Learning planning

As shown in Fig. 1.1, learning planning is a central element of the learning process. A learning plan is a systematic statement of what learning should be done, in what way, what should be the result and how it should be evaluated. The plan may concern the entire organization or its individual parts. In any case, it will contain information on the following sections:

Figure - 1.1 The key role of training planning

Learning Program Objectives -- A general statement of what the goal of a particular training program is (for example, "the goal of this program is to improve the delegation of authority and prioritization skills of department heads").

The target audience is those for whom the training is provided (for example, "all 4th grade managers and other management personnel responsible for production").

The size of the target audience is the planned number of participants.

Program Evaluation -- Provisions for evaluating learning outcomes in terms of performance achieved and the impact of learning on organizational performance.

Administrative Issues and Costs -- training program schedule, location, relieving employees from permanent duties during training, costs and costs.

Training staff -- identifying those who will be involved in training. Depending on the circumstances, this can be both certain teachers and specialists, as well as personnel occupying various positions in the organization. External consultants may also be hired if necessary (for example: training outside of office hours may be provided by external consultants; upon return to duty, employees may be advised by their immediate supervisor; and the training of the managers themselves may be the responsibility of the chief training specialist).

Staff training methods

We describe the methods of vocational training in the workplace. This form of training is carried out with a specific task statement at the workplace (Table 1.3).

Table 1.3 - Methods of personnel training in the workplace

	Teaching methods
	Directed Experience Gaining	Systematic planning of on-the-job training, the basis for planning is an individual vocational training plan that sets out the learning objectives
	Production instruction.	General information, introduction to the specialty, adaptation, familiarization of the student with the new working environment
	Job change (rotation)	Gaining knowledge and gaining experience as a result of a systematic change of workplace. As a result, for a certain period of time, an idea is created about the versatility of activities and production tasks (special programs for the young generation of specialists)
	Use of employees as assistants, trainees	Training and familiarization of the employee with the problems of a higher and qualitatively different order of tasks while at the same time taking on a certain share of responsibility
	Mentoring	Collaboration between mentor and learner, where the mentor provides continuous, unbiased feedback and periodically reviews the level of performance of the mentees. The application of the method is effective in cases where something goes wrong or someone does something wrong and there is a need to correct this state of affairs. The method can be practiced as a systematic
	Preparation in project teams	Collaboration carried out for educational purposes in project teams created in the enterprise to develop large, time-limited tasks
	Delegation	Part of the responsibility is transferred to a lower ranking official.
	Method of multiplying problems	Use of teaching methods, instructions.

Out-of-work vocational training methods are primarily intended to provide theoretical knowledge and for teaching the ability to behave in accordance with the requirements of the production environment (Table 1.4).

Let us dwell on a detailed description of the last method of learning outside the workplace. Recently, the importance of training methods for qualified personnel has increased significantly, according to which members of working groups in regular meetings (up to 10 people) outside the workplace discuss work situation and together they look for ways to solve the problem (we are talking about the Japanese method of "quality circle", which is used in the USA and Europe). In Germany, this method is called "instead of studying". Both methods have a number of the same, similar characteristics: the teams want to manage themselves. The production hierarchy in the working group does not matter, the results of the group's work are presented to higher authorities. Groups differ from each other primarily in setting goals. The quality circle tendentiously tries to emphasize the result-oriented cost-effectiveness of training qualified personnel, while the “instead of studying” group puts in the forefront elements of training a qualified worker that are oriented towards the personality, i.e. development of behavior, ways of communication.

In addition to on-the-job and off-the-job training, a combination of both is possible. These forms of education include:

Experiential or experiential learning -- learning through independent work, but in some logical order;

Table 1.4. - Methods of personnel training outside the workplace

	Teaching methods	Characteristic features of the method
	Lectures	Passive teaching method, used to present theoretical and methodological knowledge, practical experience
	Programmed training courses	More active method training, effective for obtaining theoretical knowledge
	Conferences, seminars, round tables, excursions, discussions, meetings with management	Active learning method, participation in discussions develops logical thinking and develops ways to behave in various situations
	The method of training management personnel, based on the independent solution of specific problems from industrial practice	Modeling an organizational problem that the participants (listeners) of the group must solve. Allows you to combine theoretical knowledge and practical skills, provides for information processing, constructive-critical thinking, development of creativity in decision-making processes
	business games	Learning how to behave in various production situations, when negotiating, and role holders must develop alternative points of view
		Daily training in which one instructs or coaches the other in the basics of their activities through intensive training, demonstration and practical work in order to improve performance
	Selfeducation	The simplest type of training, which does not require either an instructor, or a special room, or a certain time: the student studies there, when and in the way that is convenient for him, but this requires the consciousness and desire of the student himself to acquire new knowledge
	Methods for solving production and economic problems using models	Modeling of processes occurring at competing enterprises. Students distribute among themselves the roles of fictitious organizations competing with each other. With the help of input data, trainees should make appropriate decisions for several stages of the production of products or services (production, marketing, financing, personnel issues, etc.)
	Quality circle ("instead of studying"), working group	Young professionals develop specific solutions to the problems of managing the organization, united in working groups. The proposals developed in the working groups are transferred to the management of the organization, which considers the proposals, makes decisions on them and informs the working group about the acceptance or rejection of its proposals.

Supervised demonstration and practice -- the trainer shows the trainee how to do it, then the trainer gives the trainee the opportunity to do it himself, but under his guidance;

Programmed learning - a book or machine that "leads" the reader and periodically tests his knowledge by asking questions;

Learning with the help of a computer - actually programmed learning by interacting with a computer, using the Internet;

Action learning - learning by doing actions, such as participating with others in the development of a project or group assignment, or working as a "second team" of another unit.

Speaking about the economic and social efficiency of training qualified personnel, the following should be noted. The training of qualified personnel is effective if the costs associated with it are, in the long term, lower than the costs of the organization to increase labor productivity due to other factors or the costs associated with errors in hiring labor. Since it is difficult to determine the results achieved through the training of qualified personnel, there is a cost-effectiveness of training in the form of cost savings that can be accurately calculated. The training of qualified personnel affects important factors of social efficiency. Improving professional skills has a positive effect on the guarantee of job retention, on promotion opportunities, on expanding the external labor market, on the size of the organization's income, on self-esteem and opportunities for self-realization.

Benefits of on-the-job training methods:

1. The method of directed experience acquisition plans on-the-job training; according to the plan, there is a systematic training of personnel, that is, according to a specific program.

2. Production briefing, it is intended for introduction to the specialty, that is, the new employee is familiarized with the procedure for working at this enterprise.

3. Changing the workplace allows you to expand the horizons of the employee.

4. Using workers as assistants, trainees This method allows you to transfer experience from a bottom worker to another.

5. Mentoring, a big plus of this method is the control over the development of the employee.

6. Training in project groups, in such groups, workers borrow knowledge and information from each other.

Disadvantages of on-the-job training methods:

1. The method of directed acquisition of experience, this method involves drawing up an individual plan, which in turn takes a lot of time.

