school;

42. Historically, a specific system of relationships between spouses, parents and children is ...

a) family b) society

;font-family:"Times New Roman"" xml:lang="en-EN" lang="en-EN">43. Family structure, which includes the relationship between formal power and informal leadership is ...

;font-family:"Times New Roman"" xml:lang="en-EN" lang="en-EN">

44. Family structure, where the most important thing is to establish interpersonal relationships this is...

;font-family:"Times New Roman"" xml:lang="en-EN" lang="en-EN">a) power structure;

;font-family:"Times New Roman"" xml:lang="en-EN" lang="en-EN">b) communication structure

;font-family:"Times New Roman"" xml:lang="en-EN" lang="en-EN">c) role structure;

45. Family structure that is connected with the fulfillment of individual roles by each group member, as well as the system of their role expectations this is...

;font-family:"Times New Roman"" xml:lang="en-EN" lang="en-EN">a) power structure b) communication structure c) role structure

46. A relatively stable pattern of behavior (including actions, thoughts, feelings) reproduced by individuals is called...

47. Satisfying social, group and individual needs is ...

;font-family:"Times New Roman"" xml:lang="en-EN" lang="en-EN">a) social role b) social status

;font-family:"Times New Roman"" xml:lang="en-EN" lang="en-EN">48. The functions of the family are:

;font-family:"Times New Roman"" xml:lang="en-EN" lang="en-EN">a) constructive b) reproductive c) household

;font-family:"Times New Roman"" xml:lang="en-EN" lang="en-EN">d) gnostic e) educational f) organizational

;font-family:"Times New Roman"" xml:lang="en-EN" lang="en-EN">49. Relations between spouses, between parents and children, between other family members are ...

;font-family:"Times New Roman"" xml:lang="en-EN" lang="en-EN">

50. Coincidence, similarity of social positions (value orientations, attitudes, interests, outlook on life) is...

;font-family:"Times New Roman"" xml:lang="en-EN" lang="en-EN">

51. The ability to give in, tolerance, understanding that each person has the right to originality and individuality, that he should not be a copy of his spouse and his property, and it is for this originality that he should be respected this ...

;font-family:"Times New Roman"" xml:lang="en-EN" lang="en-EN">a) culture of family communication b) family relationships

c) marital compatibility d) the main purpose of the family

52. Disagreements based on incompatibility of views, interests or needs this is ...

a) conflict b) dispute

53. The biological causes of childhood nervousness are:

a) the experiences of a pregnant or newly mothered woman;

c) infectious effects;

d) improper upbringing;

;color:#000000" xml:lang="en-EN" lang="en-EN">54. " xml:lang="en-EN" lang="en-EN">Microsocial causes of childhood nervousness are:

a) the experiences of a pregnant or newly mothered woman

b) traumatic effects;

c) infectious effects;

d) improper upbringing;

e) unfavorable living conditions of the child in childhood.

55. The psychophysical immaturity of a child, which, due to improper upbringing, leads to a delay in age-related socialization and the child’s behavior, in which it does not meet the requirements for him this...

a) neurosis

b) nervousness

c) mental infantilism

d) neuropathy

56. A psychogenic disorder caused by people quarreling with each other, fear, conflicts, unexpected disasters, feelings of loneliness, sad memories, etc. this is...

a) neurosis b) nervousness c) mental infantilism d) neuropathy

57. Neurosis, in which the child’s character is dominated by timidity, passivity, isolation, a tendency to despondency, capitulation to difficulties, failures this ...

58. Neurosis, in which the child’s character fears, anxiety, suspiciousness, indecisiveness, overinsurance, pedantry, isolation predominate, which indicates a fearful, affectionate, meticulous and judicious child this ...

59. Neurosis, in which the child’s character Selfishness, lack of independence, infantility, suggestibility, hysteria predominate this is...

a) hysterical neurosis b) asthenic neurosis c) obsessive-compulsive neurosis

60. The reaction of struggle, which consists of dissatisfaction, protest, anger or outright violence, occurs when a child tries to change the state of things - this is ...

61. Forms of deviant behavior, which is the result of excessively demanding parents this is ...

a) shyness b) aggressiveness

c) stubbornness d) whims

62. Forms of deviant behavior, which is a consequence of excessive compliance of his loved ones this is ...

a) shyness b) aggressiveness c) stubbornness d) whims

63. Everything that surrounds a person in his social life, or this is a specific manifestation, the uniqueness of social relations at a certain stage of their development this is ...

e) socialization of the individual

64. The necessary conditions the child’s assimilation of socio-historical experience...

a) communication between a child and adults, during which the child learns adequate activities and assimilates human culture

b) assimilation and reproduction in the child’s properties of historically developed properties and abilities of the human race

65. The process of personality formation in certain social conditions, or the process of a person’s assimilation of social experience, during which a person transforms social experience into his own values and orientations, norms this is ...

a) socio-historical experience b) social environment

c) human activity d) social relations

e) socialization of the individual

A holistic pedagogical process, as already mentioned, performs three interrelated functions: teaching, educating and developing. Let's look at education in detail. It is often identified with the process of socialization of the individual, however, the process of human social development is a broader concept than education. Socialization reflects the influence of various factors of life and plus the impact of educational work in the family, school or orphanage, colony for criminals or work collective, cooperative, etc. Education is the process of purposeful formation of personality by a teacher or team. A person’s positive reaction to pedagogical influences is determined by taking into account his needs, interests and physiological capabilities. The goals, nature and content of education are determined by the needs of society, the interests of the state and the ruling classes. The goals of education should be considered in several aspects:
a) the formation of interest in the constant replenishment of knowledge and skills, the identification of new methods of educational and cognitive activity;
b) formation of motivation and experience of activity i.e. the desire to realize what I want to do? And the desire to work diligently, bringing the job to the end;
c) developing a culture and experience of communicating with people;
d) the formation of subjective personal preferences, tastes, spiritual needs, etc.
Educational methods are focused on achieving educational goals, which can be divided into three large blocks:
Methods of forming the consciousness of the individual.
Methods of organizing activities and forming experience of social behavior.
Methods of stimulating activity.
The first group of methods includes persuasion, suggestion, conversations, lectures, discussions, as well as the example method. The second group of methods includes: pedagogical requirement, public opinion, training, assignment, creation of educational situations. The third group of methods includes: competitions, rewards, punishment, creating a situation of success.
The content of education is usually considered in the following aspects: civil education (including patriotic), moral, physical; nurturing interest in cognitive activity, labor, aesthetic, environmental; developing the ability to work in a team.
Now let's take a closer look at the teaching function of the pedagogical process. So, learning is a socially organized process of constant transmission, by previous generations to subsequent ones, of socially significant experience.
Training can be viewed from two aspects: general education and vocational training. In our country, general education can be obtained at school and in the system additional education(clubs, art studios, self-education). Professional education organized in secondary specialized institutions (colleges, schools, technical schools) and in higher education educational institutions(institutes, universities, academies). Research work is carried out in postgraduate and doctoral studies.
Higher education in Russia currently has a fairly harmonious structure. All subjects studied are divided into four blocks.
Humanities: philosophy, history of the Fatherland, psychology and pedagogy, sociology, etc. eleven disciplines in total. They offer approximately 25% of all teaching time.
Naturally - scientific disciplines: modern concept of natural science, mathematics, computer science, etc. These disciplines offer 15% of the total teaching time.
General professional disciplines receive approximately 35%-40%.
Specialization disciplines occupy approximately 20% - 25% of the time in the educational process.
Higher education assumes that an employee with such a diploma often becomes a manager, therefore it is important to know the methods of pedagogical influence on subordinate employees. Let's list some moral and psychological qualities that a leader should have.
Study the performing and creative capabilities of subordinates in order to take them into account when distributing responsibilities.
Assignments and orders must be given in a calm tone, formulated clearly, completely and constructively. It is important that everyone understands: what needs to be done, how to do it, what the expected result is. Call the deadlines tight, but realistic.
An indispensable condition for the success of any event is encouragement for successful work and commenting on omissions and shortcomings. As a rule, praise and comments have an impact not only on those to whom it applies, but also on the team.
Authority will help you achieve clear and coordinated work from performers. But it is not automatically provided by official position. The growth of authority is facilitated by tolerance for people’s weaknesses that do not interfere with their work, a sense of self-control and self-control.
The basis of a healthy relationship between a manager and a subordinate is mutual respect.
Currently, there is no established classification of teaching methods. They are especially often classified according to the source of information: verbal, visual or practical teaching method. But it can be classified according to the degree to which the student demonstrates independence: explanatory and illustrative (reproductive); partially search (partially independent); problematic and
Research methods are the most independent and creative methods of obtaining information with elements of teacher guidance.

