The educational process is learning, communication, in the process of which guided cognition, assimilation of social and historical experience, reproduction, mastery of one or another specific activity that underlies the formation of personality takes place. Through training, implementation occurs educational process, educational impact.
In order for the educational process to be effective, it is necessary to distinguish between the moment of organizing the activity and the moment of learning in the organization of the activity. The organization of the second component is the immediate task of the teacher. The effectiveness of the educational process will depend on how the process of interaction between a student and a teacher will be built to assimilate any knowledge and information.
Given the dynamism of our modern life, we can say that knowledge, skills and abilities are also unstable phenomena that are subject to change. Therefore, the educational process should be built taking into account the update in the information space. Thus, the content of the educational process is not only the need to master knowledge, skills, skills, but also the development of mental processes of the individual, the formation of moral and legal beliefs and actions.
An important characteristic of the educational process is its cyclical nature. Here a cycle is a collection of certain acts of the educational process. The main indicators of each cycle: goals (global and subject), means and result (associated with the level of development teaching material, the degree of education of students). There are four cycles.
Initial cycle. Purpose: awareness and understanding by students of the main idea and the practical significance of the material being studied, and mastering the ways of reproducing the studied knowledge and the method of their use in practice.
Second cycle. Purpose: concretization, expanded reproduction of the knowledge learned and their explicit awareness.
Third cycle. Purpose: systematization, generalization of concepts, the use of what has been learned in life practice.
Final cycle. Purpose: to check and record the results of previous cycles through control and self-control.
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therefore educational process should be built with the update in the information space in mind. -
2) how much educational process is an process introduction to holistic activities -
Training tools in correctional educational process must correspond processes special education. -
Leading trends modern development world educational / process. Education... Education. -
... the level of preparation of graduates educational institutions, as well as the basic requirements for ensuring educational process». -
The essence of education in structure: educational process. Education - this is process transfer of knowledge and cultural values \u200b\u200baccumulated by generations. -
IN educational process verification of the results of upbringing is carried out in various ways: 1) analysis of answers to directly posed questions
Socio-psychological aspects of the educational process
Educational process is a specially created, developing within the boundaries of a certain educational system, the interaction of educators and pupils, aimed at achieving the set goal and leading to a change in the individual qualities of the personality of students.
The process (from the Latin. Processus - "advancement") means, first, a sequential definite change of state, the course of development of something; secondly, a combination of certain sequential actions to achieve a result.
The main unit of the upbringing process is the educational process. The educational process determines, establishes, forms an integral system of pedagogical relationships between teachers and students. The concept of "upbringing process" has the meaning of a purposeful formative influence on the development of personal characteristics. The concept of "educational process" reflects a system of deliberately organized educational interactions.
Objectives of the educational process
1. Determination of motivational focus cognitive activities students.
2. Organization of cognitive activity of students.
3. Formation of skills of mental activity, thinking, creative characteristics.
4. Continuous improvement of cognitive knowledge, skills and abilities.
The main functions of the educational process
1. Educational function involves the formation of a stimulating direction and experience of practical cognitive activity.
2. Educational function involves the development of certain qualities, properties and relationships of a person.
3. Developmental function presupposes the formation and development of mental processes, properties and relationships of a person.
Basic principles of the organization and functioning of the educational process
1. A holistic approach to education.
2. Continuity of education.
3. Purposefulness in education.
4. Integration and differentiation joint activities teachers and pupils.
5. Conformity to nature.
6. Cultural conformity.
7. Education in activity and in a team.
8. Consistency and consistency in teaching and upbringing.
9. Unity and adequacy of management and self-government in the pedagogical process.
The classical structure of the educational process includes six components.
1. The goal is the development of the final result of interaction between the teacher and the student.
2. Principles - defining the main directions.
4. Methods - actions of the teacher and students.
5. Means - ways of working with content.
6. Forms - the logical completeness of the process.
The content of the educational process is a specific answer to the question of what to teach, what knowledge to select from all the wealth accumulated by mankind, is the basis for the development of students, the formation of their thinking, cognitive interests and preparation for work, is determined by curricula, curricula in subjects. The curriculum shows how long school year, as well as the duration of quarters and vacations, a complete list of subjects, the distribution of subjects by year of study; the number of hours in each subject, etc. For subjects, curricula are drawn up, which are based on the curriculum.
It can be determined that the educational process is a purposeful, socially determined and pedagogically organized process of the development of the personality of students.
