The main stage of the pedagogical process includes: The main stages of the pedagogical process. Literature for self-education

The pedagogical process is cyclical in nature. There are the same stages in the development of pedagogical processes. Stages are not constituent parts (components), but sequences of process development. Main stages: 1) preparatory, 2) main and 3) final

PP consists of a cycle of repeating steps.

1. Preparatory stage

At this stage, the proper conditions are created for the process to proceed in a given direction and at a given speed. At this stage, important tasks are solved: 1) goal setting, 2) diagnosing conditions, 3) predicting achievements, 4) designing the development of the pedagogical process, 5) planning.

1.1. Goal setting. Formulating the expected result (goals, objectives) and the conditions for its achievement.

1.2. Diagnostics. The study of the psychological climate, material, sanitary, hygienic conditions of which PP takes place. Collection of information about the real capabilities of teachers and students. Determining the level of education and training of students. Studying the composition of the primary class group of students, families of schoolchildren. The initially planned tasks are adjusted based on the results of the diagnosis and are brought in accordance with real possibilities.

1.3 Forecasting progress and results of the pedagogical process. Preliminary (before the start of the process) assessment of its capabilities, effectiveness and existing specific conditions.

1.4. Design Development of a project for organizing a PP. The finalized project is embodied in programs and plans for achieving the set goals: management of the educational process, educational work with a group of students, teaching an academic discipline, notes on extracurricular activities, lessons.

2. Main stage

2.1. Organization. Includes the activities of the teacher (teaching, managing various activities of students) and the active participation of students in the proposed activities to achieve their goals and plans.

The stage includes interrelated elements:

1.) Pedagogical interaction: a) setting and explaining the goals and objectives of upcoming activities, b) contact between teachers and students, 3) using the intended methods, forms, means, c) creating favorable conditions, d) implementing developed measures to stimulate the activities of students.

2.) Operational pedagogical control, playing a stimulating role.

3.) Feedback from students showing their level of mastery of the content of a lesson or extracurricular activity.

4.) In case of deviation from the set goals and objectives, regulation and correction of the activities of students and teachers.

3. Final stage

3.1. Monitoring, analysis and evaluation of achieved results. Identification and assessment of the results of education and training of students, the effectiveness of lessons taught, educational activities, forms, methods, means of educational programs used, causes of errors, difficulties in the activities of teachers and students. Designing corrective measures.

Stages of the pedagogical process
Preparatory stage	Main stage	The final stage
Stage tasks
1) goal setting, 2) diagnostics of conditions, 3) forecasting of achievements, 4) design of the development of the pedagogical process, 5) planning.	1) pedagogical interaction, 2) operational pedagogical control, 3) feedback from students, 4) regulation and correction of activities.	1) identification and evaluation of results, 2) identification of errors, difficulties, analysis of their causes, 3) designing measures to eliminate errors.

The holistic pedagogical process is cyclical in nature and can be divided into several stages, reflecting the sequence of development of the process.

The main stages can be called:

1) preparation of the pedagogical process;

2) implementation of the pedagogical process;

3) analysis of the results.

At the preparation stage of the pedagogical process (preparatory), the necessary conditions are created for it to proceed in a given direction and with a given efficiency. During it, the following important tasks are solved:

1) goal setting;

2) diagnostics of the possibilities of the pedagogical process;

3) predicting the results of the process;

4) design and planning.

The essence of goal setting (justification and goal setting) is to transform the general pedagogical goal of the public education system into specific tasks that are achievable at a given segment of the pedagogical process and in the specific conditions available. In other words, pedagogical goals at this stage should be understood as pedagogical tasks. In the creative pedagogical process, different pedagogical tasks are simultaneously or sequentially comprehended:

The general pedagogical task of all teacher activities (as a general concept of the process);

Staged pedagogical task (related to a specific stage of the process);

Constantly arising situational (private) pedagogical tasks.