More on the topic LECTURE 15. EDUCATION AS A PURPOSE PROCESS OF PERSONALITY FORMATION”:

§ 2. Personality formation in the process of physical education
Personality as a central element of the social system. Personality structure. The concept of personality, the social essence of personality. Personality as a subject and object of social life. The process of socialization - concept, essence, factors, stages. Social adaptation and interiorization. Social personality type.

Education as the main element of the pedagogical process includes four essential features:

1) targeted impact;

2) the social orientation of this impact in the form of the presence of a model, socio-cultural guidelines, ideals. And also the compliance of the educational process with socio-cultural values as achievements of the historical development of mankind;

3) the presence of a certain system of organized educational influences and influences;

4) a person’s mastery of social experience and the development of his personality and individuality.

First of all, it should be borne in mind that The education process is a multifactorial process. It is carried out not only at school, but also in the family and in out-of-school institutions. The educational impact of teachers is complemented by a variety of educational activities of various organizations. Literature and art, radio and television, cinema, theater, and the Internet have a serious influence on the formation of students’ consciousness and behavior, on the development of their feelings. The flow of educational influences on the individual is expanding significantly. The upbringing process becomes more multifaceted and multifactorial. It cannot be limited only to the framework of lessons, the framework of school. The success of education depends not on any one source of influence, but from many factors and influences. The multifactorial nature of the upbringing process and the expansion of the scope of educational influences make it possible to use various reserves and opportunities for personality formation. At the same time, this significantly complicates the educational process. Being exposed to many different influences, students accumulate not only positive, but sometimes negative experiences.

The second feature of the education process is that this is a long process. It begins long before children enter school and continues after school. Even Helvetius, one of the largest representatives of French materialism of the 18th century, characterizing education as a long process, wrote that all life is, strictly speaking, only one long education. A person is educated or re-educated in adulthood. He continues to accumulate and improve his labor and moral experience, expands and deepens his knowledge, and masters aesthetic values. Of course, school years are the years of the most intensive development of personality, formation of character and behavior. It is known that the central nervous system of a schoolchild is characterized by high plasticity and receptivity. Thanks to this, conditions are created for the successful formation and development of personality. Therefore, it is in young years that a specially organized educational process is carried out.

The duration of the education process is also evidenced by the fact that its results cannot be detected immediately. A student can quickly learn the rules of arithmetic and remember historical facts, events, and dates. But he cannot be quickly taught to be a collectivist, a good comrade, a sensitive and modest person. This requires a long time. It is also impossible, with the help of some quick-acting methods, to organize and unite the student body, to create a healthy public opinion in it, without which full-fledged education is impossible.

This feature of the education process should always be taken into account and kept in mind when determining its results: not in all cases one can count on rapid success in education, and especially in the re-education of the individual.

The third feature of the education process is that it has a stepwise character. It can be roughly divided into a number of stages. At the first stage, children acquire initial ideas about the rules of behavior in the family and school. They begin to awaken elementary feelings and develop simple behavioral skills. At the second stage, based on initial ideas about the norms of behavior, schoolchildren form ethical concepts, develop the ability to act correctly in a given case, and observe the rules of behavior accepted in society. At the same time, there is a further development of positive feelings and overcoming of negative ones. The third stage is characterized by the formation of beliefs, the development of stable habits of behavior and the further development and enrichment of feelings. At this stage, schoolchildren more clearly identify their motives for activity, determined by ideological and moral principles. There is no sharp boundary between these steps; they are closely connected.

The stages of the education process do not always coincide with the age stages of development of schoolchildren. Some of them develop faster, others slower. This can explain that the level of development does not always coincide with age and stages of education. Some high school students are sometimes at a lower stage of development compared to their peers in middle school. This is explained, first of all, by the fact that the surrounding microenvironment and life practices influence development in different ways.

The process of raising children is organized differently at school, and especially in the family. Shortcomings in upbringing often lead to the fact that previously acquired positive qualities are not consolidated and are sometimes lost; new qualities are not acquired either. As a result, the level of development of students of the same age is not the same. Each of them goes through their own special life path. Knowledge of this path and the life experience of the student, his ideas, skills and habits of behavior shows which of the tasks of education should be paid attention to first of all.

The next, fourth feature of the education process is concentration in the content of educational work. This means that in the process of education one has to return to the same personality traits more than once. But this is not a simple repetition, but a repetition with subsequent expansion and deepening in accordance with age characteristics and level of education. Of course, at different stages of upbringing, one or another personality quality may become the focus of attention. For example, in the lower grades it is usually great attention is given to instilling basic discipline, without which it is impossible to organize educational work. In the middle classes, instilling a sense of responsibility comes to the fore, and high school students are required to have a high level of consciousness, conditioned by ideological (political and moral) motives. However, all these qualities are formed and developed simultaneously with others, and not in mechanical order. For their formation, it is impossible to set predetermined calendar dates, as is usually done in the process of mastering knowledge in various academic subjects. It is impossible to organize the educational process so that in the first academic quarter students are taught, for example, such a quality as truthfulness, in the second quarter - integrity, in the third - collectivism, etc. These qualities are formed and manifested simultaneously. They constitute, as it were, individual traits, stable features of an integral personality. By cultivating one of the personality qualities, the teacher, one way or another, influences others.