The content of the educational process should be understood as that system of scientific knowledge, practical skills and abilities, as well as worldview and moral and aesthetic ideas that students need to master in the learning process, this is that part of the social experience of generations that is selected in accordance with the goals of human development and in the form of information is transmitted to him.
There are various forms of the educational process, which are presented in the form of an external expression of the pedagogical interaction between the teacher and students and are characterized by the number of participants in the pedagogical interaction, the time and order of its implementation.
The forms of organization of the educational process include the classroom form, which is distinguished by the following features.
1. Constant composition of students of the same age.
2. Each class works according to its own annual plan.
3. Each lesson focuses on one subject only.
4. Constant alternation of lessons (schedule).
5. Pedagogical management.
6. Variability of activities.
Lesson - this is the time period of the educational process, which is complete in terms of meaning, time and organization, and on which the tasks of the educational process are solved.
Thus, having an idea of \u200b\u200bthe main categorical apparatus of pedagogy, we can say that all these concepts are in constant development in search of an effective solution, are inextricably linked and represent a single indissoluble system of pedagogical science.
Learning is a way of organizing the educational process. It is the most reliable way to receive a systematic education. Any learning is based on a system: teaching and learning. Teaching is the teacher's activity in:
Transfer of information;
Organization of educational and cognitive activities of students; -providing help in case of difficulty in the learning process; -stimulating the interest, independence and creativity of students; -evaluation of educational achievements of students.
The purpose of teaching is to organize the effective teaching of each student in the process of transferring information, monitoring and evaluating its assimilation. The effectiveness of teaching involves interaction with students and the organization of both joint and independent activities.
Teaching is the student's activity in:
Mastering, consolidating and applying knowledge, skills and abilities; self-stimulation to search, solving educational problems, self-assessment of educational achievements;
Awareness of the personal meaning and social significance of cultural values \u200b\u200band human experience, processes and phenomena of the surrounding reality. The purpose of teaching is cognition, collection and processing of information about the world around us. Learning results are expressed in knowledge, skills, abilities, a system of relations and student development.
Educational activities include:
Mastering knowledge systems and operating them; mastering systems of generalized and more specific actions, methods (methods) of educational work, ways of transferring and finding them - skills and abilities; the development of the motives of learning, the formation of motivation and the meaning of the latter; mastering the methods of managing one's educational activity and one's mental processes (will, emotions, etc.). The effectiveness of training is determined by internal and external criteria. The success of training and academic performance, as well as the quality of knowledge and the degree of development of skills and abilities, the level of development of the student, the level of training and learning are used as internal criteria.
A student's academic performance is defined as the degree to which real and planned learning outcomes coincide. Academic performance is reflected in the score. The success of training is also the effectiveness of the leadership of the educational process, which ensures high results at the lowest cost.
Learning ability is an internal readiness acquired by a student (under the influence of education and upbringing) for various psychological restructuring and transformations in accordance with new programs and goals of further education. That is, the general ability to assimilate knowledge. The most important indicator of learning ability is the amount of dosed help that a student needs to achieve a given result. Learning is a thesaurus, or a stock of learned concepts and ways of doing things. That is, a system of knowledge, skills and abilities corresponding to the norm (the expected result set in the educational standard).
The process of assimilating knowledge is carried out in stages in accordance with the following levels:
Distinguishing or recognizing an object (phenomenon, event, fact); - memorizing and reproducing an object, understanding, applying knowledge in practice and transferring knowledge to new situations.
The quality of knowledge is assessed by such indicators as their completeness, consistency, depth, effectiveness, strength.
One of the main indicators of the student's development prospects is the student's ability to independently solve educational problems (similar in the principle of solving in cooperation and with the help of a teacher).
The following are taken as external criteria for the effectiveness of the learning process: - the degree of adaptation of the graduate to social life and professional activity; - the rate of growth of the process of self-education as a prolonged effect of learning; - the level of education or professional skill;
Willingness to improve education.
In the practice of teaching, the unity of the logics of the educational process has developed: inductive-analytical and deductive-synthetic. The first focuses on observation, live contemplation and perception of reality, and only then on abstract thinking, generalization, systematization of educational material. The second option focuses on the introduction by the teacher scientific concepts, principles, laws and patterns, and then to their practical specification.
Patterns of learning
Identify external and internal patterns of learning. The first include the dependence of learning on social processes and conditions (socio-economic, political situation, the level of culture, the needs of society and the state in a certain type and level of education; the second is the relationship between the components of the learning process (between the goals, content of education, methods, means and forms of teaching; between teacher, student and the meaning of the educational material).
