Final test for the course on the basics of education. Personality education is
Correct answers in pedagogy tests are indicated by "+"
1. Types of punishment in pedagogy include:
A) moral and verbal condemnation,
b) fines and penalties,
c) deprivation of the right to education.
2 - test. The development of pedagogy is due to:
a) a series of scientific and technological revolutions in the twentieth century,
B) the conscious need of society to form the younger generation,
c) the attention of the elite to the problems of development of lower social strata.
3. Pedagogy is the science of
a) raising a child in educational institutions,
B) education and upbringing of a person, mainly in childhood and adolescence,
c) free formation of a person’s personality from birth to old age.
4. Social pedagogy- this is science
A) about the impact of the social environment on the formation of a person’s personality,
b) about raising a child within the educational system,
c) about the forms of interaction between the individual and society.
5. What is a person’s worldview?
A) A person’s system of views on the surrounding reality – nature and society.
b) Awareness of one’s own “I” in the process of social interaction.
c) Assessing the activities of the state from the point of view of a citizen.
6. The subject of pedagogy is
a) the process of teaching a child in educational institutions,
b) the process of communication between teacher and student,
C) the process of formation and development of personality in the course of its training and upbringing.
7. Socialization is
A) the process of an individual’s entry into the social environment by mastering social norms,
b) the process of teaching students in preschool and school educational institutions,
c) the process of continuous education of an individual throughout his life.
8. The method of education is
a) a method of stimulating the development of the student by presenting him with a standard,
b) a method of developing knowledge, skills and abilities that is relevant for a certain age,
C) a method of influencing the consciousness, will and feelings of the person being educated in order to develop certain beliefs in him.
9. Punishment is
A) a method of pedagogical influence that prevents undesirable actions,
b) a method for identifying personality defects,
c) the main method of education and personal development.
10. Personality in pedagogy is expressed by the totality
a) knowledge, skills and abilities,
B) social qualities acquired by the individual,
c) biological and social characteristics.
11. Tests - The term “pedagogy”
a) proposed by Voltaire to designate a new direction of philosophy,
B) goes back to an ancient Greek source,
c) was recognized in the 19th century in connection with the successes of developmental psychology.
12. Sources preschool pedagogy like science is
A) folk tales and legends,
b) regulations in the field of up to school education,
B) experimental research and best teaching practices.
13. The term “pedagogy” comes from
a) Latin “child” + “to educate”,
b) Greek “child” + “teach”,
B) Greek “child” + “to lead”.
14. The subject of pedagogy is
A) the process of formation and development of personality in the course of its training and upbringing,
b) formation of didactic tools for teaching a child,
c) the regulatory framework ensuring the continuous education of the child.
15. Education is
A) a purposeful process of education and training,
b) the process of interaction between teacher and student,
c) a system of state and municipal institutions.
16. Pedagogy as a science
a) formed in Ancient Greece in the works of Aristotle,
b) formed in the twentieth century after the appearance of Vygotsky’s works,
B) was formed in the 17th century in the works of Comenius.
17. Didactics is a branch of pedagogy,
a) studying the basics of personality formation in the educational process,
B) considering educational issues,
c) studying issues of education.
18. State standards in pedagogy are
A) official, documented requirements for content educational process and its provision,
b) the maximum indicators that all students should strive for,
c) socially approved results of educational activities.
19. The levels of school education in the Russian Federation include
a) primary, secondary and high school education,
B) primary general, basic general and complete general education,
c) preschool, school and higher education.
20. Self-education is
A) the process of acquiring knowledge and developing skills initiated by students outside the education system at any age,
b) teaching students at home and passing exams at an educational institution,
c) preparation for final certification outside the educational institution.
Test No. 21. Pedagogical experiment –
a) spontaneous change in the pedagogical process, motivated by changes in pedagogical conditions,
b) registration of facts in the process of training and education,
C) controlled transformation of the pedagogical process to substantiate a scientific hypothesis.
22. To methods pedagogical research relate
a) blame and moral condemnation,
b) encouragement and rewards,
C) study of teaching practice.
23. The system-activity approach in pedagogy is associated with names
A) Vygotsky, Elkonin, Davydov,
b) Comenius, Bacon,
c) Zimnyaya, Kraevsky, Lebedev.
24. The term “zone of proximal development” was proposed
A) Vygotsky,
b) Zankov,
c) Elkonin.
25. Formative experiment in pedagogy
A) requires specially designed tasks to test the pedagogical hypothesis,
b) is carried out in secret from students without fail,
C) synonymous with a natural experiment.
26. Ascertaining experiment in pedagogy
a) synonymous with formative,
b) aimed at mandatory changes in pedagogical conditions,
C) is associated with measurements of the actual state of the elements of the educational process.
Test. 27. The first fundamental studies on the age characteristics of preschool and younger children school age carried out
A) Piaget, Vygotsky,
b) Bacon, Comenius,
c) Montessori.
28. Theoretical basis developmental education developed
a) Galperin, Talyzina,
B) Blonsky, Vygotsky,
c) Elkonin, Davydov.
29. Playing activities in primary school age
a) becomes the main one,
B) remains important, but auxiliary,
c) stops.
30. Personal communication becomes the leading activity
A) in adolescence,
b) at primary school age,
c) in preschool age.
31. First formulated the principles of learning
a) Aristotle,
B) Komensky,
c) Sukhomlinsky.
32. Translated from Greek, pedagogy means
A) “I’m taking the child”,
b) “teaching a child”,
c) “I understand the child.”
33. The system of pedagogical sciences includes
A) preschool pedagogy,
b) socionics,
c) developmental psychology.
34. The cognitive component of self-awareness includes
a) self-education,
b) self-development,
C) a person's knowledge of himself.
Test No. 35. Socially determined personal properties are
a) hierarchical relationships,
B) value relations,
c) subject-object relations.
36. The rule from easy to difficult refers to the principle
A) systematic and consistent,
b) logic,
c) argumentation and evidence.
37. The internal motivation of a person to a particular type of activity is
B) motive,
c) reason.
38. A purposeful process of training and education in the interests of the individual is
A) education
b) development,
1. The science of learning, education, their goals, content, methods, means is called...
1. didactics
2. education theory
3. pedagogical management
4. pedagogical technology
2. The term “didactics” was first introduced by...
1. W. Rathke
2. Ya.A. Comenius
3. J.J. Rousseau
4. I.G. Pestalozzi
3. By didactics I meant “the universal art of teaching everyone everything”...
1. Ya.A. Comenius
2. P.F. Kapterev
3. K.D. Ushinsky
4. A. Disterweg
4. The processes of teaching and learning with their conditions and the results obtained are the subject ...
1. didactics +
2. technology
3. theories of education
4. control theories
5. The functions of the learning process are...
1. educational, educational, developmental
2. educational, prognostic, design
3. educational, educational, explanatory
4. developmental, educational, prognostic
6. The set of principles, content, methods and means of teaching, forming an integral structure and subordinate to the objectives of training, constitute...