The fifth specific feature of education is that it a two-way and active process. The pupil is not only an object, but also a subject of education. Therefore, the most important task of a teacher is to instill in students a constant need for self-analysis, self-esteem, and self-education. It is necessary to arouse in the pupils a wave of their own efforts, awaken their inner activity, and develop their independence as much as possible. Successful solution of these problems requires developed empathy from the teacher, i.e. the ability to see a situation through the eyes of another person, the ability to put yourself in the place of your student and look at the problem through his eyes.

The sixth feature of education is that the results of this process are hardly noticeable to external perception. It is quite difficult to check and evaluate the work of a teacher. Like everything big, it is seen at a distance—a temporary distance. Therefore, the teacher must be prepared for the fact that not only will his efforts not be quickly seen, but he will also be blamed, as they say, for the sins of others. That is why a teacher must be a very modest person, not only in order to serve as a proper example to his students, but also to maintain his peace of mind in the unfortunately frequent cases of unfair treatment of himself.

And finally, the seventh feature of the education process: it is an activity aimed at the future. Every teacher must remember that his students enter life under changed conditions, in different social relations. Therefore, educational work should take into account not only the needs of today, but also the prospects of technological progress and social development. Being a good forecaster, being able to see behind today’s problems the problems of tomorrow and the demands they will make on the people of the future is another necessary quality of a good teacher.

4.2. EDUCATION AS A WHOLE PROCESS

All possibilities of upbringing potential are revealed only if upbringing is organized as holistic process.

The essence of the holistic educational process is the subordination of all its parts and functions to the general "goals": formation of a complete person – development of individuality and social personality.

A holistic approach to organizing educational work involves:

The adequacy of the activities of each teacher to the general "goals"

Unity "upbringing"and self-education, " education and self-education"

Establishing connections between elements of the pedagogical system: information connections (information exchange), organizational and activity connections (methods of joint activities), communication connections (communication), management and self-government connections.

In accordance with this approach, the educational process is considered as an integral dynamic system, the system-forming factor of which is the goal of developing the personality of the student, realized in the interaction of the teacher and the student. The organization of the educational process is not limited to the pedagogical activities of the educational institution and involves taking into account the influence of all factors of the social environment.

The driving force of the educational process is the resolution of the contradiction between various (often multidirectional) influences on the student and the holistic formation of his personality. This contradiction becomes a source of development if the educational goals put forward by teachers are in the zone of proximal development of the students’ capabilities and correspond to their assessments of the significance of what is perceived. And, conversely, such a contradiction will not contribute to the optimal development of the system if the child is not ready to perceive positive influences, including from the teacher. As a result of education, there should be both a change in the level of education of each student and a change in the nature of the relationship between the participants in the educational process. In this regard, it is important to consider the relationship between the concepts of the educational process and the educational system. There is a clear relationship between these concepts. On the one hand, in the process of setting pedagogical goals in educational institution An educational system is created and developed; on the other hand, this system acts as the main factor in the successful solution of educational problems. If the educational process is considered from the perspective of a systems approach, then the concept of “development of the educational system” and “educational process” are identical.

Education as a holistic pedagogical process is based on the interaction of teachers and students. The leading role in this process is usually assigned to teachers. When posing the question this way, the teacher acts as the subject of the educational process, and the pupil as its object. When we talk about the influence of a teacher on a student as part of the implementation of his professional functions, we call this pedagogical activity educational work.

In educational work, three groups of functions should be distinguished. The first group is connected with the direct influence of the teacher on the student. The second group of functions is related to the creation educational environment. The third group of functions is aimed to correct the influence of various subjects of the student’s social relations.

In the educational work carried out by the teacher, the main place is occupied by organizational activities. It implements the entire complex of organizational functions: goal setting, planning, coordination, efficiency analysis, etc., therefore educational work is the most important component of the educational process, its main component. The success of the pedagogical activities of the educational institution depends on how this work is carried out by teachers and how adequate it is to the current pedagogical situation.

Research by psychologists and teachers shows that in the development of personality, the influence of external factors becomes important not in itself, but due to the individual position of a person, his attitude to these factors, as well as the practical implementation of these factors in his actions and actions. Therefore, in the educational process educated(child and adult) performs as a subject of the educational process. The process of education organically includes the self-education of the individual.

Self-education is a person’s pedagogical activity aimed at changing one’s personality in accordance with consciously set goals, established ideals and beliefs. Self-education presupposes a certain level of development of the individual, his self-awareness, the ability to analyze it while consciously comparing his actions with the actions of other people. A person’s attitude towards his potential capabilities, correct self-esteem, and the ability to see his shortcomings characterize a person’s maturity and are prerequisites for organizing self-education.

Self-education involves the use of techniques such as self-commitment(a voluntary task for oneself to form certain qualities in oneself); self-report(a retrospective look at the path traveled over a certain time); understanding one’s own activities and behavior(identifying the reasons for success and failure); control(systematic recording of one’s condition and behavior in order to prevent undesirable consequences).

Self-education is carried out in the process of self-government, which is built on the basis of goals formulated by a person, a program of action, monitoring the implementation of the program, evaluating the results obtained, and self-correction.

Self-determination is a person’s conscious choice of his life path, goals, values, moral standards, profession, living conditions.

Methods of self-education include: 1. - self-knowledge, 2 - self-control, 3 - self-stimulation.

Self-knowledge includes: introspection, introspection, self-esteem, self-comparison.

Self-control is based on self-persuasion, self-control, self-order, self-hypnosis, self-reinforcement, self-confession, self-compulsion.

Self-stimulation involves: self-affirmation, self-encouragement, self-encouragement, self-punishment, self-restraint.

Self-analysis, self-esteem, self-control, self-regulation, self-persuasion are the main techniques of self-education.

4.3. REGULARITIES AND PRINCIPLES OF EDUCATION

Pedagogy has identified general patterns and formulated a number of principles on which the educational process is based.

The laws of education are understood as stable, repeating and significant connections in the educational process, the implementation of which makes it possible to achieve effective results in solving pedagogical problems.

These patterns are as follows!

, elasticity, versatility, individuality, society, personality formation

According to statistical data from previous years, it is known that in 2000 in the city of Vladivostok there were 84 teenagers under the age of 15 who were not in education, at the end of the year - 72. Of these, 28% were not in education due to lack of control and family problems; 85% of teenagers were homeless; 14% were wanted. Over the year 2000, the number of teenagers without a permanent place of residence has increased. These children, as a rule, become involved in illegal activities. Today it is already 2008, grown-up first-graders are studying in a secondary school, in which there are few students who find themselves in difficult life situations, but they still exist. And you involuntarily think about the fact that such a phenomenon in a society where universal secondary education has been legally introduced this year reflects the negative facts of real modern life. Expanding opportunities for some, and increasing barriers to development for others to overcome, to adapt to society - this is the result of the mutual influence of social values and individual motives, clearly manifested in Russian society in a market economy.

Modern shifts in the relationship between the individual and society are moving in the direction of greater elasticity, versatility, less rigidity of a person’s social connections and, therefore, create greater scope for the manifestation of his individuality. These shifts express a new stage in the growth of individual autonomy, the historical process of human individualization. At the same time, it is obvious that the individualization of one group means growing loneliness, social disorientation of a person, an expanding opportunity for manipulation of his consciousness and behavior, but for another it (the autonomy of the individual) can lead to elevation.

