Consideration of the categorical apparatus is feasible through the content of the category and basic concepts. For this purpose, we will carry out a very conditional classification of these categories, based on their various aspects of the activity approach.
As the first aspect, let us name the activity-oriented nature of the approach. The specified attribute most fully represents the category of activity. Of course, in its psychological and pedagogical sense. It is important to add the following to the content of "activity", which was partially disclosed in the previous chapter. Human activity is a special important form of activity, as a result of the implementation of which there are transformations of the material included in the activity (external objects, the inner reality of a person), the transformation of the activity itself and the transformation of the one who acts, that is, the subject of activity. The most profound researcher of the problems of mental activity in their unity with the problems of pedagogy V.V. Davydov noted: “Not all manifestations vital activity can be attributed to activities. Genuine activity is always associated with the transformation of reality. " Let's add: external go internal for a person. Naturally, one cannot classify such a form of activity as dreams or fantasies as an activity. The variety of types of activity (and this primarily refers to internal activity and the corresponding category) reflect such concepts as "spiritual activity", "interaction", "communication", "goal setting as an activity", "meaning-forming activity", "life creation as an activity ". The activity of the educator, the manager and organizer of the activity of the pupils, is reflected in the category of "meta-activity", or "non-objective activity". The need to maintain such a category is due to the fact that the teacher, as it were, rises above all types and forms of activity available to him and his pupils, assimilates them at a professional level in order to effectively use them in the interests of educating pupils as subjects in activity and life in general. Thus, upbringing appears as an activity for organizing other types of activity, in which the teacher himself is brought up to an equal degree. Some authors attribute the category of meta-activity to the description of the pupil's personal life. This refers to the fact that the pupil organizes his own activity and finds his meaning in it, thereby transforming his value-semantic sphere. Upbringing in this understanding appears as meta-activity to transform the pupil's value-semantic sphere through the self-organization of activity.
"Interaction" is one of the integral and essential characteristics of upbringing in the context of the activity approach. The universality of this category is that it represents and describes the joint activities of pupils, their communication as a form of activity as a condition, means, goal, driving force and, in essence, education. The concept of "educational interaction" is directly adjacent to this category. The mechanism of such interaction, and in fact, the mechanism of education, is seen in the combination of the ability not only to act, but also to perceive the actions of others. The criterion for genuine upbringing interaction is positive changes in the value-semantic sphere of the interacting subjects. In this case, we are talking about the interaction of pupils, both among themselves and with the teacher.
“Spiritual activity” is the most undeveloped and not fully comprehended by scientific consciousness form of N.Ye.'s inner activity. Shurkova, one of the most consistent researchers of the problems of spirituality in education, believes. That a person's gaze directs spiritual activity to the whole life, as it becomes clear “my” essence of life and my place in it. This is the same value-oriented activity aimed at comprehending (giving meanings), phenomena of external and internal reality and, mainly, at establishing the personal meanings of the events, phenomena, types and methods of activity of one's feelings, ideals, goals, and the like. Spiritual activity does not have a materialized result and is fundamentally different precisely by an invisible product: an idea, knowledge, principles, relationships, is immaterial and manifests itself in such a way that it can be perceived by another person.
"Goal setting". According to the presentation of the activity approach to education, this category substantiates the legitimacy of identifying "positing" as a necessary type of activity, both for the educator and for the pupils. Its product is its goal. The peculiarity of the activity approach is. That goal-setting is carried out, firstly, in the interests of the educational process as a whole, in the interests of each pupil individually, according to the periods of his development; Secondly. In the interests of the educator, taking into account his personal meanings of pedagogical activity, taking into account his abilities, principles of being, ideals, in the interests of his self-realization. In the context of the activity approach, a pupil is not just a performer, he is a subject of activity through which his self-realization is carried out. Such a differentiation of goals requires taking into account not only the types of leading activities and the laws of their change, but also taking into account sensitive periods, and especially. Determination of the "sizes" of individual zones of proximal development. At the same time, the position formulated by L.S. Vygotsky: “… while exploring what the child will do on his own, we are examining the development of the day before. By exploring what a child can accomplish in collaboration, we shape the development of tomorrow. ”
The concept of "meaning-creating activity" represents a definition of upbringing, specific for the activity approach, as a process of meaning-making, meaning-determination in the world of activities. The discovery and construction of the meanings of one's being, the meaning of one's actions, the actions of certain types of activity, their awareness and emotional perception constitute the essence of meaning-creating activity. This type of activity is highly motivated, it has an independent goal - self-determination in the world of activities. The category of self-determination precisely reflects the fact of finding one's vocation, in which a person acquires the meaning of his life.
The above integration (content) of the block of categories and basic concepts means a decisive rejection of the vulgar ideas about the activity approach as labor education. Without rejecting the role of substantive material activity, productive labor in the upbringing of a person, the activity-based approach transfers true priorities and accents to the sphere of internal activity, to the sphere of forming needs, motives, interests, ideals, and beliefs, which are the true subject of upbringing.
As the second aspect of the content of the category and the basic concepts of the activity approach, let us single out its personal orientation. This block includes the following categories and basic concepts: "personality", "personal meaning", "internal potential", "self-actualization", "self-determination", "meaning of life", "subjectivity", "subjective personality traits", "sanity", "Dignity" and others.
The specificity of the activity approach in education and training lies in its predominant orientation towards helping the pupil in his formation as a subject of his life. This fact determines the saturation of the conceptual apparatus with subjective problems. What kind of reality is the “subject” in psychology and pedagogy? This concept is considered in two meanings:
1) as a subject of activity, capable of mastering and creatively transforming;
2) as a subject of his life, inner world, able to plan, build, evaluate his actions, actions, strategy and tactics of his life.
The vital meaning of the orientation of pedagogy on the formation of the child's subjectivity is as follows. A person must perform this or that activity, creatively transform it not as a result of the influence on him of circumstances, but as a result of an internal urge emanating from the realized necessity of this action. From the belief in its truth, value, significance for him, society, for loved ones. The shortcoming of all the preceding theory and practice of upbringing consisted precisely in the fact that activity was understood as any activity of the child, mainly - reactive activity carried out in response to the teacher's demands. In the context of the activity approach, only the activity of a self-determining personality, that is, a subject, is understood. Only in this way can activity be considered as a factor in education. The concept of the subject goes to the related concept of sanity, which has been largely forgotten by the theory and practice of education. In fact, sanity is one of the subjective properties of a person. To be sane means to be able and ready to be responsible for your actions, actions, results of activities, communication. This personality trait is easy to distinguish in real everyday behavior, especially when someone tries to justify the unseemly consequences of his act by “objective” circumstances and in fact denies himself the right to be called a person due to the fact that he does not impute his own act, refuses it. This is an example of insanity, evidence of the underdevelopment of the subjective principle, the absence of subjective properties. By disclosing the concept of sanity, it is easy to reach another subjective characteristic of a person, provided by the concept of "dignity of a person". The dignity of a person is determined precisely by what a person imputes to himself, what he takes under his responsibility. If he is not able to become responsible even for his act, each time thinking up on whom to shift its consequences, then is it possible to talk about the dignity of such a person. Dignity and sanity as the subjective characteristics of a person are, as it were, merged, they can only be talked about in interrelation. Insanity is like a sentence in the refusal to be a person, in the inability to be responsible for something. Dignity, that is, a measure of the value of an individual, is defined as a person's skills and abilities, not the presence of talent or skills.
The dignity of the individual as a subjective property is manifested in the ability to take responsibility for a deed, for an act. And the more essential the deed, the deed, imputed to oneself, the higher the dignity of the individual. It is in this sense that dignity is a measure of the value of an individual. Hence, two important conclusions can be drawn for assessing the activity approach from the standpoint of morality:
Ё the concepts of sanity and dignity represent the approach as focused on the moral foundations of the child's existence;
Ё reveal the most sensitive aspects and "places" for the application of educational efforts of the teacher: the acquisition of the qualities of sanity and dignity is the most attractive prospect for the adolescent and young man.
Subjective personality traits are also manifested in a person's ability to communicate, interact, establish personal contacts, and understand. The ability to enter into a dialogue and maintain it, most importantly, in the developed abilities to make semantic transformations not only in oneself, but in others. To become a subject means to represent oneself to others, to be reflected in others, to continue oneself in them, to “be sealed”. The deep meaning of pedagogical interaction lies in the possibility of broadcasting, the interchange of subjectivity. The noted personality traits are represented by a whole "family" of concepts that reflect the subject's focus on the realization of his "self" - "self-esteem", "self-education", "introspection", "self-restraint", "self-identification," self-determination, "self-education".
Let us single out the third block of basic concepts, taking as a basis the methodological and methodological components of the approach, that is, what is designated as organization and management in the definition of the approach. The concepts of "organization" and "management" are interpreted in approximately the same way as is accepted in most successfully implemented concepts of education, namely, as the organization of the educational process and management of the development of the individual by creating for him favorable conditions, to which the educational environment belongs. The motivation of the teacher and the pupil, the personality of the educator. At the same time, the concepts of different authors note flexibility, mediation, a variety of forms of this management process, which allows us to speak not so much about strict regulation as about a carefully organized direction of development. This block includes categories and concepts: educational space, method, mechanisms of education, organization of the educational process, space of activity, result of education, situation of activity, situation of education, socio-cultural educational space, means of education, subject space, management of personality development, forms of education, goal education.