1. didactic system
2. pedagogical theory
3. pedagogical system
4. didactic theory
7. Teaching is understood in didactics as...
1. student activities
2. interaction between students and teacher
3. perception of new knowledge
4. formation of skills
8. Management of educational and cognitive activities of students is called...
1. teaching
2. development of student interest
3. personality formation
4. teaching
9. The connections between the goals, content, methods, means, and forms of education refer to ___ regularities
1. general
2. external
3. internal
4. private
10. The effectiveness of learning depends on the appropriate involvement of the senses in the perception and assimilation of educational material - this is the principle...
1. availability
2. visibility
3. consciousness and activity
4. strength of knowledge
11. The principle of the leading role of theoretical knowledge is used in the concept of ___ learning
1. developing
2. problematic
3. optimization
4. programmed
12. The learning process is called...
1. teaching
2. educational activities
3. specific process of cognition, controlled by the teacher
4. educational activities
13. The didactic principles do not include the principle...
1. Humanity training
2. visibility
3. systematic and consistent
4. relationship between theory and practice of teaching
14. The structure of educational activities does not include...
1. mastery of a system of knowledge, cognitive abilities and practical skills
2. development of learning motives
3. formation moral qualities and beliefs
4. mastering ways to manage one’s educational activities and one’s mental processes
15. The two-way nature of learning is manifested in the unity...
1. teaching and learning
2. development and education of students
3. school and extracurricular activities
4. joint efforts of family and school to develop motives for learning in students
16. The principle of visibility in didactics means...
1. use of posters, diagrams, paintings in the learning process
2. conducting experiments during the learning process
3. watching movies and videos
4. involving the senses in the perception of educational material
17. The structure of the learning process does not include...
1. determining the level of thinking of students
2. defining goals and objectives
3. planning (selection of content, methods, techniques, means and forms)
4. analysis and evaluation of learning results
18. The reference level of education required for a given society in a certain historical period of time is...
1. educational qualification
2. educational standard
3. curriculum
4. school program
19. A document defining the content of education of a certain level and focus is...
1. educational program
2. tutorial
3. working curriculum
4. author's program
20. A normative document defining the composition of academic subjects, their distribution by years of study, the amount of time for each subject is...
1. textbook
2. educational field
3. curriculum
4. curriculum
21. Among the concepts of “education”, “content of education”, “curriculum”, “educational field”, the most ambitious is the concept ...
1. “content of education”
2. "curriculum"
3. "education"
4. "educational area"
22.The founder of the theory of formal education is...
1. Ya.A. Comenius
2. G. Spencer
3. I.F. Herbart
4. A. Disterweg
23.The theory that is closest to the ideas of programmed learning is...
1. pragmatism
2. behaviorism
3. positivism
4. humanism
24.The experience of creative activity and an emotional and value-based attitude to the world was included in the content of education...
1. V.S. Lednev, Yu.K. Babansky
2. V.V. Kraevsky, I.Ya. Lerner
3. V.V. Davydov, B.P. Esipov
4. M.N. Skatkin, D.D. Zuev
25. With _____ structure of educational content, the same question is repeated several times, its content is expanded with new information, connections and dependencies
1. concentric
2. linear
3. spiral
4. mixed
26.Priority development of general cultural components in the content of education is...
1. humanization
2. democratization
3. humanitarization
4. in-depth study
27. A didactically sound system of knowledge, skills and abilities, reflecting the content of science, is...
1. educational area
2. curriculum
3. educational program
4. academic subject
28.An action brought to automaticity is called...
1. skill
2. knowledge
3. skill
4. behavior
29.The objects of standardization in education do not include...
1. teacher’s educational plan
2. content
3. volume of study load
4. level of training of students
30.The content of education is understood as...
1. a set of knowledge, skills and abilities that develop stable characteristics of individual mental processes
2. a set of successive educational programs and state educational standards various levels and focus
3. financial support from government and public organizations middle and high school
4. a pedagogically adapted system of knowledge, skills, experience of creative activity and emotional and value-based attitude to the world
31.The concept of “quality of education” does not include...
1. degree of success in mastering educational programs by students
2. measure of implementation of the State educational standard on a personal level
3. level of moral culture of students
4. level of personal interaction between teacher and students in the learning process
32. A normative document revealing the content of knowledge, skills and abilities in an academic subject is...
1. curriculum
2. curriculum
3. basic curriculum
4. educational standard
33.The leading type of educational literature containing a systematic presentation of educational material is ...
1. tutorial
2. tutorial
3. methodological manual
4. methodological recommendations
34. The class-lesson system was theoretically justified...
1. Ya.A. Comenius
2. K.D. Ushinsky
3. J. Locke
4. A. Disterverg
35. The external expression of the coordinated activity of the teacher and students, carried out in the established order and a certain mode, is ...
1. learning process
2. teaching method
3. form of training organization
4. teaching
36.The lesson goes according to the scheme “repetition of covered material – mastering new material – practicing skills – applying knowledge in practice – homework...
1. combined
2. mastering new knowledge
3. repetition and consolidation of knowledge
4. generalizations and systematization
37. Among the concepts of “lesson”, “lesson structure”, “form of organization of teaching”, “type of lesson” the most common is the concept ...
1. "lesson"
2. “form of organization of training”
3. “lesson type”
4. “lesson structure”
38. A training session at the senior level of education in the form of a collective discussion of the issues being studied is ...
1. seminar
2. elective
3. consultation
4. conference
39. Form of organization of training that allows you to study phenomena and processes in natural conditions, - This …
1. practical lesson
2. educational tour
3. laboratory lesson
4. additional lesson
40.The form of training organization used to develop practical skills is...
1. workshop
2. educational conference
3. optional course
4. object lesson
41. Extracurricular form of training aimed at developing skills independent work, - This …
1. excursion
2. seminar
3. homework
4. consultation
42. A form of educational organization in which the teacher conducts classes in a class with a constant composition of students same level development, according to a firm schedule and clearly established regulations, is...
1. lesson
2. elective
3. lesson with lagging behind
4. seminar
43.The main types of lessons include lessons...
1. studying new material, developing skills, generalization and systematization, monitoring knowledge and skills, combined
2. memorization, demonstration of aids, combination, control
3. individual and differentiated work with students, generalization and systematization
4. solving problems, performing experiments, writing essays
44.According to the number of students and the characteristics of interaction between teacher and students, forms of organizing training are distinguished: individual, group and ...
1. brigade
2. individual-group
3. class lesson
4. frontal
45.The types of lessons identified in pedagogy do not include...