Awareness of the pedagogical task is an indispensable condition for its productive solution. It predetermines the analysis of its initial data and the formulation of a pedagogical diagnosis.

Analysis of the initial data of a specific pedagogical situation is closely related to taking into account many factors of the pedagogical process. It forms the basis for making a pedagogical diagnosis. Pedagogical diagnostics (from the Greek “dia” - transparent and “gnosis” - knowledge) is an assessment of the general state of the pedagogical process or its individual components, as well as the conditions and circumstances in which the pedagogical process takes place. The main objectives of pedagogical diagnostics are:

Obtaining a clear understanding of the conditions that will help or hinder the achievement of intended results;

Collecting the necessary information about the real capabilities of teachers and students, the level of their previous training and the conditions for the process;

Promotion of pedagogical diagnosis and prognosis.

Diagnostics is followed by forecasting the progress and results of the pedagogical process. The essence of forecasting is to first, even before the start of the pedagogical process, evaluate its possible effectiveness in the existing specific conditions. Forecasting actually comes down to pedagogical goal setting.

Pedagogical forecasting is usually defined as obtaining advanced information about the object of the process: class, group, student, team, knowledge, relationships, behavior, etc. Its methods are quite diverse: modeling, hypothesizing, thought experiment, etc.

Forecasting and goal setting carried out skillfully by the teacher form the basis for the pedagogical design of the educational process.

The preparatory stage ends with the preparation of a project for organizing the pedagogical process, adjusted based on the results of diagnostics and forecasting, which, after final refinement, is embodied in the plan. The plan is always “tied” to specific components of a given process. In pedagogical practice, various plans are used: a plan for managing the educational process; plan of educational, educational, scientific work; plan for a separate lesson, etc. All of them have a certain validity period. Therefore, a plan is a final document that specifies exactly who needs to do what, when, and what.

The stage of implementation of the pedagogical process (main) can be considered as a relatively independent process, which includes important interrelated elements:

Setting and explaining the goals and objectives of upcoming activities;

Interaction between teacher and students;

Use of intended methods, forms and means of the pedagogical process;

Creation of favorable conditions;

Implementation of various measures to stimulate teaching activities;

Ensuring the connection of the pedagogical process with other processes.

The effectiveness of the pedagogical process depends on how expediently the named elements are interconnected, whether their focus and practical implementation of the common goal and each other do not contradict. For example, in the course of pedagogical interaction, operational control is carried out, the weaknesses of pedagogical activity are identified, which has a stimulating value. Feedback plays an important role at this stage - the basis for high-quality process management.

The cycle of the pedagogical process ends with the stage of analysis of the achieved results. The teacher, using observation methods available to him, analysis of completed work, conversations, surveys and others, studies the degree to which the assigned tasks are solved. It is especially important to identify the reasons for the incomplete correspondence between results and goals, which can sometimes arise due to some unforeseen circumstances.

In the development of ped. The following stages of the process can be distinguished (I.P. Podlasy):

Stage I– preparatory: conditions are created for the effective course of ped. process.

At this stage the following tasks are solved:

Goal setting - the essence of goal setting is to transform the general ped. the goal facing the education system into specific tasks achievable within a given period of education. process and in the specific conditions available.

It is impossible to set the right goal and determine the tasks of the process without diagnostics, so the following. task…

Diagnostics of conditions - during the diagnostic process, all necessary information is collected about the real capabilities of children and teachers. the team, the conditions of the process, the reasons that will help or hinder the achievement of the intended goals;

Forecasting achievements – the possible effectiveness of the process in the existing specific conditions is preliminarily assessed;

Design and planning of process development - the preparatory stage ends with a process organization project adjusted based on the results of diagnostics and forecasting, which is embodied in a long-term work plan.

Stage II– implementation of ped. process (main): ped. interaction between the student and the teacher, constant operational monitoring of intermediate results is carried out, which helps to detect deviations, errors and make timely corrections, make the necessary additions or changes.