Unfortunately, modern society cannot escape such a phenomenon, from extremes and frustration. In this regard, the historical-evolutionary concept of human development is of interest. Its supporters consider the process of transformation and reproduction by man of socio-historical experience, the culture of mankind and his own properties

(physical data, psychophysiological systems, temperament, inclinations, knowledge, statuses, roles, etc.). This transformation begins from the prenatal (intrauterine) period of one’s life. Even then, he develops a specifically human psyche. A person is born ready to assimilate human forms of behavior, speech, culture, and human experience. At the same time, from birth, the child not only actively assimilates culture and experience into the system of social connections inherent only to humans, and changes it and himself.

The way of life of the social and objective world surrounding the child presents him with potential opportunities for development, refracting his life experience, and the programs genetically assigned to him, and his organic characteristics. These potential opportunities are realized to the extent that the child himself perceives the values, norms, and motives developed by society as subjectively significant, as the goal for which he lives. The child develops his own image of the environment, his own system of relationships and values in the process of being together with others, especially with adults, through ways of providing assistance. Human ontogenesis is considered in the historical-evolutionary concept as a process organically connected with his social existence, but impossible without a person’s own activity in assimilating both historically established forms and activities, and ideal forms of being, without awareness of the world and self-awareness. The result of development from these positions is the strengthening of man as a subject of public and personal life, an increase in contributions to sociogenesis, a clear awareness and clear formulation of the life concept, goals and signs of life.

Man, as an important element of the Universe, develops by joining cosmic, natural rhythms, obeying the laws of development of life processes. At the same time, human development occurs in a society in which the following occurs: generational change; accumulation of historical events; changing tempo and rhythm. Any socio-cultural conditions are characterized by certain patterns of work and rest, average life expectancy, and the length of childhood. Human development occurs in a specific space, in the time of one’s own life, and develops a subjective attitude towards them, towards objectively existing time. The child is not yet able to measure, determine, differentiate spatial and temporal characteristics without special training, without certain activities; time and space for him must be filled with social meaning. In the individual's perception, time can shrink and stretch; the time of habitual activities is perceived with extreme accuracy; time filled with intense activity seems short, but is reflected in memories as very long. The relationship of a person with the space and time of his existence is complex and contradictory. Its results are beneficial only under the condition of a person’s harmonious relationship with the space and time of his existence, the establishment of a dynamic balance of his inner world with the space of human life, the psychological time of other people. Each period of life - a special holistic independent value - has strengths and weaknesses. Each age can be lived “in its own way.” You cannot rush development, skip certain periods, or leave tasks of any age unfinished. For example, they consider infantilism in adolescence - such age-related characteristics of a junior schoolchild (7-10 years old) as idealization of the world, adults, ineradicable optimism, maximum breadth and superficiality of interests. The most important task in this regard is the timeliness of pedagogical actions. Effective development of a child is impossible without unrealistic and ideal interaction with adults, then with peers, without dialogue with oneself. The main task of an adult is to learn to cooperate with a child, to conduct a dialogue with him, since the pedagogy of cooperation is assistance that optimally supports the development mechanisms of a growing person. Every person, especially in childhood, adolescence and adolescence, is an object of socialization, since the content of the socialization process is determined by society’s interest in a person successfully mastering gender-role skills, starting a family, and being able and willing to competently participate in social and economic life. was a citizen, that is, a person must enter gender-role, family, professional, and political socialization. At the same time, demands on a person in one aspect or another are made not only by society as a whole, but also by specific groups and organizations. A person becomes a full-fledged member of society, being not only an object, but also a subject of socialization, assimilating social norms and rules, cultural values, being active, self-developing, self-realizing in society. The consideration of a person as a subject of socialization is based on the concepts of American scientists C.H. Cooley, W.I. Thomas, F. Znanetsky, J.G. Mead. The ideas of these scientists had a powerful influence on the study of man as a subject of socialization, on the development of concepts in line with the subject-subjective approach. A person becomes a subject of socialization objectively, since throughout his life at each age stage he is faced with tasks, for the solution of which he consciously, and more often unconsciously, sets goals, that is, he represents his subjectivity (individuality) and subjectivity (position). Conventionally, three groups of tasks are identified that are solved at each age stage or stage of socialization:

1 – natural-cultural – achieving a certain level of physical and sexual development; which to a large extent has objective and normative differences in certain regional and cultural conditions (different growth rates, puberty, standards of masculinity and femininity in different ethnic groups and regions, age and social groups);

2 – socio-cultural tasks – cognitive, moral, value-semantic – specific to each age stage. The tasks of the socio-cultural series have, as it were, two layers: some tasks presented to a person in a verbalized form by the institutions of society and the state; others - perceived by him from social practice, mores, customs, psychological stereotypes of his immediate environment. Moreover, these two layers do not coincide and to some extent contradict each other;

3 – socio-psychological tasks are the formation of a person’s self-awareness, his self-determination in current life for the future, self-realization and self-affirmation, which at each age stage have specific content and ways of solving them.

Solving all three of these groups of problems is an objective necessity for human development. If any group of tasks or essential tasks of any group remain unsolved at a particular age stage, then this makes a person’s socialization incomplete.

Human development and socialization take place in any society in various conditions, which are characterized by the presence of dangers that influence human development and contribute to his adaptation to the changing conditions of socialization. Therefore, there are objectively entire groups that become or may become victims of unfavorable conditions of socialization, as well as favorable ones. At each stage, the most typical hazards that are most likely to be encountered are identified. During the period of intrauterine development of the fetus: the ill health of the parents, their drunkenness and (or) chaotic lifestyle, poor nutrition of the mother, negative emotional and psychological state of the parents, medical errors, unfavorable environmental

Wednesday. In preschool age (0–6 years): illnesses and physical injuries; emotional dullness (or) immorality of parents, neglect of the child by parents and his abandonment; family poverty; inhumanity of workers in child care institutions; peer rejection; antisocial neighbors and (or) their children; video viewing. At primary school age (6-10 years): parental drunkenness; stepfather or stepmother, family poverty, hypo- or hyperprotection, video viewing, poorly developed speech, unpreparedness for learning; negative attitude of the teacher and (peers); bad influence peers; negative influence of older children (involvement in smoking, drinking alcohol, toxic substances, stealing); physical injuries and defects; loss of parents; rape; molestation. In adolescence (11-14 years): drunkenness, parental alcoholism; family poverty; hypo- and hyper-care; video viewing; computer games; mistakes of teachers and parents; smoking; substance abuse; rape; molestation; loneliness; physical injuries; bullying by peers; involvement in antisocial and criminal groups; advance or lag in psychosexual development; frequent family moves; parents' divorce.

Whether a particular person will encounter any of the listed dangers depends not only on objective circumstances, but also on his individual characteristics.