1. combined lesson
2. business game
3. lesson of learning new material
4. lesson of generalization and systematization of knowledge
46.The advantage of the class-lesson system is...
1. profitability
2. individual approach to students
3. high quality knowledge acquisition
4. orientation towards the “average” student
47.The study tour refers to...
1. types of training
2. principles of training
3. auxiliary forms of training
4. types of knowledge control
48. The structural components of the lesson do not include...
1. intelligence diagnostics
2. organizational moment
3. checking homework
4. consolidation of new material
49. A general educational institution for high school students with in-depth study of disciplines in a specific profile is called...
1. gymnasium
2. college
3. lyceum
4. pro-gymnasium
50. A school based on the pedagogical concept of one teacher or a team of teachers is called...
1. profile
2. developing
3. copyright
4. professional
51.Private educational institutions and institutions of public and religious organizations belong to the group of ___ institutions
1. non-state
2. municipal
3. special
4. profile
52. An educational institution that provides training and education for students from grades 1 to 11 on the basis of in-depth, including specialized pre-vocational training, is ...
1. pro-gymnasium
2. educational complex
3. real school
4. gymnasium
53.The basis for dividing schools into state, municipal and non-state is...
1. organizational and legal form
2. nature of the knowledge communicated
3. focus of training
4. implemented program
55.Schools where children at will or, by the will of their parents, they master the basics of one or another religious doctrine, called...
1. Sunday
2. communes
3. boarding school
4. labor
56.Educational institutions are distinguished by level of education...
1. general education, professional
2. confessional, secular
3. primary, secondary, higher
4. men's, women's
57.Newly formed and reorganized educational institutions providing secondary specialized professional education or the initial cycle of higher education, are called...
1. colleges
2. educational complexes
3. “school-university” complexes
4. lyceums at the university
58.Inherent educational institution goals, objectives, content and organization of educational educational process characterize...
1. level of education
2. view educational institution
3. innovation processes
4. type of school
59.The main purpose of creating various types of educational institutions is ...
1. revival of the intellectual and spiritual potential of society
2. creation of a unified educational space
3. ensuring the relationship between theory and practice
4. regulation of the educational process
60. An educational institution that is basic element educational system is called...
1. school
2. university
3. school
4. institute
61. An educational institution that combines education and scientific activity, the meaning of which was originally understood as “a union of people interested in science,” is called ...
1. university
2. higher school
3. academy
4. institute
62. The classification of educational institutions by organizational and legal forms does not include ___ institutions
1. state
2. non-state
3. municipal
4. military
63.B educational institutions impossible to get ___ education
1. initial professional
2. initial general
3. basic general
4. average general
64.Based on the scale of changes made, pedagogical innovations are divided into...
1. local, modular, system
2. external, internal, resource
3. resource, educational, content
4. organizational, didactic, methodological
65. The managerial process of creating, evaluating, mastering and applying pedagogical innovations by the teaching community is called...
1. transformative
2. creative
3. advanced
4. innovative
66. Complete reconstruction of the school as an educational institution is expected with ___ changes
1. local
2. system
3. modular
4. resource
67.Introduction into primary school didactic system of developmental education L.V. Zankova corresponds to ___ changes
1. local
2. systemic
3. internal
4. modular
68. Innovation is the result of...
1. scientific research
2. socio-political changes
3. Administration order fulfillment
4. involuntarily obtained during the development of the institution
69. Differentiation of learning that determines optimal mode The work of students, taking into account their individual characteristics, is called...
1. external
2. multi-level
3. internal
4. profile
70. Taking into account the individual characteristics of students in the learning process is...
1. individualization
2. differentiation
3. optimization
4. integration
71.The general talent of children is manifested in...
1. ability for music, drawing +
2. discipline
3. independence, critical thinking +
4. initiative
72. Innovations developed and implemented by employees and organizations of the education system are called pedagogical(s) ...
1. experience
2. innovation
3. reforms
4. skill
73. Pedagogical innovations include changes in...
1. content of education
2. structure of the education system
3. equipment of educational institutions
4. education status
74.Orientation on the orientation of the individual, his value orientations, life plans, motives for activity and behavior - the basis of the ___ approach
1. system
2. individually differentiated
3. personal
4. cultural
5. anthropological
75. The science that studies new formations, new phenomena in various spheres of human activity is called...
1. prognostication
2. innovation
3. futurology
4. systemology
76. The form and result of a discovery, the bearer of new properties and characteristics of an object is called....
1. innovation
2. novelty
3. invention
4. model
77. Innovation in education is...
1. originality of school life
2. dissemination of innovations in teaching practice
3. conservative approach in education
4. creativity to teaching activities
78.The main objects of innovative transformations in the pedagogical system do not include...
1. social environment
2. pedagogical technology
3. content of education
4. school management
79. Innovations in the pedagogical system that improve the course and results of the educational process are called ...
1. innovation
2. development
3. progress
4. adjustment
80. Methods... are specific ways of influencing the consciousness, feelings, and behavior of children to solve pedagogical problems in joint activities.
1. education
2. training
3. pedagogical impact
81. The situation ... is to create conditions in which students learn to get out of a non-standard situation.
1. success
2. creativity
3. leadership
82. The active activity of a child, aimed at developing positive qualities and eliminating negative ones, is...
1. education
2. self-education
3. self-development
83. ...type of wrong family education It manifests itself in the fact that the child is entrusted with numerous ambitious hopes of his parents and the idea is instilled in him that he must necessarily justify them.
1. education in conditions of increased moral responsibility
2. education according to the type of “idol” family
3. lack of education
84. ... education is aimed at developing a responsible attitude towards one’s homeland.
1. legal
2. civil
3. public
85. Economic education includes:
1. health promotion;
2. development of economic thinking and behavior
3. knowledge of the economic patterns of social development
d) understanding and appreciation of beauty
86. Techniques of educational influence:
1. contributes to the organization of a certain educational situation;
2. involve the pupil in active and interesting activities;
3. necessarily involve communication between the child and the teacher;
4. perform the functions of diagnosing relationships, their formation, and adjustment.
87. Family pedagogy…
1. aimed at developing methods and forms of the educational process in the family;
2. set yourself the task of creating new technologies for training and education;
3. proceeds from the principle of humanism, considering man to be the highest value;
4. serves to enhance pedagogical culture parents;
88. Education is...
1. purposeful process of behavior formation;
2. a specially organized system of external conditions created in society for human development;
3. the process and result of a person’s assimilation of generational experience in the form of a system of knowledge, skills, and abilities;
4. stimulating the activity of the personality being formed and organized activities.
89. Accustoming as a method of education presupposes... “Accustoming as a method of education presupposes the cultivation in the pupil of the ability for organized actions and reasonable behavior as a condition for the formation of the foundations of morality and sustainable forms of behavior.”