External patterns include:
Social conditioning of goals, content and teaching methods; - nurturing and developing character of the latter; -learning is always carried out in communication and is based on a verbal-activity approach;
The dependence of learning outcomes on the characteristics of the student's interaction with the outside world.
The internal laws of the learning process include: - the dependence of its development on the method of resolving the main contradiction between cognitive or practical tasks and the available level of knowledge, skills and abilities of students, mental development necessary for their solution;
The relationship between teacher-student interaction and learning outcomes; - subordination of the effectiveness of training to methods of managing the process of the latter and the activity of the student himself; - task and structure, that is, with the successful solution of one educational problem and the setting of the next, the student moves from ignorance to knowledge, from knowledge to skill, from skill to skill.
The principles of teaching embody the requirements of its organization - visibility, consciousness and activity of students in teaching, systematic and consistent in mastering the achievements of science, culture and experience of activity, the unity of theory and practice. In the course of the historical development of the theory and practice of teaching, different types, styles and methods of teaching.
In each form, despite the noticeable differences, one can find common points characteristic of all learning. Firstly, the basis of the learning process of any kind is a system of principles, each of which acts as guiding ideas, norms or rules of activity that determine both the nature of the relationship between teaching and learning, and the specifics of the activities of the teacher and students. It is the principles that guide the design of a particular type of teaching. The following principles are used as didactic ones:
Visibility as filling the space between the concrete and the abstract, in the transmitted information;
Consistency as a purposeful ordering of students' knowledge and skills; activity and independence of students or limiting their dependence on the teacher;
The relationship between theory and practice; the effectiveness of the relationship between goals and learning outcomes;
Accessibility as creating conditions for overcoming difficulties by all students in the process of learning and learning; nationalities as an appeal to history, traditions of previous generations, the achievements of individuals and the whole nation, as well as national speech culture.
The second common point for any type of training is the cyclical nature of the above process, that is, the repetition of the actions of the teacher and the student from setting a goal to finding means and evaluating the result. On the one hand, cyclicality presupposes the setting by the teacher of tasks and goals, as well as the assessment of the acquired knowledge. On the other hand, both the awareness and solution of the assigned tasks by the students and the ability to self-esteem. This speaks of the two-sided nature of the learning process. The third common point of all types of learning is the structure of the learning process, which embodies the degree of compliance of goals and methods with results. The choice of teaching methods and the logic of their application characterize the style of behavior and activity of the subjects of the learning process (teacher and students).
Teaching methods are teaching-learning methods. There are various typologies of the aforementioned process that carry out systematization on different grounds. For example, the first group includes methods of transferring and assimilating knowledge (they are sometimes called verbal). These include a conversation, story, discussion, lecture, work with the text. The second group is practical teaching methods (exercises, practical exercises, laboratory experiments). The third group of methods includes the control and assessment of learning outcomes (independent and control work, test tasks, tests and exams, project defense). For example, K. Rogers identifies the following practical techniques to facilitate the learning process:
1. Providing the student with a choice of educational activities. 2. Joint adoption by the teacher and the student of decisions related to the definition of the scope and content of educational work. 3. As an alternative to the mechanical memorization of educational material, a problem teaching method is proposed. It is carried out through inclusion in discovery-oriented research. 4. The personal significance of the student's work is achieved by imitating real life situations in the lesson. 5. Wide application of various forms of group training. 6. Optimal groups are 7-10 people. 7. Differentiation of programmed teaching for those students who do not have enough knowledge or do not have enough funds to solve specific problems.
The form of training is a special construction of the process itself. The form of training means the collective, group and individual work of students under the guidance of a teacher. The form of organization of training involves some kind of training session - a lesson, lecture, elective, circle, excursion, workshop.
The school and the university have been operating classroom-lesson and lecture-practical training systems for centuries.
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9. Educational process
The educational process is a specially created, developing within the boundaries of a certain educational system, the interaction of educators and pupils, aimed at achieving the set goal and leading to a change in the individual qualities of the personality of students.
The process (from the Latin. Processus - "advancement") means, first, a sequential definite change of state, the course of development of something; secondly, a combination of certain sequential actions to achieve a result.
The main unit of the upbringing process is the educational process. The educational process determines, establishes, forms an integral system of pedagogical relationships between teachers and students. The concept of "upbringing process" has the meaning of a purposeful formative influence on the development of personal characteristics. The concept of "educational process" reflects a system of deliberately organized educational interactions.