2. Production briefing, the method is not an effective way to train personnel, it can be used as an appendix to the main method.

3. Change of workplace, may cause a failure in the production process.

4. Using employees as assistants distracts employees from work.

Positive aspects of staff training methods outside the workplace.

1. Programmed training courses, this method is effective for studying the theoretical part of the work.

2. Conferences, seminars help to consolidate theoretical knowledge.

3. The leadership training method is effective for leadership training.

4. Business games, gives the skills necessary for negotiating, behavior in various production situations.

5. Training, efficiency lies in the use of intensive training.

Negative sides:

1. Self-training is not an effective method of staff training, since the employee is not interested in the learning process.

2. The method of solving production and economic problems does not fully cover the real situation.

Department of Education of the Perm Region

Perm Regional Institute for Advanced Studies

educators

Department of Health

children and teenagers

Final qualifying work

Topic: "Planning and organizing classes at school

on life safety 5-11 classes "

Perm, 2008

1. Introduction
2. Planning the educational process
3. Organization and conduct of educational work
4. Speeding up and facilitating the process of mastering knowledge
5. Communication in the learning process
6. Basic methods and forms of education and upbringing
7. Forms of control and assessment of knowledge, skills and abilities of trainees
8. Assessment of acquired practical skills
9. Technical support of the educational process
10. Table 1. The content of the integrated calendar plan
11. Table 2. Thematic plan for studying the course "OBZh"
12. Table 3. Ways of perception
13. Table 4. Communication with "difficult" students
14. List of used literature

INTRODUCTION

Planning is an essential element educational activities schools, therefore, the quality of educational work and the safety of the entire school staff depend on the thoughtfulness and expediency of the work of the teacher-organizer of life safety (as a rule, combining the duties of the chief of staff of civil defense).

The process of developing life safety plans is complicated by the fact that the entire system of educational activities in schools today is in dynamic development. Not only the forms of educational work are changing educational institutions but also its content.

In the new reality, the subject of life safety is an actual area of ​​education and can only exist in an integral security system: technological, environmental, political, social, military, economic, informational, and others. This is its humanistic significance - to provide training, the formation of spiritual and moral foundations, moral and psychological qualities and civic orientation, as well as to help a person survive in the face of a growing crisis of civilization.

This feature of the subject allows, on the one hand, to invest in it proven traditional forms of teaching and educational activities, on the other hand, it opens up scope for innovation.

Planning the educational process

Achievement high results in the preparation of students for the course of life safety largely depends on the quality of planning the educational process, which should provide a logical sequence and reasonable connection when studying topics, as well as building up the knowledge, skills and abilities of students.

Proper planning ensures:

− necessary direction, structure and quality of education;

− rational distribution of time on topics educational material;

− logical organization of practical skills and abilities;

− judicious use of teaching aids, teaching aids and equipment.

Before planning, preparatory work should be carried out, consisting in the collection and processing of various information, which is systematized and summarized.

First of all, the current educational programs and educational publications included in the "List of educational publications recommended by the Ministry of Education" are analyzed. Russian Federation for the academic year." Further, methodological literature, visual and teaching aids, various reference and statistical data, as well as departmental recommendations on the subject of life safety are studied.

In carrying out this work, along with traditional sources of information, the global information network Internet should be used more actively. First of all, its Russian-language resources:

− laws of the Russian Federation and decrees of the President of the Russian Federation;

− websites of the Ministry of Defense of the Russian Federation, the Ministry of the Russian Federation for Civil Defense, Emergency Situations and Elimination of Consequences of Natural Disasters, the Ministry of Internal Affairs of the Russian Federation;

− rules of conduct in extreme situations;

− data on natural and man-made emergencies (search in Rambler systems);

− methodological developments educational institutions.

It is necessary to carefully read the curricula of related disciplines in order to most effectively use interdisciplinary connections in the educational process.

Having done the preparatory work and resolved the issues of content, scope, timing and provision of the course, one should proceed to the direct development of planning documents.

− When drawing up plans, the following should be taken into account:

− total duration of the course;

− organizing the presentation of material (from simple to complex, combining related issues, etc.);

- the time allotted for the study of each topic;

- the time required to repeat, consolidate and systematize knowledge, skills and abilities;

- the level of training of trainees and the complexity of topics in determining the type of lesson;

− assessment methods.

Planning is usually carried out at several levels: complex, thematic and lesson by lesson.

For the academic year, a comprehensive calendar plan is drawn up, which defines the main areas of work. As a rule, this plan contains sections: educational work, methodical work, extra-curricular and out-of-school work, work to improve the educational and material base. The approximate content of the integrated calendar plan is given in table 1 .

AT thematic plan the distribution of study time for the study of each topic is made, the list of educational, methodological and other literature is specified, educational and material support and interdisciplinary communications are determined, and forms of control over the quality of training of students are established. One of the options for the structure of this plan is presented in table 2 .

Classes are the most important part of the learning process. It is on them that trainees receive the necessary theoretical knowledge and practical skills and abilities. Great importance for the quality of conducting classes, there is preparation for them by both the teacher and students, as well as lesson planning.

The preparation of the teacher should be in advance and comprehensive. To do this, he needs:

- identify and study the necessary educational and methodological literature;

- select and prepare the venue for the lesson and the necessary material support;

- if necessary, practice those actions and techniques that should be shown to students;

- draw up a plan or plan-outline of the lesson.

- When determining the sequence of presentation of educational material, it is necessary that one of the basic requirements of training is fulfilled - from simple to complex, from particular to general.

Planning algorithms. A wide range of possibilities is allowed in the construction of plans for the educational work of the school.

To do this, it is advisable to act according to the following algorithm:

1. Using the materials of the previous academic year, develop new version Thematic curriculum (no deeper than the sections studied) and the Life Safety Action Plan for the entire school, which may be an integral part of the school-wide educational work plan.

2. Based on the long-term plans of the Education Committee and the Center for Military-Patriotic and Civil Education, develop a detailed draft School Action Plan on the basics of life safety for the year.

3. Help other teachers who lead life safety to formulate pedagogical and educational goals, determine the sequence of studying topics and the content of the lessons, with details to the educational issue (lesson).

4. Analyze and distribute to teachers of related disciplines the didactic material of the subject.

6. Synchronize related topics of your plan with the lesson plans of other subjects, coordinate this with the class schedule.

7. Plan for a slack to prepare for the implementation of the expected operational instructions.

8. Discuss with interacting teachers the use of equipment, visual agitation, premises for conducting classes.

9. To prepare proposals for the Deputy Director of the School for Educational Work for his Plan of extracurricular activities related to cultural and sports events of a military-patriotic and civilian orientation.

10. Based on the proposals approved by the teachers' council, the school principal makes his own decision, issued in the form of an order "On organizing the training of students in LBJ."