1. organizing the regular performance of actions by pupils in order to transform them into habitual” forms of behavior;
2. stimulating the student to new actions;
3. cultivating in the pupil the ability for reasonable behavior and organized actions;
4. development of emotional rejection of antisocial actions and behavior.
90. Modern didactic system...
1. focused on developing students’ cognitive activity, independence, responsibility for their choices and actions;
2. aimed at developing a system of scientific knowledge and intellectual skills in students;
3. considers the student as an object of learning;
4. comes from an understanding of learning as a means of personal development in accordance with socially determined goals.
91. Pedagogical laws...
1. are probabilistic in nature;
2. appear as a trend;
3. strictly determined;
4. reflect the internal essential connection of learning phenomena that determine their necessary manifestations and development.
92. Developmental training involves the following:
1. development of cognitive motives and cognitive abilities;
2. students’ awareness of the methods of their learning activities;
3. implementation of the starting point about the leading role of learning in relation to mental development;
4. operational diagnostics the level of knowledge achieved by students.
93. The curriculum contains...
1. thematic content of the material being studied;
2. duration school year, duration of semesters (quarters) and holidays;
3. distribution of subjects by semester (quarter) and year of study; d) a list of educational equipment and visual aids.
94. The driving forces of learning are...
1. society’s need for specialists in this profile;
2. contradictions between the cognitive tasks put forward during training and the level of knowledge, skills and abilities that students possess;
3. the presence of a material and technical base at the educational institution that meets the state educational standard.
4. recommendations, rules, norms regulating the educational process.
TheorAndI'm learning
Essence,driving forces, logic of the learning process
1. The science of learning, education, their goals, content, methods, means is called...
Didactics +
Education theory
Pedagogical management
Pedagogical technology
2. The term “didactics” was first introduced by...
V. Ratke +
Ya.A. Comenius
J.J. Rousseau
I.G. Pestalozzi
3. By didactics I meant “the universal art of teaching everyone everything”...
Ya.A. Comenius +
P.F. Kapterev
K.D. Ushinsky
A. Diesterweg
4. The processes of teaching and learning with their conditions and the results obtained are the subject ...
Didactics +
Technologies
Education theories
Management theories
5. The functions of the learning process are...
Educational, educational, developmental+
Educational, prognostic, design
Educational, educational, explanatory
Developmental, educational, prognostic
6. The set of principles, content, methods and means of teaching, forming an integral structure and subordinate to the objectives of training, constitute...
Didactic system +
Pedagogical theory
Pedagogical system
Didactic theory
7. Teaching is understood in didactics as...
Student activities +
Student-teacher interaction
Perception of new knowledge
Formation of skills
8. Management of educational and cognitive activities of students is called...
Teaching +
Teaching
Developing student interest
Personality formation
9. The connections between the goals, content, methods, means, and forms of education refer to ___ regularities
Internal +
External
Private
10. The effectiveness of learning depends on the appropriate involvement of the senses in the perception and assimilation of educational material - this is the principle...
Visibility +
Availability
Consciousness and activity
Strength of knowledge
11. The principle of the leading role of theoretical knowledge is used in the concept of ___ learning
Developmental +
Problematic
Optimizations
Programmed
12. The learning process is called...
A specific process of cognition controlled by a teacher +
Teaching
Educational activities
Educational activities
13. Towards didactic principles not applicable principle...
Humanity learning +
Visibility
Systematicity and consistency
The relationship between theory and practice of teaching
14. In the structure of educational activities Excluded …
Formation of moral qualities and beliefs +
Mastery of a system of knowledge, cognitive abilities and practical skills
Development of learning motives
Mastering ways to manage your learning activities and your mental processes
15. The two-way nature of learning is manifested in the unity...
Teaching and learning +
Development and education of students
School and extracurricular activities
Joint efforts of family and school to develop learning motives in students
16. The principle of visibility in didactics means...
Involving the senses in the perception of educational material +
Use of posters, diagrams, paintings in the learning process
Conducting experiments during the learning process
Watching movies and videos
17. Into the structure of the learning process Excluded…
Determining the level of students' thinking +
Defining goals and objectives
Planning (selection of content, methods, techniques, means and forms)
Analysis and evaluation of learning outcomes
1. The reference level of education required for a given society in a certain historical period of time is...
Educational standard +
Educational qualification
Syllabus
School program
2. A document defining the content of education of a certain level and focus is...
Educational program +
Textbook
3. A normative document defining the composition of academic subjects, their distribution by years of study, the amount of time for each subject is...
Curriculum +
Textbook
Educational area
Training program
4. Among the concepts of “education”, “content of education”, “curriculum”, “educational field”, the most ambitious is the concept ...
- “education” +
- "syllabus"
- “educational field”
5. The founder of the theory of formal education is...
Ya.A. Comenius +
G. Spencer
I.F. Herbart
A. Diesterweg
6.The theory is closest to the ideas of programmed learning...
Behaviorism +
Pragmatism
Positivism
Humanism
7.The experience of creative activity and an emotional and value-based attitude to the world was included in the content of education...
V.V. Kraevsky, I.Ya. Lerner +
V.S. Lednev, Yu.K. Babansky
V.V. Davydov, B.P. Esipov
M.N. Skatkin, D.D. Zuev
8. With _____ structure of educational content, the same question is repeated several times, its content is expanded with new information, connections and dependencies
Concentric +
Linear
Spiral
Mixed
9.Priority development of general cultural components in the content of education is...
Humanitarianization +
Humanization
Democratization
In-Depth Study
10. A didactically sound system of knowledge, skills and abilities, reflecting the content of science, is...
Academic subject +
Educational area
Syllabus
Educational program
11.An action brought to automaticity is called...
Skill +
Skill
Knowledge
Behavior
12.Towards the objects of standardization in education not applicable …
Teacher's educational plan +
Study load volume
Level of training of students
Pedagogically adapted system of knowledge, skills, experience of creative activity and emotional and value attitude to the world +
A set of knowledge, skills and abilities that develop stable characteristics of individual mental processes
A set of successive educational programs and state educational standards of various levels and orientations
Financial support of state and public organizations for secondary and higher schools
14. The concept of “quality of education” Excluded …
Level of moral culture of students +
The degree of success of students' mastery of educational programs
Measure of implementation of the State educational standard at the personal level
Level of personal interaction between teacher and students during the learning process
15. A normative document revealing the content of knowledge, skills and abilities in an academic subject is...
Curriculum +
Syllabus
Basic curriculum
Educational standard
16.The leading type of educational literature containing a systematic presentation of educational material is ...