Feedback is very important at this stage - the child’s response to influences.

Stage III– final: analysis of the achieved results.

The legitimacy of the tasks set, the adequacy of the chosen means, and methods of forms of organization are examined once again. It reveals what gave the best results and what turned out to be ineffective.

Topic 4.3. Content and organization of the pedagogical process of preschool, general, and secondary education.

1. Updating the education system is the main task of modernizing educational institutions.

2. Competency-oriented approach in education.

4. The graduate model as the main target of preschool, general, and secondary education (1,2,3 levels).

5. The curriculum, its invariant and variable parts.

6. Curricula: types, types, methods of construction.

1. Updating the education system is the main task of modernizing educational institutions.

Currently, reforms are taking place in the Russian education system. The main task of modernizing education is to significantly update the content of education. The main condition for solving this problem was the introduction of a state standard of general education, which is aimed at creating a unified educational space, not only in a geographical, but also in a socio-cultural sense, as well as ensuring equal opportunities to receive a full-fledged general education in any educational institutions, i.e. i.e. the state guarantees universal access and free general education within the limits determined by the state standard.

2. Competency-oriented approach in education.

A new approach to assessing the quality of education is associated in the federal concept of modernization of education with the formation of key competencies, in accordance with the main provisions developed by the Council of Europe.

Therefore, the main task of a preschool educational institution is the formation in children of universal skills and abilities - key competencies: social, communicative, informative, cognitive, general cultural, special. These competencies are given special importance not only in Russian education, but also in the countries of the European Community. Having mastered them, the child can subsequently easily adapt to the world community.

E.V. Bondarevskaya gives the following interpretation of the concept core competency- this is a personally conscious system of knowledge, skills, and abilities that has entered into subjective experience and has a personal meaning, which has universal significance, that is, it can be used in various types of activities when solving many vital problems.

The formation of competencies occurs through the content of education.

Key competencies relate to the general (meta-subject) content of education and are specified at the level of educational areas for each level of education.

Thus, the list of key educational competencies in preschool age will be determined on the basis of the main goals in the field of preschool education, the structural representation of the social and subjective experience of the individual, as well as the main types of activities of the child, allowing him to master social experience, gain vital skills in practical activities.

Let us consider the formation of key competencies from these positions.

Communicative competence - includes knowledge of the necessary languages, mastery of methods of transmitting information, the ability to listen and understand another.

Information competence is aimed at developing the skills to independently search, analyze and select the necessary information, organize, transform, save and transmit it using real objects (TV, tape recorder, telephone, computer, etc.).

Social competence - includes ways of interacting with other people, cooperation in group communication, group work skills, the ability to take responsibility, and manage conflicts.

Cognitive competence is a set of competencies of a child in the field of independent cognitive activity, including elements of logical, analytical and other activities related to real cognitive objects. This includes skills in independently working with information; application of acquired knowledge to solve new cognitive and practical problems, knowledge and skills of independent goal setting, organization of planning, analysis, reflection, self-assessment of cognitive activity.

General cultural competence means the child’s awareness of the peculiarities of national and universal culture (spiritual and moral foundations of human life and humanity, cultural foundations of family, social, public phenomena and traditions); the child has ways of organizing in the everyday, cultural and leisure spheres.

The competence of personal self-improvement is aimed at the child’s self-realization in activities and mastering the methods of self-regulation, self-development, and self-support.

The concept of education is very complex and multifaceted. The Law of the Russian Federation on Education defines it as “a purposeful process of education and training in the interests of the individual, society and the state” and is interpreted as education in a broad pedagogical sense. In the most general definition, education is a purposeful process and the result of a person’s assimilation of systematized knowledge, skills and abilities, the development of the mind and feelings, the formation of a worldview and cognitive processes. An educated person can be called one who has general ideas, principles and methods that determine the general approach to the consideration of diverse facts and phenomena, has a high level of developed abilities, and the ability to apply what has been learned to the largest possible number of particular cases; who has acquired a lot of knowledge and, in addition, is accustomed to thinking quickly and correctly, whose concepts and feelings have received a noble and sublime direction. As noted by N.G. Chernyshevsky, three qualities - extensive knowledge, habit of thinking and nobility of feelings are necessary for a person to be educated in the full sense of the word.