It is said that adolescence is the most difficult and challenging of all childhood ages. Teenagers whose behavior deviates from generally accepted norms are called difficult or difficult to educate. Difficulty in education is resistance to pedagogical influences, which can be due to a wide variety of reasons related to the assimilation of certain social programs, knowledge, skills, social norms in the process of targeted training and education. Typical manifestations of deviant behavior of adolescents are situationally determined children's behavioral reactions, such as demonstration of aggression, defiance, unauthorized leaving home and vagrancy, drunkenness, alcoholism of children and adolescents; early drug addiction and associated antisocial actions; antisocial actions of a social nature; suicide attempts. Even more difficult is that delinquent behavior, in contrast to deviant behavior, is characterized as repeated antisocial acts of children and offenses that develop into a certain stable stereotype of actions that violate legal norms, but do not entail criminal liability due to their limited social danger or the child’s age, from which criminal liability begins. . The following types of delinquent behavior are distinguished:

aggressive-violent, including insults, beatings, arson, sadistic actions, mainly directed against a person’s personality;
selfish behavior, including petty theft, extortion related to the desire to obtain material gain;
distribution and sale of drugs.

Delinquent behavior is expressed not only in the external behavioral side, but also in the internal, personal side, when a teenager experiences a deformation of value orientations, leading to a weakening of the control of the internal regulation system. Children and adolescents with such behavior are the object of social work. The main content of social work with this group is the focus of attention, as those who have “fallen out” of normal social relations. In social work, two methods are used: preventive and rehabilitation. The professional task of the social pedagogue and teachers is to help the child develop, to provide assistance in his upbringing, education, and professional development. This activity is aimed at changing those circumstances in a child’s life that are characterized by the absence of something or the need for something. The main goal of a social worker’s activity is to create conditions for the psychological comfort and safety of the child, to meet his needs with the help of social, legal, psychological, medical, pedagogical mechanisms for preventing and overcoming negative phenomena in the family, at school, in the immediate environment and other societies, therefore, to realize his activity, it is necessary to have information about the child’s developmental environment, to be able to establish a diagnosis, to give a forecast of the current situation, and to be able to independently detect negatively influencing factors; and, knowing the methods of work, directly or indirectly influence the social environment, changing the overall social space of the child or adolescent in a direction favorable to him. A caring attitude towards the individual and a reasonably optimistic approach to his prospects allow the teacher to find a strategy for individual work with the child, which will help to encourage self-respect and confidence in his abilities. Adolescents and young men who commit immoral acts, misdeeds and crimes do not have developed volitional qualities. These defects usually arise at an early school age and only then, having become entrenched, act as negative volitional character traits. They are listed below based on the results of a survey of adolescent offenders:

indecisiveness - 45.5%
lack of persistence in implementing the adopted decision - 42.2%
lack of formation of independence and independent behavior - 35%
lack of initiative - 50%
stubbornness - 43.4%
incontinence - 21.2%

The process of cultivating positive volitional qualities in adolescents begins with the formation of a correct idea of will, and this process consists of a number of stages. Programs have been compiled and modules for working with children and their parents or people acting as guardians have been developed. There are technologies for working with maladjusted children aimed at putting deviant behavior under social control, which includes:

replacement, displacement of the most dangerous forms of deviant behavior by socially useful or neutral ones;
direction of the child’s social activity in a socially approved or neutral direction;
refusal of criminal or administrative prosecution of teenagers involved in vagrancy, drug addiction, homosexuality, prostitution, etc.;
creation of special services social assistance: suicidological, drug addiction, etc.

1.1. Types of educational process

In the holistic pedagogical process, the process of education occupies an important place.

Education is the process of purposeful personality formation. This is a specially organized, managed and controlled interaction between educators and students, the ultimate goal of which is the formation of a personality that is necessary and useful to society.

In the modern world there is a variety of educational goals and educational systems corresponding to them. But among the enduring goals of education, there is one, similar to a dream, expressing the highest purpose of education - to provide every person born with comprehensive and harmonious development. This goal has its roots in ancient philosophical teachings.

Today, the main goal of a secondary school is to promote the mental, moral, emotional and physical development of the individual, to fully reveal his creative potential, to form humanistic relationships, to provide a variety of conditions for revealing the child’s individuality, taking into account his age characteristics. The focus on developing the personality of a growing person gives a “human dimension” to such school goals as developing in young people a conscious civic position, readiness for work and social creativity, participation in democratic self-government and responsibility for the fate of the country and human civilization.

Let's consider the components of education: mental, physical, labor and polytechnic, moral, aesthetic. Similar components are already distinguished in the most ancient philosophical systems that touch upon the problems of education.

Mental education equips students with a system of knowledge of the fundamentals of science. During and as a result of assimilation scientific knowledge the foundations of a scientific worldview are laid.

Worldview is a person’s system of views on nature, society, work, knowledge, a powerful tool in the creative, transformative activity of man. It presupposes a deep understanding of natural phenomena and social life, the formation of the ability to consciously explain these phenomena and determine one’s attitude towards them: the ability to consciously build one’s life, work, organically combining ideas with deeds.

Conscious assimilation of a knowledge system promotes the development of logical thinking, memory, attention, imagination, mental abilities, inclinations and talents. The objectives of mental education are as follows:

Mastering a certain amount of scientific knowledge;

Formation of a scientific worldview;

Development of mental powers, abilities and talents;

Development of cognitive interests;

Formation of cognitive activity;

Development of the need to constantly replenish one’s knowledge, increase the level of educational and special training.

The enduring value of mental education as the most important task of the school is not in doubt. The direction of mental education causes protest among students, teachers, parents, and the general public. Its content is largely aimed not at personal development, but at mastering the sum of knowledge, skills, and abilities. Such important components as the transfer of experience of various forms and types of activities, emotional and value-based attitude to the world, communication experience, etc. sometimes fall out of the sphere of education. As a result, not only the harmony of education is lost, but also the educational character of the school itself.

Physical education is the management of a person’s physical development and his physical education. Physical education is an integral part of almost all educational systems. Modern society, which is based on highly developed production, requires a physically strong young generation, capable of working with high productivity, withstanding increased loads, and being ready to defend the Fatherland. Physical education also helps to develop in young people the qualities necessary for successful mental and labor activity.

The objectives of physical education are as follows:

Health promotion, proper physical development;

Increased mental and physical performance;

Learning new types of movements;

Development and improvement of basic motor qualities (strength, agility, endurance, etc.);

Formation of hygiene skills;

Nurturing moral qualities (courage, perseverance, determination, discipline, responsibility, collectivism);

Formation of the need for constant and systematic physical education and sports;

Developing the desire to be healthy, cheerful, and bring joy to yourself and others.

Systematic physical education begins with preschool age, physical education is a compulsory subject at school. A significant addition to physical education lessons are a variety of forms extracurricular activities. Physical education is closely related to other components education and, in unity with them, solves the problem of forming a harmoniously developed personality.

Labor education - the formation of labor actions and productive relationships, the study of labor tools and methods of using them. It is difficult to imagine a modern, educated person who does not know how to work hard and fruitfully, who does not have knowledge about the production around him, production relations and processes, and the tools used. The labor beginning of education is an important, centuries-tested principle of the formation of a comprehensively and harmoniously developed personality.

