Slide 7

Strive to understand your child, look into his thoughts and feelings, put yourself in his place

It is necessary to exclude shouting and rude intonations from communication; create an atmosphere of joy, love and respect in the family.

Slide 8

Create conditions for your child’s success, give him the opportunity to feel strong, skillful, and lucky.

Praise and encourage your child often. The child should feel your support and approval when he achieves success. Instill in your child that he is brave, hardworking, smart, resourceful, dexterous, neat, thoughtful, loved, needed, irreplaceable.

Slide 9

Do not try to realize your unfulfilled dreams and desires in your child.

Let's learn to control ourselves.

Slide 10

Remember that it is not words that educate, but personal example.

Let's do good, good deeds. Children learn kindness from us. Remember that behavior is a mirror that reflects the true appearance of everyone!

Slide 11

Don't compare your child to other children

• Do not compare your child with other children, especially do not use them as an example. Remember that every child is unique and unique.
• Give your child freedom of choice. Each of us is somehow different from others. He needs to feel his uniqueness and originality. It is equally important that it be appreciated by others.

Slide 12

Don't expect your child to grow up the way you want.

Give your child a break from your suggestions. According to statistics, a child is addressed 37 times a day in an imperative tone, 42 in an admonishing tone, and 50 times in an accusatory tone. The child needs rest from any influences and treatment. He needs some freedom to grow up independent.

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Types (directions) of education Purpose of the study: to give an idea of ​​the main types of education of junior schoolchildren and their specifics in modern society

Plan: 1. Concept of types (directions) of education 2. Mental education 3. Moral education 4. Labor education 5. Aesthetic education 6. Environmental education 7. Physical education 8. Patriotic education 9. International education

Types of education The type (direction) of education is determined by the unity of goals and content. On this basis, the following are distinguished: mental, moral, labor, physical, aesthetic, civil, economic, environmental, legal, international, and patriotic education

Mental education is “a process of formation aimed at developing the intellectual culture of the individual, cognitive motives, mental strength, thinking, worldview and intellectual freedom of the individual” (Dictionary of Pedagogy).

Mental education is aimed at developing the intellectual culture of the individual, cognitive motives, skills of mental activity and dialectical thinking, willpower, and the formation of a culture of intellectual work. Such scientists as L.V. Zankov, L.S. Vygotsky, D.B. Elkonin dealt with issues of mental development.

Objectives of mental education: formation of motivation for educational and cognitive activity; development of cognitive interests, needs for self-education; development of all types of thinking - theoretical and empirical, dialectical, logical, abstract, categorical, inductive and deductive, algorithmic reproductive and productive (creative), systemic, etc.; mastering the experience of cognitive activity, the ability to create; development of erudition and outlook, intellectual freedom of the individual.

Indicators of mental education: knowledge of the basics of science; mastery of mental operations; possession of intellectual skills; presence of a scientific worldview. In the process of mental education, an individual’s intellectual culture is formed - “a complex of knowledge and skills in the field of mental work culture, the ability to determine the goals of cognitive activity, plan it, perform cognitive operations in various ways, work with sources, office equipment, master information technology, and engage in self-education.”

In the process of mental education, an individual’s intellectual culture is formed - “a complex of knowledge and skills in the field of mental work culture, the ability to determine the goals of cognitive activity, plan it, perform cognitive operations in various ways, work with sources, office equipment, master information technology, and engage in self-education.” G. M. Kodzhaspirova

Moral education is “the purposeful formation of a system of moral relations, the ability to improve them and the ability to act taking into account public moral requirements and norms, a strong system of habitual everyday moral behavior.” A moral person is a person for whom moral norms act as his own beliefs and habitual forms of behavior .

The results of moral education: moral consciousness, moral feelings, moral behavior The word “mores” comes from the Latin word moralis - moral. Morals are the standards that guide people in their behavior.

V. A. Sukhomlinsky: “The art of education lies in the fact that the person we are raising humanizes the world of things around him, through his attitude towards things he learns to treat people correctly and humanly.”

The main task of the educator is to create conditions that encourage the child to behave morally. The main criteria for moral behavior are the moral principles that a person adheres to, his value orientations and moral beliefs.

Moral beliefs are the basis for predicting a child’s behavior (L. A. Matveeva and A. I. Raeva) The structure of moral belief includes the following components: intellectual, emotional, volitional A child can behave immorally because he does not have knowledge about a given moral norm.

The emotional component of moral beliefs is important for a primary school student. This area is the most developed for him. The child knows how to acutely feel and experience. Expressions of emotion can be considered indicators of moral conviction. The formation of feelings determines the moral position of the student.

The unity of these components determines the personality properties that influence his activities and behavior. In order for moral knowledge to become an internal need of the child, it is necessary to realize it in activity. Only moral behavior can develop in a child a certain regulatory mechanism for his further actions in different life situations.

Civility is the consistency between knowledge, belief and behavior. Discord, the conflict between what a person knows and how he thinks and how he actually acts, can lead to an identity crisis. (Dictionary of Pedagogy).

Educational ability is a person’s preparedness for the relatively rapid formation of cognitive, emotional or behavioral skills and abilities (Dictionary of Pedagogy). Good breeding is the current level of a person’s good breeding; good breeding is its potential level, zone of proximal development.

Labor education is “the purposeful joint activity of the teacher and students, aimed at developing general labor skills and abilities, psychological readiness for work, the formation of a responsible attitude towards work and its products, and an informed choice of profession” (Pedagogical Dictionary).

The main goal is to develop in younger schoolchildren a responsible and creative attitude towards various types of activities, which is a certain preparation for future professional self-identification.

Objectives: polytechnic and basic economic training; preparation for choosing a profession, career guidance; formation of a conscientious attitude towards work, the need for it, responsibility and a sense of duty, professional mobility; developing skills and abilities to work with simple tools.

Productive labor - work in the agricultural sector, in labor and recreation camps, training and production plants. Household work - self-care and performing family responsibilities. Socially useful work - self-service at school, improvement of the school, the yard of the house; nature conservation, participation in the activities of social services.

Forms of educational activities for self-service: individual group collective The content of this type of work has a wide range - from the ability to dress to the emergence of a system of skills for maintaining order in a work institution.

Aesthetic education is “a purposeful process of forming in the younger generation the need for high cultural and spiritual values ​​and their further enrichment, development of creative abilities”

System of aesthetic education The goal is the development of an aesthetic attitude towards the world as a whole (L. I. Petrova) Objectives: to enrich the individual with artistic and aesthetic culture, understanding of works of art; teach basic skills and abilities of independent activity in art; develop an ear for music, artistic vigilance, creative imagination, original thinking; cultivate aesthetic feelings; to form an aesthetic consciousness.

V. A. Sukhomlinsky noted - “an important task of aesthetic education is to teach a child to see spiritual nobility, kindness, cordiality in the beauty of the world around him and, on the basis of this, to affirm the beauty in himself.”

Means of aesthetic education: knowledge, labor, play, nature, art: theater, music, literature, architecture, painting, communication, everyday life, fashion

Methods: explanation conversation solving aesthetic problems example encouragement exercises in aesthetic activities

G. M. Kodzhaspirova identifies the components of aesthetic education and classifies them as: art education and artistic upbringing

In the course of upbringing, a child learns the basic categories of aesthetics - the beautiful and the ugly. The ability to perceive them determines the transfer of these categories into the personal and social life of the individual, helps him to aestheticize his life, work, and environment. Taking into account the development of the emotional sphere of a primary school student, the teacher can use the aesthetic experiences that arise in him in a positive way.

Parameters influencing the organization of aesthetic education of a primary school student 1. The child’s interests in artistic activity are unstable, superficial (does not perceive the whole picture, going into details) 2. Emotional attitude is expressed in a limited way - the perception of what he sees gives pleasure or displeasure. 3. In extracurricular work (wide use of leisure educational space), the characteristics of age are manifested more acutely and more productively. 4. The aestheticization of a child’s work is of great educational importance.