Textbook +
Tutorial
Toolkit
Modern models of training organization
1. The class-lesson system was theoretically justified...
Ya.A. Comenius +
K.D. Ushinsky
J. Locke
A. Disterverg
2. The external expression of the coordinated activity of the teacher and students, carried out in the prescribed manner and in a certain mode, is ...
form of training organization +
Learning process
Teaching method
Teaching
3. According to the scheme “repetition of the covered material - mastering new material - practicing skills - applying knowledge in practice - homework” the lesson goes...
Combined +
Mastering new knowledge
Repetition and consolidation of knowledge
Generalizations and systematizations
4. Among the concepts of “lesson”, “lesson structure”, “form of organization of teaching”, “type of lesson” the most common is the concept ...
- “lesson structure” +
- “form of organization of training”
- “lesson type”
5. A training session at the senior level of education in the form of a collective discussion of the issues being studied is ...
Seminar +
Elective
Consultation
Conference
6. A form of educational organization that allows you to study phenomena and processes in natural conditions is ...
Study tour +
Practical lesson
Laboratory lesson
Additional session
7. The form of training organization used to develop practical skills is ...
Workshop +
Educational conference
Optional course
Object lesson
8.An extracurricular form of organizing training aimed at developing independent work skills is...
Homework +
Excursion
Seminar
Consultation
9. A form of educational organization in which a teacher conducts classes in a class with a constant composition of students of the same level of development, according to a fixed schedule and clearly established regulations, is ...
Elective
Lesson for those lagging behind
Seminar
10.The main types of lessons include lessons...
Studying new material, developing skills, generalization and systematization, monitoring knowledge and skills, combined
Memorization, demonstration of manuals, combination, control
Individual and differentiated work with students, generalization and systematization
Solving problems, performing experiments, writing essays
11.By the number of students and the characteristics of the interaction between teacher and students, forms of organization of learning are distinguished: individual, group and ...
Front +
Brigade
Individual-group
Classroom lesson
12. To the types of lessons distinguished in pedagogy, not applicable …
Business game +
Combined lesson
Lesson on learning new material
Lesson on generalization and systematization of knowledge
13.The advantage of the classroom-lesson system is...
Economical +
Individual approach to students
High quality of knowledge acquisition
Targeting the “average” student
14.The study tour refers to...
Auxiliary forms of education +
Types of training
Principles of learning
Types of knowledge control
15. To the structural components of the lesson not applicable …
Intelligence diagnostics +
Organizing time
Checking homework
Consolidating new material
Typology of educational institutions
1. A general educational institution for high school students with in-depth study of disciplines in a specific profile is called...
· lyceum +
· gymnasium
· college
· pro-gymnasium
2. A school based on the pedagogical concept of one teacher or a team of teachers is called...
· profile
· developing
· professional
3.Private educational institutions and institutions of public and religious organizations belong to the group of ___ institutions
· non-state +
· municipal
· special
· profile
4. An educational institution that provides training and education for students from grades 1 to 11 on the basis of in-depth, including specialized pre-vocational training, is ...
· gymnasium +
· pro-gymnasium
· educational complex
· real school
5.The basis for dividing schools into state, municipal and non-state is...
· organizational and legal form +
the nature of the knowledge being communicated
· focus of training
· A.S. Makarenko +
· J.J. Rousseau
· Yu.K. Babansky
· N.K. Krupskaya
7. Schools where children, of their own free will or at the will of their parents, learn the basics of a particular religious doctrine are called ...
· Sunday +
· communes
boarding school
· labor
8.Educational institutions are distinguished by level of education...
· primary, secondary, higher +
· general educational, professional
· confessional, secular
· men's, women's
9.Newly created and reorganized educational institutions providing secondary specialized vocational education or the initial cycle of higher education are called...
colleges +
· educational complexes
· school-university complexes
· lyceums at the university
10.The goals, objectives, content and organization of the educational process characteristic of the educational institution characterize...
· type of school +
· the level of education
· type of educational institution
· innovative processes
11.The main goal of creating various types of educational institutions is...
revival of the intellectual and spiritual potential of society +
creation of a unified educational space
ensuring the relationship between theory and practice
regulation of the educational process
12. An educational institution, which is a basic element of the educational system, is called ...
· school +
· school
· university
· institute
13. An educational institution that combines education and scientific activity, the meaning of which was initially understood as “a union of people interested in science,” is called ...
· university +
high school
· academy
· institute
14. Classification of educational institutions by organizational and legal forms not included ___ institutions
· military +
· state
· non-state
· municipal
15. It is impossible to get ___ education in general education institutions
· initial professional +
· initial general
· basic general
· average general
Innovative processes in education
1.According to the scale of changes introduced, pedagogical innovations are divided into...
Local, modular, system +
External, internal, resource
Resource, educational, content
Organizational, didactic, methodological
2. The managerial process of creating, evaluating, mastering and applying pedagogical innovations by the teaching community is called...
Innovative +
Transformative
Creative
Advanced
3. Complete reconstruction of the school as an educational institution is expected with ___ changes
System +
Local
Modular
resource
4.Introduction of the didactic system of developmental education in primary schools by L.V. Zankova corresponds to ___ changes
Modular +
Local
Systemic
Internal
5. Innovation is the result of...
Scientific search +
Socio-political changes
Execution of administration orders
Involuntarily received during the development of the institution
6. Differentiation of teaching, which determines the optimal mode of work for students taking into account their individual characteristics, is called...
Internal +
External
Multi-level
profile
7. Taking into account the individual characteristics of students in the learning process is...
Personalization +
Differentiation
Optimization
Integration
8.The general talent of children is manifested in...
Abilities for music, drawing +
Discipline
Independence, critical thinking +
Initiative
9. Innovations developed and implemented by employees and organizations of the education system are called pedagogical(s) ...
Innovation +
Reforms
Mastery
10. Pedagogical innovations include changes in...
The structure of the education system
Equipment for educational institutions
Education status
11.Orientation on the orientation of the individual, his value orientations, life plans, motives for activity and behavior - the basis of the ___ approach
Personal +
Systemic
Individually differentiated
Cultural
Anthropological
12.The science that studies new formations, new phenomena in various spheres of human activity is called...
Innovation +
Prognostics
Futurology
Systemology
13. The form and result of a discovery, the bearer of new properties and characteristics of an object is called....
Innovation +
Novelty
Invention
Model
14. Innovation in education is...
Dissemination of innovations in teaching practice +
Originality of school life
Conservative approach in education
Creative approach to teaching activities
14. To the main objects of innovative transformations in the pedagogical system not applicable …
Social environment+
Pedagogical technology
School management
15. Innovations in the pedagogical system that improve the course and results of the educational process are called ...
Innovation +
Development
Progress
Test questionnaire
“Children are raised by their parents. What about your parents?