The peculiarity of the above list lies in its saturation with the ideas of situational education. The basic category in this regard is the situation of activity, which is a modification of the concept of a pedagogical situation. The specific position of the activity approach in education regarding the relationship between the subject and the situation of activity is the fundamental inadaptation to be a person, the subject means to emancipate from the situation, to be above it, to strive for its transformation. At the same time, “being above it” and “emancipating” is not only not depending on the facts of the situation, but also raising by means of overcoming, “overfulfilling” tasks, to move above the situation, enriching the situation with a set of possible activities. The concept of "upbringing mechanism" reflects the individual's own activity, included in the upbringing process as a subject and co-author. However, in the case of an activity-based approach, it is not enough to point out "one's own activity". Not all activity is an activity in the educational aspect. The upbringing mechanism is focused on "non-adaptive activity", which manifests itself in the phenomena of creativity, cognitive activity, in the creative transformation of the situation, in self-development, in the readiness not only to follow the intended goal, but also in the process of activity to construct new, more significant and interesting goals and meanings ... The mechanism of upbringing is also concentrated in "oversituational activity" as a person's readiness not only to independently and consciously perform various actions and deeds, but also to strive for something new, unplanned within the framework of an already ongoing activity.
The concept of "content of education" includes a joint search for values, norms and laws of life, their study in specific activities. It is important in this definition to clarify that the form of search is a modern reflective dialogue between a teacher and a pupil, in which the meanings of activity and life itself are acquired, and the subject of the search is new forms, means, combinations and connections.
The concept of "the result of education" is associated with the category of quality. This is due to the fact that upbringing differs from other pedagogical processes in its orientation not on quantitative, but on qualitative transformations of the pupil (as, incidentally, of the educator himself). The child is attached not so much to knowledge, but mainly to the meaning of activities, events, his life, which is the essence of a new quality of a person.
The activity-based approach has developed most intensively and at the same time has been most productively used in such an area as education. In its most general form, the activity-based approach in pedagogy means the organization and management of the purposeful educational and educational activities of the student in the general context of his life activity - the orientation of interests, life plans, value orientations, understanding the meaning of training and education, personal experience in the interests of the formation of the student's subjectivity.
The activity approach, in its predominant orientation on the formation of the pupil's subjectivity, seems to compare in functional terms both spheres of education - training and upbringing: when implementing the activity approach, they equally contribute to the formation of the child's subjectivity.
At the same time, the activity approach, implemented in the context of the life of a particular student, taking into account his life plans, value orientations and his other parameters of the subjective world, is essentially a personality-activity approach. Therefore, it is quite natural in order to comprehend its essence, the allocation of two main components - personal and activity.
The activity approach in education in the aggregate of components is based on the idea of the unity of the individual with her activities. This unity is manifested in the fact that activity in its various forms directly mediates changes in personality structures; the personality, in turn, simultaneously directly and indirectly carries out the choice of adequate types and forms of activity and the transformation of activity that satisfy the needs of personal development.
The essence of upbringing from the point of view of the activity approach is that the focus is not just on activity, but on the joint activity of children with adults, in the implementation of jointly developed goals and objectives. The teacher does not provide ready-made samples of moral and spiritual culture, creates, develops them together with younger comrades, a joint search for norms and laws of life in the process of activity and makes up the content of the educational process, implemented in the context of the activity approach.
The educational process in the aspect of the activity approach proceeds from the need to design, construct and create a situation of educational activity. They, leaving a part of the educational process and the realization of the pupil's life, social life in general, are characterized by the unity of the activities of educators and pupils. Situations are created in order to combine the means of teaching and upbringing into unified educational complexes that stimulate versatile activities modern man... Such situations make it possible to regulate the child's life in all its integrity, versatility and literacy, and thereby create conditions for the formation of the student's personality as a subject of various types of activity and his life in general.
The situation of upbringing activity should contain: social factors that initiate the emergence of various spiritual needs and the formation of motives for socially useful and personally significant creative activity that requires continuous reflection; the possibility and need for the implementation of various types similar activities, requiring creativity, continuous search for new tasks, means, actions, volitional acts of subjects of activity, communication, active life position, adherence to principles, cognition in defending their views, disinterested risk, over-normative activity, readiness not only to follow the set goal, but also to design new , more interesting and productive goals and meanings are already in the process of activity. The organization of the situation of upbringing activity was an established practice of the Soviet school. Such situations were most fully represented by Timurov's movements.
The activity approach focuses on the sensitive periods of the development of schoolchildren as the periods in which they are most "sensitive" to the acquisition of language, the development of methods of communication and activity, object and mental actions. This orientation necessitates a continuous search for the appropriate content of education and upbringing, both objective and of the same, symbolic nature, as well as appropriate methods of teaching and upbringing.
The activity approach in upbringing takes into account the nature and laws of the change in the types of leading activity in the formation of the child's personality as the basis for the periodization of child development. The approach, in its theoretical and practical foundations, takes into account the scientifically grounded provisions that all psychological neoplasms are determined by the leading activity carried out by the child and the need to change this activity.
The activity approach in education is implemented in line with the key idea of modern pedagogy about the need to transform a pupil from a predominantly object of the educational process into a subject. In this case, upbringing is understood as "the ascent to subjectivity." E.V. Bondarevskaya sees the essence of modern pedagogical activity in the growth of the child's subjective properties. She also considers subjective properties as the core of human culture.
According to V.V.Serikov, the child's becoming a subject is not a moment of upbringing, but its essence. Such a view of education and the place in it of the phenomenon of the formation of subjectivity allows us to conclude: the activity approach in education is, in essence, a subjective - activity approach.
Russian education in recent years it has undergone many changes. The government is carrying out numerous reforms in this area. The amount of information that students receive is significantly expanding, and the methodological basis of pedagogy is changing.
In modern educational institutions, interactive methods are widely used, as well as modern means of obtaining information: computers, the Internet, interactive whiteboards and much more. In such conditions, it is important to actively apply in practice new approaches to learning. Among them, the most effective and long-established is the system-activity approach in education. Currently, it is taken as the basis for the Federal State Educational Standard.
The system-activity approach is a method in which the student is an active subject. pedagogical process... In this case, the teacher is important for the student's self-determination in the learning process.
The main goal of the system-activity approach in teaching is to awaken a person's interest in the subject and the learning process, as well as to develop his self-education skills. Ultimately, the result should be the upbringing of a person with an active life position not only in learning, but also in life. Such a person is able to set goals for himself, solve educational and life tasks and be responsible for the result of his actions. To achieve this goal, teachers must understand: the pedagogical process is, first of all, a joint activity of the child and the teacher. Learning activities should be based on the principles of cooperation and mutual understanding.
The Federal State Educational Standard is based on the system-activity approach. FSES sets new tasks for teachers.
The system-activity approach as the basis of the FSES helps to effectively implement these tasks. The main condition for the implementation of the standard is the inclusion of schoolchildren in such activities when they independently carry out an algorithm of actions aimed at acquiring knowledge and solving the educational tasks assigned to them. The system-activity approach as the basis of the Federal State Educational Standard helps to develop children's abilities for self-education.
The systemic activity approach at school will be effective only if certain methods are used, the list of which is given below. These are the methods:
Each of them is designed to form the versatile qualities of the child's personality, which are necessary for successful learning and development.
The system-activity approach in education is based precisely on this principle. To implement it, the teacher must create conditions in the classroom under which students not only receive ready-made information, but they themselves obtain it.
Schoolchildren become active participants in the educational process. They also learn to use a variety of sources of information, to apply it in practice. Thus, students not only begin to understand the volume, form and norms of their activities, but are also able to change and improve these forms.
Second essential principle system-activity approach - the principle of consistency. Its meaning lies in the fact that the teacher provides students with integral, systemic information about the world. For this, it is possible to conduct lessons at the intersection of sciences.
As a result of the implementation of this principle, students form a holistic picture of the world.
To implement the principle of minimax, the educational institution must provide the student with the maximum opportunities for learning and ensure the assimilation of the material at the minimum level, which is specified in the Federal State Educational Standard.
It is important to have psychological comfort in the classroom. To do this, the teacher must create a friendly atmosphere in the classroom and minimize possible stressful situations. Then students will be able to feel relaxed in the lesson and better perceive information.
The teacher's adherence to the principle of creativity is of great importance. To do this, he must stimulate creative approaches to teaching, give students the opportunity to gain experience of their own creative activity.
In order for the system-activity method to work effectively, various technologies have been developed in pedagogy. In practice, teachers use the following technologies of the system-activity approach.
Thus, these technologies develop many important qualities: the ability to independently receive and process information, form an opinion based on the information received, and independently notice and correct their mistakes. It is important for a modern teacher to master these technologies, as they help to implement the requirements for the implementation of the pedagogical process prescribed in the Federal State Educational Standard.