Consequently, the concept of education includes not only knowledge, skills and abilities as a result of learning, but also the ability to think critically, create, and evaluate from a moral standpoint everything that happens around as a process that endlessly unfolds in the activity and communication of a person with others like him. This is achieved by including people in the most important activities. Thus, human education (in procedural terms) means the following.

Education is a socially organized and standardized process of constant transmission by previous generations of subsequent generations of socially significant experience, which in ontogonistic terms represents the formation of personality in accordance with the genetic program and socialization of the individual.

The concept of the content of education as a pedagogically adapted social experience in all its structural completeness corresponds to the greatest extent to the principles of humanistic thinking. In the light of this concept, the content of education, being isomorphic to social experience, consists of the following four structural elements: experience of cognitive activity, fixed in the form of ways of its implementation - knowledge; experience of reproductive activity, fixed in the form of ways of its implementation - skills and abilities; creative experience activity - in the form of problem situations; experience of emotional-value relations (See Theoretical foundations of the content of general secondary education / Ed. V.V. Kraevsky, I.Ya. Lerner. M., 1983).

4. The graduate model as the main target of preschool, general, and secondary education (1,2,3 levels).

The graduate model is understood as the expected result of the joint activities of a kindergarten and a family, characterizing their ideas about the most important qualities of a child’s personality that a graduate of a preschool educational institution should have. The graduate model is developed in accordance with the requirements of the State Standard of Preschool Education, the selected content of education (implemented by the main and partial general education programs), the specifics and purpose of a particular preschool educational institution.

The graduate model matters a lot. Firstly, it plays an integrating role in relation to other constituent images of a preschool institution, and secondly, it is the basis for the development of target guidelines for the educational process, allowing maximum consideration of the characteristics of the environment, the specifics of the institution, and the uniqueness of the teaching staff. Thirdly, the graduate model acts as the main criterion for the effectiveness of the educational process, thanks to which it is possible to correlate the results obtained with the opinions of teachers, preschool medical workers and parents about the desired results.

There are several approaches to developing a graduate model. The main thing that unites them is the exclusively creative collective result of the joint activities of the teaching staff of a preschool educational institution, agreed upon with the parents of the students. According to N.E. Shchurkova, the basis of this model can be a system of relationships of the individual to such values ​​as Man, Labor, Society, Knowledge, Art, Nature and Peace.

According to the point of view of M.S. Kagan, the structure of personality is determined by the influence of five main types of human activity (cognitive, value-oriented, communicative, transformative, artistic) and can be presented as a single set of interconnected five potentials formed under the influence of types of activity. In accordance with this, we believe that the graduate model can consist of a description of the five main potentials of the child’s personality:

Cognitive,

Moral (value),

Communicative,

Artistic,

Physical.

This approach as a whole does not contradict the existing project “Mandatory minimum content of preschool education”, differentiated in the following areas of development (which can also be taken as the basis for developing a graduate model):

Physical,

Cognitive-speech,

Social-personal,

Artistic and aesthetic.

The description of the graduate’s “model” can also include:

Level of health and physical development;

Hardening level;

Development of valuable hygiene skills and habits;

Success in mastering the basic types of movement;

Performance level;

The level of formation of intellectual prerequisites for starting systematic schooling;

Acquisition of a number of cognitive skills;

Formation of cognitive activity, interest in the world, desire to learn new things;

Formation of interest in creativity;

Level of imagination development;

Level of desire for independence;

The formation of the prerequisites for the graduate’s entry into the wider society;

Level of mastery of the basics of cultural behavior;

Formation of abilities to accept a common goal and conditions of coordinated actions;

Expression of interest in the overall result;

Formation of humanistic orientation in behavior;

Formed awareness of one’s capabilities and achievements;

Formation of skills to evaluate one’s own and others’ actions from the perspective of common values, etc.