Thus, the planning of educational work on life safety should be understood as a detailed development of the content, sequence of actions and distribution of efforts for organizational, methodological, regulatory, informational and logistical support of classes based on the decision made by the school principal.

For all age groups, it is advisable to adhere to the following formulations of educational goals:

- For elementary school - awakening interest in the subject itself and its usefulness;

- For primary school- the ability to obtain and systematize information about potentially dangerous objects, environments and situations in order to anticipate the development of events, avoid their impact and (in case of their occurrence) act correctly;

- For high school- development of abilities to analyze the consequences of one's actions and external circumstances, in order to acquire practical skills in the safety of a lifestyle.

The order is a guide to action, as a teacher-organizer, and subject teachers of related disciplines.

teachers primary school, starting their own planning, they study the plan for life safety, and then, using the main and additional literature, break the materials into logically complete parts corresponding to their course, striving to ensure that they ensure the assimilation of the program, the intellectual development of students and the achievement of the named educational goals.

At the end of the school year, in order to consolidate the theoretical knowledge acquired by students in the course of training in the course "Fundamentals of Life Safety", the school holds final events dedicated to Children's Day.

Planning documents are subject to adjustment from year to year depending on specific circumstances, thereby ensuring an approximation to the optimal variant.

lesson planning is carried out in an arbitrary form, taking into account the training and experience of the teacher and the complexity of the topic. It should be borne in mind that a skillfully planned and well-prepared lesson is the basis for its successful implementation. This is especially true for a novice teacher. Drawing up a lesson plan allows you to provide the most effective ways to achieve learning goals in a limited period of time. This is achieved by careful selection of educational material and the correct definition of teaching methods and means. With the help of the plan, the teacher translates his ideas and ideas into the mainstream of real pedagogical activity.

AT last years Much attention is paid to the issues of lesson planning in the methodological literature. Yes, in teaching aids on life safety from grades 5 to 11, published by the Drofa publishing house, provides options for lesson plans on all topics provided for curricula.

Lesson structure usually includes:

− introduction to the lesson;

- transfer-acquisition of new knowledge, skills and abilities, which takes the most part of the useful time;

- consolidation of educational material - diagnostics and strength of the acquired knowledge, skills and abilities by monitoring the behavior, attention and activity of students, as well as conducting control surveys and short conversations;

- briefing on further work on the topic, specific tasks for independent work.

− Most often, the lesson plan reflects the following questions:

− name of the topic;

− didactic objectives of the lesson;

− educational issues;

− teaching methods;

− logistical support;

- the course of the lesson (actions of the teacher and students)

- questions to check the quality of mastering the educational material.

The plan reflects the course of action of the assistant head of studies, if he was appointed.

Outline of conducting classes on the basis military service

Topic: ___________________________________________________________

The purpose of the classes: __________________________________________________

Time: ___________________________________________________________

Place of class: __________________________________________________________

Logistics: _____________________________

________________________________________________________________

Benefits: ________________________________________________________

Students are given a topic and learning goals classes, assignments for self-study of the material may be given. Before studying some topics, it is advisable to arrange for students to watch movies and videos.

Having a well-designed lesson plan, the teacher can be sure that he will not have problems during the lesson, and the students will have no difficulties in mastering the material.

These plans are the main organizing documents of the educational process and provide children and adolescents with the necessary knowledge, skills and abilities.

The plan was developed on the basis of the program of the course "Fundamentals of Life Safety" for students educational institutions(Grades 1-11), taking into account the environmental education strategy adopted at the school.

Educational goal: the ability to extract and systematize information about potentially dangerous objects, environments, situations, and ways to protect against their impact.

Section 1

Security system "Nature - Man - Society" (Bee).

Violation of the harmony of the system is the main cause of extreme and emergency situations.

Man-made sources of security.

Protection of life and preservation of human health. Children's Health

Valeology. Healthy lifestyle

Primary medical knowledge.

Section 4

Applied physical training and sports

Organization and conduct of educational work

For successful pedagogical activity the teacher must know his subject well, be confident in the methods of teaching and education, and have practical teaching skills. He must create in the classroom such a relaxed, friendly and calm atmosphere in the classroom and establish such creative relationships with students in which they themselves want to gain knowledge and master skills and abilities.

Acceleration and relief learning process

Learning can take place at any time. The result of the assimilation of new knowledge and skills is a constant change in behavior.

The process of mastering knowledge can be represented by the scheme: knowledge + skills. If knowledge is confirmed by skills, we can say that the assimilation of knowledge was successful.

Knowledge is the process of obtaining and assimilating new information, which is achieved through lectures, using audiovisual means, and the active participation of listeners in the discussion of the topic.

Skills are acquired first visually, and then in practice, for example, when using respiratory and skin protection equipment. The student must be able to correctly perform certain actions, and not just describe them.

Students acquire knowledge in different ways - at different speeds and in different ways. In everyday life, they receive information from conversations with family and friends, from radio and television programs, from audio and video equipment, as well as from their own life experiences. Therefore, it seems rational to use a wide variety of teaching methods, covering all ways of perceiving the material. See table 3 .

There are certain techniques to facilitate the assimilation of knowledge. This is achieved by the following actions:

precise setting of tasks;

- using the method of active participation of students in classes;

- the use of audiovisual teaching aids;

− encouragement for discussions and presentation of ideas;

− respect for the opinions of listeners.

Helps to assimilate knowledge and appropriate learning environment. The classroom must ensure the safety of students, be comfortable, lit and ventilated. It must be maintained at a normal temperature. The size of the room should be sufficient for practical exercises. Chairs and tables should be movable so that you can make room for practical exercises by moving the furniture along one of the walls. When arranging furniture, care should be taken to ensure that everyone sits comfortably and is well heard and seen by the teacher.

Communication in the learning process

It is very important for a teacher to be able to clearly and simply express his thoughts, talk with listeners, exchange ideas, convey his feelings, and also be able to listen.

The ability to speak can be developed. For this you need:

− speak in a normal rhythm, clearly and loudly enough for those sitting far away from you to hear;

- speak in an accessible language;

- try to explain all complex concepts so that you are well and correctly understood;

- repeat information using examples, illustrations and diagrams (repetition of what has been said helps to better understand and remember the message);

- try to express your thoughts correctly;

− maintain eye contact with the audience;

- seek feedback from listeners on your message - this will serve as a test of the quality of perception of the material and the effectiveness of communication.

Listening is no easy task. On average, the speaker speaks 125 words per minute, while the learner thinks almost four times faster. Therefore, the listener has the opportunity to mentally distract himself from what he hears, and this explains the fact why insufficiently attentive students make hasty conclusions and conclusions.

- do not fidget in a chair, do not yawn, do not let your eyes wander absently;

- repeat in your own words the meaning of what you heard, without expressing approval or condemnation;

- ask clarifying questions to better understand the meaning of what you hear.