The application of this approach is effective only if its principles are correctly implemented in practice. The teacher must draw up a lesson plan and conduct it in accordance with the basic principles of the system-activity approach to teaching. The lesson should have several stages.
During the first stage, the teacher formulates the content and developmental goal of the lesson. He should clearly indicate what exactly the student will learn in a particular lesson and how he will do it, and also explain what activities the student should carry out in order to acquire and assimilate new knowledge.
The next stage is motivational. The teacher actively uses methods and techniques aimed at enhancing the cognitive activity of students, creates conditions for independent cognitive activity of children, contributes to the creation of an environment of cooperation in the lesson and a "situation of success" for each student individually.
This is followed by a stage at which the teacher selects the content teaching material, corresponding to the topic and developing purpose of the lesson. Together with the students, he designs a method, scheme and algorithm for solving the problem posed in the lesson.
At the next stage, the teacher organizes cognitive activities and cooperation between children, as well as individual work every student.
At the stage of selection of teaching methods, the teacher applies latest techniques teaching and showing students how to get information from books, the Internet and other sources. It also teaches them to systematize the information received: make diagrams, tables, graphs and diagrams. The teacher must apply the latest interactive teaching methods and non-traditional forms of lessons.
The last stage is reflection. At this time, the teacher, together with the students, sums up the results of the lesson, analyzes their activities in the classroom and teaches them to independently evaluate the results of their work according to previously prepared criteria. Depending on the results of the activity in the lesson, the teacher gives the students a homework assignment.
In order for the implementation of the system-activity approach to be complete, it is necessary to study not each subject separately, but to engage in interdisciplinary study. If in the classroom practical tasks from real life at the intersection of sciences will be posed to schoolchildren, the learning process will be more memorable and interesting for them. Accordingly, the program will be assimilated more actively. Also, students will better understand the relationship between different scientific disciplines.
Primary school is the most important stage school education, on which the foundation of the child's personality is laid. As a rule, during this period, his communicative abilities are formed, the ability to receive information from various sources. And also the student's self-esteem and his attitude to the educational process develops.
The primary school teacher must carefully plan lessons, taking into account the following psychological characteristics of younger students:
Taking into account these characteristics of the personality of a younger student, the teacher should be creative in teaching the lesson, maximally include game elements in educational activities. The teacher should organize dialogue between students in the lesson to develop communication skills. It should be noted, however, that it can be difficult for children to work with several classmates at the same time. Therefore, when forming groups, it is worth dividing children into pairs. It is important to acquaint the children with the methods of obtaining information on their own. However, it should be remembered that they are not yet capable of full-fledged independent learning activities and often need tips from a teacher.
If the teacher takes into account the psychological characteristics of children, the system-activity approach in elementary school will yield positive results and help schoolchildren acquire the skills necessary for further education.
Children learn the school curriculum with varying degrees of intensity. Some are more inclined towards humanitarian subjects. It is easier for these children to master such subjects as literature, history, social studies, etc. It is easier for others to learn exact disciplines. The system-activity approach helps to smooth out these differences. Mathematics, physics, chemistry and other exact sciences will be more understandable for children in the humanities if they themselves find the necessary material, systematize it, and discuss problematic issues during educational discussions. It is when using active methods that the integration of various fields of knowledge is carried out. Also, the system-activity approach and its methods will help those students who have a mathematical mindset and prefer exact sciences to master humanitarian subjects. Thus, new methods and technologies allow each student to master the obligatory minimum of knowledge that is provided for by the Federal State Educational Standard.
The results of applying the system-activity approach can be divided into 3 groups: personal, metasubject and subject.
Personal results include the manifestation of the ability by students to self-study and self-development, the development of motivation in children to acquire new knowledge, the formation of their individual views and values.
The metasubject results include the development of basic educational activities: the ability to learn science, to regulate one's own learning activities and communicate with classmates and educators during the learning process.
Subject results are the acquisition of basic knowledge in basic subjects, the ability to transform the knowledge gained, to apply it in practice. Also, the objective result of the approach is a formed holistic picture of the world based on modern scientific knowledge.
Thus, the system-activity approach in teaching allows you to effectively achieve the results that are the basis for the harmonious personal development of the child.
The system-activity approach helps to solve an important educational problem of our time - the development of children, the formation of active personalities and competent professionals. As a result of such training, children not only learn the school curriculum, but also acquire many useful skills that will help them in life and professional activity... Also, in the process of such training, a system of human cultural values is formed.
All these qualities are very important in conditions of constant updating of information. The Internet, press, television operate with a huge amount of information. It is important for a person to be able to find relevant knowledge, organize and process it. A person with such qualities is in demand in modern society and will contribute to its development.
That is why the system-activity approach is the basis of modern Russian education.
An activity-based approach to learning
Denshchikova N.S.
primary school teacher
1. The essence of the activity approach in learning
For many years, the traditional goal of school education has been to master the system of knowledge that forms the basis of the sciences. The students' memory was loaded with numerous facts, names, concepts. That is why graduates of Russian schools in terms of the level of factual knowledge are noticeably superior to their foreign peers. However, the results of ongoing international comparative studies make us wary and ponder. Russian schoolchildren better than students in many countries perform tasks of a reproductive nature, reflecting the mastery of subject knowledge and skills. However, their results are lower when performing tasks on the application of knowledge in practical, life situations, the content of which is presented in an unusual, non-standard form, in which it is required to analyze or interpret them, formulate a conclusion or name the consequences of certain changes. Therefore, the question of the quality of education knowledge has been and remains relevant.
Quality of education at the present stage is understood as the level of specific, supra-subject skills associated with self-determination and self-realization of an individual, when knowledge is acquired not “for future use”, but in the context of a model of future activity, life situation as "learning to live here and now." The subject of our pride in the past is that a large amount of factual knowledge requires rethinking, since in today's rapidly changing world any information quickly becomes outdated. It is not the knowledge itself that becomes necessary, but the knowledge of how and where to apply it. But even more important is the knowledge of how to obtain information, interpret, transform.
And these are the results of activities. Thus, wishing to shift the emphasis in education from assimilation of facts (result-knowledge) to mastering ways of interacting with the outside world (result - skills), we come to the realization of the need to change the nature of the educational process and the ways of activities of teachers and students.
With this approach to teaching, the main element of students' work is the development of activities, especially new types of activity: educational - research, search and design, creative, etc. In this case, knowledge becomes a consequence of the assimilation of methods of activity. In parallel with the development of the activity, the student will be able to form his own system of values, supported by the society. From a passive consumer of knowledge, the student becomes a subject of educational activity. The category of activity with this approach to learning is fundamental and meaningful.
The activity approach is understood as such a way of organizing the educational and cognitive activity of students, in which they are not passive "receivers" of information, but they themselves actively participate in the educational process. The essence of the activity-based approach to learning is to direct “all pedagogical measures to
organization of intensive, constantly increasing complexity of activity, because only through his own activity a person assimilates science and culture, methods of cognition and transformation of the world, forms and improves personal qualities ”.
The personal - activity approach means that the center of learning is the personality, his motives, goals, needs, and the condition for the self-realization of the personality is the activity that forms the experience and ensures personal growth.
An activity-based approach to learning from the perspective of a learner is to implement different kind activities to solve problematic tasks that have a personal and semantic character for the student. Learning tasks become an integrative part of the activity. In this case, the most important component of actions is mental actions. In this regard, special attention is paid to the process of developing strategies for action, educational actions, which are defined as ways of solving educational problems. In the theory of educational activity, from the position of its subject, the actions of goal-setting, programming, planning, control, and evaluation are distinguished. And from the standpoint of the activity itself - transforming, performing, control. Much attention in the general structure of educational activity is given to the actions of control (self-control) and assessment (self-assessment). Self-control and assessment of the teacher contributes to the formation of self-esteem. The function of the teacher in the activity approach is manifested in the activity of managing the learning process.
2. Implementation of an activity-based approach in learning
junior schoolchildren
The goal of elementary school teachers is not just to teach the student, but to teach him to teach himself, i.e. educational activities. At the same time, the student's goal is to master the skills to learn. Educational subjects and their content act as a means of achieving this goal.
An important feature of the School of Russia teaching and learning complex is that it allows you to successfully solve one of the priority tasks of primary education - to form the main components of educational activity.
This position is clearly presented in the table, which compares the positions of the teacher and the student:
Components of learning activities
(teacher position)
Questions answered by the student (student position)
Motive of activity
"Why am I studying this?"
Formulation of an educational task, its acceptance by students
"What are my successes and what am I failing?"
Discussion of the course of action in solving the educational problem
"What should I do to solve this problem?"
Exercise control
"Am I doing this correctly?"
Correlation of the obtained result with the goal (standard, sample)
"Did I complete the learning task correctly?"
Process and outcome assessment
"What educational challenge do I have?"
The forms, means and methods of teaching the teaching materials are aimed at the formation of the prerequisites in the younger schoolchild (in the first half of the first grade), and then the skills of educational activity.