The development of artistic taste also presupposes the development of a “sense of appearance”. Moreover, it goes beyond just the style of clothing and hairstyle, and extends to the “social landscape” surrounding the child (A. A. Rean). In the process of aesthetic education, the formation of an individual’s aesthetic culture is carried out.

Environmental education “the purposeful development in the younger generation of a high ecological culture, including knowledge about nature, a humane attitude towards it as the highest national and universal value and readiness for environmental activities”

Opportunities for the formation of environmental culture are embedded in all educational subjects of the natural, humanitarian, social and aesthetic cycles.

Components of environmental culture: (Sim. p. 11) environmental knowledge and skills; ecological thinking; value orientations; environmentally sound behavior.

Socially useful work of an environmental nature: planting protective strips; work in tree nurseries, gardens, hunting farms, animal farms and fur farms; sanitary environmental protection; nature corners in schools; environmental activities in institutions of additional education.

Environmental Performance Indicators: Understanding contemporary environmental issues; developed sense of love for nature; awareness of responsibility for nature conservation; the ability to see, appreciate and preserve beauty; active environmental activities.

Physical education is “a system of human improvement aimed at physical development, health promotion, ensuring high performance and developing the need for constant physical self-improvement.” Part of physical education is a life safety course - ensuring safe life activities.

Lifestyle and the formation of a healthy lifestyle is the process of developing in children an awareness of the dangers of narcotic, toxicological, alcohol-nicotine poisoning of the body and psyche, the development of moral and aesthetic disgust and counteraction to drunkenness, smoking, drugs, behavior in extreme situations and in everyday life, in nature, on water, air, etc.

Physical education system The main task is “to promote the improvement of the body, the correct physical development of the child, strengthening resistance against adverse environmental conditions, hardening the body” L. I. Petrova

Objectives: development of motor qualities, abilities and skills, hardening, postural coordination; formation of a responsible attitude towards one’s health, development of the need to strengthen one’s health and an emotional and value-based attitude towards it; increasing physical and mental performance; formation of the need for a healthy lifestyle;

nurturing the need for constant physical self-improvement, physical education and sports; formation of a system of knowledge about the anatomical and physiological characteristics of the functioning of the human body, about mental properties and processes, about the basics of hygiene, about measures to ensure life safety; development of strong-willed and sports-physical qualities (strength, agility, speed, endurance).

Means: gymnastics Games tourism natural forces (sun, air, water) hygienic factors (work and rest schedule, food, clothing) sanitary standards in the design and maintenance of premises.

Forms: physical education lessons, physical education minutes in class. . . elective classes extracurricular sports activities: clubs, sections, sports events and competitions; physical education and health activities during the school day: gymnastics before classes, physical education minutes in class, games and physical exercises during breaks and during extended days, medical and health procedures; classes in the additional education system (children's sports schools, children's stadiums, sports clubs, teams at the place of residence, etc.); classes in special health centers.

This is facilitated by “health-saving” education technologies. Thus, the forms of organization of physical education are diverse and depend on the conditions of the family and school educational space. All forms can give good results only if the primary school teacher takes into account the specifics of the physical development of the younger student.

Patriotic education K. D. Ushinsky - the formation of patriots is the most important task of education: “Just as there is no man without self-love, so there is no man without love for the fatherland, and this love gives education the sure key to a person’s heart and a powerful support for the fight against his bad natural, personal, seminal and generic inclinations"

The word "patriotism" comes from the Greek patris (fatherland). “A patriot is a lover of the fatherland, a zealot for its good, a lover of the fatherland, a patriot” V.I. Dal These interpretations are based on the main thing - a person’s attitude to the Motherland. It includes a person’s consciousness, his need-motivational sphere, the development of feelings and the formation of patriotic behavior.

Patriotism is a moral quality. His understanding follows the path of understanding the structure of moral beliefs. A patriot is a citizen of his country. Instilling patriotism in a junior schoolchild is associated, first of all, with instilling love for the “small Motherland” (V. A. Sukhomlinsky).

“Great patriotism begins with love for the place where you live” L. M. Leonov Primary school plays a significant role in educating a citizen. “Many years of experience in school education leads to the conviction: the strength and effectiveness of patriotic education is determined by how deeply the idea of ​​the Motherland takes possession of the individual, how clearly a person sees the world and himself through the eyes of a patriot” V. A. Sukhomlinsky

Citizenship is “a moral quality of an individual that determines the conscious and active fulfillment of civic duties and debt to the state, society, and people; reasonable use of their civil rights, strict observance and respect for the laws of their country."

Civic education “the process of developing respect for the law and unquestioning obedience to it, the norms of collective life, the development of civic consciousness, social and political responsibility, the culture of interethnic relations, civic feelings and qualities: patriotism, national and racial tolerance, readiness to defend one’s fatherland, defend one’s beliefs ".

Civic qualities as a “standard” of a citizen (I. P. Podlasy) fulfillment of civic duties - a sense of duty to the country, society, parents; respect for the Constitution of the state, state authorities, the President of the country, symbols of statehood (coat of arms, flag, anthem);

a sense of national pride and patriotism; responsibility for the fate of the country; social discipline and culture of living together; respect for the country's national wealth, language, culture, traditions; social activity; compliance with democratic principles; respect for nature;

respect for the rights and freedoms of others; active life position; legal awareness and civil responsibility; honesty, truthfulness, sensitivity, mercy; responsibility for one’s deeds and actions; internationalism, respect for the peoples of other countries.

Thus, only a teacher endowed with psychological and pedagogical knowledge and professional skills is able to present national, patriotic ideas to junior schoolchildren in the best light, including the child in activities of a patriotic nature (a system of measures to form patriotic positions as a citizen of his country).

International education is “a purposeful educational process during which schoolchildren develop knowledge about internationalism, an emotional attitude towards it and volitional activity in the implementation of this quality.” IV is an organic part of moral education. During the preparation and holding of events, a primary school student develops an emotional attitude towards the culture of other peoples, and the activity completes the process of becoming convinced of the equality and value of nations and national cultures.

Directions and. V. (M.I. Rozhkov and L.V. Bayborodova) education in the spirit of non-violence, aimed at establishing a humanistic type of relations between people; the formation of ideas about the value and semantic equality of people as members of a single human society;

training in cooperation and dialogue at the level of interaction between individuals, bearers of different views and concepts, different national groups, different cultures; fostering respect for the rights and freedoms of other people, awareness and implementation of one’s rights and responsibilities as a citizen of the earth and one’s country, internal rejection of any form of violence and disrespect for a person.

Thus, international education is necessary not only for the formation of a tolerant attitude towards people of other nationalities, but also for the child’s activity in mastering the “spaces” of interethnic relations, which strengthens his position as a subject of education. The implementation of the content largely depended on what methods the teacher would use

9 The big-eared hero of E. Uspensky’s fairy tale Cheburashka

19 What was the name of the boy that Gerda was looking for? Kai

20 Who ate the cannibal in the fairy tale by C. Perrault? Puss in Boots

Upbringing

Parenting is built on relationships. These relationships shape the individual’s acceptance of value and they are manifested in actions, behavior, and habits. All the time and by everyone, including the individual himself, these manifestations are emotionally assessed. As a result, life skills specific to the child’s age are developed.

manifestation

manifestation

manifestation

in the habit

in behavior

in action

grade

grade

grade

Personality

and its values

attitude

II. People

I. surrounding

attitude

attitude

III. reflecting yourself through

law-abiding, cooperation, I - concept

• Education today is, first of all, working with meanings, values, a person’s system of relationships, his emotional and volitional sphere, with everything that allows a person to realize, evaluate and improve himself, while making conscience the main criterion for his own actions and actions.

Features of the educational process today

conscience

relationship

Changing the pedagogical position from monologue to dialogical, which determines the teacher’s ascent to the needs of the student and the values ​​of childhood, is one of the leading pedagogical conditions for student orientation

on socially significant values.

needs

and values

student

teacher

dialogue

Development of a relationship

external object

imitation

subject

identification

People

grade

grade

Child

8 years

attitude

internal

Child

after

9 years

attitude

to yourself

then

attitude

item

The baby’s relationships and assessment are initially directed towards the objective world and the people around him. When the child learns to separate himself from the world around him, he begins to build relationships with his inner self and give them his assessment. When building relationships with the inner self, individuality and character development occur. The authority of external imitation is supplanted by the authority of internal identification and the problem will be the correct choice of the subject of identification.