In the learning process, feedback is very important, i.e. educational and communication impact that allows students to get an idea of ​​their progress. Corrective feedback can be effective and helpful if it is prompt, specific, and not vague. Such a connection can be used to correct the mistakes and misconceptions of the listeners, as well as the wrongness of their actions. At the same time, one should not directly or indirectly assess their physical or mental abilities.

To create a favorable atmosphere during classes, you should always explain the material; apply various methods and teaching aids in the learning process; allow sharing of personal examples or life stories; Bringing to the attention of new material, return to what has already been covered, evaluating its assimilation.

Establishing effective communication with listeners is hampered by the use of complicated terminology; duration of classes; too large a group; ignoring the activity factor.

Sometimes there are so-called "difficult" trainees in the audience. What should the teacher do about these students? Recommendations and advice on how to deal with such situations are provided in table 4 .

Basic methods and forms of education and upbringing

When conducting classes, a variety of teaching methods should be used.

They are understood as a set of techniques and methods for organizing the interrelated activities of the teacher and students, with the help of which the mastery of knowledge, skills and abilities and the development of mental and physical abilities of students are achieved.

Each teaching method has its own essence, functions, scope and teaching methods.

To choose the right and effective teaching method, many factors must be taken into account: the composition of students, specific situation, the teacher's own strength, the amount and nature of the information that he needs to communicate, the time, as well as the premises and equipment available to him.

Today, the following teaching methods are most actively used in various combinations:

− oral presentation of educational material;

− discussion of the studied material;

− display (demonstration);

− exercise;

− practical exercises;

− independent work.

Oral presentation of educational material carried out in the form of a story, explanation, instruction and lecture.

Story is a consistent, figurative and emotional presentation of educational material by a teacher or student. It presents mostly specific facts in a descriptive or narrative form. The story allows students not only to learn information and facts, but also teaches them the ability to consistently present the material. This form of presentation of the material can be used in working with children and adolescents of all ages, but it gives the greatest educational and developmental effect when teaching younger students.

Explanation- this is a form of presentation of educational material, when the disclosure of the meaning of events, phenomena, actions and processes is provided. Most often used in the study of theoretical material and solving various problems. Explanation is most effective when teaching middle and high school children.

Under instruction understood as clear and concise recommendations and instructions on the procedure for performing a particular technique, action, task.

Lecture involves a continuous process of supplying material, which allows you to give a large amount of information in a short time. It is a detailed presentation of fairly large theoretical and practical issues. In it, elements of narrative and description, explanations and evidence are used in various combinations, facts are analyzed and examples are given, generalizations and conclusions are made. The most effective are lectures, during which the teacher creates problem situations, poses questions to the trainees, argues and encourages students to join in the search for solutions to the problems that have arisen. It is very important to use visual aids and technical teaching aids at the lecture, to apply various techniques for activating cognitive activity students. The lecture system is most appropriate to use in teaching older students who are ready for a sufficiently long technical, physiological and mental stress.

Discussion of the studied material is another teaching method. It is effective if: each trainee gives his comments; participants in the discussion are not allowed to digress from the topic; remaining time is controlled; The teacher prepares a list of questions in advance to keep the discussion going and makes sure the discussion is on track. summary issues under discussion.

Most often it is carried out in the form of talks and seminars.

Conversation teacher with students is a dialogic form of presentation and assimilation of the material. The task of the conversation is to use knowledge and personal experience students to enhance their activities and involve them in an independent search for ways to resolve problems and contradictions. Often elements of the conversation are included in the story and explanation. The conversation helps to form the ability of students to think quickly and clearly, analyze and generalize, ask questions accurately, speak clearly and concisely. This form of discussion is used with all age categories of trainees.

On the seminars the educational material is discussed in sufficient depth and in detail, they carry out a serious analysis and evaluation of a variety of information. At the seminar, the teacher organizes a thematic or problematic discussion of questions, reports and abstracts. Students ask each other questions, express their opinions, take part in discussions, answer questions from the teacher. In addition to reports and abstracts, essays, drawings, products of technical creativity can be discussed at the seminars. Seminars contribute to a solid assimilation of knowledge, as they require a lot of independent work and activity from the trainees during the discussion. The organization and conduct of seminars are possible mainly in the upper grades.

One of the types of discussion of the studied material is "brainstorming", which consists in a quick action that allows you to collect largest number varied ideas. This method reveals many solutions to a given problem and, as a rule, successfully involves all students in the learning process.

To achieve the greatest effect, the teacher needs to: be concise and encourage lightning-fast sentences; ask listeners to offer any options for solving the problem; clearly state the rules of the game; combine, hone ideas in the process of "brainstorming". You should not allow listeners to criticize or support each other's thoughts, otherwise you will narrow the scope of the discussion.

Along with the oral presentation and discussion of the material, methods that operate on a visual and sound-reproducing basis are widely and actively used, the essence of which is to form in students visual images of the studied phenomena, methods of action, objects and to create in them specific ideas about the structure of equipment, technology, the flow of various processes.

One of these methods is illustration, the main function of which is to figuratively recreate the essence, form and structure of a phenomenon or event. Layouts, models, models, works are used as illustrations. visual arts, film and video films, literary, scientific and musical works. As well as visual aids such as graphs, diagrams, charts, tables, maps, posters.

Using this method gives the teacher a lot of feedback, as it raises many questions from students.

Method demonstrations provides the trainees with the perception of the actions of people, instruments, equipment and mechanisms in dynamics.

The main types of demonstrations are a personal demonstration by the teacher of the studied techniques and actions, a demonstration in action of equipment, instruments, weapons. The demonstration can be used with students of any age. Without fail, it must include in its structure an interview with students about what they perceive in order to clarify the quality of assimilation of educational material.

The following didactic requirements are imposed on methods operating on a visual and sound-reproducing basis:

- careful selection of the necessary material, corresponding to the goals and objectives of the lesson;

- the right choice of the most suitable means of illustration for a particular topic and the number of techniques and objects demonstrated;

- strict dosage when using visual aids;

− skillful combination of illustration and demonstration with other teaching methods.

The only method of developing skills, abilities and practical operations in trainees is an exercise. They switch to this method of teaching only after a solid assimilation of theoretical knowledge by students and detailed instruction by the teacher. The method of exercises can be applied both individually and in a group (class). Training is carried out in the following sequence:

- familiarization with the technique or action;

- learning the exercise;

− training to consolidate and improve skills and abilities.

To familiarize trainees with the exercise, it is necessary to name it, exemplary show the performance as a whole, if necessary, demonstrate it in parts with an explanation of the execution technique.

Learning the exercise is aimed at developing new skills and abilities in trainees. For this, several methods are used. An exercise is learned as a whole if it is simple and accessible for trainees to perform. If the exercise is complex, and the structure allows you to divide it into separate parts, then the techniques and actions are first learned in parts, and then as a whole. Sometimes the reception and action are learned with the help of preparatory exercises. This is done in cases where the exercise cannot be divided and cannot be performed as a whole due to the complexity.