Learning skills are developed gradually, this process covers the entire primary school. The formation of educational skills in junior schoolchildren is carried out at each lesson of any academic subject. Academic skills do not depend on the content of a particular course and from this point of view are general educational skills.
I begin to solve the problem of the formation of educational activity literally from the first lessons of the 1st grade. For the successful course of educational activity, a motive, a goal, specific actions and operations, control and evaluation of the result are necessary.
I pay special attention to the development of educational and cognitive motives. The content of the teaching materials is available to every student. This keeps the children interested in learning because it brings joy, pleasure, and success.
The content of the texts, illustrations, tasks of the textbooks of the "School of Russia" programs evokes an emotionally positive attitude of students - surprise, empathy, joy of discovery and a desire to learn.
In each lesson, such a motive is realized in the educational goal - the awareness of the question that is required, it is interesting to find the answer. In this case, I direct my activities to creating conditions for the formation of active goal-setting in the lesson. In this regard, it becomes necessary to develop techniques that contribute to the formation of educational motivation in the classroom. All techniques are based on the active thought-speech activity of students.
I classify techniques according to the predominant channel of perception.
Visual:
topic-question
work on the concept
bright spot situation
exception
speculation
problem situation
grouping
Auditory:
leading dialogue
collect the word
exception
problem of the previous lesson
Topic-question
The topic of the lesson is formulated as a question. Students need to build an action plan to answer the question. Children put forward many opinions, the more opinions, the better the ability to listen to each other and support the ideas of others, the more interesting and faster the work goes.
Working on the concept
For students I suggest the name of the lesson topic for visual perception and ask them to explain the meaning of each word or find it in the "Explanatory Dictionary". For example, the topic of the lesson is "Stress". Further, from the meaning of the word, we determine the task of the lesson. The same can be done through the selection of related words or through the search in a complex word for word-constituent bases. For example, the topics of the lessons are "Phrase", "Rectangle".
Leading dialogue
At the stage of updating the educational material, a conversation is conducted aimed at generalization, concretization, and the logic of reasoning. I bring the dialogue to what the children cannot talk about due to their incompetence or insufficiently complete justification of their actions. This creates a situation for which additional research or action is needed.
Collect the word
The technique is based on the ability of children to highlight the first sound in words and synthesize into a single word. Reception is aimed at developing auditory attention and concentration of thinking to perceive new things.
For example, the topic of the lesson is "Verb".
– Collect the word from the first sounds of the words: "Thunder, caress, neat, voice, island, catch."
If there is an opportunity and need, it is possible to repeat the learned parts of speech on the proposed words, to solve logical problems.
The "bright spot" situation
Among the many similar objects, words, numbers, letters, figures, one is highlighted in color or size. Through visual perception, attention is focused on the selected object. The reason for the isolation and generality of everything proposed is jointly determined. Next, the topic and objectives of the lesson are determined.
Grouping
I suggest that children divide a number of words, objects, figures, numbers into groups, justifying their statements. The classification will be based on external signs, and the question: "Why do they have such signs?" will be the task of the lesson.
For example, the topic of the lesson "A soft sign in nouns after sibilants" can be considered on the classification of words: ray, night, speech, watchman, key, thing, mouse, horsetail, oven. A mathematics lesson in grade 1 on the topic "Two-digit numbers" can be started with the sentence: "Divide the numbers into two groups: 6, 12, 17, 5, 46, 1, 21, 72, 9.
Exception
The technique can be used through visual or auditory perception.
First view. The basis of the "bright spot" technique is repeated, but in this case, children need to find what is superfluous through the analysis of the common and the different, justifying their choice.
Second view. I ask the children a series of riddles or just words, with the obligatory repeated repetition of guesses or a suggested series of words. By analyzing, children easily identify what is superfluous.
For example, the lesson of the surrounding world in the 1st grade on the topic of the lesson "Insects".
– Listen and remember a series of words: "Dog, swallow, bear, cow, sparrow, hare, butterfly, cat."
– What do all words have in common? (Animal names)
– Who is superfluous in this row? (Of the many well-founded opinions, the correct answer will surely sound.)
Speculation
1) The topic of the lesson is offered in the form of a diagram or an unfinished phrase. Students need to analyze what they saw and determine the topic and purpose of the lesson.
For example, in a Russian language lesson in grade 1 on the topic "Proposal", you can offer a scheme:
2) The topic of the lesson and the words "helpers" are offered:
Let's repeat ...
Let's explore ...
Let's find out ...
Let's check ...
With the help of words - "helpers" children formulate the tasks of the lesson.
3) An active cognitive activity is organized to search for patterns in the construction of a number of constituent elements and the assumption of the next element of a given series. Proving or refuting the assumption is the task of the lesson. For example: for the topic "Number 9 and its composition" observation is carried out over a number of numbers: 1, 3, 5, 7, ...
4) Determine the reason for combining words, letters, objects, analyzing patterns and relying on your knowledge. For a math lesson on the topic "The order of arithmetic in expressions with brackets" I offer the children a number of expressions and ask the question: "What unites all expressions? How to carry out a calculation?"
(63 + 7)*10
24*(16 – 4 * 2)
(42 – 12 + 5)*7
8 * (7 – 2 * 3)
The problem of the previous lesson
At the end of the lesson, the children are offered an assignment, during which difficulties should arise with the implementation, due to lack of knowledge or lack of time, which implies continuation of work in the next lesson. Thus, the topic of the lesson can be formulated the day before, and in the next lesson it can only be remembered and substantiated.
Practice shows that under certain conditions, first grade students can formulate a topic and define the tasks of a lesson. The time spent in the lesson on understanding the topic and objectives of the lesson is replenished by the effectiveness of educational work, the success of students, and conscious reflection of the lesson.
The proposed techniques are effective, interesting and accessible to my students. The process of goal-setting forms not only a motive, a need for action, but also teaches purposefulness, meaningfulness of actions and deeds, develops cognitive and creative abilities. The student realizes himself as a subject of activity and his own life. The process of goal-setting is a collective action, each student is a participant, an active figure, everyone feels like a creator of a common creation. Children learn to express their opinions, knowing that they will be heard and accepted. They learn to listen and hear another, without which interaction will not work.
At the stage of generalizing knowledge, the lesson can begin with "revitalizing the student experience." I express a problematic question for discussion, taking into account the following requirements:
a problem arises if a sample of its solution is not given;
the problem cannot be solved at the reproductive level;
brainstorming is required to solve the problem.
For example, in the lesson of the surrounding world, you can ask the children the question: "If you saw off the stems of a bush and leave only one, will it become a tree?"
In this case, a dialogue arises, during which different points of view are expressed, their evidence is discussed, the essential ones are selected from them, and the participants come to a common opinion. Conclusions are made that are convincing for everyone.
Performing actions to acquire the missing knowledge is the next condition for the implementation of the activity approach. Learning actions with the help of which schoolchildren solve learning problems in the structure of learning activities are as follows:
perception of messages (listening to a teacher or students, a teacher's conversation with students, reading and assimilating the text of a textbook or other source of information);
observations organized in the classroom at or outside of the school;
collection and preparation of materials on the topic proposed by the teacher or student;
substantive and practical actions;
oral or written presentation of the acquired material;
linguistic, subject-practical or any other embodiment of situations that reveal the content of a particular educational task, problem;
preparing, conducting and evaluating experiments, proposing and testing hypotheses;
performing various tasks and exercises;
assessment of the quality of action, event, behavior.
Revealing and mastering the method of action for the conscious application of knowledge (for the formation of conscious skills) is the third condition of the activity-based approach to learning, associated with the performance of conscious educational actions by children.
The formation of a system of conscious actions should take place in the required sequence, step by step, taking into account the gradual growth of students' independence. In practice, I am convinced that the most effective way of forming the required skills (the ability to apply the acquired knowledge in practice), or, as they say today, competencies, is achieved if the training goes along the path not of accumulating the sum of individual skills, but in the direction from general to private.
At the same time, I direct my efforts to helping children not in memorizing individual information, rules, but in mastering a method of action that is common for many cases. I try to achieve not only the correctness of the solution of a particular task, not just the correctness of the result, but the correct implementation necessary way actions. The right way action leads to the right result.
Like many teachers, I face this problem. The child quite successfully mastered each operation separately, and memorizing the entire sequence of actions causes difficulty in him. Hence the mistakes. When working with such children, additional tasks are required to work out the algorithm of the rules. I offer children additional schemes, models, the purpose of which is to help remember the sequence of the operation. For example:
The order of parsing a word by composition:
highlight the ending
highlight the basis
highlight the root
highlight the prefix and suffix
An important part of the learning process is monitoring and evaluation activities.
I pay great attention to the tasks that children perform in pairs, in small groups. In the process of such work, control and self-control develops, because without mutual control, a joint task cannot be completed. I gradually increase the number of tasks built on the principle of self-control, when the student checks the correctness of the result of the activity himself. This is facilitated by work with the headings "Check yourself", tasks "Compare your answer with the text", "Find a mistake", etc.