Objectives of the educational process
1. Determination of the motivational orientation of the cognitive activity of students.
2. Organization of cognitive activity of students.
3. Formation of skills of mental activity, thinking, creative characteristics.
4. Continuous improvement of cognitive knowledge, skills and abilities.
The main functions of the educational process
1. The educational function involves the formation of a stimulating direction and experience of practical cognitive activity.
2. The upbringing function involves the development of certain qualities, properties and relationships of a person.
3. Developing function involves the formation and development of mental processes, properties and relationships of a person.
Basic principles of the organization and functioning of the educational process
1. A holistic approach to education.
2. Continuity of education.
3. Purposefulness in education.
4. Integration and differentiation of joint activities of teachers and pupils.
5. Conformity to nature.
6. Cultural conformity.
7. Education in activity and in a team.
8. Consistency and consistency in teaching and upbringing.
9. Unity and adequacy of management and self-government in the pedagogical process.
The classical structure of the educational process includes six components.
1. The goal is the development of the final result of interaction between the teacher and the student.
2. Principles - defining the main directions.
3. Content is part of the experience of generations.
4. Methods - actions of the teacher and students.
5. Means - ways of working with content.
6. Forms - the logical completeness of the process.
The content of the educational process is a specific answer to the question of what to teach, what knowledge to select from all the wealth accumulated by mankind, is the basis for the development of students, the formation of their thinking, cognitive interests and preparation for work, is determined by curricula, curricula in subjects. The curriculum shows the length of the academic year, as well as the duration of quarters and vacations, a complete list of subjects, the distribution of subjects by year of study; the number of hours in each subject, etc. For subjects, curricula are drawn up, which are based on the curriculum.
It can be determined that the educational process is a purposeful, socially conditioned and pedagogically organized process of the development of the personality of students.
The content of the educational process should be understood as that system of scientific knowledge, practical skills and abilities, as well as worldview and moral and aesthetic ideas that students need to master in the learning process, this is that part of the social experience of generations that is selected in accordance with the goals of human development and in the form of information is transmitted to him.
There are various forms of the educational process, which are presented in the form of an external expression of the pedagogical interaction between the teacher and students and are characterized by the number of participants in the pedagogical interaction, the time and order of its implementation. The forms of organization of the educational process include the classroom form, which is distinguished by the following features.
1. Constant composition of students of the same age.
2. Each class works according to its own annual plan.
3. Each lesson focuses on one subject only.
4. Constant alternation of lessons (schedule).
5. Pedagogical management.
6. Variability of activities.
A lesson is a time period of the educational process, which is complete in terms of meaning, time and organization, and on which the tasks of the educational process are solved.
Thus, having an idea of \u200b\u200bthe main categorical apparatus of pedagogy, we can say that all these concepts are in constant development in search of an effective solution, are inextricably linked and represent a single indissoluble system of pedagogical science.
Educational process (EP) - this is a purposeful activity for teaching, upbringing and personal development through organized educational and educational and educational and cognitive processes in unity with the self-education of this person, ensuring the assimilation of knowledge, skills and abilities at a level not lower than the state educational standard.
The educational process must be considered as an integral dynamic system, the system-forming factor of which is the goal of pedagogical activity - the education of a person. This system has specific procedural components. The most significant of them are the processes of education and upbringing, which lead to internal processes of changes in education, upbringing and personality development. The processes of training and education also consist of certain processes. For example, the learning process consists of interrelated processes of teaching and learning, education - of the process of educational influences, the process of accepting them by a person and the resulting process of self-education.
The educational process as a system functions in certain external conditions: natural-geographical, social, industrial, cultural, school environment and its microdistrict. Intraschool conditions include educational material, school hygienic, moral and psychological and aesthetic.
The internal driving force of the EP is the resolution of the contradiction between the requirements put forward and the real possibilities of the pupils to implement them. This contradiction becomes a source of development if the requirements put forward are in the zone of proximal development of students' capabilities, and vice versa, such a contradiction will not contribute to the optimal development of the system if the tasks turn out to be excessively difficult or easy.
The dynamism of the EP is achieved through the interaction of its three structures: 1) pedagogical; 2) methodical; 3) psychological.