Development of a relationship

act

as a sample

act

as a sample

the wider the range of actions,

the more likely it is acceptable

selection above

act

as a sample

act

as a sample

act

as a sample

Teenager

after 12

subject

identification

dialogue

through the prism

critical analysis

A teenager “tests his teeth” with a variety of actions that are not always

correspond to the norms of morality and morality. The act of a teenager is

a kind of “test” of the sought-after value for its possible

acceptance followed by a determination to manifest it in behavior.

• Glossary for education

• Relationship – it is subjective-evaluative, emotionally colored
• the individual’s view of reality and represents the assigned experience of relationships with other people

• Deed- an internal plan of action in which it is consciously presented
• an intention has been developed and there is a forecast of the expected result

• Behavior – a system of interconnected reflexive and conscious actions. Includes instincts, skills and intelligent actions

• Habit – this behavior has become a need and it must be
• within a socially acceptable framework

• Value orientations – the method of differentiating objects according to their significance determines a person’s general approach to the world, to himself, giving meaning and direction to personal positions, behavior and actions
• (hereinafter simply values)

Socially valuable motives

Socially valuable motives

arranged in a hierarchical row

and this helps to identify the relationship algorithm

produces

he reproduced this value

by conviction of correctness

of your choice

belief

starts to stick

he set himself

to assign this value

installation

performs an action

intention and

he fulfilled his intention and desire

reproduce this value in your actions

wish

motivates himself

interest and

pursuit

the child showed interest and desire for this value

degree of awareness

Algorithm of relationships and formation of values

The process of education comes down to the emotional and purposeful building of relatively stable relationships through the formation of certain values ​​by the individual.

belief

installation

wish

intention

pursuit

interest

(caused by need)

Relationships as a system of motivations

behavior

habit

act

motivation

installation

formed

value

belief reproduce this value

intention desire test this value

interest pursuit to this

values

values

socially valuable motives

Critical analysis for NDV

installation

teenager behavior

act

try

critical analysis

necessity or

desirability

act

act

try

intention

intention

act

try

act

try

For a proven value to take shape in an installation, it must

go through a stage of critical analysis by a teenager of the need or

the desirability of this value for him personally. For this he does

a number of actions and makes a selection among them based on its criteria

Description of the algorithm of relations and assignment of values

Sign

Description

I am driven by motive needs And interest to a certain value quality

Type of relationship

motivation

I commit act to understand the meaning of this value for me. The action acts as a kind of samples

Manifestation of this attitude

I showed interest And pursuit to this personal quality

act

I'm sticking to it behavior, because I realized the significance of this value in my life

I'm working out habit so that this personality quality is reproduced in me automatically. It may appear in the form stereotype behavior and internal template

behavior

I accomplished intention and desire in your actions

I'm committing

I gave installation to assign this value

I stick to

habit

I reproduced this action by conviction in the correctness of my choice

I'm working out

In the affective sphere, you need to pay attention to the fact that 6-10 year old students most often exhibit interest, aspirations, intentions and desires, which do not always turn into attitudes and beliefs.

Value orientations in education

1. M. Rokeach

Two classes of values: terminal instrumental

facilities

neatness, good manners, independence,

health, beauty, love, knowledge, freedom

2. M. Titma

Internal structure of value orientations:

emotional, cognitive, behavioral.

knowledge, interest,

creation

tolerance, education,

communication skills

beauty, love

spirituality,

3. K.E. Izard

The spectrum of basic emotions includes the following ten: interest-excitement, joy, surprise, grief-suffering, anger, disgust, contempt, fear, shame and guilt.

4. The components of value orientations can be divided into 4 groups:

• highest values– ideal, truth, freedom, beauty, creativity.
• anthropocentric values(inherent in the person himself) - conscience, responsibility, faith, calling.
• sociometric values(presented by society) – duty, fatherland, patriotism, motivational values– intentions, desires, aspirations, interest, attitudes, beliefs.

5. E.V. Sokolov

Five functions of value orientations:

• expressive – convey values ​​to others, achieve recognition, success.
• adaptive - satisfy your needs.
• protection of the individual - value orientations act as “filters”.
• cognitive – search for information to maintain the integrity of the individual.
• coordination and harmonization of mental processes.

Genesis of motivation or socialization of personality

Need and interest are the driving force, the motive, both in the process

cognition, and when building a system of relationships between people

Knowledge appropriation process

performance

skill

concept

skill

motivation

need and interest

habit

behavior

act

motivation

Process of appropriation of values

The subordination of motives is the most important new formation in the development of a child’s personality. The emerging hierarchy of motives gives a certain direction to actions and behavior. As it develops, it becomes possible to evaluate not only the child’s individual actions, but also his behavior as a whole. The subordination of motives leads to the fact that various motives lose their equality and are built into a system motivations. The motivation system leads to building a hierarchy of values ​​themselves

Hierarchy of assigned values

This pyramid was

built on the basis

critical revision

pyramids of needs

A. Maslow

The motive for choosing a particular

the child's values ​​will be his

need and interest in it

at the moment of development

good,

beauty,

true,

creation

The ascent goes from the pole of “natural” behavior through the assimilation of values ​​of an increasingly higher order to the pole of higher ideals

Highest values-ideals

understanding , duty . recognition, sympathy,

Instrumental values

responsibility, composure, will, hard work

This ascent is possible only if the child enriches the entire set of personal qualities in the form of instrumental values-means on the path to higher values

honesty, kindness, empathy, trust

Instrumental values-means

interest, joy, surprise, grief, anger, contempt, fear, shame, guilt

Basic emotions of “natural” behavior,

behavioral reactions, nonverbal communication

Assessment of student activity in the affective sphere

Type of criterion

Operation

Deed

Behavior

Achievement

Failure

Comparison of pyramids of needs

according to M. Turarbekov

according to A. Maslow

Self

act

implementation

equivalent

Self

implementation

The need for respect will be in demand during self-affirmation, but first there will be a desire

to knowledge

Cognitive

need

Self

statement

Need in

respect

Striving for

knowledge

equivalent

Need for love

Imitation and

attitude

equivalent

Attract attention

Physiological requirement

ness, safety

Genesis of interest and pyramid of needs

Need and interest

HOST

according to A. Maslow according to M. Turarbekov

ACTIVITY

Self-realization

Adaptive

Self-actualization

Dialogue

Self-affirmation

Cognitive

need

Need for respect

Striving for

knowledge

and ethical

Need for love

Imitation

Subject

Attract attention

Physiological requirement

ness, safety

Interest develops due to changing needs, which in turn directs the child’s leading activities.

The task of education

As a child gets older, his or her developmental trajectory may deviate greatly from the norm. This is due to the fact that individual character traits can be opposed to the logic of the optimal path of development, and the degree of external influence will invariably decrease.

The task of education in this case comes down to minimizing this deviation.

presenter

activity

A young man breaks the emotional umbilical cord between himself and his parents in spite of

logic of its development, succumbing to external

circumstances ( the problem of fathers and children)

The teenager still can't figure it out

your true place among your peers,

there is a search for oneself in this world

(joining an informal group)

norm

The child still has no need for

mastering educational activities,

it is not properly organized

(pedagogical neglect)

possible

deviation

age

crises

15 years

11 years

3 years

6 years

The mechanism for assigning value using the example of adjusted

B. Bloom's affective model

appropriates and reproduces in his own

activity this value

action

Distribution

wandering

Assimilate everything

person reacts

impossible

based on your

assessments

Organization

its importance in the hierarchy

own values

assessment

this value in

its activities

testing this value

Assimilation

Sample

in the model

B. Bloom is absent

isolation from the whole variety of values ​​on the basis

needs and interests

choice

Response

certain

values

comparison with others

values

Perception

introduction to value

B. Bloom's affective model was developed in 1958

and has not been critically revised since then

educational process hypothesis

Our hypothesis is the following: if conditions are created for the individual that determine the development of his skills choice, evaluation and action of the value process, then this will contribute to the formation of value orientations and personal qualities in accordance with the age characteristics of the individual

Value Process

Action Skills

1. Formation of this

values ​​in oneself

2. Distribution

this value

are expressed in

behavior

Assessment skills

Selection skills

1. Getting to know

value

values

2. Comparison with

2. Its significance in

own hierarchy

other values

values

are expressed in

3. Isolating it

action

from all variety based on need and interest

are expressed in

motivation

Like any activity, the educational process

has its own set of skills

Diagnosing the value process is important for determining actions

educator, school teacher in the formation of personal qualities of a growing person.