Labor education covers those aspects of the educational process where

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labor actions are formed, production relations are formed, tools of labor and methods of their use are studied. Work in the process of education acts both as a leading factor in the development of personality and as a way of creative exploration of the world, gaining experience of feasible work activity in various fields, and as an integral component of general education.

Polytechnic education - familiarization with the basic principles of all industries, acquisition of knowledge about modern production processes and relationships. Its main tasks are the formation of interest in production activities, the development of technical abilities, new economic thinking, ingenuity, and the beginnings of entrepreneurship. Properly delivered polytechnic education develops hard work, discipline, responsibility, and prepares for an informed choice of profession.

Not just any work has a beneficial effect, but only productive work, i.e. such work in the process of which they are created material values. Productive labor is characterized by: 1) material result;

2) organization; 3) inclusion of the entire society in the system of labor relations;

4) material reward.

Today, new technologies of labor education are being introduced, labor education is being differentiated, the material base is improving, and new training courses are being introduced.

Moral education is the formation of concepts, judgments, feelings and beliefs, skills and habits of behavior that correspond to the norms of society.

Morality is understood as historically established norms and rules of human behavior that determine his attitude towards society, work, and people. Morality is internal morality, morality is not ostentatious, not for others, but for oneself.

Moral concepts and judgments make it possible to understand what is good, what is bad, what is fair, what is unfair. They turn into beliefs and manifest themselves in actions. Moral deeds and actions are the determining criterion for the moral development of an individual. Moral feelings are experiences of one’s attitude towards moral phenomena. They arise in a person in connection with the compliance or non-compliance of his behavior with the requirements of public morality. Feelings encourage one to overcome difficulties and stimulate exploration of the world.

The moral education of the younger generation is based on both universal human values, enduring moral norms developed by people in the process of historical development of society, and new principles and norms that have arisen at the present stage of development of society. Enduring moral qualities - honesty, justice, duty, decency, responsibility, honor, conscience, dignity, humanism, selflessness, hard work, respect for elders.

Aesthetic education is a basic component of the educational system, summarizing the development of aesthetic ideals, needs and tastes. The tasks of aesthetic education can be divided into two groups - the acquisition of theoretical knowledge and the formation of practical skills. First group of tasks

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solves issues of familiarization with aesthetic values, and the second - active inclusion in aesthetic activities. Inclusion tasks:

Formation of aesthetic knowledge;

Education of aesthetic culture;

Mastery of the aesthetic and cultural heritage of the past;

Formation of an aesthetic attitude to reality;

Development of aesthetic feelings;

Introducing a person to the beauty in life, nature, work;

Development of the need to build life and activity according to the laws of beauty;

Formation of an aesthetic ideal;

Formation of the desire to be beautiful in everything: thoughts, deeds, actions.

The tasks of inclusion in aesthetic activities require the active participation of each student in creating beauty with their own hands: practical lessons in painting, music, choreography, participation in creative associations, groups, studios, etc.

1.2. Methods and techniques of education

The method of education (from the Greek “methodos” - “path”) is the way to achieve a given educational goal. In relation to school practice, we can also say that educational methods are ways of influencing the teacher on the consciousness, will, feelings, and behavior of students in order to develop their beliefs and behavioral skills.

The creation of a method is a response to the educational task posed by life. In the pedagogical literature you can find descriptions of a large number of methods that allow you to achieve almost any goal. There are so many methods that have been accumulated that only their ordering and classification helps to understand them and choose ones that are adequate to the goals and circumstances. Classification of methods is a system built on a certain basis. Classification helps to discover the general and specific, theoretical and practical in methods and thereby contributes to their informed choice and the most effective application.

Currently, the most objective and convenient classification of educational methods is based on orientation - an integrative characteristic that includes in unity the target, content, and procedural aspects of educational methods. In accordance with this characteristic, three groups of education methods are distinguished:

Methods of forming the consciousness of the individual;

Methods of organizing activities and forming experience of social behavior;

Methods of stimulating behavior and activity.

4.2.1. Methods for forming personality consciousness

To form views, concepts, and beliefs, methods of forming the consciousness of the individual are used. The methods of this group are very important for

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successful completion of the next important stage educational process - the formation of feelings, emotional experience of the required behavior. Deep feelings are born when the idea realized by students is clothed in bright, exciting images.

In textbooks of previous years, the methods of this group were called shorter and more expressive, i.e. methods of verbal influence that promote the formation of beliefs.

Conviction in the educational process is achieved by using various techniques. In the old school, for example, edifying stories, parables, fables and other indirect and figurative ways of conveying the necessary knowledge to students were widely and usefully used for this purpose. Today, stories on ethical topics, explanations, clarifications, lectures, ethical conversations, exhortations, suggestions, instructions, debates, and reports are widely practiced. Effective method beliefs are an example.

Each method has its own specifics and scope of application. They are used systematically, in combination with other methods. Let's consider the most complex methods of verbal and emotional influence in terms of content and application: story, explanation, ethical conversation, debate and the method of visual and practical influence - an example.

A story on an ethical topic, which is used primarily in elementary and middle grades, is a vivid emotional presentation of specific facts and events that have moral content. By influencing feelings, the story helps students understand and internalize the meaning of moral assessments and norms of behavior. A story on an ethical topic has several functions: to serve as a source of knowledge, to enrich the moral experience of an individual with the experience of other people. Finally, another important function of the story is to serve as a way to use a positive example in education.

The conditions for the effectiveness of an ethical story include the following.

The story must correspond to the social experience of schoolchildren. In the lower grades it is brief, emotional, accessible, and corresponds to the children’s experiences. The story for teenagers is more complex: they are much closer to actions that excite with their high meaning.
The story is accompanied by illustrations, which can be works of painting, artistic photographs, or products of folk craftsmen. A well-chosen musical accompaniment enhances his perception.
The story makes the right impression only when it is done professionally. An inept, tongue-tied storyteller cannot count on success.

Explanation is a method of emotional and verbal influence on students. An important feature that distinguishes explanation from explanation and story is the focus of the impact on a given group or individual. For younger schoolchildren, elementary techniques and means of explanation are used: “You need to do this,” “Everyone does this.” When working with teenagers, deep motivation and clarification of the social meaning of moral concepts are necessary.

Explanation is used only where and when the student really needs to explain something, communicate new moral principles, and in one way or another influence his consciousness and feelings.

In the practice of school education, explanation is based on suggestion. The latter is characterized by the student’s uncritical perception of pedagogical influence. Suggestion, penetrating imperceptibly into the psyche, acts on the present as a whole, creating attitudes and motives for activity. Suggestion is used to enhance the impact of other parenting methods.

In the practice of education, they resort to exhortations that combine a request with explanation and suggestion. Using exhortation as an educational method, the teacher projects the positive in the student’s personality, instills faith in the best, in the opportunity to achieve high results. The pedagogical effectiveness of exhortation also depends on the authority of the educator, his personal moral qualities, and his conviction in the correctness of his words and actions. Reliance on the positive, praise, appeal to feelings of self-esteem and honor create the necessary prerequisites for the almost fail-safe effect of exhortation even in very difficult situations.