Please read the suggested questions carefully. Try to answer them frankly. The test will complement your understanding of yourself as a parent and will help you draw certain conclusions regarding the problems of raising children. Letter your answers: A (I can and always do this) B (I can, but I don’t always do this) B (I can’t).
Answer “A” is worth 3 points
Answer “B” - 2 points
Answer “B” - 1 point
Can you:
1. At any time, leave all your affairs and take care of your child?
2. Consult with a child, regardless of his age?
3. Should I confess to my child a mistake made towards him?
4. Apologize to your child if you are wrong?
6. Put yourself in the child’s place?
7. Tell your child an instructive incident from childhood that portrays you in an unfavorable light?
8. Believe at least for a minute that you are a good fairy (Prince Charming)?
9. Always refrain from using words and expressions that could hurt a child?
10.Promise your child and fulfill his wish for good behavior?
11. Give your child one day when he can do what he wants and behave as he wants, and not interfere with anything?
12. Not to react if your child hit, roughly pushed, or unfairly offended another child?
13. Resist children’s requests and tears if you are sure that this is a whim, a fleeting whim?
Interpretation of results:
If you scored between 30 and 39 points , this means that a child is the greatest value in your life. You strive not only to understand, but also to get to know him, treat him with respect, adhere to the most progressive principles of education and a constant line of behavior. You can hope for good results.
Sum from 16 to 30 points . Taking care of your child is a matter of utmost importance to you. You have the abilities of an educator, but in practice you do not always apply them consistently and purposefully. Sometimes you are too strict, in other cases you are too soft. In addition, you are prone to compromises, which weaken the educational process. You should seriously think about your approach to raising a child.
Parenting styles and methods
The art of education has the peculiarity that
it seems familiar to almost everyone and
understandable, and for others - even easy, and the more understandable
and it seems easier the smaller the person with it
familiar, theoretically or practically.
K. D. Ushinsky.
A person’s personality is formed and developed as a result of the influence of numerous factors, objective and subjective, natural and social, internal and external, independent and dependent on the will and consciousness of people acting spontaneously or according to certain goals.
At the same time, the person himself is not thought of as a passive being who photographically reflects external influence. He acts as the subject of his own formation and development. Purposeful formation and development of personality is ensured by scientifically organized education.
Modern scientific ideas about education as a process purposeful formation and personality development developed as a result of a long confrontation between a number of pedagogical ideas.
Education can also be classified according to the style of relationship between teacher and student. On this basis, authoritarian, democratic, liberal and permissive education are distinguished.
Authoritarian parenting- a type in which a certain ideology is accepted as the only possible truth in relationships between people. The higher the teacher is on the social ladder, the more pronounced the child’s compulsion to follow this ideology. IN in this case education is carried out as operating and manipulating human nature. The authoritarian style is characterized by centralization of leadership. In this case, all decisions are made by the teacher alone, without any advice from the student. The activities of pupils are controlled with the help of orders that are given in hard or soft form, in the form of requests that cannot be ignored. The teacher also maintains strict control over the child’s activities and is demanding in carrying out his orders. In this style of education, initiative is not encouraged or is encouraged within strictly defined limits, the child is completely subjugated: his will is suppressed, his interests are not taken into account, and unconditional compliance with what is said is required. The teacher never compromises with the child, does not allow his demands to be discussed and does not consider it necessary to justify them.
Already during the Middle Ages, this theory of authoritarian education was formed, which in various forms continues to exist today. One of the prominent representatives of this theory was the German teacher I.F. Herbart, who reduced education to managing children. The purpose of this control is to suppress the child’s wild playfulness, “which throws him from side to side.” Control of the child determines his behavior in this moment, maintains external order. I.F. Herbart considered supervision of children and orders to be management techniques.
Democratic stylecharacterized by a certain distribution of powers between the teacher and the student in relation to his education, leisure, and interests. The teacher, when making decisions, consults with the student, giving him the opportunity to express his opinion, make independent choice. Control over the child is carried out constantly, but unlike the authoritarian style, the positive aspects of the work, results and achievements are always noted, and attention is also drawn to those points that require additional refinement and special exercises. Thus, the democratic style is a style in which two interacting parties have a way to agree, but there is no way to force each other to do anything.
Liberal styleimplies absence active work with
teacher's side. The teacher is only a connecting link in the chain
adult - teacher - child. In order to encourage the child to
activities, he has to persuade him. The role of the teacher is to resolve any unimportant issues, control the behavior and activities of the student from case to case. Such a teacher has a weak influence on the course of education and little responsibility for the result, that is, he is, as it were, an outside observer of everything that happens.
Permissive stylecharacterized by unconscious indifference
teacher to the educational achievements, upbringing and culture of the child. This happens for one of several reasons: excessive love to the child, from the idea of complete freedom of the child in everything, from the complete indifference of the teacher to the child and his fate. But regardless of the reason for such an attitude, the teacher focuses on satisfying the interests of the child, without thinking about the consequences, without setting prospects for the child’s personal growth. The main principle is not to interfere with the child’s wishes, perhaps even to the detriment of his health, intellectual development, and spirituality.
As an expression of protest against authoritarian education, the theory of free education, put forward by J. J. Rousseau, arises. He and his followers called for respect for the growing person in the child, not to constrain, but to stimulate in every possible way the natural development of the child during upbringing.
In life, not one of the styles is used in the process of education in its “pure form.” Each teacher applies his own style of education, depending on the specific situation at the moment, as well as in relation to the individual qualities of the child. Cardinal change style and abrupt transition from one to another is a radical event, since each style is based on personal qualities teacher and can lead to a turning point in the child’s life.
Soviet teachers, based on the requirements of the socialist school, tried to reveal the concept of “education process” in a new way, but did not immediately overcome the old views on its essence. Thus, P.P. Blonsky believed that education is a deliberate, organized, long-term influence on the development of a given organism, that the object of such influence can be any living creature - a person, an animal, a plant. A.P. Pinkevich interpreted education as the deliberate, systematic influence of one person on another in order to develop biologically or socially useful natural properties personality.
The social essence of education has not been revealed on a truly scientific basis.
Characterizing education only as an influence, P.P. Blonsky and A.P. Pinkevich did not yet consider it as a two-way process in which educators and students actively interact, as the organization of the life and activities of students, their accumulation social experience. In their concepts, the child acted primarily as an object of education.
V. A. Sukhomlinsky wrote: “Education is a multifaceted process
constant spiritual enrichment and renewal - both those who are being educated and those who are educating." Here the idea of mutual enrichment stands out more clearly,
interaction between the subject and object of education. Modern pedagogy proceeds from the fact that the concept of the educational process reflects not direct influence, but the social interaction of the teacher and the student, their developing relations. The goals that the teacher sets for himself act as a certain product of the student’s activity. The process of achieving these goals is also realized through the organization of student activities; The assessment of the success of the teacher’s actions is again made on the basis of what qualitative changes are in the consciousness and behavior of the student. Any process is a set of natural and consistent actions aimed at achieving a certain result. The main result of the educational process is the formation of a harmoniously developed, socially active personality.