PSYCHOLOGICAL TYPES ACCORDING TO I.P. PAVLOV

TYPES OF HIGHER NERVOUS ACTIVITY

STRONG

WEAK

BALANCED

UNBALANCED

MELANCHOLIC

CHOLERICK

SANGUINE

PHLEGMATIC PERSON

These psychological types correlate with

psychological types of K. Jung and G. Eysenck

EXTROVERT

EXTROVERT

INTROVERT

INTROVERT

FEELING

THINKING

INTUITIVE

SENSING

PSYCHOLOGICAL TYPES ACCORDING TO K. JUNG

IRRATIONAL TYPES

RATIONAL TYPES

(FEELINGS)

(LOGICS)

There are no people who completely belong to any one of these psychological types. In fact, everything is mixed in one person in one proportion or another and we can only talk about a dominant type.

Psychological types according to C. Jung better reflect Racy and Emotion in a person

According to G. Eysenck, people are divided into four types

• 1 .- stable introvert - calm, balanced, . reliable, controlled, peaceful, attentive, caring.

• 2 .- neurotic introvert - easy to change mood, quiet, reasonable, pissemistic, withdrawn, anxious.

• 3 .- stable extrovert - leader, cheerful, carefree, sociable, flexible, friendly.

• 4 .- neurotic extrovert - vulnerable, restless, aggressive, fickle, optimistic, active.

As we see, many personality qualities are inherent in psychological personality types and this should be taken into account by school psychologists and teachers. However, this does not mean that everything is predetermined at the neurophysiological level. The process of personality socialization can make significant adjustments to the process of developing a type and even changing it.

Preschool age

RELATIONSHIP

encouragement or

censure

adults

act baby

comparative

analysis by a child

values, values

presented

adults

an act of a child caused by intention and desire

child behavior caused by attitude

The child has not yet developed the habit

leading type of nervous system

stable introvert calm, controlled, peaceful, attentive f .

stable extrovert cheerful, sociable, flexible, friendly With .

neurotic extrovert vulnerable, aggressive, fickle, active X .

neurotic introvert quiet, thoughtful, reserved, anxious m .

Based on levels

morality by L. Kohlberg

Preschool age

assessment by adults of the child’s actions and behavior,

RELATIONSHIP

comparative

encouragement or

censure

analysis

adults

kind angry

generous-greedy

act baby

strong-weak

handsome-freak

Deed

help another

Motivation

child behavior caused by an adult’s attitude

become kind and generous

leading type of nervous system

in a preschooler it is clearly expressed in his relationships

stable introvert peaceful, attentive f .

neurotic extrovert aggressive, fickle, X .

stable extrovert sociable, friendly With .

neurotic introvert, withdrawn, anxious m .

Based on levels

morality by L. Kohlberg

Primary School

relationship

OK or

disapproval

actions and behavior

child teacher

comparative analysis by the student of values,

formed

teacher

motivation caused by his desire and interest

leading type of nervous system

neurotic introvert

stable introvert

stable extrovert

neurotic extrovert

Primary School

teacher's assessment of the child's actions and behavior,

relationship

comparative analysis

how kind

how generous

how strong

how beautiful

OK or

disapproval

actions and behavior

child teacher

Motivation

become kinder

be more generous

act of a student caused by intention and desire

student habit as automatic reproduction of behavior

student behavior caused by attitude

leading type of nervous system

he still dominates the relationship

student skill developed by actions and behavior

neurotic extrovert

stable extrovert

neurotic introvert

stable introvert

The moral levels of L. Kohlberg are taken as a basis

Expected results for primary school NDV

1. Most students (more than 70%) should develop the skill of comparison

and its analysis.

2. All basic emotions - interest, joy, surprise, grief, anger, contempt,

fear, shame and guilt must be expressed verbally and emotionally.

3. Children at this age should have such qualities as: honesty,

trust, independence, empathy, hard work, will, concentration

4. There should be a minimum number of leaders and there should not be

isolated children.

Questionnaire to determine the status of a child

status

Leader

act

Preferred

description of statuses

Accepted

Leader - member of the group with the highest

status, which is recognized

Isolated

Preferred - a group member with a high status whose opinion children most often listen to

Accepted - a member of a group with a low status who does nothing

right to make decisions

doesn't stand out as special

Isolated – low status group member who is often rejected by children on an emotional level

This child has a “preferred” status and the task is to ensure that there is a minimum number of isolated children in the class

for primary school students

Criteria

Primary

orientation

Orientation

Comparison

acquaintance

fights with difficulty

rushes

Orientation

Statement

Description

is completely ruined

stages

Has basic

Stages

valuable

carry out

performance

Finds and shows interest in comparative value

current

Analyzes comparisons

milestone

cutting sections

conclude

telny

This form is filled out by a teacher or psychologist within six months for each child.

Example of analysis of a completed questionnaire. This means that the child has not yet developed

skill of comparison and its analysis, but he is already familiar with these criteria

Comparative analysis of classes 1 and 2 according to data diagnostic story “The Greedy Pig”

1 class

2nd grade

acquaintance

acquaintance

comparison

comparison

statement

statement

1 – not oriented; 2 – finds it difficult to navigate; 3 – fully oriented

Analysis to determine the right action in situations of moral choice among peers

Moral choice by first grade students

is done independently based on the prevailing

what feelings and experiences they have at this time.

As it turned out, students usually show

kindness (71% in 1D), Politeness (71% in 1B) or

Empathize (33% in 1B).

This is a very important conclusion, since it allows

through these expressed feelings indirectly

Often it is the teacher’s assessment of this or that

the situation and the type of his behavior depends on the choice

preferred value by primary students

Politeness – pedantic type (phlegmatic)

Kindness – open type (sanguine)

- empathize

- polite

- kind

Basic school

relationship

"mirror reflection"

yourself in others for

self-determination

the mentor’s assessment of the student’s actions, behavior and habits,

logical

justification by the mentor

explanation of his choice,

assessments and actions

critical analysis by the student of the mentor's rationale and his vision

motivation caused by his desire and interest

student behavior caused by attitude

act of a student caused by intention and desire

student habit as automatic reproduction of behavior

leading type of nervous system

student skill developed by actions and behavior

stable extrovert

stable

introvert

neurotic extrovert

neurotic introvert

Basic school

"mirror reflection"

relationship

yourself in others for

ideally this is the subject

identification

logical

justification by the mentor

desired action and behavior of the student through

explanation of his choice,

assessments and actions

skills

choice

assessment and

actions

motivation caused by his desire and interest

student behavior caused by attitude

student habit as automatic reproduction of behavior

the student's act as a peculiar

try

leading type of nervous system

begins to consciously influence his personality traits

student skill developed by actions and behavior

Individual NDV meter for primary school students

Criteria

Primary

acquaintance

Orientation

Critical analysis

orientation

Grade

Orientation

fights with difficulty

rushes

Description

is being fully developed

Stages

Has basic

Looks for strengths and weaknesses of the chosen value

carry out

stages

performance

cutting sections

Gives his assessment

current

milestone

conclude

telny

high school

relationship

understanding and

Adoption

moral standards

student as

equal

personality

clarification And discussion with the student of the moral standards of society based on his choice, evaluation and action

assessment of the student’s actions, behavior and habits,

student behavior caused by the intention to reproduce these moral standards

motivation caused by understanding and acceptance of moral standards

the student's habit of always observing these moral standards

an act of a student caused by the intention and desire to comply with moral standards

minimizing impact

undesirable qualities

personality based on neurophysiological

level through

student skill developed by observing moral standards

formation in oneself of such qualities that are inherent in a socially mature personality

act

motivation

behavior

IDENTIFICATION

GRADE

1 ) testing this value;

1) familiarity with this value;

2) comparison with other values;

2) its significance in the hierarchy of one’s own values

3) isolating it from the entire diversity based on need and interest

ACTION

appropriation and dissemination of this value

Multi-level diagnostic tasks

educational process of students

The relationship between the relationship algorithm and the affective model is clearly visible in this diagram. Identifying this internal relationship allows us to build a logic for compiling multi-level diagnostic tasks. Thus, indirectly, we have the opportunity to study such types of relationships as: motivation, action and behavior.