PedagogicaleP structure is a system of four elements: a) target; b) meaningful; c) operational-activity; d) analytical and effective. The target component involves the determination by teachers and students of the goals of their educational and extra-curricular activities, the substantive component is the determination of the content of the educational process based on the goals set, the operational-activity component is the organization of joint activities of teachers and students. The analytical and effective component includes the analysis of the results and the correction of pedagogical problems.
MethodicaleP structure includes the following elements: a) teaching (upbringing) tasks; b) the successive stages of the teacher's activity; c) successive stages of student activity.
Psychologicalthe structure of the EP is represented by a combination of three elements: 1) the processes of perception, thinking, comprehension, memorization, assimilation of information; 2) the manifestation by students of interest, inclinations, motivation for learning, the dynamics of emotional mood; 3) ups and downs of physical and neuropsychic tension, dynamics of activity.
Among the goals of the EP, there are normative state, public and initiative ones. Regulatory governmentgoals are the most general goals defined in normative legal acts and state standards education. Publicgoals - goals of different sectors of society, reflecting their needs, interests and requests for training. Proactivegoals are immediate goals developed by the practitioners themselves and their students, taking into account the type educational institution, profile of specialization and subject, as well as the level of development of students and the preparedness of teachers.
In the "educational process" system, certain subjects interact. On the one hand, the school leadership, teachers, educators, a team of teachers, parents act as pedagogical subjects, on the other hand, in the role of both subjects and objects, students, a team, certain groups of schoolchildren who are engaged in one or another type of activity, and also individual students.
The essence of the EP consists in the transfer of social experience by the elders and its assimilation by the younger generations through their interaction.
The main characteristic of the EP is the subordination of its three components (educational, educational, cognitive, self-educational processes) to a single goal.
The complex dialectic of relations within the pedagogical process is: 1) in the unity and independence of the processes that form it; 2) the subordination of the separate systems included in it; 3) the presence of the general and the preservation of the specific.
What is the educational process? Process (from Lat. - to advance) - a set of sequential actions to achieve a result. The pedagogical process at a university is a set of sequential actions of a teacher and a student for the purpose of education, development and formation of the latter's personality. The educational process is a set of sequential actions of a student to achieve an educational result.
The basis of education is learning Learning Learning Teaching Education is a process and result of the student's successive actions
Organization of the pedagogical process is a set of the most effective actions leading to education and improving the relationship between the components of the pedagogical process.
Intensification (French) - an increase in tension (intensity). Intensification of the educational process is a solution to the question of how, with the least amount of time, by increasing the amount of information at each lesson to the maximum, to qualitatively improve the training of a specialist.
Intensification of the educational process is a strategy and tactics for the development of higher education, a means of improving the quality of training of specialists It affects various aspects of the pedagogical system of the university: - students, - teachers, - forms of organization of the educational process.
The purpose of the lesson is to identify and evaluate the pros and cons of the intensification of the educational process, the problems that accompany its implementation, which it generates, and outline possible ways to solve them.
Forms and methods of work Stage 1 - individual diagnostic stage 2 - microgroup stage 3 - collective discussion (general discussion) Summing up
Work in microgroups Each expresses his view of the questions posed to colleagues: - the pros and cons of the intensification of the educational process, - the problems it generates, - possible ways to solve them.
Reflection in groups: Did everyone have the opportunity to express their point of view, to be heard? Who distinguished themselves, enriched the group's opinion? Who didn't work, why? Who will deliver the message from the group?
The structure of the pedagogical process is the subject composition (students, teachers, employers), it is the procedural composition (target, content, operational, motivational, control and evaluative components)
What promotes student learning? Interest in learning, desire, perspective, hard work Teaching manner Material base and organization of training Convenient schedule
What prevents students from learning? Lack of organization Combining study with work Unsuccessful schedule Teachers Content of academic disciplines
Any profession has a certain structure: - set goals, an idea of \u200b\u200bthe result of labor (for us, this is the formation of a specialist as a person and a professional); - a given subject (educational, research process); - the system of means of labor (they differ and can be material and immaterial); - a system of professional duties (assigned labor functions) and rights; - production environment, subject and social working conditions.
Pedagogical activity is: - Formulation of pedagogical goals - Diagnostics of the characteristics and level of training of students - Choosing the content of educational material for classes - Choosing teaching methods - Designing their actions and actions of students - Establishing discipline, working environment in class - Stimulating students' activities - Organizing their activities on the presentation of educational material - Organization of their behavior in real conditions. - Organization of students' activities - Organization of monitoring the results of pedagogical influences and adjustments - Establishing correct relationships with students - Implementation of educational work - Analysis of learning outcomes, upbringing - Revealing deviations of results from the set goals - Analysis of the causes of these deviations - Designing measures to eliminate these reasons - Creative search new methods of teaching, education
Abilities - individual psychological characteristics of a person, expressing his readiness to master certain types of activity. Formed on the basis of inclinations (congenital characteristics). Skill is a method of action mastered by the subject, providing a set of acquired knowledge and skills. Formed by exercise.