Education is a two-way process, involving both organization and leadership, and the individual’s own activity. However, the leading role in this process belongs to the teacher.
First of all, it should be noted that the concept of “education” is used in a variety of meanings: preparing the younger generation for life, organized educational activities, etc. It is clear that in different cases the concept of “education” will have different meanings. This difference comes out especially clearly when they say: the social environment, the everyday environment educates, and the school educates. When they say that “the environment educates” or “the everyday environment educates,” they do not mean specially organized educational activities, but the everyday influence that socio-economic and living conditions on the development and formation of personality.
The expression “school educates” has a different meaning. It clearly indicates specially organized and consciously carried out educational activities. Even K. D. Ushinsky wrote that, in contrast to environmental influences and everyday influences, which most often have a spontaneous and unintentional nature, education in pedagogy is considered as a deliberate and specially organized pedagogical process. This does not at all mean that school education is fenced off from environmental and everyday influences. On the contrary, it should take these influences into account as much as possible, relying on their positive aspects and neutralizing the negative ones.
Meanwhile, the external itself educational impact doesn't always lead to desired result: it can cause both positive and negative reaction or be neutral. It is quite clear that only if the educational influence evokes an internal positive reaction (attitude) in the individual and stimulates her own activity in working on herself, does it have an effective developmental and formative influence on her.
Trying to more specifically present the essence of education, the American teacher and psychologist Edward Thorndike wrote: “The word “education” is given different meaning, but it always indicates a change... We do not educate someone if we do not cause changes in him." The question is: how are these changes made in the development of personality? As noted in philosophy, the development and formation of man as a social being , as a personality occurs through the “appropriation of human reality." In this sense, education should be considered as a means designed to facilitate the appropriation of human reality by a growing personality. What is this reality and how is its appropriation by a person carried out? Human reality is nothing more than a generated through the labor and creative efforts of many generations of people, social experience. In this experience, the following structural components can be distinguished: the entire body of knowledge developed by people about nature and society, practical skills in various types of work, methods of creative activity, as well as social and spiritual relationships. Since this experience is generated by the labor and creative efforts of many generations of people, this means that the results of their diverse labor, cognitive, spiritual activities and life together. All this is very important for education. In order for younger generations to “appropriate” this experience and make it their property, they must “distribute” it, that is, essentially repeat it in one form or another, reproduce the activity contained in it and, by making creative efforts, enrich it and even more so. passed on to their descendants in a developed form. Only through the mechanisms of his own activity, his own creative efforts and relationships does a person master social experience and its various structural components.
It follows that the main purpose of education is to include a growing person in the activity of “disobjectifying” various aspects of social experience, to help him reproduce this experience and thus develop social properties and qualities, and develop himself as a person. On this basis, education in philosophy is defined as the reproduction of social experience in the individual, as the translation of human culture into individual uniform existence.
Ushinsky wrote: “Almost all the rules of pedagogy follow indirectly or directly from the basic position: give the student’s soul the right activity and enrich him with the means of unlimited, soul-absorbing activity.” For pedagogy, it is very important that the measure personal development a person depends not only on the very fact of his participation in an activity, but mainly on the degree of activity that he exhibits in this activity, as well as on its nature and direction, which is generally called the attitude towards the activity. I
Let's look at some examples.
1. Students study mathematics in the same class. Naturally, the conditions in which they practice are approximately the same. However, the quality of their performance is often very different. Of course, this is affected by differences in their abilities and the level of previous training, but their attitude to the study of a given subject almost plays a decisive role. Even with average abilities, a student can study very successfully if they show high cognitive activity and persistence in mastering the material being studied. And vice versa, the absence of this activity, a passive attitude towards educational work, as a rule, lead to a lag.
2. No less significant for the development of the individual is the nature and direction of the activity that the individual exhibits in the organized activity. You can, for example, show activity and mutual assistance in work, striving to achieve the overall success of the class and school, or you can be active just to show off, earn praise and gain personal benefit. In the first case, a collectivist will be formed, in the second, an individualist or even a careerist.
All this poses a task for every teacher - to constantly stimulate the activity of students in organized activities and to form a positive and healthy attitude. It follows that it is the activity and the attitude towards it that act as the determining factors in the education and personal development of the student.
Education should be understood as a purposeful and consciously carried out pedagogical process of organizing and stimulating the various activities of the developing personality to master social experience: knowledge, practical skills, methods of creative activity, social and spiritual relationships. This approach to the interpretation of personality development is called the activity-relational concept of education. The essence of this concept, as shown above, is that only by including a growing person in various types of activities to master social experience and skillfully stimulating his activity (attitude) in this activity, can his effective education be carried out. Without organizing this activity and forming a positive attitude towards it, education is impossible. This is precisely the deep essence of this most complex process.
This is possible if the teacher takes into account the state of health and psyche of the child, takes a conscious approach to the choice of methods and the appropriateness of their use in work, taking into account knowledge of the characteristics of children and the inadmissibility of harsh pressure on them in the process of appropriating social experience. Teachers need to be especially careful about the contradiction between external influences and the internal aspirations of students. Without vigilance to the inner content of the child’s actions, the teacher’s activities are doomed to hopeless formalism.
Complexity of the educational process:
its results are not as clearly achievable and do not reveal themselves as quickly as, for example, in the learning process;
between pedagogical manifestations of good manners and bad manners lies a long period the formation of necessary personality properties, where a person is simultaneously exposed to many different influences and accumulates not only positive, but also negative experience that requires adjustment;
The educational process is very dynamic, mobile and changeable. This is expressed in its continuous development, dynamism, mobility, and variability.
The educational process develops in accordance with current reasons. It varies depending on, for example, age characteristics students, he becomes different in different conditions and specific situations. It happens that the same educational means under the same conditions has strong impact on pupils, and in others - the most insignificant.
The dialectics of the educational process is revealed in its contradictions, internal and external. It is contradictions that give rise to the force that supports the continuous flow of the process. One of the main internal contradictions that manifests itself at all stages of personality development is the contradiction between the new needs that arise in it and the possibilities of satisfying them. The “mismatch” that arises in this case encourages a person to actively replenish and expand experience, acquire new knowledge and forms of behavior, and assimilate norms and rules. What direction these new qualities will take depends on many conditions: activity, activity, life position of the individual.
The purpose of education is to correctly orient the formation of personality, and this is possible only on the basis of deep knowledge driving forces, motives, needs, life plans and value orientations of pupils. External contradictions also greatly affect the direction and results of the educational process. The contradiction between word and deed often becomes the cause of many difficulties and shortcomings in education, just like the predominance verbal methods education and their relative isolation from the practical behavior of the individual.