What does a survey give us?

The most objective indicators for diagnosing NDV are provided by such methods

such as observation and interview, but these methods are expensive

time. Monitoring conditions do not always allow this, since it

covers a large array of diagnostic data that is necessary

processed in a short time. Cover a large amount of data and process

surveys can be done in a short time. The questionnaires are composed of multi-level

tasks to obtain a more objective picture of the diagnosis of NDD. Tasks

should be compiled on the basis of three criteria: emotional, behavioral

and intellectual.

Questionnaire data will help us identify certain prerequisites for appropriation

values. Their manifestation in the form of actions, behavior and habits in

in reality may be postponed indefinitely. They are not

amenable to arbitrary regulation, since it is impossible to model in

the educational process, all the variety of life situations.

On the other hand, it is the student’s comprehensive orientation in the subject

parts of value qualities, skills of identification, assessment and action and are a prerequisite for the full appropriation of these values

Matrix of diversity and development of value orientations

The degree of manifestation of the presented values ​​can be determined by the following criteria: inclusion, autonomy, self-expression, objectivity of assessment and they can become specific criteria in the preparation and development of questionnaires and tests by practical school psychologists.

Manifestations

Beliefs

activity

Independence

Self-reflection

Settings

Intentions

Adequacy of self-esteem

value

Aspirations

orientations

inclusion through imitation

self-expression through the correlation of the ideal self to the real self

Interests

autonomy through verbalization

objectivity through self-esteem

Specifics of NDV monitoring

Monitoring in the system of moral and spiritual education (MSE) has its own specifics. It lies in the fact that the cause-and-effect relationships in the NDV system are not as strict as in the cognitive (knowledge) sphere. It is for this reason that the monitoring system in the affective (emotional) sphere has not yet been fully developed. We conceptually built a system for monitoring NDV and on this basis compiled multi-level tasks for the school in the form of questionnaires.

Purpose of monitoring: development of specific criteria and

diagnostic indicators that help identify the level of moral education of students.

Monitoring tasks:

1. Develop criteria and indicators of the level of moral education of students.

2. Determine the levels of moral education of students in verbal and real behavior.

3. To establish the dependence of moral education on the nature of the teacher-children relationship.

Moral and spiritual education monitoring system

Monitoring is considered as a system for collecting, processing, storing and distributing information about the educational system or its individual elements, focused on information support for management. It allows one to judge the state of an object at any point in time and can provide a development forecast.

Setting global educational goals

Determining the content of education based on program documents

Raising a creative person

State mandatory standard for spiritual and moral education

Selecting Goal Taxonomies

Development of a system of uniquely diagnosed targets

1. B. Bloom's affective taxonomy

Algorithm for building relationships and age levels of morality

Selecting Status Options

2. A. Maslow’s pyramid of needs

3. Development matrix of M. Turarbekov

Description of the relationship algorithm and features of moral levels

4. Levels of morality by L. Kohlberg

The task of monitoring is to reduce the difference between the intended and actual certification data Sequence of actions when building a monitoring system

Explanation of the NDV monitoring table

1. B. Bloom’s affective taxonomy allowed us to approach the problem of analysis

story - history and divide it into three stages: presentation, analysis, reasoning.

2. A. Maslow’s pyramid of needs in our modified version helped to build

the sequence of children’s adoption of values ​​depending on their age

(See table “Relationship between leadership activities and values”).

3. The development matrix clarified the issue of applying a certain type of analysis for

building the plot of a story: comparison, comparison, critical analysis, evaluation.

4. Levels of morality by L. Kohlberg can indicate the specifics of building

relationships between children and adults at different periods of child development.

Diagnosing value orientations in students is important for determining

action strategies of educators and school teachers in the formation of their personal qualities.

Criteria and indicators of moral education

Education must be studied according to three criteria:

1. intelligent. We identify it through moral ideas about value

the child himself.

2. behavioral. Identified through the child's expected behavior in the situation

moral choice.

3. emotional. Manifests itself through the child’s emotional attitude and mood

Diagnostic signs - indicators of the education process

I. Representations.

The level of students’ ideas about values ​​was determined. (Intellectual)

II. The ability to reason and draw your own conclusions.

We tested this skill based on the provisions of the development matrix

child (intellectual).

III. Show your personal attitude in a situation of moral choice.

The choice is made by the student independently, based on his prevailing

in a given period of feeling and experience. (behavioral)

IV. Application of content analysis using projective techniques.

This allowed us to find out the most preferred values ​​by class

by the students themselves. (emotional)

ALGORITHM FOR COMPLETING TASKS ON ndv

Leading figure-

ness

Educational

Purpose of education

7 – 11 years

By this time, the child develops voluntary attention and behavior. He learns to separate himself from the world around him and, on this basis, build voluntary behavior and deliberate decisions. Object memory is replaced by figurative memory and this gives him the opportunity to play out interesting situations arising around him in his own way. The meaning of a word becomes significant not only for the development of thinking, but also for building relationships with the people around him.

Educational tasks

Development of speech for building relationships, as well as the cognitive sphere in younger schoolchildren

Development of voluntary behavior skills

Stages of education

Development of perception, gross and fine motor skills

Teaching children to express their thoughts

Methodical techniques

Individual work and then in groups and pairs

Performance criteria

Further

Develop perception, observation and imagination

Children's ability to learn at school

Relaxation exercises in the form of interesting rhymes or tongue twisters

development of visual thinking in specific academic and extracurricular relationships

Development of gross and fine motor skills through the connection of positive emotions

Development of logical thinking through emotional motivation of an adult

Tests to identify anxiety and motivation by identifying the level of aspirations and the need to achieve goals in activities

Emotional resilience to stressful situations

(parents, teacher, psychologist)

Observations and conversations

Express your feelings verbally

For all three indicators, the level is not lower than 70% of the total

students.

ALGORITHM FOR DEVELOPING TASKS ON NDV

Leading figure-

Adaptive (16-18 years old)

ness

Features of child development during this period

This period of a child's development is characterized by the fact that the emotional umbilical cord between him and his mother must be severed. However, this happens, and sometimes it doesn't, at different times and for different reasons.

Dialogue

Purpose of education

Educational tasks

Enrichment and individualization of the emotional sphere of high school students

An emotionally unstable period, as for the first time the teenager begins to face the realities of life and the teenager tries to solve them on his own. The lack of experience in building relationships with all participants in this process is masked by excessive self-confidence, or, conversely, excessive modesty. Adults should take into account that a teenager’s self-esteem during this period is extremely vulnerable and for them what is more important is not what is said, but what is done.

12 – 15 years

His individuality is noticeably manifested through his relationships with others.

Stages of education

He feels like an individual.