Training ensures the improvement of motor skills and abilities, as well as physical and special qualities. This method consists in the conscious and repeated repetition of already learned techniques and actions. Training is carried out in the following sequence:

− performing a technique (action) in a simple environment;

− performance after physical activity;

− implementation in combination with other actions;

- performance of individual exercises with insufficient visibility, in a limited space, in protective equipment.

The main conditions for the successful application of the method of exercises in the educational process are:

− high personal preparation of the teacher;

- formation and maintenance of a conscious attitude among trainees to the implementation of a technique (action);

− regularity, consistency, change and gradual complication of the conditions of implementation;

- increasing the independence of students in the development of techniques and actions, educating their skills of self-control and self-esteem;

- introduction of competitive elements to increase the activity and interest of those involved.

In the course of the educational process, a large amount of knowledge, skills and abilities are acquired on practical classes. Successful conduct of such classes is possible only if the following didactic conditions are met:

- high-quality development of the implementation plan, a clear formulation of training goals and careful preparation of educational and material support;

- detailed briefing of trainees before the start of the lesson on the order of work and safety measures;

- assessment of the actions of each student when summing up the results of the lesson.

During practical training, it is necessary to ensure:

- correct demonstration of methods of action in dangerous and emergency situations, as well as in the provision of first aid and monitoring their development;

- continuity of the lesson;

- identification and timely correction of errors in the course of practicing practical questions by students;

− encouraging trainees to achieve their best results;

− compliance with safety rules.

One of the most important teaching methods is independent work of students. The use of this method allows students to consolidate the knowledge, skills and abilities gained in the lessons, study and assimilate the available material and additional information, work out methods and techniques of actions, and perform creative work. The main types of independent work are the study of printed publications, listening to and watching radio and television programs, training in the implementation of techniques and actions. In the daily routine of schoolchildren, independent work occupies a permanent and quite definite place and is organized in compliance with hygienic requirements and taking into account the age of the students.

When determining teaching methods, the teacher should take into account that during the teaching process, various methods are used in an active and complementary combination, and their effectiveness increases if visual and technical teaching aids are widely used in the methodological interaction between the teacher and students.

Forms in which learning is carried out are dialectically connected with teaching methods. Forms of study are a purposeful, well-organized and methodically equipped system of relations between the teacher and students. The result of such interaction is an increase in the professional skills of the teacher and a strong assimilation of knowledge, skills and abilities by the trainees.

Forms of education can be divided into groups:

− training and planning: including theoretical, practical and training sessions;

- extracurricular and extracurricular activities: clubs, conferences, exhibitions, public holidays, various competitions, competitions, olympiads, quizzes.

Educational and planned classes are the leading form of education and perform the main teaching and educational function of transferring and assimilation of new knowledge, skills and abilities. As a rule, this form of training is implemented in the form of a lesson. The lesson should be planned and conducted in such a way that all students fully master the educational material. Therefore, the lessons should be varied, corresponding to the characteristics of the content and the level of preparation of students.

By using extracurricular forms of education students acquire additional information, the necessary skills and abilities, fixed by exercises, cultivate the desire for creativity and the necessary character traits.

In circles, sections, creative associations, studios, students get acquainted with literature, reference and factual material, learn the basics of critical and analytical analysis.

The most important element of this form of education are creative and practical classes, the main place on which is given to discussions, practical work, problem solving, improvisation. Clubs, sections and studios are of particular importance for students who are improving in one area or another.

Conferences and exhibitions put individual problems and questions in the center of attention of trainees. They activate their independence in opinions, judgments and assessments. When summing up the results of such activities, the teacher should focus on the main generalizations and conclusions.

Mass holidays organized and conducted in the form of days, weeks and months. On them, students learn new information, meet with experts in a particular field and get acquainted with their activities and creativity.

Competitions, competitions, olympiads and quizzes reinforce the acquired knowledge, useful skills and abilities, stimulate activity among students.

Methods and forms of training give good results when their application takes into account the psychological state of the trainees, their level of preparation and activity, the ability for creative activity, and new best practices in the methodology.

In the educational process, in dialectical unity with teaching methods, methods of education. With their help, educational tasks are solved. The main methods of education are respect for the personality of the educated person, persuasion, exercise, encouragement, suggestion, punishment, example.

Method of respect for the personality of the educated based on tactical caring attitude to the feelings of dignity and pride of the child and adolescent. It manifests itself in politeness, goodwill, attention, patience and sincerity towards students. Respect contributes to the formation of a calm, friendly and cultural relationship between the educator and the educated.

Belief- this is the main method of proving certain ideas and provisions with the help of facts and arguments. It is implemented by actively influencing the intellect, feelings and will of schoolchildren in order to help them correctly comprehend and understand the essence of the requirements in the spirit of which they are brought up. When persuading, such techniques are used as clarification of certain provisions, proof of the need to comply with certain principles and requirements, refutation of erroneous views and criticism of wrong actions. Applying this method, one should not get excited, one should calmly listen to the opinion of the students and, if it is erroneous, reasonably refute it. One should speak in such a way that the students feel the conviction, erudition, strong will and high culture of the educator.

The tasks of educating strong-willed character traits and habits of correct behavior are carried out mainly with the help of exercise method. Exercises are organized and conducted as active, regularly repeated techniques, actions and ways of behaving in typical situations. As a result of this, they form positive habits, the ability to overcome difficulties, strong-willed qualities are strengthened.

effective method parenting is encourage rhenium, which consists in positive evaluation both individual actions and the behavior of the student as a whole. The method stimulates the development of positive qualities of the personality's character, arouses positive emotions in the student, develops creative forces and develops an active life position. Sometimes it is necessary to encourage the educatee, even if he has not yet achieved great success, but strives for this and has shown diligence in any particular matter.

Suggestion there is a method of influencing the consciousness of the educated. For educational purposes, this method is usually applied to pedagogically neglected schoolchildren.

Punishment aims to stop the unworthy, immoral delinquent activity deliberately committed by the educated, as well as to encourage them to feel and experience their guilt. Punishment is applied in the form of condemnation of the violator of the norms of behavior, expression of distrust in him, refusal of respect or in the form of a categorical requirement. When using this method, the educator should not allow haste, humiliate the personal dignity of the educatee and allow rudeness. It should be borne in mind that the abuse of punishment adversely affects the behavior of the educatee. This deprives him of confidence, morally suppresses, gives rise to a feeling of inferiority and causes embittered and active resistance to education.

A special place among the methods of education is occupied by example. The educational impact of an example is based on a person's tendency to imitate, which is meaningful. Students usually take an example from those people who enjoy authority. For education, it is necessary to use images of real people, as well as the best literary heroes and heroes of feature films. Schoolchildren are especially attracted by the examples of our contemporaries. Applying this method, one should focus the attention of the educated not only on bright heroic deeds, but on the difficult daily work of the heroes. A huge influence on the effectiveness of all methods of education and training has a personal example of a teacher, which can strengthen or weaken the educational impact.