The components of the graduate “model” given as an example can be supplemented in accordance with the specifics of the content of education in each preschool educational institution. In this case, a hierarchy of graduate qualities is necessary depending on the type and purpose of the educational institution.

Model of a secondary school graduate

Level of training; formation of key competencies necessary for further general secondary, primary and secondary vocational education:

Mastered educational material in all subjects of the school curriculum at the level of requirements of state programs;

Mastered at an increased level of complexity (or in depth) training programs in the subjects .......;

Mastered professiograms and psychograms of five main areas of classification and systematization of professions (man-nature, man-technology, man-sign system, man-man, man-artistic image);

Made a choice of a cognitive profile for studying in the senior level of a secondary school or a professional choice for studying in primary and secondary vocational educational institutions.

Mastered the basic general educational skills and methods of cognitive activity necessary for further general secondary education, primary and secondary vocational education:

a) Basic mental operations (analysis, synthesis, comparison, concretization, generalization, abstraction, classification, systematization within the framework of age restrictions imposed on the level of formation of the basic elements of abstract thinking).

b) Skills in planning, design, modeling, research, creative activities.

c) Labor skills and skills in working with fabric, wood, metal, caring for the earth, cooking, self-preservation skills in extreme situations.

d) Personal characteristics of perception, processing, processing, storage, reproduction of information, the basics of computer literacy; technology for using a computer and other computing equipment (provided that computer science was taught in the 8th - 9th grade).

e) Familiarized with basic information technologies, forms, methods, and means of independent, cognitive activity that are optimal for a student, based on mastering methods of acquiring knowledge from various sources of information.

f) Mastered at the required level the skills and abilities of self-development, self-improvement, self-realization, self-control, personal and subject reflection.

g) Mastered at the required level the skills of language and speech development, the culture of a different language, the necessary skills and abilities in a foreign language, formed at the 9th grade level.

Level of key competencies related to physical development and health promotion:

Mastered the knowledge and skills of health care:

a) knowledge and compliance with health lifestyle standards;

b) knowledge and compliance with the rules of personal hygiene and everyday life;

c) knowledge of the dangers of smoking, alcoholism, substance abuse, drug addiction, AIDS;

d) knowledge of the characteristics of the physical, physiological development of one’s body, the type of nervous system, temperament, daily biorhythm;

e) knowledge and mastery of the basics of human physical culture.

The level of formation of key competencies related to the interaction of a person and the social sphere, a person and the world around him.

The level of formation of the motivational, cognitive, behavioral, value-semantic aspect, emotional-volitional regulation of the process and result of the competence of social interaction: with society, community, team, family, friends, partners;

Level of proficiency in the skills of cooperation, tolerance, respect and acceptance of others (race, nationality, religion, status, gender) resolving conflicts;

Level of proficiency in the basics of mobility, social activity, competitiveness, and the ability to adapt in society;

Level of knowledge, skills, communication skills: the basics of oral and written learning, the ability to conduct dialogue, monologue, polylogue, knowledge and observance of traditions, etiquette.

Level of competence development related to literacy:

Legal culture of a person (the rights and responsibilities of a citizen, freedom and responsibility for one’s actions, self-control in one’s actions);

Norms and rules of behavior in society;

Civic duty, a sense of patriotism for one’s Motherland, small Motherland, pride in the symbols of the state (coat of arms, flag, anthem);

Awareness of one’s own individuality (social maturity, self-confidence, self-esteem, the need for public recognition, the level of desire for self-affirmation.