Exhortation sometimes takes the form of inciting feelings of shame, repentance, dissatisfaction with oneself and one’s actions. The teacher not only evokes these feelings and makes the student experience them, but also points out the path to correction. In such cases, it is necessary to convincingly show the meaning, the essence of the negative act and its consequences, and create an effective incentive that positively influences behavior. Sometimes negative behavior is a consequence of ignorance and lack of awareness. In this case, admonition is combined with explanation and suggestion and is carried out in such a way that the student realizes his mistakes and corrects his behavior.

When used unqualifiedly, a story, explanation, exhortation, or suggestion can take the form of notation. It never achieves the goal; rather, it causes resistance among the students, a desire to act contrary. Notation does not become a form of persuasion.

Ethical conversation is a method of systematic and consistent discussion of knowledge, involving the participation of both parties - the teacher and students. A conversation differs from a story or instruction precisely in that the teacher listens and takes into account the opinions and points of view of his interlocutors, building his relationship with them on the principles of equality and cooperation. Ethical conversation is called because its subject most often becomes moral, moral, and ethical problems. The purpose of an ethical conversation is to deepen and strengthen moral concepts, generalize and consolidate knowledge, and form a system of moral views and beliefs.

Ethical conversation is a method of attracting students to develop correct assessments and judgments on all issues that concern them. The method is especially relevant for students in grades five to eight, when the period of formation of a “picture of the world” begins.

In the practice of school education, planned and unplanned ethical conversations are used. The first ones are planned class teacher in advance, preparations are made for them, and the latter arise spontaneously, born in the course of school and social life.

The effectiveness of ethical conversation depends on the fulfillment of a number of important conditions.

1. It is very important that the conversation be problematic in nature and involve a struggle of views, ideas, and opinions.
2. The conversation should not be allowed to turn into a lecture: the teacher speaks, the students listen.
3. The material for the conversation should be close to the emotional experience of the students. Only when based on real experience can conversations on abstract topics be successful.
4. Proper guidance of ethical conversation is to help students come to the right conclusion on their own. To do this, the teacher needs to be able to look at events or actions through the eyes of the student, understand his position and the feelings associated with it.

Individual ethical conversations with guilty students require high professionalism. It is very important that no psychological barrier arises during such a conversation. If a student misunderstands the situation, you must tactfully, without infringing on his dignity, explain to him that he is mistaken. In the presence of comrades, the conversation should be short, businesslike, calm, without irony or arrogance. If the teacher is able to give an individual conversation a more intimate character, then he can count on complete success.

Disputes are lively, heated debates on various topics that concern students. Debates are held in middle and high schools on political, economic, cultural, aesthetic, and legal topics. Disputes are valuable because beliefs are developed through the collision and comparison of different points of view.

At the heart of a dispute is an argument, a struggle of opinions. For a dispute to produce good results, you need to prepare for it. For the dispute, 5-6 questions are developed that require independent judgments. Dispute participants are introduced to these questions in advance. Speeches should be lively, free, and brief. The purpose of a dispute is not a conclusion, but a process. The teacher helps students discipline their thoughts, adhere to the logic of evidence, and argue their position.

An example is an educational method of exceptional power. Its effect is based on a well-known pattern: phenomena perceived by sight are quickly and easily imprinted in consciousness. The example operates at the level of the first signal system, and the word - the second. An example provides specific role models and thereby actively shapes consciousness, feelings, beliefs, and activates activities. When they talk about an example, they mean, first of all, the example of living specific people - parents, educators, friends. But the example of heroes from books, films, historical figures, and outstanding scientists has great educational power.

The psychological basis of the example is imitation. Thanks to it, people master social and moral experience. Imitation is the activity of an individual. Sometimes it is very difficult to determine the line where imitation ends and creativity begins. Often creativity manifests itself in a special, unique imitation.

In the process of imitation, psychologists distinguish three stages. The first is the direct perception of a specific mode of action of another person. The second is the formation of a desire to act according to the model. The third is the synthesis of independent and imitative actions, manifested in the adaptation of behavior to the behavior of the idol. The process of imitation is complex and ambiguous; the leading role in it is played by experience, intelligence, personality traits, and life situations. Based on this, a very important condition is the correct organization of the environment in which a person lives and develops.

Naturally, education depends on the teacher’s personal example, his behavior, attitude towards students, worldview, business qualities, and authority.

The power of the positive impact of a mentor’s personal example increases when he acts systematically and consistently with his personality and authority.

4.2.2. Methods of organizing activities

Education should shape the required type of behavior. It is not concepts or beliefs, but specific deeds and actions that characterize the upbringing of an individual. In this regard, the organization of activities and the formation of experience of social behavior are considered as the core of the educational process. All methods of this group are based on the practical activities of the students.

The universal method of developing the necessary personality qualities is exercise. It has been known since ancient times and is extremely effective. There is hardly a case in the history of pedagogy where, with a sufficient number of wisely selected, properly performed exercises, a person would not develop a given type of behavior.

The method of the exercise is the creation by the teacher of such conditions in which the student will have to act in accordance with the norms and rules of behavior.

In mastering the experience of social behavior, activity plays a decisive role. You cannot teach a child to write by telling how others write; It is impossible to teach how to play a musical instrument by demonstrating virtuoso performance. In the same way, it is impossible to form the required type of behavior without involving students in active, purposeful activities. A way to attract people to activity is exercise - a practical method of education, the essence of which is to repeatedly perform the required actions, bringing them to automatism. The result of the exercises: stable personality qualities - skills and habits. Habit frees up the mind and will for new work. That is why the upbringing that leaves the formation of useful habits out of sight and cares only about mental development deprives this development of the strongest support.

The effectiveness of the exercise depends on the following important conditions: 1) the exercise system; 2) their content; 3) accessibility and feasibility of exercises; 4) volume; 5) repetition frequency; 6) control and correction;

1) personal characteristics of pupils; 8) place and time of exercises; 9) combinations of individual, group and collective forms of exercises; 10) motivation and stimulation of exercise.

When planning a system of exercises, the teacher must foresee what skills and habits will be developed. The adequacy of the exercises to the projected behavior is another important condition for the effectiveness of this

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method. Education should develop vital, important, useful skills and habits. Therefore, educational exercises are not invented, but taken from life, set in real situations. The use of the exercise is considered successful when the student exhibits stable quality in all life situations.

To form stable skills and habits, you need to start the exercise as early as possible, because the younger the body, the faster habits take root in it. Self-control, self-control skills, organization, discipline, culture of communication - qualities that are based on habits formed by upbringing.

A requirement is a method of education with the help of which norms of behavior, expressed in personal relationships, cause, stimulate or inhibit certain activities of the pupil and the manifestation of certain qualities in him.

Based on the form of presentation, a distinction is made between direct and indirect demands. A direct requirement is characterized by certainty, specificity, accuracy, and formulations that are understandable to students and do not allow for two different interpretations.