To form a desire for such values ​​as beauty, goodness, truth, creativity

Developing critical thinking and self-control

Methodical techniques

Reveal the meaning of beauty as harmony between internal and external contents

Striving to understand each other

Universal values ​​contribute to self-expression of one’s personality

Constructive attitude towards criticism

Knowledge of the diversity of human personalities

Performance criteria

Exercise "Six Hats"

Identification and search for beauty as harmony between external and internal

To reveal and form an idea of ​​goodness and truth as fundamental values ​​of all humanity

Ability to benefit from criticism

Exercises: Presentation of individuality”, “How much of me”, “Who am I”, technique “Comparison of concepts projective techniques BUBBLES. Written reflection on ongoing events and processes in the form of an essay. Art therapeutic trainings on how to overcome stress, criticism, negative judgments about people around you, and making compromise decisions. Communication tests Observations and interviews

Self-esteem by students

Independent decision-making skills

morphological test of life values ​​MTLC,

Creativity is the highest manifestation of one's own activity

Ability to make collective decisions

The need to know laws and moral standards

M. Rokeach’s methodology “Value orientations”

Completion of diagnostic tasks by students at least 70% of the level in all parameters

The degree of objectivity of high school students’ assessments of assigned tasks

Understand for yourself the meaning of good as the antithesis of evil and violence

Negative judgments and their consequences

Acting out various life situations through art therapeutic trainings

Developing optimal behavior under stress Ability to compromise

According to these two criteria, the level of manifestation of these characteristics is not lower than 70%.

Ability to express feelings and experiences in writing. All students should have this form of expression and it can be in the form of messages to a psychologist, teacher or some significant person.

Stress Management Strategy

Tests to identify the degree of self-esteem

Understand and accept different people

Observations and interviews

The place of emotions in our lives

Emotions - this is a kind of signal that we give an instant assessment of something in the world around us, positive or negative.

Emotions also give us the opportunity to identify the value of something.

object or phenomenon and serve as a connection between reality and our needs.

Specialists with a sufficiently high IQ level differ among themselves in their ability to effectively maneuver in various social situations, read the emotional shades of the behavior of colleagues, clients and superiors and not give up in the face of emotional setbacks, i.e. they differ in their emotional intelligence EQ.

While IQ provides a kind of floor achievements of people, the emotional mind EQ in some sense determines ceiling– how high they can rise compared to other people

within the same cognitive and technical skills.

Thus, emotions not only do not interfere with our intellect, but

in a certain sense, help him understand and appreciate this world

What is EQ?

Emotional Intelligence (EQ) – the ability to monitor your own feelings

and emotions, as well as the feelings and emotions of other people, make distinctions

between them and use them to develop your own thoughts and actions

Like intelligence, the emotional mind has its own set of skills.

Emotional Mind Skills

Understanding

Recognition

Regulation

emotions

Usage

emotions

(Why?)

emotions

(What is this?)

emotions

(For what?)

(How?)

Causes,

Give a chance

figure out,

Regulate

their callers

Ability

and consequences

emotions

what do we need

manage

relevant

like it, so what?

our own and others'

their manifestations

way

emotions

I do not like

(tolerance)

(manipulation)

The emotional mind helps us understand ourselves and organize

your inner world in harmony with the outside world

Emotion Recognition

Describe your first reaction when you see this picture

Feelings and emotions

Feelings are relatively stable experiences and can manifest themselves in mood. They are a source of self-knowledge. The language of feelings, unlike the language of emotions, is verbal and emotionally charged.

emotions

feelings

Arose earlier in the process of evolution

Arose later

Inherent in animals and humans

Attached to situations and states

Inherent only to humans

Linked to objects

Situational and short-term

Stable and long lasting

Emotions are mixed

Feelings don't mix

The same emotion is expressed in

different feelings

The same feeling manifests itself

in different emotions

The connection between the upbringing process and the learning process

reproduces in his

activity this value

assigning this value

action

Subject on spirituality

moral education

wandering

its importance in the hierarchy

own values

Organization

grade

Humanitarian cycle

Assimilation

testing this value

Sample

in the model

B. Bloom is absent

isolating it from all diversity based on need and interest

identification

comparison with others

values

Response

Naturally-

scientific cycle

Perception

getting to know this value

Specifics

in the natural science cycle

are emphasized

in the educational process of the natural science cycle

value

orientation

the meaning and significance for humans of the facts and phenomena of the surrounding world, set forth in the subjects of the natural science cycle.

Knowledge of the world

Physics.

Chemistry.

Geography.

Biology.

are revealed through influence,

significance, significance

assessment.

Specifics disclosure of value orientations

in the humanitarian cycle

in the educational process

humanitarian cycle

are identified

value

orientation

comparison or entering into an image found in literature and history

Fairy tales

Fables

Prose and poetry

Documentary sources

are identified through acquaintance, analysis, evaluation.

socialization

Specifics disclosure of value orientations

in spiritual and moral education

become the leading ped. task

The educational process in spiritual and moral education

value orientations

Targeted

creating a motive for behavior

Conditions:

1. acquaintance

2. situation of moral choice;

3. change of social roles;

4. observance in practice of moral and ethical standards.

self-esteem

ideal self – real self

verbalization

imitation

revealed through knowledge, action,

acceptance, evaluation.

Modified Luscher test for classes on emotional sensitivity

basic

additional

colors

colors

Desire for satisfaction and stable attachment

Sadness, sadness

Discontent, evil

The desire to look forward and hope

Fear, anxiety

The desire to be active and achieve success

The desire for self-affirmation

hopelessness

Additional colors symbolize negative tendencies - anxiety, stress, fear, grief. The meaning of these colors is largely determined by their location, distribution by position

In the absence of personal conflict, primary colors should occupy predominantly the first 5 positions

Emotional experiences (children 6-7 years old)

Music

Sad

Calm

Scary

Alarming

Joyful

Sad

Angry

Solar

Hi-

Wary

Dreary

Dissatisfied

Mysterious

Perky

Complaint

Restless

Crying

Swift-

Offended

Scary

Goal: experiencing an emotional state

Objectives: experiences and expansion of the vocabulary of emotions

mythological (creative)

scientific and aesthetic ( critical )

handicraft ( according to the algorithm )

primitive ( unsystematic )

dogmatist ( no alternative )

common man ( stereotyped )

scientist and artist ( improvisation )

talent (unknown)

Human Development Matrix

instincts

as an example of finding

interrelations

research ( cognition)

self-affirmation (separation)

gregarious (identification)

self-preservation and orient. (orientation)

child

intelligence

consciousness

physical development (survival)

social ( professional )

expressive ( individual)

harmonious ( perfection)

Slide 2

Definition of education

The child is an object of the pedagogical process. The most important factors in human development are recognized as external influences that shape personality. Education is purposeful, systematic management of the process of formation of the personality as a whole or its individual qualities in accordance with the needs of society (N. E. Kovalev) Education is the process and result of purposeful influence on the development of the personality, its relationships, traits, qualities, views, beliefs, methods behavior in society (Yu. K. Babansky) Education is a systematic and purposeful influence and behavior of a person with the aim of forming certain attitudes, concepts, principles, value orientations that provide the necessary conditions for his development, preparation for social life and productive work (A. V. Petrov) Education is a purposeful activity designed to form in children a system of personality traits, views and beliefs (A.V. Mudrik) The goal of education is the harmonious and comprehensive development of the individual in accordance with externally specified standards. The educational process ignores the factor of personal self-development.

Slide 3

Basic principles of education

education of a deterministic cultural society; education and training are two interpenetrating, interdependent processes with a decisive share of education; the effectiveness of education is determined by the activity of a person, his involvement in self-education; the effectiveness and efficiency of education depend on the harmonious connection of all structural elements involved in the educational process: goals, content of forms, methods, means that are adequate for the child and the teacher.

Slide 4

GOAL OF EDUCATION: The most complete development of a person capable of spiritual and physical self-development, self-improvement and self-realization.

Slide 5

The content of education is the culture of the individual: internal culture (spirituality) and external culture (communication, behavior, appearance), the abilities of each person, his self-determination, self-development, self-realization. The means of education are a rich set of phenomena and objects, objects of the surrounding reality: achievements of Spiritual and material culture of his people and the peoples of the world. The development of a child is influenced by types of activities: play, work, sports, creativity, communication. In the information society, technical means (video, television, cinema, computer programs) are widely used. Nothing can replace the word of the teacher, the example of his bright personality, the level of culture of the teacher. Education complements and enriches the educational process, but does not replace it.