Level of formation of personality culture:

Cultures of appearance, clothing, decoration, housing, workplace;

Ecological culture;

Perception, understanding and use of value painting, literature, art, music, folk art;

The level of knowledge and use of the history of civilizations, one’s own country, and religion.

5. Curriculum, its invariant and variable parts.

Curricula are normative documents that guide the activities of the school. The curriculum of a comprehensive school is a document containing a list of subjects studied in it, their distribution by years of study and the number of hours for each subject. By determining the set of educational subjects, the time allocated for studying each of them as a whole and at individual stages, curricula, on the one hand, establish priorities in the content of education, which the school directly focuses on, and on the other hand, they themselves are a prerequisite for implementation.

In the practice of modern secondary schools, the following types of curricula are known: the Basic curriculum of the Russian Federation, approximate standard federal and regional curricula, and the curriculum of a specific school.

The structure of the curriculum highlights invariant part(core), ensuring the familiarization of students with general cultural and nationally significant values ​​and the formation of the student’s personal qualities, and variable part, ensuring the individual development of students. She takes into account their personal characteristics.

The two parts are not completely independent. They intersect. As a result, the curriculum of any general education institution distinguishes three main types of training sessions:

compulsory classes that form the basic core of general secondary education;

compulsory elective classes:

elective classes.

6. Curricula: types, types, methods of construction.

A curriculum is a normative document that outlines the range of basic knowledge, skills and abilities to be acquired in each individual academic subject. It includes a list of topics to be studied, recommendations for the amount of time for each topic, their distribution by year of study and the time allocated for studying the entire course. Currently, Russian schools use two types of curriculum: STANDARD PROGRAMS and WORKING SCHOOL PROGRAMS. In some cases, personal and individual author's programs are practiced, which are compiled and applied by innovative teachers, masters of pedagogical work.

Model programs outline only the most generalized, basic range of general educational knowledge, skills, abilities and a system of leading scientific worldview ideas, as well as the most general recommendations of a methodological nature, listing the necessary and sufficient means and teaching techniques specific to a particular academic subject. Model programs serve as the basis for drawing up working school and individual educational programs.

are approved by the Ministry of General and Vocational Education of the Russian Federation and are of a recommendatory nature. On their basis, work programs are drawn up, which, as a rule, reflect the national-regional component, local or school, and take into account the methodological potential of teachers, as well as information and technical support and, naturally, the level of preparedness of students. As for the author's programs, they differ in the logic of course construction, and in the depth of the questions and theories raised in them, and in the nature of their coverage by the author of the program. They are most often used when teaching special elective courses, compulsory electives and other academic subjects. Such programs, if reviewed, are approved by the school council.

The curriculum, structurally, consists of three main components: AN EXPLANATORY NOTE or INTRODUCTION, which defines the target areas for studying a given specific academic subject in the system of academic disciplines of a general education school; the actual CONTENT OF EDUCATION is educational material, which includes basic information, concepts, laws, theories, a list of mandatory subject skills and abilities, as well as a list of general educational skills and abilities, the formation of which is carried out on an interdisciplinary basis; METHODOLOGICAL INSTRUCTIONS on ways to implement the program, relating to methods, organizational forms, teaching aids, as well as assessment of knowledge, skills and abilities acquired by students in the process of studying this academic subject. Particular attention in the programs of the last decade has been paid to interdisciplinary connections, which are presented in a generalized form at the end of the content of the main sections. This allows the teacher to take a creative approach to the development of a working curriculum, to lesson planning and the implementation of interdisciplinary connections in real pedagogical reality.

The theory and practice of curriculum development knows two ways of constructing them: LINEAR and CONCENTRIC. Recently, it has been intensively substantiated, in particular, by Ch. Kupisevich. the so-called spiral method of constructing school programs.