Each of the methods of education and training must be applied in a specific setting, in accordance with environmental conditions and in combination with other methods.

Forms of control and assessment of knowledge,

skills and abilities of trainees

Control and evaluation of the quality of student training are important elements of the methodological system of education. These methodological components perform not only the task of control, but also the functions of training, education, and psychological preparation.

The main requirements for monitoring, checking and evaluating the level of training of trainees are the following:

- thoroughness and depth;

− systematic and objectivity;

- a combination of high demands with the provision of necessary assistance to trainees.

In pedagogical practice, preliminary, current, control and final verification and evaluation are usually used.

During preliminary check the presence and quality of knowledge, skills and abilities of students is determined if the teacher does not know the level of their training.

Current check is carried out to identify the quality of assimilation of the material by the trainees, as a rule, during the lesson.

Control check aims to determine how well students have mastered the content of the educational topic or section.

Final checks reveal the volume and completeness of knowledge, skills and abilities of trainees upon completion of any specific period of study (quarters, years, graduations). Inspections are usually carried out using various monitoring and evaluation methods. The most commonly used types are:

- questions for the current control of knowledge;

− verification work;

− control works;

- tests and exams.

Questions for current knowledge control carry different meanings. Some of the questions are asked to test the knowledge of various facts, definitions, techniques, rules and ways of behaving in situations that require making the right decision. To answer other questions, you need to compare different information or make a choice from several possible options.

Testing in modern school becomes a familiar method of learning, an active and exciting form of testing and self-testing knowledge.

Testing can be both final and current. The number of tests given to students to complete at a time during the current knowledge test is determined by the teacher.

The test task structurally consists of the following parts:

− instruction;

- proposed answers (at least three plausible ones);

is the correct answer.

During testing, the testee must choose the correct answer from the proposed answers.

Verification work consist of questions and tasks that meet the requirements basic level both in volume and depth. Testing work can be not only controlling, but also educational in nature.

Test papers serve to control the quality of assimilation of educational material by students and their ability to apply knowledge in practice. Based on the performance of these works, the teacher can have an accurate and clear idea of ​​the knowledge gained by students and the skills and abilities they have acquired.

Tests and exams are carried out as a final form of control and evaluation of students' preparation.

The grade given to the student must be irreproachably fair and objective. Overestimation often creates a sense of self-confidence and reduces the desire to work with full dedication of forces. Underestimation causes the student to feel annoyed and unwilling to learn.

When grading, the instructor should consider:

- the amount of knowledge on the topic, section, subject;

- correctness and strength of mastering skills and abilities;

− the number, nature and significance of errors;

− consistency in the presentation of the material, independence and confidence in the conduct of analytical work with subsequent conclusions.

Assessment of acquired practical skills

An important duty of the teacher is to test practical skills. Based on these checks, an accurate and correct idea is created about the ability of each student to clearly solve the problem.

Assessing the practical skills of students allows you to identify students who correctly perform practical tasks, as well as those who have difficulties in order to organize additional classes with them; determine the ability of each trainee to navigate an emergency or urgent situation and take adequate measures.

During practical classes, there should be constant feedback from students to the teacher, who monitors the work of students and helps them focus on developing the basic elements of a particular skill.

Testing of practical skills can be done both individually and in groups. In this case, it is recommended to follow the following rules:

- the trainee must demonstrate the performance of the action from beginning to end (sometimes they try to replace the performance of the action with a story about it);

- when demonstrating the reception to the trainees, make sure that each stage is completed correctly;

- if you say something to the trainee during the demonstration, this can only be a hint on how to proceed;

- if during the demonstration the trainee makes a serious mistake, stop him and point out the mistake made;

- if the mistake made is not too significant, let the show continue; the trainee can correct it in the course of further actions;

- if the mistake made indicates a complete misunderstanding of the entire procedure, correct the mistake and give the trainee the opportunity to read the textbook again and practice; if the error is easily corrected, ask the student to correct the defect and immediately recheck.

The results of monitoring and evaluating knowledge, skills and abilities are an important component for analyzing the organization and state of the educational process. Based on this analysis, the necessary adjustments are made to the methodological system of teaching students.

Technical support of the educational process

Technical teaching aids used in the educational process play a supporting role in empowering both the teacher and students.

They are understood as devices, machines and complexes used in the preparation of students in order to improve the efficiency and quality of education.

According to their functional purpose, technical training aids are divided into information, control and training.

Information tools serve to transmit information to the student, affecting his vision and hearing.

In pedagogical activity they are used most actively. These include phonic equipment (tape recorders, voice recorders, electric players), projection equipment (video recorders, televisions, film projectors).

Control means used to check the mastery of the material. The most common are the simplest control machines, which provide the student with the opportunity to choose an answer from several proposed ones, and then evaluate the correctness of the choice according to established criteria.

Teaching aids designed to instill the necessary skills and abilities to manage the object in various conditions. Most often, training devices called simulators are used for these purposes. As a rule, these learning tools not only imitate control systems and changing environments, but also control the actions of trainees, point out their mistakes and give recommendations for correcting them.

The use of technical teaching aids directly depends on the level of preparedness of students and opportunities educational institution. However, their use can significantly increase the effectiveness of learning and reduce the time for students to acquire sustainable skills and abilities.

Table 1

Sections	Events
Academic work	Training sessions
	Individual consultations
	Group pre-exam consultations
	Training camps for the course of life safety with students (boys) of 10 classes
	Final certification of 9th grade students
	Final certification of students in grade 11
Methodical work	Seminars with primary school teachers on teaching students the basics of life safety
	Seminars with teachers of grades 5-9 and subject teachers involved in conducting classes on the course of life safety
	Individual consultations for teachers leading the course of life safety
	Open Lessons on individual topics of the OBZH course
	Individual work of the teacher to improve methodological skills
Extracurricular and extracurricular activities	Participation in the competition "School of safety
Celebrating Children's Day
Various relay races
Meetings with veterans, employees of military registration and enlistment offices, bodies of civil emergency situations, traffic police, medicine.
Thematic exhibitions
Exhibitions of creative works of students
Work to improve the educational and material base	Acquisition of educational and methodical literature, visual aids, video and photographic materials, instruments, equipment and property
Registration of classes and methodological corners on life safety
Repair of equipment and inventory

table 2

The thematic plan for studying the course "Fundamentals of Life Safety" by students of __________ classes of secondary school No. _____ for _____ academic year.