In my practice I use tasks of a creative nature. I think the technique of creative storytelling is very interesting and effective. In the lessons of the surrounding world, I use the following types of stories:
storytelling based on direct perception ("The streets are full of surprises", "Bird's dining room", etc.);
a descriptive story based on comparison ("Modern and Old School", "Forest and Meadow", etc.);
story-study - a small vivid figurative description of an object (phenomenon);
story-composition about an event (“What I learned from nature”, etc.);
story - dialogue - a rather difficult type of story, combining story - description with dialogue ("A man's conversation with a tree", "What are the sparrows chirping about?", etc.)
I really like my students to carry out creative assignments using music and painting. The value of these tasks is that they are based on a combination of two of the most emotional activities: listening to music and looking at reproductions of paintings.
Tasks can be as follows:
Compare the character of the piece with the mood of the painting. (from the three pictures "Golden Autumn", "Summer Day", "February Azure" choose the one that corresponds to the mood of PI Tchaikovsky's play from the "Seasons" cycle).
Determining the nature of a piece of music and creating an imaginary picture for it.
Another type of creative assignment is educational role-playing games. In grades 1-2, an educational role-playing game is compulsory. structural component the lesson of the surrounding world. (Examples of role-playing games - "In the store", "We are passengers", "In a Slavic settlement", etc.). "Trying on the role" of real persons, animals, plants, objects of the surrounding world, students develop imagination, creative thinking, communication skills.
The implementation of the technology of the activity method in teaching practice is ensured by the following system of didactic principles:
The principle of activity is that the student, receiving knowledge not in a finished form, but, obtaining it himself, is aware of the content and forms of his educational activity, understands and accepts the system of its norms, actively participates in their improvement, which contributes to active successful the formation of his general cultural and activity abilities, general educational skills.
The principle of continuity means continuity between all steps and stages of education at the level of technology, content and methods, taking into account the age-related psychological characteristics of the development of children.
The principle of integrity - involves the formation by students of a generalized systemic view of the world (nature, society, oneself, the socio-cultural world and the world of activity, about the role and place of each science in the system of sciences).
The minimax principle is as follows: the school should offer the student the opportunity to master the content of education at the maximum level for him (determined by the zone of proximal development of the age group) and ensure at the same time its mastering at the level of the socially safe minimum (state standard of knowledge)
The principle of psychological comfort - involves the removal of all stress-forming factors of the educational process, the creation of a friendly atmosphere at school and in the classroom, focused on the implementation of the ideas of cooperation pedagogy, the development of dialogue forms of communication.
The principle of variability - implies the formation of students' abilities for a systematic enumeration of options and adequate decision-making in situations of choice.
The principle of creativity means maximum focus on creativity in the educational process, the acquisition by students of their own experience of creative activity.
Using this method in practice allows me to competently build a lesson, to include each student in the process of "discovering" new knowledge.
The structure of lessons for introducing new knowledge usually looks like this:
I. Motivation for educational activities (organizational moment) -
1-2 minutes
Purpose: inclusion of students in activities at a personally significant level.
This stage of the learning process involves the student's conscious entry into the space of learning activities in the classroom. For this purpose, at this stage, his motivation for educational activities is organized, namely:
the requirements for it from the side of educational activities (“it is necessary”) are updated;
conditions are created for the emergence
understanding the internal need for inclusion in educational activities (“want”);
a thematic framework is established (“can”).
How to work:
the teacher at the beginning of the lesson expresses good wishes to the children, invites to wish each other good luck (claps in the palm of the hand);
the teacher invites the children to think about what is useful for successful work, the children speak out;
motto, epigraph ("With little luck, great success begins," etc.)
II. Actualization and fixation of an individual difficulty in a trial learning action -
4-5 minutes
Purpose: repetition of the material studied, necessary for the "discovery of new knowledge", and identification of difficulties in the individual activities of each student.
The emergence of a problem situation
Methods for posing an educational problem:
prompting, leading dialogues;
motivating technique "bright spot" - fairy tales, legends, fragments from fiction, cases from history, science, culture, everyday life, jokes, etc.)
III. Statement of the educational problem -
4-5 minutes
Purpose: discussion of the difficulty ("Why are there difficulties?", "What do we not yet know?")
At this stage, the teacher organizes the students to identify the place and cause of the difficulty. To do this, students must:
restore the performed operations and fix (verbally and symbolically) the place - step, operation, where the difficulty arose;
correlate your actions with the method of action used (algorithm, concept, etc.) and, on this basis, identify and fix in external speech the cause of the difficulty - those specific knowledge, skills or abilities that are not enough to solve the original problem and problems of this class or type generally.
IV. Discovery of new knowledge (building a project for getting out of difficulty) -
7-8 minutes
At this stage, students in a communicative form think about the project of future educational actions: they set a goal (the goal is always to eliminate the difficulty that has arisen), agree on the topic of the lesson, choose a method, build a plan for achieving the goal and determine the means - algorithms, models, etc. This process is guided by the teacher: at first with the help of a leading dialogue, then with a stimulating one, and then with the help of research methods.
V. Primary anchoring -
4-5 minutes
Purpose: reciting new knowledge, (recording as a reference signal)
frontal work, work in pairs;
Introduction.
The main idea of the activity approach in education is not associated with the activity itself as such, but with activity as a means of the formation and development of the child's subjectivity. That is, in the process and as a result of the use of forms, techniques and methods of educational work, not a robot is born, trained and programmed to accurately perform certain types of actions, activities, but a Man who is able to choose, evaluate, program and design those activities that are adequate to his nature, satisfy his needs for self-development, self-realization. Thus, as a common goal, a person is seen who is able to turn his own life activity into an object of practical transformation, to relate to himself, evaluate himself, choose the methods of his activity, control its progress and results.
The active approach to the upbringing of a growing person in a directly practical aspect goes back to the depths of history. Human-creating, personality-creating, ennobling the functions of activity, realized at first only in the form of productive labor, were appreciated at the dawn of human culture and civilization. Labor as a material transforming object-related activity was the primary reason and prerequisite for the separation of man from nature, the formation and development of all human qualities in the course of history. Human activity, taken as a whole, in the fullness of its types and forms, gave birth to culture, poured out into culture, itself became a culture - the environment that grows and nourishes the individual. Such an assessment of the role of activity and, in particular, labor was first carried out within the framework of German classical philosophy. It was assimilated by Marxism, it is also adhered to by modern domestic humanities, the subject of which in one aspect or another is activity. Psychology and pedagogy in particular.
The formation of the activity approach in pedagogy is closely related to the emergence and development of ideas of the same approach in psychology. The psychological study of activity as a subject was begun by L.S. Vygotsky.
The foundations of the active approach in psychology were laid by A.N. Leontiev. He proceeded from the distinction between external and internal activities. The first consists of specific actions for a person with real objects, carried out by moving the arms, legs, fingers. The second occurs through mental actions, where a person operates not with real objects and not through real movements, but uses their ideal models, images of objects, ideas about objects for this. A.N. Leont'ev considered human activity as a process, as a result of which the psychic "in general" appears as a necessary moment. He believed that internal activity, being secondary to external, is formed in the process of interiorization - the transition of external activity to internal. The reverse transition - from internal to external activity - is denoted by the term "exteriorization".
By making the role of activity, especially external, in the formation of the personality, the psychological "in general," absolute, A. N. Leont'ev proposed to put the category of "activity" at the basis of the construction of all psychology. Development and educational psychology and school pedagogy in general were built on this theoretical foundation. Thus, the theoretical position of A.N. Leontiev, which was based on the scheme of the formation of the child's psyche in the form of "interiorization - exteriorization", was the starting point and foundation for the appearance in pedagogical practice and theory of not only an activity approach in teaching and upbringing, but also a general strategies for building the education system in the form of a labor, polytechnic school. In the new provisions of his theory, A.N. Leontiev outlined in the book “Activity. Consciousness. Personality ".
However, subsequent studies, especially those of A. N. Leontiev's opponents, showed the illegality of identifying activity as the sole basis and source of the development of the human psyche. The inner world, the child's subjectivity begins, arises, is not formed at all from objective grounds and not on any one basis, be it communication, activity, consciousness. The history of culture also shows that activity is not the only and exhaustive basis of human existence, so if the basis of activity is a goal formulated consciously, then the basis of the goal itself lies outside of activity - in the sphere of human motives, ideals and values, expectations, claims, and so on.
Research by S.L. Rubinstein, they made serious adjustments to the ideas about the mechanisms of the formation of the child's subjectivity in the process of activity. He showed that any external causes, and activity in the first place, act on the child not directly, but are presented through internal conditions. The child's psyche is extremely selective.
An even more decisive step towards the correction of the theory of interiorization was made by humanistic psychology. In accordance with her ideas, the child's mental development is carried out not according to the formula "from the social to the individual" (or even more generally from the external to the internal) and not only by assimilating external circumstances through internal conditions. The position of humanistic psychology is more radical: the development of a child has its own internal laws, its own internal logic, is a passive reflection of the reality in which this development is carried out. The concepts of the internal logic of development, which are key for humanistic psychology, captures the fact that a person, acting as a self-regulating object, in the process of his life acquires such properties that are unambiguously predetermined neither by external circumstances, including external activity, nor by internal conditions, including internal activities. In accordance with this view, an indispensable condition for the effectiveness of upbringing in the context of the activity approach is the reliance on the child's own forces, on the internal logic of his development, on that layer of human being, which is called spirit. The same view of the mechanism of the formation and formation of the child's subjectivity allows us to see the Activity approach to education as a personality-oriented approach.