Slide 6

“A method is an ordered, practice-tested set of techniques that indicates how to act in accordance with general and specific goals.” Educational methods are a set of the most general ways of solving educational problems and implementing educational interactions.

Slide 7

N.I. Boldyrev, N.K. Goncharov, F.F. Korolev distinguish three groups of educational methods: persuasion; exercise; reward and punishment. V.A. Stastelin understands methods of education as methods of interconnected activities of educators and those being educated. He identifies 4 groups of methods: formation of personality consciousness (views, beliefs, ideals); organization of activities, communication, experience of social behavior; stimulation and motivation of activities and behavior; control, self-control and self-assessment of activities and behavior.

Slide 8

Gradually, in traditional pedagogy there is a transition from authoritarianism to a wide range of methods that encourage self-education.

The humanistic theory of education is dominated by methods that promote the self-development and self-realization of children. Teachers use methods of involvement in activities, development of consciousness and self-awareness, stimulation and development of the intellectual, emotional and volitional spheres. Collaborative methods predominate, allowing the teacher and student to be partners in the exciting process of self-creation: open dialogue, free choice, collective analysis and evaluation, brainstorming, introspection and self-assessment, improvisation and play. These methods create an atmosphere of co-creation and cooperation that involves both the teacher and the student in beneficial creative activities for the development of their personality. Educational methods are selected taking into account the general and specific goals of education and self-education, their content and means, as well as taking into account the professionalism, skill and culture of the teacher. Education is carried out through the educational process - a purposeful process of interaction: individual - individual; individual – group; individual - group. This process is organized and carried out in various social institutions: family, educational (kindergarten, boarding school), educational (school, gymnasium, lyceum), vocational educational (college, vocational, art, music, medical school), institutions, universities, sections , clubs, museums, theaters, children's associations and organizations. The educational process is a purposeful process of interaction between teachers and students, the essence of which is the creation of conditions for self-realization of the subjects of this process.

Slide 9

Humanization of the educational process is possible by implementing a whole set of the following principles:

unconditional acceptance of the child, a stable positive attitude towards him; showing respect for the individual and maintaining self-esteem in everyone; awareness and recognition of the individual’s right to be different from others; providing the right to free choice; assessment not of the child’s personality, but of his activities and actions; possession of the ability to “feel” (empathy) for each individual child, the ability to look at the problem through his eyes, from his position; taking into account the individual mental and personal characteristics of the child (type of nervous system, temperament, characteristics of perception, memory and thinking, abilities, interests, needs, motives, orientation, status in the team, self-esteem, formation of a positive self-concept, activity, etc. )

Slide 10

Humanization of the educational process is the task of the entire teaching staff, which is solved through the formation of a humanistic pedagogical position and pedagogical culture of TEACHERS; through mastering methods and technologies of the educational process that involve the child in self-development, SELF-EDUCATION, SELF-REALIZATION.

Slide 11

Technological approach to education and training as a new direction that originated in the 60s -70s. XX century, attracted practical teachers with the idea of ​​complete controllability of the educational process. Pedagogical technology is understood as the systematic and consistent implementation in practice of a pre-designed educational process. Pedagogical technologies make it possible to create a flexible and mobile structure of the educational process, which can be adjusted at any stage due to the presence of constant feedback. The possibility of stage-by-stage reproduction of pedagogical technology that ensures the achievement of educational and training goals for all students.

Slide 12

Vkazan, under the leadership of M.I. Makhmutov, developed a problem-based learning technology. In the 70s The method of V. F. Shatalov, who created an effective teaching and educational technology, became famous and widespread. The introduction of education and training technology into practice stimulated the theoretical development of the problem of the technological approach in the educational process. The effectiveness of the educational process is largely influenced by the skill of the teacher, the characteristics of his personality, and the attitude of the student to the teacher. The productivity of educational technology depends on the degree of authority of the teacher and other factors.

View all slides

Education 7th grade

Goals: Objectives: Directions. Self management. Intellectual education. Legal education. Labor education. Moral education. Creative education. Civic and patriotic education. Sports and health education. Feedback. Principles. Openness. Success. Co-creation. Freedom of choice. Activity. Expected result: Forms of work: Plan of work with the class. Julia, Zoya, Katya, Sveta, Tolya, Sasha and Alena. Information about the class team. Class motto: We choose. Instead of. Class commandments. We are the most reading class in school! Hard to learn, easy to fight! (our achievements). - Education 7th grade.ppt

Upbringing

Modern theories of education. Definition of education. Basic principles of education. The purpose of education. Personality culture. Method. Belief. Educational process. Humanization of the educational process. Humanization of the educational process. Technological approach to education. Problem-based learning technology. - Parenting.pptx

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Psychology of education. Psychological mechanisms of educational influence. Behavior based on positive feelings. Personality change. Managing the development of a child's personality. How tired of these mother's moral teachings. Psychological patterns of education. Smart thoughts. Motives. Comment on the statement. Suggestion. Educational management. Analyze the situation. Evaluate the subtext. Psychological meanings. The psychological meaning of managing a child's upbringing. Are you ready to educate today? What else do you need to do in order to be ready to educate? - Parenting management.ppt

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Raising the younger generation. Upbringing. Socialization. Rural sociocultural complex. Subjects of the sociocultural complex. Directions of the activity plan. Formation of a culture of health. Working with family. Professional self-determination. Education of national self-awareness. Social activities of institutions. Aesthetic education. Citizenship education. Expected results. Educational ideal. Activities of each subject. Explanatory note. Goals and objectives of education. General tasks. - Education and upbringing.pptx

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Education and socialization of junior schoolchildren. Regulatory basis for organizing the educational process. Concept. National educational ideal. Russian citizen. Tasks of education. Formation of the foundations of Russian civic identity. Formation of attitude towards family. System of basic national values. Education of moral feelings. Directions of education. Sources of formation of values. The way of school life. Education at school. Education cannot be reduced to any one type of educational activity. Education should move the child from issue to issue. - Socialization of younger schoolchildren.ppt

How to teach your child to live in the world of people. Statements of famous people. Issues for discussion. The tasks of adults in instilling a culture of behavior in children. Politeness and sensitivity. Food for thought. Personality culture. Appearance culture. Communication culture. Advice for parents. Love. A culture of speech. Advice from a psychologist. Life culture. Memo for parents. Sermon. - Tips for raising children.ppt

Traditions of education

Traditions of education in Poland, Lithuania and Belarus. Belarus. Family values ​​and upbringing traditions. Belarusians are very good-natured and hospitable people. Lithuania. Family traditions of the people. Modern traditions of education. Poland. Antique family treasures. Modern Polish society. - Traditions of education.pptx

Parenting mistakes

Ten parenting mistakes that everyone has made at some point. Parents completing the task “Continue the phrase.” Continue the following phrase: “Education is...”. Educational mistakes. First role: “family idol.” Another role is “mom’s (father’s, grandmother’s) treasure.” “Coalitions” are formed in the family, for example, mother and child against father. The child plays the role of a “good boy”. The role of the “sick child”. All of these roles are so-called positive. The role of the "terrible child". In the role of "scapegoat". Adults discharge their aggressiveness on him. The essence of proper education. - Parenting mistakes.ppt

Education process

Diagnosis, analysis and planning of the education process. Step-by-step methodological recommendations for implementing the education process. (method of P.V. Stepanov). What is education? The meaning of diagnostics is the desire of teachers to show themselves. Analysis – a report on the work done. Criteria for assessing the educational process. 1.Personal development of the student. 2. Formation of primary children's groups... A team is a complex social system, characterized by the unity of organization and psychological community. Self-government, distribution of social roles. Formation of norms and values. Connecting business and informal interpersonal relationships. - The process of education.ppt

Human education

Components of technology when determining the topic of the teachers' council on educational work: Discussion of this problem at the methodological association of class teachers. 3. Goals of the teachers' council: One of the strongest sources of spirituality is conscience, and the manifestation of spirituality is love. . The relevance of the problem of spiritual and moral education. Thirdly, education itself does not guarantee a high level of moral education. Spiritual and moral education contributes to the formation in a person of: Objectives of spiritual and moral education. Contents of spiritual and moral education: - Human education.ppt