1. The ability to transfer educational material to students, making it accessible, to present the material or problem clearly and understandably, to arouse interest in the subject, to excite students' active independent thought (didactic abilities).
2. Ability in the relevant field of science (mathematics, physics, etc.). A capable teacher knows the subject not only within the scope of the curriculum, but much wider and deeper, constantly monitors discoveries in his science, owns the material, shows great interest in it, leads at least a modest research work (academic ability).
4. The ability to clearly and clearly express thoughts, feelings through speech, as well as facial expressions and pantomime. The teacher's speech is always distinguished by inner strength, conviction, interest in what he says. Expression of thought is clear, simple, understandable for students (speech ability).
5. Organizational skills are, firstly, the ability to organize the student collective, unite it, inspire them to solve important problems and, secondly, the ability to properly organize their own work, which presupposes the ability to plan correctly and control it yourself. Experienced teachers develop a peculiar sense of time - the ability to correctly distribute work in time, to keep within the scheduled time frame.
6. The ability of direct emotional and volitional influence on students and the ability on this basis to achieve their authority (authoritarian abilities). The presence of volitional qualities (decisiveness, endurance, perseverance, exactingness, etc.), as well as a sense of self-responsibility for training and education.
7. The ability to communicate with people, the ability to find the right approach to students, to establish relationships with them that are expedient from a pedagogical point of view, the presence of a pedagogical tact (communication skills).
8. Pedagogical imagination (or predictive abilities) is the ability to foresee the consequences of one's actions, to design the student's personality, to imagine what will come of it in the future, in the ability to predict the development of certain qualities of a student.
So, the teacher must have the following abilities: Didactic Academic Perceptual Speech Organizational Authoritarian Communicative Pedagogical imagination The ability to distribute attention
Gnostic skills: - to extract new knowledge from various sources, from the research of their own activities; - independently work with various sources of information; - to highlight the main, essential in the selection and structuring of educational material and its presentation; - analyze pedagogical situations; formulated pedagogical tasks; - to acquire new knowledge necessary for their productive solution, analyze solutions and results, compare the desired result and the real one; - to reason logically and carry out logical calculations; - to carry out search, heuristic activities; - study, generalize and implement best practices.
Design skills: - carry out long-term planning of strategic, tactical, operational tasks and methods of their solution; - to anticipate the possible results from the solution of the system of pedagogical problems during the entire educational time for which planning is carried out; - outline the results that need to be achieved by the end of the performance of this or that work; - to teach students to set and implement the goals of independent work; - to set educational work, plan its achievement, provide possible difficulties; - to design the content of the taught course; - to design your own pedagogical activity.
Constructive skills: - select and structure information in newly developed training courses; - select and compositionally structure the content of educational and educational information in the upcoming lesson; - to play different options for constructing classes in a system of prescriptions, technical teaching aids, a certain time during which a specific task must be solved; - select the forms of organization, methods and means of teaching; - to design new pedagogical teaching technologies, to monitor the educational activities of students.
Organizational skills: - to organize group and individual work of students taking into account all factors; - to organize individual and conduct business educational and technological games, discussions, trainings; - to manage the mental state of students in the classroom; - to diagnose cognitive capabilities and results of cognitive activity; - to evaluate the results of educational work, the correspondence of the achieved level of assimilation of educational material to the program requirements and potential capabilities of students; - carry out the correction of educational activities.
Communication skills: - build interaction, relationships between teachers and students for the effective organization of the pedagogical process and the achievement of positive labor results; - to build the interaction of teachers and students, depending on the goals, content, forms of organization, teaching methods; - individually influence the student during the frontal presentation of educational material; - to establish friendly, trusting relationships with students; - develop a common opinion on the correct choice of action, behavior; - to motivate the participants in the pedagogical process for the upcoming activities.
The structure of the pedagogical process Determination of the goals of upbringing, training (target component) Development of the content of education meaningful) Determination of the procedure for training (upbringing), interaction of participants (operational and activity) Checking, evaluating, analyzing the results (evaluative and productive)