Subject activity increasingly appears not only as an immediate cause, but mainly as a necessary condition, a prerequisite for the formation of thinking, consciousness, and subjectivity in general. A child for a teacher - a subject of educational, cognitive, educational activity - is seen as an activity integrity, as a kind of variety of properties, states, qualities, the unity of which is achieved in the main types of activity - in work, communication, cognition, in the self-education of his inner world. Activity already acts as an integrating basis for mental properties and functions. In the light of such ideas about human activity, an activity approach in pedagogy is being developed.
The essence of the activity approach in pedagogy.
In its most general form, the activity approach means the organization and management of the purposeful educational and educational activities of the student in the general context of his life activity - the orientation of interests, life plans, value orientations, understanding the meaning of education and upbringing, personal experience in the interests of the formation of the student's subjectivity.
The activity approach, in its predominant orientation on the formation of the pupil's subjectivity, seems to compare functionally both spheres of education - training and upbringing: when implementing the activity approach, they equally contribute to the formation of the child's subjectivity.
At the same time, the activity approach, implemented in the context of the life of a particular student, taking into account his life plans, value orientations and his other parameters of the subjective world, is essentially a personal - activity approach. Therefore, it is quite natural for the purpose of comprehending its essence to single out two main components - personal and activity.
The activity-based approach to upbringing in the aggregate of components proceeds from the idea of the unity of the individual with her activities. This unity is manifested in the fact that activity in its diverse form directly mediates changes in personality structures; the personality, in turn, simultaneously directly and indirectly carries out the choice of adequate types and forms of activity and the transformation of activity that satisfy the needs of personal development.
The essence of upbringing from the point of view of the activity approach is that the focus is not just on activity, but on the joint activity of children with adults, in the implementation of jointly developed goals and objectives. The teacher does not provide ready-made samples of moral and spiritual culture, creates, develops them together with younger comrades, a joint search for norms and laws of life in the process of activity and makes up the content of the educational process, implemented in the context of the activity approach.
The educational process in the aspect of the activity approach proceeds from the need to design, construct and create a situation of educational activity. They leave part of the educational process and the realization of the pupil's life, social life in general, and is characterized by the unity of the activities of educators and pupils. Situations are created in order to combine the means of teaching and upbringing into unified educational complexes that stimulate the many-sided activities of a modern person. Such situations make it possible to regulate the child's life in all its integrity, versatility and literacy, and thereby create conditions for the formation of the student's personality as a subject of various types of activity and his life in general.
The situation of upbringing activity should contain: social factors that initiate the emergence of various spiritual needs and the formation of motives for socially useful and personally significant creative activity that requires continuous reflection; the possibility and necessity of carrying out various types of such activities, requiring creativity, continuous search for new tasks, means, actions, volitional acts of subjects of activity, communication, active life position, adherence to principles, cognition in defending one's views, disinterested risk, excessive activity, readiness not only to follow towards the intended goal, but also to design new, more interesting and productive goals and meanings already in the process of activity. The organization of the situation of upbringing activity was an established practice of the Soviet school. Such situations were most fully represented by Timurov's movements.
The activity approach focuses on the senestial periods of the development of schoolchildren as the periods in which they are most "sensitive" to the acquisition of language, the development of methods of communication and activity, object and mental actions. This orientation necessitates a continuous search for the appropriate content of education and upbringing, both objective and of the same, symbolic nature, as well as appropriate methods of teaching and upbringing.
The activity approach in upbringing takes into account the nature and laws of the change in the types of leading activity in the formation of the child's personality as the basis for the periodization of child development. The approach, in its theoretical and practical foundations, takes into account the scientifically grounded provisions that all psychological neoplasms are determined by the leading activity carried out by the child and the need to change this activity.
The activity approach in education is implemented in line with the key idea of modern pedagogy about the need to transform a pupil from a predominantly object of the educational process into a subject. In this case, upbringing is understood as "the ascent to subjectivity." In the growth of the child's subjective properties, E.V. Bondarevskaya. She also considers subjective properties as the core of human culture.
According to V.V. Serikov, the child's becoming a subject is not a moment of upbringing, but its essence. Such a view of education and the place in it of the phenomenon of the formation of subjectivity allows us to conclude: the activity approach in education is, in essence, a subjective - activity approach.
Basic concepts of the activity approach.
Consideration of the categorical apparatus is feasible through the content of the category and basic concepts. For this purpose, we will carry out a very conditional classification of these categories, based on their various aspects of the activity approach.
As the first aspect, let us name the activity-oriented nature of the approach. The specified attribute most fully represents the category of activity. Of course, in its psychological and pedagogical sense. It is important to add the following to the content of "activity", which was partially disclosed in the previous chapter. Human activity is a special important form of activity, as a result of the implementation of which, transformations of the material included in the activity (external objects, internal reality of a person) are carried out, the transformation of the activity itself and the transformation of the one who acts, that is, the subject of activity. The most profound researcher of the problems of mental activity in their unity with the problems of pedagogy V.V. Davydov noted: “Not all manifestations of vital activity can be attributed to activity. Genuine activity is always associated with the transformation of reality. " Let's add: external go internal for a person. Naturally, one cannot classify such a form of activity as dreams or fantasies as an activity. The variety of types of activity (and this primarily refers to internal activity and the corresponding category) reflect such concepts as "spiritual activity", "interaction", "communication", "goal setting as an activity", "meaning-forming activity", "life creation as an activity ". The activity of the educator, the manager and organizer of the activity of the pupils, is reflected in the category of "meta-activity", or "non-objective activity". The need to maintain such a category is due to the fact that the teacher, as it were, rises above all types and forms of activity available to him and his pupils, assimilates them at a professional level in order to effectively use them in the interests of educating pupils as subjects in activity and life in general. Thus, upbringing appears as an activity for organizing other types of activity, in which the teacher himself is brought up to an equal degree. Some authors attribute the category of meta-activity to the description of the pupil's personal life. This refers to the fact that the pupil organizes his own activity and finds his meaning in it, thereby transforming his value-semantic sphere. Upbringing in this understanding appears as meta-activity to transform the pupil's value-semantic sphere through the self-organization of activity.
"Interaction" is one of the integral and essential characteristics of upbringing in the context of the activity approach. The universality of this category is that it represents and describes the joint activities of pupils, their communication as a form of activity as a condition, means, goal, driving force and, in essence, education. The concept of "educational interaction" is directly adjacent to this category. The mechanism of such interaction, and in fact, the mechanism of education, is seen in the combination of the ability not only to act, but also to perceive the actions of others. The criterion for genuine upbringing interaction is positive changes in the value-semantic sphere of the interacting subjects. In this case, we are talking about the interaction of pupils, both among themselves and with the teacher.
“Spiritual activity” is the most undeveloped and not fully comprehended by scientific consciousness form of N.Ye.'s inner activity. Shurkova, one of the most consistent researchers of the problems of spirituality in education, believes. That a person's gaze directs spiritual activity to the whole life, as it becomes clear “my” essence of life and my place in it. This is the same value-oriented activity aimed at comprehending (giving meanings), phenomena of external and internal reality and, mainly, at establishing the personal meanings of the events, phenomena, types and methods of activity of one's feelings, ideals, goals, and the like. Spiritual activity does not have a materialized result and is fundamentally different precisely by an invisible product: an idea, knowledge, principles, relationships, is immaterial and manifests itself in such a way that it can be perceived by another person.
"Goal setting". According to the presentation of the activity approach to education, this category substantiates the legitimacy of identifying "positing" as a necessary type of activity, both for the educator and for the pupils. Its product is its goal. The peculiarity of the activity approach is. That goal-setting is carried out, firstly, in the interests of the educational process as a whole, in the interests of each pupil individually, according to the periods of his development; Secondly. In the interests of the educator, taking into account his personal meanings of pedagogical activity, taking into account his abilities, principles of being, ideals, in the interests of his self-realization. In the context of the activity approach, a pupil is not just a performer, he is a subject of activity through which his self-realization is carried out. Such a differentiation of goals requires taking into account not only the types of leading activities and the laws of their change, but also taking into account sensitive periods, and especially. Determination of the "sizes" of individual zones of proximal development. At the same time, the position formulated by L.S. Vygotsky: “… while exploring what the child will do on his own, we are examining the development of the day before. By exploring what a child can accomplish in collaboration, we shape the development of tomorrow. ”
The concept of "meaning-creating activity" represents a definition of upbringing, specific for the activity approach, as a process of meaning-making, meaning-determination in the world of activities. The discovery and construction of the meanings of one's being, the meaning of one's actions, the actions of certain types of activity, their awareness and emotional perception constitute the essence of meaning-creating activity. This type of activity is highly motivated, it has an independent goal - self-determination in the world of activities. The category of self-determination precisely reflects the fact of finding one's vocation, in which a person acquires the meaning of his life.