The essence of the linear method of constructing educational programs is that individual parts (steps, portions) of educational material are lined up, as it were, along one line and form a continuous sequence of closely related and interdependent links - stages of educational work, as a rule, only once. Moreover, the new is built on the basis of the already known and in close connection with it. Such a construction of curricula carries with it both positive and negative phenomena in teaching. The advantage of the linear method of arranging curriculum content is that it is time-efficient, since duplication of material is eliminated. The disadvantage of the linear method is that due to the age and psychological characteristics of students, especially at the junior level of education, schoolchildren are not able to comprehend the essence of the phenomena being studied, which are complex in nature.

THE CONCENTRIC METHOD of constructing educational programs allows the same material (question) to be presented several times, but with elements of complexity, with expansion, enrichment of the content of education with new components, with a deepening of the consideration of the connections and dependencies between them.

Modern preschool education programs are classified into variable and alternative; basic, federal, regional, municipal; basic and additional; approximate; complex and partial programs.

Variable and alternative programs differ in philosophical and conceptual foundations (the authors’ views on the child, on the patterns of his development, and, consequently, on the creation of conditions that contribute to the formation of personality). Variable programs can be main and additional.

Main programs. The content of the main program meets the requirements of complexity, i.e. includes all the main directions of development of the child’s personality: physical, cognitive-speech, social-personal, artistic-aesthetic, and contributes to the formation of the child’s versatile abilities (mental, communicative, regulatory, motor, creative), the formation of specific types of children’s activities (subject, play, theatrical, visual, musical, design, etc.). Thus, the main program determines the entire range of general developmental (including correctional) tasks and all substantive aspects of the educational activities of preschool educational institutions within the framework of the implementation of basic educational services. To the main comprehensive programs preschool education included: “Harmony of Development” (D.I. Vorobyova); “Kindergarten - a house of joy” (N.M. Krylova), “Childhood” (V.I. Loginova, T.I. Babaeva, etc.); “Golden Key” (G.G. Kravtsov, etc.); “Origins” (edited by L.E. Kurneshova), “From childhood to adolescence” (edited by T.N. Doronova), “Baby” (G.G. Grigorieva, E.G. Kravtsova, etc. ); “Program of education and training in kindergarten” (edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova); “Program for short-term groups in kindergarten: senior preschool age” (edited by T.N. Doronova, N.A. Korotkova); “Rainbow” (edited by T.N. Doronova); “Development” (edited by O.M. Dyachenko).

As part of the implementation of the main educational activities, preschool educational institutions may use specialized programs:"Beauty. Joy. Creativity" (A.V. Antonova, T.S. Komarova, etc.); "Dewdrop. In the world of beauty" (L.V. Kutsakova, S.I. Merzlyakova); “Artistic work” (N.A. Malysheva); “Nature and the Artist” (T.A. Koptseva); “Tuning Fork” (E.P. Kostina); “Harmony”, “Synthesis” (K.V. Tarasova, T.V. Nestereno); “Baby” (V.A. Petrova); “Musical Masterpieces” (O.P. Radynova); “Rhythmic mosaic” (A.N. Burenina); “Program for the development of speech for preschool children” (O.S. Ushakova); “Program for the mathematical development of preschool children in the School-2000 system” (L.G. Peterson); "Dewdrop. Growing healthy” (V.N. Zimonina), etc. (currently the programs have been revised in accordance with FGT).

Among the main ones, a special place is occupied correctional programs(in areas of correction), the implementation of which involves introducing a set of necessary changes in the organization of children’s lives, adjusting exemplary regimes and creating a special subject-development environment for preschool educational institutions.

Additional educational programs cannot be implemented in place of or as part of the main educational activity at the expense of the time allocated for the implementation of the main educational programs of preschool education (walks, naps, basic classes, games).

Sample educational programs. Unlike original variative programs (main, additional), exemplary educational programs are not a specific working document that determines the content and specifics of the teacher’s activities for every day.