Education and development

Concept. Spiritual and moral development and education of the personality of a Russian citizen. The concept of spiritual and moral development and education of the personality of a Russian citizen. Developed in accordance with the Constitution of the Russian Federation, the Law of the Russian Federation “On Education”, based on the annual messages of the President of Russia to the Federal Assembly of the Russian Federation. The concept is. The methodological basis for the development and implementation of the federal state educational standard of general education. The concept represents. The concept defines. The concept formulates. - Education and development.ppt

Socialization and education

Socialization and education. Social science. 8th grade. Socialization is a person’s mastery of social roles, assimilation of social norms. Life. Old age. Maturity. Youth. Childhood. Birth. Continued socialization. Initial socialization. Education is a purposeful process of shaping certain cultural traits of a person. Upbringing. Cultural norms. Household rules. Values ​​and ideals. - Socialization and education.ppt

Raising girls and boys

“Boys and girls are two different worlds.” “What, what, what are our boys made of? Our boys are made from springs and pictures from glass and blotters! What, what, what are our girls made of? Our girls are made from handkerchiefs, balls, riddles and marmalades!” Evidence for differences in sex development. What is shown in the picture? Girls games. Boys' games. “Our mothers. Learn to use the words “son”, “grandson”, “brother”, “daughter”, “granddaughter”, “sister”. Working with parents: - Raising girls and boys.ppt

Education in the classroom

Educational system "Friends". 5th grade 10th grade. The purpose of the educational system. Tasks. Instilling cultural skills in communicating with peers, teachers, and parents. The mechanism of construction and functioning of the educational system. My class is my family with a clear distribution of all rights and responsibilities. Where to begin? Meeting children. Meeting the students' parents. Characteristics of the team given by a primary school teacher. "One for all and all for one.". 5th grade. The main direction is moral education. Trip to the Pushkin Mountains. Hike to the river Flattering. 6th grade. - Education in the classroom.ppt

Team education

Education system. Upbringing. The process of education. A set of methods and techniques through which the process of personality formation is carried out. Collective (from Latin colligere - to collect). Team. Small group. A small group is a small-sized association of people connected by direct interaction. Classification of groups. Formal informal temporary stable. The main characteristics of a team. Stages of team development. The subject of management is the collective, the entire group. Parameters for assessing group development (Ushansky). Nominal group association cooperation corporation collective. - Education in a team.ppt

Education of schoolchildren

Moral education of schoolchildren. Borisova Galina Vladimirovna. In the system of moral education, the following areas of activity for teachers can be distinguished: Moral education includes eight main areas: The first area is diagnostic. Forms: questionnaire, survey, testing, pedagogical observations, conversations. Forms: conversations, class hours, competition “We are all accustomed to order...”, display of the “School Fashion” collection. Forms: ethical conversations, “lessons of courage,” meetings with veterans of the Great Patriotic War, class hours devoted to getting to know state symbols. - Education of schoolchildren.ppt

Education of the student's personality

Raising a Russian in the conditions of multicultural education. Pedagogical necessity-. The task of ethnocultural education is. “Education of a Russian in the conditions of multicultural education.” Principles: Conformity to nature; I am nature. Cultural Conformity: I am culture. Humanism; I am human. Multiculturalism; I am a citizen. Nationality; I am Russian, Tatar, Avar... Spirituality; I am conscience. Tolerance. Conceptual positions of educating a Russian: The integrity of the entire educational process of the school to instill the values ​​of a Russian. Creation of an educational environment. - Education of the student’s personality.ppt

Education in the family and at school

Spiritual and moral education in the family and school. Education of a spiritual personality. Education of a moral personality. The goal of spiritual and moral development and education. The concept of spiritual and moral development and education of the personality of a Russian citizen. Contents of spiritual and moral development and education. Basic national values: What are the causes of spiritual and moral decline in society? Data from the independent study “Family and Society” (Research Institute of Family and Education 2010). Results of a survey of 5b grade students. Results of a survey of 6a grade students (21). Results of a survey of 6th grade students (21). - Education in the family and at school.ppt

Primary school education

Family Personal success Social success Professional success. Society Safety and health Freedom and responsibility Social justice Welfare. State National unity Security Development of human capital Competitiveness. What should an ideal elementary school student be like? Friendly, able to listen and hear a partner, able to express his opinion. Following the rules of a healthy and safe lifestyle for yourself and others. What should a modern teacher be like? In 2006, work began on new education standards. - Education in primary school.ppt

Education of younger schoolchildren

The object of the study is the spiritual and moral education of junior schoolchildren. The subject of the study is the spiritual and moral education of junior schoolchildren in extracurricular activities. Consideration of the idea of ​​spiritual and moral education of children in the historical and pedagogical aspect; ideas of outstanding teachers - L.N. Tolstoy, K.D. Ushinsky, V.A. Sukhomlinsky; The purpose of the experiment: to identify the level of spiritual and moral qualities of junior schoolchildren. Stages of the experiment: stating; formative; - control. Summary table of levels of behavioral culture in children of primary school age. - Education of younger schoolchildren.ppt

Historical excursion into the Soviet system of education and upbringing of the younger generation. Khrushcheva Svetlana Aleksandrovna, history teacher, highest qualification category. The Soviet education system was based on the pedagogical ideas of A.S. Makarenko V.A. Sukhomlinsky S.T. Shatsky. Anton Semenovich Makarenko 1888 – 1939 Ukrainian and Soviet teacher and writer. To teacher A.S. Makarenko made the main requirement - knowledge of his business. He put his idea of ​​student self-government into practice. Stanislav Timofeevich Shatsky (1878 – 1934) Soviet teacher. Requirements for a teacher. - Soviet education.ppt

Educational event

Technology of organizing and conducting educational affairs. Algorithm for organizing and conducting VD. Goal setting and planning of air activities. Implementation of VD. The relevance and topicality of the issues that are considered during this event. Analysis of the event preparation process. Organizational beginning. The degree of student activity during this event. In what ways did the students become more active? Compliance of the content of educational activities with the interests and wishes of children. VD analysis. Elements of game, romance. Performing rituals and paraphernalia. Practicing skills in public speaking, sports, dialogue, evidence. - Educational event.ppt

Social partnership

Social partnership in the field of education. Social partnership is a type of social interaction that focuses participants on equal cooperation, seeking agreement and achieving consensus, and optimizing relationships. Partners are always mutually dependent. The launch of a social partnership of several entities with positive educational potential can be carried out, for example, as follows. Step 2. Identification of the basis of the partnership at the negotiation platform, that is, the mutual interests, needs, resources of the parties, as well as the limitations and risks of the partnership. Step 4. Determining the most acceptable organizational forms of social partnership for participants. - Social partnership.ppt

Conduct and organization

Summer recreational holiday. Crime prevention work. Educational activities in the classroom. Additional education (clubs, electives, etc.). In-school control. Planning, analysis of educational work. Program on social and pedagogical activities (adaptive programs “Family”, “Mercy”). The work of school self-government (“State of Hope”). School-wide cultural events. System of educational work in Dolgovskaya secondary school. Regulations on the children's organization of the Dolgovskaya secondary school, Toguchinsky district, Novosibirsk region. 1. General provisions: 2. 3tasks and goals of the children's organization “Nadezhda”. - Conducting and organizing.ppt

Parenting manual

Curator's bookshelf. Literature from NTB funds - 2009. Bono Edward. New religion of positive thinking 5+: trans. from English St. Petersburg : Peter, 2009. - 125 p. : ill. However, the master of thinking did not stop there. Open a book, read, think and create! Educational activities of a teacher: a textbook for universities / ed. V. A. Slastenina, I. A. Kolesnikova. - 4th ed., erased. - M.: Academy, 2008. - 334 p. Various points of view on the subject, process, and problems of education are analyzed. The author is far from claiming to have the “last word”... Gritsenko L.I. Theory and methods of education. -