The above integration (content) of the block of categories and basic concepts means a decisive rejection of the vulgar ideas about the activity approach as labor education. Without rejecting the role of substantive material activity, productive labor in the upbringing of a person, the activity-based approach transfers true priorities and accents to the sphere of internal activity, to the sphere of forming needs, motives, interests, ideals, and beliefs, which are the true subject of upbringing.
As the second aspect of the content of the category and the basic concepts of the activity approach, let us single out its personal orientation. This block includes the following categories and basic concepts: "personality", "personal meaning", "internal potential", "self-actualization", "self-determination", "meaning of life", "subjectivity", "subjective personality traits", "sanity", "Dignity" and others.
The specificity of the activity approach in education and training lies in its predominant orientation towards helping the pupil in his formation as a subject of his life. This fact determines the saturation of the conceptual apparatus with subjective problems. What kind of reality is the “subject” in psychology and pedagogy? This concept is considered in two meanings:
as a subject of activity, capable of mastering and creatively transforming;
as a subject of his life, inner world, able to plan, build, evaluate his actions, actions, strategy and tactics of his life.
The vital meaning of the orientation of pedagogy on the formation of the child's subjectivity is as follows. A person must perform this or that activity, creatively transform it not as a result of the influence on him of circumstances, but as a result of an internal urge emanating from the realized necessity of this action. From the belief in its truth, value, significance for him, society, for loved ones. The shortcoming of all the preceding theory and practice of upbringing consisted precisely in the fact that activity was understood as any activity of the child, mainly - reactive activity carried out in response to the teacher's demands. In the context of the activity approach, only the activity of a self-determining personality, that is, a subject, is understood. Only in this way can activity be considered as a factor in education. The concept of the subject goes to the related concept of sanity, which has been largely forgotten by the theory and practice of education. In fact, sanity is one of the subjective properties of a person. To be sane means to be able and ready to be responsible for your actions, actions, results of activities, communication. This personality trait is easy to distinguish in real everyday behavior, especially when someone tries to justify the unseemly consequences of his act by "objective" circumstances and in fact denies himself the right to be called a person due to the fact that he does not impute his own act, refuses it. This is an example of insanity, evidence of the underdevelopment of the subjective principle, the absence of subjective properties. By disclosing the concept of sanity, it is easy to reach another subjective characteristic of a person, provided by the concept of "dignity of a person". The dignity of a person is determined precisely by what a person imputes to himself, what he takes under his responsibility. If he is not able to become responsible even for his act, each time thinking up on whom to shift its consequences, then is it possible to talk about the dignity of such a person. Dignity and sanity as the subjective characteristics of a person are, as it were, merged, they can only be talked about in interrelation. Insanity is like a sentence in the refusal to be a person, in the inability to be responsible for something. Dignity, that is, a measure of the value of an individual, is defined as a person's skills and abilities, not the presence of talent or skills.
The dignity of the individual as a subjective property is manifested in the ability to take responsibility for a deed, for an act. And the more essential the deed, the deed, imputed to oneself, the higher the dignity of the individual. It is in this sense that dignity is a measure of the value of an individual. Hence, two important conclusions can be drawn for assessing the activity approach from the standpoint of morality:
the concepts of sanity and dignity represent the approach as focused on the moral foundations of a child's being;
reveal the most sensitive aspects and "places" for the application of the educational efforts of the teacher: the acquisition of the qualities of sanity and dignity is the most attractive prospect for an adolescent and a young man.
Subjective personality traits are also manifested in a person's ability to communicate, interact, establish personal contacts, and understand. The ability to enter into a dialogue and maintain it, most importantly, in the developed abilities to make semantic transformations not only in oneself, but in others. To become a subject means to represent oneself to others, to be reflected in others, to continue oneself in them, to “be sealed”. The deep meaning of pedagogical interaction lies in the possibility of broadcasting, the interchange of subjectivity. The noted personality traits are represented by a whole "family" of concepts that reflect the subject's focus on the realization of his "self" - "self-esteem", "self-education", "introspection", "self-restraint", "self-identification," self-determination, "self-education".
Let us single out the third block of basic concepts, taking as a basis the methodological and methodological components of the approach, that is, what is designated as organization and management in the definition of the approach. The concepts of "organization" and "management" are interpreted in approximately the same way as is accepted in most successfully implemented concepts of education, namely, as the organization of the educational process and management of personality development by creating favorable conditions for him, which include the educational environment. The motivation of the teacher and the pupil, the personality of the educator. At the same time, the concepts of different authors note flexibility, mediation, a variety of forms of this management process, which allows us to speak not so much about strict regulation as about a carefully organized direction of development. This block includes categories and concepts: educational space, method, mechanisms of education, organization of the educational process, space of activity, result of education, situation of activity, situation of education, socio-cultural educational space, means of education, subject space, management of personality development, forms of education, goal education.
The peculiarity of the above list lies in its saturation with the ideas of situational education. The basic category in this regard is the situation of activity, which is a modification of the concept of a pedagogical situation. The specific position of the activity approach in education regarding the relationship between the subject and the situation of activity is the fundamental inadaptation of being a person, the subject means emancipating from the situation, being above it, striving for its transformation. At the same time, “being above it” and “emancipating” is not only not depending on the facts of the situation, but also raising by means of overcoming, “overfulfilling” tasks, to move above the situation, enriching the situation with a set of possible activities. The concept of "upbringing mechanism" reflects the individual's own activity, included in the upbringing process as a subject and co-author. However, in the case of an activity-based approach, it is not enough to point out "one's own activity". Not all activity is an activity in the educational aspect. The upbringing mechanism is focused on "non-adaptive activity", which manifests itself in the phenomena of creativity, cognitive activity, in the creative transformation of the situation, in self-development, in the readiness not only to follow the intended goal, but also in the process of activity to construct new, more significant and interesting goals and meanings ... The mechanism of upbringing is also concentrated in "oversituational activity" as a person's readiness not only to independently and consciously perform various actions and deeds, but also to strive for something new, unplanned within the framework of an already ongoing activity.
The concept of "content of education" includes a joint search for values, norms and laws of life, their study in specific activities. it is important to clarify in this definition that the form of search is a modern reflective dialogue between a teacher and a pupil, in which the meanings of activity and life itself are acquired, and the subject of the search is new forms, means, combinations and connections.
The concept of "the result of education" is associated with the category of quality. This is due to the fact that upbringing differs from other pedagogical processes in its orientation not on quantitative, but on qualitative transformations of the pupil (as, incidentally, of the educator himself). The child is attached not so much to knowledge, but mainly to the meaning of activities, events, his life, which is the essence of a new quality of a person.
Principles as an integral part of the activity approach.
The specific principles of the activity approach are as follows:
the principle of subjectivity of education;
the principle of accounting for the leading types of activity and the laws of their change;
the principle of accounting for sensitive periods of development;
the principle of co - transformation;
the principle of overcoming the zone of approaching development and the organization of joint activities of children and adults in it;
the principle of enrichment, strengthening, deepening of child development;
the principle of designing, constructing and creating a situation of educational activity;
the principle of mandatory effectiveness of each type of activity;
the principle of high motivation for any kind of activity;
the principle of obligatory reflectivity of any activity;
the principle of moral enrichment of the types of activity used as a means;
the principle of cooperation in the organization and management of various activities.
Implementation of the activity approach in the practice of education.
The general orientation in using the methods of educational activity is due to theoretical orientations, in fact, according to which the leading type of activity and the various types of activity derived from it are the greatest educational effect. The dynamics of the change in the methods used is subordinated to the basic idea of the activity approach, which is expressed by the very definition of the essence of upbringing, as an ascent to subjectivity. Therefore, the definition by this method of considering the methodology of education in the light of the movement of the child's personality along the path of the formation of subjectivity is presented.
If at preschool age the leading type of activity is play, then the methods of educational work take the form of play: collective games with peers, play with parents. At the same time, the child builds various types of games - director's game, story game, game by the rules, which allows creating various combinations of play activities as the basis of upbringing methods.
The main mistake that lies in wait for the educator at this stage, as well as the subsequent ones, lies in the absolutization of the leading type of activity. The name itself says that the leading type of activity is not the only one. So, along with play as the leading type of activity in preschool age, various forms of productive activity are formed (drawing, modeling, design, application, and others), organized classes are practiced that open up unlimited possibilities for a variety of educational methods.
For the adolescent (junior schoolchild), the educational type of activity becomes the leading type of activity. Therefore, educational methods that contribute to the formation of the child's subjectivity are concentrated mainly in educational activities. The result of the child's educational activity is, first of all, changes in the student himself, his development. The subject of changes becomes the child himself as a subject carrying out this activity, which turns the child on himself, requires reflection, self-assessment. Naturally, in such a psychological situation, the most adequate methods of upbringing are the methods of introspection, self-assessment, self-criticism, self-control, and the like.