Table 3 Ways of perception

Table 4 Communication with "difficult" students

Behavior of “difficult” learners	Teacher actions
Not active, silent	Find out the reason for their silence (shy, thoughtful, bored, etc.), listen to their explanations and try to involve them in the work
They think that everyone knows and can	Keep cool. Do not allow yourself and the audience to be drawn into unnecessary discussion. Thanks for the info. If they are distracted by questions, it is better to answer like this: “Now I cannot answer your question, come to me during the break”; “We have different points of view. You don't have to change your mind, but try to listen to others. Let's discuss this at the end of the class"; “You seem to have a different point of view. Go out and present it in front of an audience."
Stubborn, argumentative	Bring the point of view of these students to the class discussion so that the students themselves try to convince them. To say that there is no time for disputes and you can argue with them during the break. Ask them to take the whole class's point of view for a while.
Conduct extraneous conversations in the classroom, get distracted	No need to drive those distracted into the paint. You should turn to one of the speakers and ask him some easy question or repeat your last statement and ask him to comment. Moving around the class, approach the speakers and stand nearby, without drawing the attention of the entire audience to this.
They try to lead the teacher and the class away from the topic of the lesson	Take the blame: “Perhaps I led you aside. We need to talk about this." Review the topic of the lesson or write it on the board.
Speak for everyone and on behalf of everyone	You should say: “You just stated the general opinion, but what do you personally think about this?” or "Now let's ask the opinion of others"
Dozing in class	Tactfully find out the reason for this behavior. Where necessary, show understanding and sympathy.
With speech disorders, tongue-tied	No need to say: “You wanted to say something ...” You should say: “Let me repeat after you that ...” and clearly state the thought.
Excessively active and talkative	Such trainees should not be put in an awkward position. It is better to interrupt them tactfully: “This is very interesting. Now let's hear what others think." Offer to discuss this after class. Ask if the whole class would like to discuss this issue or if the lesson should continue. Distract the attention of a talkative student by repeating his last statement.

Bibliography.

1. Bayer K., Scheinberg L. Healthy lifestyle. M.: Mir, 1997.

2. Life safety: Tutorial/ Edited by O.N. Rusakov. SPb., 1997.

3. Bubnov V.G., Bubnova N.V. Fundamentals of medical knowledge. Save and Save: Textbook for students in grades 9-11. M.: AST-LTD, 1997

4. Military duty and military service: Collection of documents. M .: Editorial board of the journal "Military knowledge" 1999.

5. State program "Patriotic education of citizens of the Russian Federation for 2001-2005". Moscow: Russian State Military Historical and Cultural Center under the Government of the Russian Federation, 2001.

6. Civil Defense: Textbook. M.: Education, 1991.

7. Kuznetsov A.N. Features of military service. M.: Armpress, 2001.

8. Mishin B.I. Fundamentals of life safety: Software- teaching materials. M.: Bustard, 2001.

9. Collection of basic normative and legal acts on civil defense and RSChS. M .: ITs- Edition "Military knowledge", 20003

10. Sitnikov V.P. Fundamentals of life safety: A student's handbook. M.: Slovo, AST, Klyuch-S, 1997.

11. Uzhegov G.N. Secrets of survival in emergency situations. M .: Book house "ANS", 1999 .

Ministry of Education of the Russian Federation

Stavropol State University

ESSAY

in Pedagogy

on the topic: "Planning the educational process"

Completed by: Galina Chaplina

Stavropol, 2003

Introduction. 3

1. The concept and meaning of goals. four

2. Variety of educational goals. 6

3. The mission of the school and its implementation for specific educational purposes. 9

Conclusion. 12

Literature. 13

Introduction

In scientific management, planning is recognized as the most important function. Many studies point to a strong positive relationship between planning and organizational success.

Plans serve as the main means of managing the activities of the school team. What results does the school want to achieve at the end of the academic year and at intermediate stages, who, what and when will have to do this? The answers to these questions are given in the course of planning. Differences in specific educational goals and ways of achieving them between schools are found, first of all, in curricula.

Consider the issues of choosing educational goals in accordance with the strategic goals (mission) of the school.

1. The concept and meaning of goals

The goal is the image of the result that the subject seeks to obtain by performing certain actions. But not every such image is the goal. The goal is not just an image of the desired result (in this it coincides with beautiful-hearted dreams, projects, etc.), but an image of the result, firstly, with a fixed time for its receipt; secondly, corresponding to the needs and capabilities of the organization; thirdly, a motivating subject to act in the direction of achieving it (declaring a goal, the subject may strive to get a completely different result, in this case the declared goal is a pseudo-goal), fourthly, operationally defined (controlled).

Images of the desired future and, first of all, goals, as the most specific, clear and definite of them, perform many important functions in people's activities, which makes us treat goals and their setting with special attention.

Fixing in a clear and tangible form the image of the desired result, goals educational process orient the activities of teachers to the choice of means and the creation of conditions necessary and sufficient for their achievement.

A reasonable choice of priority targets makes it possible to concentrate efforts “on the directions of the main strike”, not to be scattered, to rationally and economically spend time, effort, and other resources.

Clearly formulated goals act as a benchmark, a standard against which you can compare the intermediate results of the work, making prompt and even advanced adjustments to it. It is equally important that the analysis of the achievement of the set goals can contribute to in-depth self-analysis, identifying problems of professional and learning activities, competence problems.

In joint work, the presence of common, accepted, agreed upon goals is a necessary condition for organization, cohesion, and integration. general activities, multiplying the individual potentials of its individual participants, that is, the goal acts as a powerful coordinator and integrator. The absence of clearly defined desired results leads to many defects, overhead, poor quality of work and dissatisfaction of its participants.

Understanding this, many prominent teachers of the past, for example, N.K. Krupskaya and A.S. Makarenko, repeatedly appeared in the press, criticizing the insufficiently serious and attentive attitude to setting the goals of education and upbringing. In the second half of the twentieth century, in different countries and on different methodological grounds, research was launched aimed at substantiating, typifying, classifying, and concretizing educational goals. These studies, of course, gave many interesting results that promote the development of education, but the problem of the goals of the educational process in science still does not have a satisfactory solution.

For the modern Russian school, the relevance of a clear setting of goals is also enhanced because, having received broad autonomous rights in the early 90s of our century, educational institutions faced the problem of value and target self-determination, the choice of such educational aspirations and goals that, reflecting modern achievements psychological and pedagogical sciences, would best correspond to the real and future social needs, expectations and opportunities of schoolchildren, the potential of the teaching staff.

2. Variety of educational goals

In planning, in particular planning goals, it is very important to find a reasonable balance between fundamental questions ("what should be the result?") and technical questions ("how to formulate goals?"). The great variety of “images of a person” in human studies and, in particular, in psychological and pedagogical disciplines, gives rise to a great variety of ideas about what should be considered the main goals (desired results) of education.

An analysis of the practice of many schools shows that the main goals and objectives of education are formulated in the following areas - common functions educational process:

Cognitive, cognitive function, the output of which is: a system of knowledge, a system of special, subject skills and abilities, the ability to carry out educational and cognitive activities, including self-education. The exclusive orientation of education only to such results, to the so-called ZUN (knowledge, skills, abilities) can hardly be recognized as reasonable and in recent years has been sharply criticized from humanistic positions;

value, educational function, the “output” of which is: the formation of the foundations of the worldview of schoolchildren, their views, beliefs, value orientations, self-concept and self-consciousness in general; the formation of the motivational sphere, the orientation of the student's personality, his desires, aspirations, needs, interests; enrichment of personal experience, experience of activity, behavior, communication, relationships, experiences, experience of making choices, actions, etc.;

functions mental development, the “outputs” of which should be real neoplasms in the intellectual sphere of students (their attention, perception, thinking, imagination, speech), in their emotional and volitional spheres;

Functions of development of creativity, creativity of students;

· a health-improving function aimed at preventing and, if possible, correcting the unfavorable somatic and mental development of children, ensuring readiness to lead a healthy lifestyle.