Methods of education - a system of educational and educational means, characterizing the joint activities of teachers and students. Methods of influencing the individual have a complex effect on the student and are extremely rarely used in isolation from each other. Therefore, any classification of education methods is conditional. Let's look at some basic methods influences and interactions and their characteristic features.
Belief is one of the methods of education. Its essence lies in a comprehensive influence on the mind, feelings, and will of the student in order to form in him the necessary life qualities. The object of influence is selected depending on the qualities being formed, that is, when a person is convinced of the truth of something with the help of logic, his mind is influenced; When cultivating love for the Motherland, loved ones, and beauty, the appeal occurs to a person’s feelings. Persuasion as a method is implemented through conversations, debates, as well as examples from reality or fiction.
An example as one of the methods of education is contained in convincingrole model. However, its psychological and pedagogical effect is not only in adaptive activities. It represents an analysis of the model’s activity, the student’s desire to be like the ideal. As an example, there can be not only a positive, but a negative “ideal”. In this case, the child will try to overcome in himself those negative characteristics that he noticed in the “model”. Special meaning It has personal example teacher
The impact on the pupil is directly dependent onteacher's authority. “A teacher is impossible without authority,” said A.S. Makarenko. Habituation involves the development of abilities for organized actions and reasonable behavior in order to develop good habits. Accustoming is achieved through a system of exercises that involve demonstration of the process by the teacher and copying by the student. But the exercise is only for initial stages can be seen as repetition. In the future, this is a stage of improvement on the path to the ideal. This method promotes self-organization of the student and penetrates into all areas of his activity.
Incentive methods: reward and punishment.
Encouragement as a method of education is aimed at emotional affirmation of successfully performed actions and moral deeds, and stimulation to commit new ones. The feeling of satisfaction experienced by the rewarded pupil gives him a surge of strength and energy, and as a result, is accompanied by a high degree of effort and effectiveness. But the main effect of encouragement is the emergence of a strong desire to experience a feeling of satisfaction as often as possible. The usefulness of encouragement increases when working with insecure, shy children. At the same time, encouragement should not be too frequent, so as not to lead to devaluation and expectation of reward for the slightest success. Types of encouragement can be different: praise, reward, responsible assignment, forgiveness for an offense.
Punishment is the oldest method of education. It is aimed at curbing negative human actions. Punishment corrects the student’s behavior, makes him think about his own behavior and misdeeds, and also creates a need and desire to change his behavior. But punishment should not bring the pupil either moral humiliation or physical suffering, therefore collective punishment is not recommended. Types of punishment, as well as rewards, can be very diverse: reprimand, public censure, reproach, removal from the team, ironic joke, etc.
Models of education.
Highlight idealistic model of education- Creation ideal conditions for the educated, in which the ideas embedded in the soul would reach the pinnacle of their development. The main purpose of education in this doctrine is to open the pupil to the higher world of ideas and help in transforming the acquired knowledge into the content of the child’s personality. Thus, through education, a transition is made from the natural principle in a person to the spiritual. Pragmatism as a philosophy of education does not consider it as preparing a person for later life, but how a child’s life is in the present. Consequently, pragmatism aims to teach the student to solve life's problems as they arise. That is, in the process of education, the teacher must accustom the pupil not to adapt to reality, but active search ways to transform conditions to improve their living conditions. The basis of education is considered to be the interaction of the pupil with the real environment, both natural and social, that is, there is a focus on the individual self-development of the child. In practice, this concept produces extreme pragmatists and individualists.
The main thing in education wasrealistic model.Realism comes from the idea of transferring experience and knowledge to the pupil, taking into account his age-related capabilities, in a form in which he can immediately assimilate them. Education should be structured to help the pupil in mastering what motivates him to certain behavior and activities. The disadvantage of the concept is that as a result, there is an impact on a person’s consciousness, while not enough attention is paid to the emotional-imaginative sphere of the individual.
Anthropocentric modelis based on the understanding of man as whole system, moreover, open, constantly changing and updating as a result of interaction with the outside world. The process of education cannot be limited by any norms, therefore, it cannot have an end. It should be built in such a way that the student can improve in all its diversity, and the teacher only regulates the process of personal development.
Free educationis aimed at shaping interests and life principles, as well as creating conditions for their implementation. The purpose of this model is to teach the student to be free and take responsibility for his life, for the choice of principles and life values. Proponents of this model rely on the idea that the essence of an individual is the choice he makes, and the teacher needs to help the child understand himself, his needs and the needs of those around him and coordinate them in a specific situation.
Education follows the nature of the child, eliminating Negative influence environment and ensuring its natural development. The task of education in this case is to lead to harmony in the action of these forces.
There are also various other models of educational processes, for example,humanistic,based on taking into account the personal and individual characteristics of the person being educated, ortechnocratic,based on the position that the education process must be strictly directed, managed and controlled, therefore, reproducible and predictable.
CONCLUSION
During historical development humanity and pedagogical science, the understanding of the theory and practice of education has undergone significant changes. On at this stage social development of society, education presupposes:
Transfer of social experience of humanity and world culture;
Direct educational impact on a person or group of people;
Organization of the student’s life and activities;
Creating conditions for self-development of the student’s personality, etc.
In general, education is a process whose main components are
which are the teacher, the student, the process of their interaction, as well as the conditions for this process.
The organization of the educational process and the implementation of set goals and objectives is carried out through various educational institutions: family, school, funds mass media and others. In the process of educating a person main goal is the formation of a comprehensive and harmonious developed person capable of independent life and activities in modern conditions. In this regard, mental, aesthetic, labor, physical, legal, environmental and other areas of education are carried out.
The goals set for the educational process can be achieved different ways, but the effectiveness of their solution depends on the following factors:
the combined application of methods, techniques and educational means;
taking into account the individual characteristics of the pupil;
Conditions and circumstances of the educational process.
In general, each educational system bears the imprint of time, the existing social formation, social relations and much more.
The goals and objectives of education reveal the ideal of a person of a given historical era and the desire to achieve it. The main thing for every educational system is the orientation towards raising a person who is ready to live and work in a modern society.
BIBLIOGRAPHY
1. Education. Soviet encyclopedic dictionary. 4th ed. - M: Soviet Encyclopedia, 1987.
2. Psychology and pedagogy / Comp. A.A. Radugin. - 2nd ed., rev. and additional - M.: Center, 1999.
3. Rean A.A., Bordovskaya N.V., Rozum S.I. Psychology and pedagogy. - St. Petersburg: Peter, 2000. - (Textbook of the new century).
4. A textbook for pedagogical institutes, edited by Bobnyansky.
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