Relations between children in the classroom are built mainly through the teacher, he organizes their joint activities and communication. Therefore, the methods of organizing the children's collective come to the fore: collective uniform requirements, collective self-government, collective self-service, collective competition, and so on. Adequate for this situation is the method of collective perspective, which is a long-term goal that generates aspiration and voluntary fascinating activity.
The younger student has not yet lost interest in the game, although it has ceased to be the leading type of activity. The game will accompany a person throughout his life. The specificity of the method of upbringing by playing activity is that children give preference to playing according to the rules. Younger schoolchildren are extremely sensitive to the implementation of the rules, and their exactingness in this regard extends not only to their peers, but also to the teacher.
Methods of everyday communication, business, comradely, trusting interaction: the method of respect for the child's personality, pedagogical requirement, persuasion, trust, sympathy, and so on, are extremely relevant for primary schoolchildren.
The adolescent's high assessment of his learning activity makes him extremely sensitive to those assessments that are given to him by significant adults, primarily a teacher, parents, and acquaintances. Therefore, in elementary school, favorable conditions are objectively created for the use of not only influencing and interacting methods of education, but also methods that take into account the assistance of children to the educator. These include methods of supporting the initiative, methods of self-organization of interaction, joint learning activities. At the same time, the psychological basis of the unity of teaching and upbringing is the presence of interconnections between educational and other types of activity, especially with difficulty, which contributes to the formation of the moral qualities of the personality of a younger student.
The transition from adolescence to adolescence is marked by a crisis of adolescence, which means the formation of the subject of social relations. The problem of leading activity - in the crisis of adolescence, in the formation of the child as a subject of social relations in Russian psychology remains open. In the process of such activity, does the teenager satisfy to the greatest extent his need to establish himself in the system of social relations, to know himself, to become on a par with adults? There are different answers to this question:
communication with peers, which is a kind of reproduction of relationships that exist between adults;
socially significant activity that contributes to the satisfaction of the need for communication with peers and adults, with the recognition by adults of independence, self-affirmation and self-esteem;
assimilation of various models of adulthood;
search for new types and forms of socially significant activities.
The following fact also deserves consideration: the idea of a social orientation of activity is central to horses, rotaries and other teenage associations of the West. The conclusion here can be this: the difficulties in identifying the leading type of activity are due to the real presence in adolescence of many other ways of resolving the crisis, a fan of activities in which the adolescent realizes his needs. However, the pedagogical conditions for resolving the developmental crisis at this stage of growing up are obvious. They consist in the use of methods, means and forms of education that ensure the presence of community, compatibility in the life of a child and an adult, cooperation between them, in the process of which new ways of their social interaction are formed.
The central requirements of the methodology are the inadmissibility of imposing motives of activity inadequate to adolescence. It is expedient to try to impose the motive of educational activity in relation to knowledge in school in general, to general education. But the motive of educational activity can be revived when it comes to a socially prestigious specialty. In the conditions of modern Russian school, the problem of adequate motivation is complicated by the attitude of the majority of educators and teachers to be forced to study as the main way of interacting with a teenager. Motivation for educational activity can be the focus of an educator's attention when it comes to productive work, especially paid work, sports, socio-political, artistic activities. The motives behind this activity are social affirmation among peers and adults. A special place in the system of upbringing methods is occupied by work together with adults and activities for the benefit of other people. The combination of paid forms of work with charitable activities contributes to the moral enrichment of the teenager's personality.
Adolescence is traditionally called transitional, difficult, critical. L.S. Vygotsky believed that the psychological nature of the crisis lies in the emergence of self-awareness. This gives rise to the desire for self-affirmation, self-expression, self-education. Blocking these needs also forms the basis of the growing up crisis. There is no doubt that methods that initiate introspection, self-criticism, self-control, self-restraint, and self-punishment become adequate methods of educational work in such conditions. This is all the more relevant because a teenager is uncritical to the true volume of his knowledge, abilities, skills, experience of value-semantic activity. One of the central features of the adolescent is the intense search for himself. Often this search is irritating and imitative. "Meeting" as one of the unstable forms of being is most relevant in these situations. These meetings are not organized, they will take place, of course, with an active search for them. A critical attitude towards oneself, a choice of oneself can also take place during the realization of other forms of unstable life - disappointment, love, awakening, revelation. The life itself, the real being of the pupils is full of such unstable states, and the task of the educator is to replace them and make them a method, a form, a means of upbringing.
The adolescent has a heightened sense of maturity in relation to himself as an adult. Behind this lies a more private need for respect, trust, tact, recognition of human dignity and the right to independence. The most popular method of everyday communication, business, comradely, trusting interaction should include those that imply respect for the personality of a teenager, discussion of a variety of life issues, understanding, trust, sympathy. Conflict situations as a method of upbringing are also relevant due to the fact that adolescence is not only the age of unmet needs, but also of exorbitant claims, which often results in conflicts.
The main incentive for any activity organized by the educator is its effectiveness. A teenager strives for an immediate result, and this result is a source of new needs, a stimulus for new aspirations for activity. therefore, such methods of organizing a teenage collective as a collective perspective, the foreseen result must be combined with an everyday, albeit insignificant, result.
The adolescence crisis is marked by a sharp increase in the knowledge of the peer group in the process of the student's personality development. Along with the formation of adult models, the first contacts with smoking, alcohol, drugs take place in such groups. The method of fostering immunity to bad habits is mostly situational in nature. But, given the fact that adolescents are becoming self-aware as a central neoplasm, methods of addressing feelings - conscience, feelings of love, self-esteem, shame, disgust, fear become in demand and to a large extent effective. Of course, external objective activity in the directed saturation of the life of the group is important. But one should take into account the fact that external activity is more often adaptive in nature, while internal activity is transformative.
Most often, those children who are preparing to enter a university study for high school. Therefore, the problem of motivation for learning fades into the background. In the foreground is the problem of assimilating a huge layer of knowledge in connection with the upcoming graduation and admission exams to the university. At the same time, not only didactic goals are realized, but mainly the goals of education, self-education, development and self-development. The student is transformed from a passive object of pedagogical influence into an active subject. Joint educational activity, preventing the formation of an individualistic orientation of teaching, forming a readiness for mutual assistance, solidarity, is the next important direction of the teacher's activity in the senior grades. The forms of joint educational activity are diverse. However, in the conditions of the intensive formation of new interests, motives, focused mainly on the future, extracurricular, cultural, educational and charitable activities are relevant. High school students make reports, lead the work of circles, provide various moral and material assistance to needy students. This practice, to some extent, contributes to the professional self-determination of young men and women.
One of the constant psychological characteristics is “retirement from school”, feverish activity associated with various ideals of activity - communication, participation in youth movements, sports, artistic creativity. As a consequence of such a "departure" - skipping classes, a decrease in academic performance. The educator must understand and accept this natural "fermentation", the confusion of feelings, aspirations, doubts. There is a search for oneself, a sphere of self-determination, and a student for help in the form of sympathy, support, advice. Instructive notations, punishments in these conditions will be unacceptable.
Youth is a process of self-identification, self-acceptance. This is realized through the isolation of responsibility for its results in the activity of the individual. Important methods of satisfying the needs for self-identification are various assignments associated with constant natural activities within the school, microdistrict. Self-acceptance, self-identification needs approval, encouragement, as well as anticipation, but not hard-hitting criticism and ridicule.
At the same time, the tendency to manifest oneself in various forms, especially in the manner of dressing, moving, in a kind of assessments of the phenomena of everyday life, culture that have the character of shocking, the desire to stand out not due to internal culture, but due to external effects need constant and delicate appeal to will, intellect, conscience, shame, pride, aesthetic feeling as methods of educational influence. At the same time, manifestation is a value-oriented activity, of course, in a caricature form. And the educator must take this into account, see in her a form of searching for oneself, a way of self-affirmation.
Along with self-identification as a value-orientating activity, search activity has revenge and identification activity. The Teacher as a social adult often acts as a real partner in community with whom a young man or girl identifies himself. The personal example as a method of education becomes a constantly acting fact that determines the nature of identification.
Thus, in spite of the real “departure” from school both in subject and value-semantic activity, the teacher-educator of high school students continues to organize and manage various types, types and forms of activity in the interests of the formation of human subjectivity. The space of organization and management is by no means shrinking, but, on the contrary, expands due to the circulation of internal types of activity.
Conclusion.
An important methodological and methodological position at this stage of the formation of personality subjectivity is the realization, comprehension of the fact that all quirks, all egoism, all narcissism and disobedience of early youth are structured around the main thing - around the value-orientational, value-semantic activity of self-determination. This is the essence of the type of activity in early adolescence. This fact acts as the main reference point for all previous educational activities, contributing to the formation of the individual as a subject of his life, his position, his search for a place in society, that is, self-determination.
List of used literature
1. Zaitsev V.N. Practical didactics. Moscow, 2000
2. Muravyova E.G. Design of learning technologies. Ivanovo, 2001
3. Peterson L.G. What does it mean to be able to learn. Moscow, 2006
4. Selevko G.K. Modern educational technologies. Moscow, 1998
5. Stepanov E.N., Luzina L.M. To the teacher about modern approaches and concepts of education. Moscow, 2002