An indirect requirement (advice, request, hint, trust, approval, etc.) differs from a direct one in that the stimulus for action is not only the requirement itself, but also the psychological factors caused by it: the experiences, interests, aspirations of the students.

Habituation is an intensely performed exercise. It is used when it is necessary to quickly and at a high level create the required quality. Accustoming is often accompanied by painful processes and causes dissatisfaction.

The use of the indoctrination method in humanistic education systems is justified by the fact that some violence, inevitably present in this method, is aimed at the benefit of the person himself, and this is the only violence that can be justified.

Accustoming is used at all stages of the educational process, but it is most effective at an early stage. The conditions for the correct application of training are as follows.

A clear idea of the purpose of education for the teacher and the students. If the teacher does not understand well why he is trying to instill certain qualities, whether they will be useful to a person in life, if his pupils do not see the point in certain actions, then teaching is possible only on the basis of unquestioning obedience.
When teaching, you need to clearly and clearly formulate the rule, but not give official-bureaucratic instructions like “Be polite”, “Love your homeland”. It’s better to say something like this: “For people to appreciate your irresistible smile, brush your teeth”; “A slob has no future: dirty ears scare people away.”
Show how actions are performed and the results of these actions. Compare dirty and cleaned shoes, ironed and wrinkled trousers, but in such a way that this comparison evokes a response in the student’s soul, makes him ashamed of his bad manners and makes him want to get rid of it.
Training requires constant monitoring. Control must be benevolent, interested, but unremitting and strict, necessarily

combined with self-control.

A significant pedagogical effect comes from training in game form. The child voluntarily follows certain rules of behavior without any instructions from the outside.

The instruction method gives good results. With the help of assignments, schoolchildren are taught to take positive actions. The assignments are of a varied nature: to visit a sick friend and help him with his studies; decorate the classroom for the holiday, etc. Instructions are also given in order to develop the necessary qualities; unorganized people are given the task of preparing and conducting an event that requires accuracy and punctuality, etc. Control can take various forms: checks during execution, reports on work performed, etc. The inspection ends with an assessment of the quality of the completed order.

4.2.3. Stimulation methods

In ancient Greece, a stimulus was a wooden stick with a pointed tip, which was used by bull and mule drivers to urge lazy animals. As you can see, stimulation has an etymology that is not very pleasant for people. But what to do if a person, like an animal, needs constant incentives. The direct and immediate purpose of incentives is to accelerate or, conversely, inhibit certain actions.

Since ancient times, methods of stimulating human activity such as reward and punishment have been known. Pedagogy of the 20th century drew attention to another very effective, although not new, method of stimulation - competition.

The method of encouragement is a positive assessment of the actions of students. It reinforces positive skills and habits. The action of encouragement is based on the arousal of positive emotions. That is why it instills confidence, creates a pleasant mood, and increases responsibility. The types of incentives are very diverse: approval, encouragement, praise, gratitude, granting honorary rights, awarding certificates, gifts, etc.

Approval is the simplest type of encouragement. The teacher can express approval with a gesture, facial expressions, a positive assessment of the behavior or work of students, the team, trust in the form of an assignment, encouragement in front of the class, teachers or parents.

Higher level incentives - gratitude, awards, etc. - cause and maintain strong and lasting positive emotions, giving students or staff long-term incentives, because they not only crown long and hard work, but also indicate the achievement of a new, higher level. It is necessary to reward solemnly, in front of all students, teachers, and parents: this significantly enhances the emotional side of stimulation and the experiences associated with it.

Inept or excessive encouragement can bring not only benefits, but also harm to education. First of all, the psychological side of encouragement and its consequences are taken into account.

When encouraging, educators should strive to ensure that the student’s behavior is motivated and directed not by the desire to receive praise or reward, but

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but by internal convictions and moral motives.

Encouragement should not pit the student against the rest of the team. Therefore, not only those who have achieved success deserve encouragement, but also those who have worked conscientiously for the common good.
Encouragement should begin with answers to questions - to whom, how much and for what. Therefore, it must correspond to the merits of the student, his individual characteristics, place in the team and not be too frequent.
Encouragement requires a personal approach. It is very important to promptly encourage the insecure and lagging behind.
Perhaps the most important thing in current school education is to maintain fairness. When deciding on encouragement, consult with your students more often.

Competition. Children, teenagers, and young men have a highly inherent desire for competition and superiority. Establishing oneself among others is an innate human need. He realizes this need by entering into competition with other people. The results of the competition firmly and for a long time determine and consolidate the status of the individual in the team.

Is it possible to direct a person’s powerful natural desire for primacy to the benefit of education? Indeed, in pedagogically correctly organized competition there are effective incentives for increasing the effectiveness of the educational process.

Competition is a method of directing the natural need of students to compete and prioritize the development of qualities necessary for a person and society. By competing with each other, students quickly master the experience of social behavior and develop physical, moral, and aesthetic qualities. Especially great importance has competition for those lagging behind: by comparing their results with the achievements of their comrades, they receive new incentives for growth and begin to make more efforts.

The organization of the competition is the basis of its effectiveness. The goals and objectives of the competition are determined, a program is drawn up, evaluation criteria are developed, conditions are created for holding the competition, summing up the results and awarding the winners. The competition should be quite difficult and exciting. It is better to make the mechanism for summing up the results and determining the winners clear.
The content and focus of the competition for the title of first student of the school, class, and best expert in the subject must be established.

The effectiveness of the competition increases significantly when its goals, objectives, and conditions are determined by the students themselves, who also sum up the results and determine the winners. The teacher directs the students’ initiative, correcting their inept actions where necessary.

Among the oldest methods of education, punishment is the most famous. In modern pedagogy, debates continue not only about the advisability of its use, but also about all special issues of methodology - who, where, when, how much and for what purpose to punish.

Punishment is a method of pedagogical influence, which should prevent undesirable actions and cause a feeling of guilt towards oneself and other people. Like other methods of education, punishment is designed to gradually transform external stimuli into internal stimuli.

The following types of punishment are known, associated with: 1) the imposition of additional duties; 2) deprivation or restriction of certain rights; 3) expression of moral censure, condemnation. In today's school, various forms of punishment are practiced: disapproval, remark, censure, warning, discussion at a meeting, punishment, suspension from classes, expulsion from school, etc.

Among the pedagogical conditions that determine the effectiveness of the punishment method are the following.

The power of punishment increases if it comes from or is supported by the collective.
If the decision to punish is made, the offender must be punished.
Punishment is effective when it is clear to the student and he considers it fair. After the punishment, they do not remember him, and they maintain normal relations with the student.
When applying punishment, you must not insult the student. We punish not out of personal dishonesty, but out of pedagogical necessity.
Punishment is a powerful method. It is much more difficult to correct a teacher’s mistake in punishment than in any other case. Therefore, do not rush to punish until there is complete clarity in the current situation, until there is complete confidence in the fairness and usefulness of punishment.
Do not allow punishment to become a weapon of revenge.
Punishment requires pedagogical tact, good knowledge of developmental psychology, as well as an understanding that punishment alone will not help matters. Therefore, punishment is used only in combination with other methods of education.

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