The purpose of developing exemplary programs is to implement the requirements for the mandatory minimum education content of basic educational programs, a broad interpretation of state standards for each level of education, and ensure the continuity of general education at all its levels.

Pedagogical processes of pedagogical processes can be found in the same way
same stages. The main stages can be called: preparatory, main, final.
At the “preparation of the pedagogical process” (preparatory) stage, proper conditions are created for the process to proceed in a given direction and at a given speed. At this stage, the following important tasks are solved:
1) goal setting;
2) diagnosis of conditions;
3) forecasting achievements;
4) design and planning of process development.
The main stage is the implementation of pedagogical pro-
process - can be considered as relatively isolated
a system that includes important interconnected elements:
1) setting and explaining the goals and objectives of the upcoming activity;
telnost;
2) interaction between teachers and students;
3) use of the intended methods, means and forms of pedagogy
gical process;
4) creation of favorable conditions;
5) implementation of various measures to stimulate activities
ness of schoolchildren;
6) ensuring the connection of the pedagogical process with other pro-
cesses.
Stage of analysis of achieved results (final -
ny). This stage is necessary in order not to repeat it in the future.
errors inevitably arise in any, even very good
organized process in order to take into account inefficiencies in the next cycle
effective moments of the previous one. By analyzing, we learn. Ras-
He is the teacher who benefits from mistakes made.

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  Stages pedagogical process. Pedagogical processes are cyclical in nature. In the development of everyone pedagogical processes stages.


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  Stages pedagogical process. Pedagogical processes are cyclical in nature. In the development of everyone pedagogical processes you can find the same stages.


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  Stages pedagogical process. Pedagogical processes are cyclical in nature. In the development of everyone pedagogical processes you can find the same stages.


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  Stages pedagogical process. Pedagogical processes are cyclical in nature. In the development of everyone pedagogical processes maybe o.


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  Stages pedagogical process. Pedagogical processes are cyclical in nature. In the development of everyone pedagogical processes maybe o.


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  For everyone stages formation pedagogical thoughts under the main task of a comprehensive school. Stages educational process and their implementation in educational...


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  Stages pedagogical process. Pedagogical processes are cyclical in nature. In the development of everyone pedagogical processes maybe o.

The pedagogical process is cyclical in nature. The sequence of development of this process is displayed in stages. The main stages are: preparatory, main, final.

Preparatory stage– at this stage it is necessary to create conditions that are most favorable for the pedagogical process. The organization of these conditions requires solving a number of problems: goal setting, diagnosing conditions, forecasting achievements, designing and planning the development of the process.

The essence of goal setting lies in the transformation of the general pedagogical goal that the education system faces into specific tasks for each educational institution, each educational team.

Pedagogical diagnostics is a study aimed at clarifying the conditions in which the pedagogical process should take place, their potential for facilitating or hindering the course of this process.

The essence of forecasting arises in assessing the effectiveness of a specific pedagogical process in given conditions even before it begins. Thanks to forecasting, it is possible to set the initial data of the process and actively intervene in its progress and design.

This stage ends with a project for organizing the process, which, after final revision, turns into a plan that precisely determines what, how and when needs to be done in a specific pedagogical process of a particular educational institution.

General stage– the stage of implementation of the pedagogical process includes the following elements: setting and explaining the goals and objectives of the upcoming activity, interaction between teachers and students, the use of methods, means and forms of the pedagogical process provided in advance, creating favorable conditions, implementing various measures to stimulate the activities of schoolchildren, ensuring communication pedagogical process with others. Feedback plays an important role at this stage, thanks to which it is possible to find an optimal match between pedagogical guidance and student self-government. It is this connection that makes the pedagogical process a self-regulating system, capable of correction and self-improvement. In this case, operational control plays a stimulating role.

The final stage includes analysis of the results obtained, identification of errors that occurred in the process, analysis of the reasons that led to these errors, and the design of measures to further prevent these errors or eliminate them.