The search for the most important educational goals is accompanied by a search for more specific and measurable formulations. One of the world's most famous attempts to streamline and specify the complex of possible educational goals is the so-called taxonomy of educational goals, proposed by the American researcher B.S. Bloom in the mid-1950s and then developed further.

Bloom's taxonomy specifies the way in which goals are set in the cognitive (cognitive) and emotional spheres of the student. But this taxonomy is focused on the traditional type of educational process. Innovative approaches to the construction of this process, in particular, developmental education, require other methods of goal setting, which, however, are poorly developed today.

When setting educational goals, it is important to be aware that different pedagogical systems and technologies have their limitations and can only achieve certain results. So, for example, the creator of the class-lesson system, Jan Amos Comenius, might have been very surprised at the attempts of our contemporaries to radically solve the problems of individualization of learning within this system, while the author was a principled opponent of differentiated learning and believed that it was necessary to teach everyone everything (which, we note, in the absence of universal education was very progressive and democratic).

It is especially important to understand the relationship between the goals of the educational process and its general orientation, properties, and type of education. If the type of education actually carried out, the content, technology and organization of education corresponding to it, the position of the teacher and students are oriented primarily to the assimilation by schoolchildren of a certain set of knowledge and skills (which we observe today in most educational institutions), then the very noble and humane goals of education and mental development of schoolchildren, most likely, will remain only declarations. If, for example, the goal is to teach a child to learn, but conditions are not really created for him to be the subject of his educational activity, then the goal will not be achieved.

Therefore, with a holistic planning of the educational process at school, it is necessary to substantiate, prove the feasibility of the goals put forward with the help of the curriculum and programs of training and education, "prescribing" the most important targets, and real ways, methods, means, forms of achieving the desired results, with the help of an appropriate teacher training, etc.

3. The mission of the school and its implementation for specific educational purposes

A rather long and winding path leads to the setting of specific educational goals, which ideally should be determined for each student and with his obligatory active participation. To make it more direct, less painful, and most importantly - leading to the desired end results - is the concern of the subjects of intra-school management.

Determining the goals of the functioning of the educational subsystem of the school requires certain external, social prerequisites. We are talking about studying and taking into account, firstly, the social order of the immediate environment of the school and, secondly, state educational standards that set mandatory minimum requirements for the results of school education, and basic curricula that predetermine the planning of real educational processes at school.

Correlation of these external requirements with ideas about the real and potential possibilities of the school community provides grounds for making a decision about the mission of an educational institution. The mission does not define the specific goals of the educational process, but the general purpose of the school, and as such it involves answering the following questions:

Whose and what educational needs the school focuses its activities on (choosing a mission is not blindly following the social order and not the arbitrariness of the school itself: external and internal needs and opportunities must be balanced);

What contingent of students is it designed for (it is clear that the answer to this question will be different for a mass school and, for example, a gymnasium);

What level of educational services is taken to guarantee the school;

· what functions of education will be priority for this school;

what the school can offer children, in addition to the actual educational services;

what the school is willing to do for its staff;

what the school is going to do for the municipal educational system a wider social environment (it is important to note that the choice of the mission of the school must necessarily be agreed with the subjects of the municipal education system, which express the interests of the entire population of a given territory)?

The ideas of the teaching staff about the required level of quality of the results of education of graduates of a given school, which, in essence, are like an intra-school educational standard, are recommended to be fixed in the form of a model (image) of a graduate. This model is already closer to the goals of the educational process than the mission of the school, but it is also not a specific goal, because the latter should be set taking into account individual features, needs and opportunities of the student.

Graduate models can be developed at two levels: a minimum program, which reflects the mandatory requirements for the level of education of students in a given school, and a maximum program, which is not of a normative nature, but aims teachers and students to achieve the highest possible results, taking into account knowledge of the maximum educational opportunities for students of a certain age.

The presence of a school graduate model makes it possible to model the requirements for the results of education and upbringing by grades and years of study, which, along with the well-founded general aspirations of the school and accepted at school general requirements to the programs of training courses, creates the prerequisites for setting specific educational goals.

When setting (and evaluating) educational goals, it is useful to consider the following requirements:

1. The main grounds for setting goals should be the analysis of existing needs and problems, on the one hand, and the analysis of personal capabilities, means, resources, on the other.

2. Goals should be relevant, that is, responding to the most significant problems.

3. Goals should be tense, but real, that is, be in the zone of proximal development of schoolchildren.

4. Objectives should be so specific (including setting the level of the desired result and the timing of its achievement) that it can be clearly determined whether they have been achieved.

5. Goals should be motivating, stimulating, inciting.

6. Goals must be consistent with the basic values ​​of the school, its mission.

7. The goals of joint activities must be known to all its participants, understood and consciously accepted by them, which requires special work on the collective development and coordination of goals.

8. Specific private goals should be subordinated to larger and longer-term targets and aspirations.

These requirements are of a general nature and do not affect the specific content of the goals of the educational process. Meanwhile, the definition of this content is the most important task to ensure the realism of educational goals.

Conclusion

We examined the main problems of planning education at school, the concept and meaning of goals, their diversity.

The main goals and objectives of education are formulated within the framework of the general functions of the educational process.

When setting educational goals, it is important to be aware that different pedagogical systems and technologies have their limitations and can only achieve certain results. Therefore, the choice of goals by a particular educational institution should be carried out in accordance with its real capabilities.

The ideas of the teaching staff about the required level of quality of the results of education of graduates of this school, along with the well-founded general aspirations of the school and the general requirements for curricula adopted at the school, create the prerequisites for setting specific educational goals, the requirements for which were set out in this essay.

Literature

1. Gvishiani D.M. Organization and management. - M., 1972.

2. Lazarev V.S. Systematic development of the school. - M., 2002.

3. Lazarev V.S., Potashnik M.M. How to develop a school development program. - M., 1993.

4. Nikanorov S.P. System Analysis and systems approach. - M., 1971.

5. Prognostic concept of goals and content of education / Ed. AND I. Lerner, I.K. Zhuravlev. - M., 1994.

6. School development management / Ed. MM. Potashnik, V.S. Lazarev. - M., 1995.

7. School management: theoretical foundations and methods / Ed. V.S. Lazarev. - M., 1997.

Ministry of Education of the Russian Federation Stavropol State University ABSTRACT on pedagogy on the topic: “Planning the educational process” Completed by: Galina Chaplina

Effective education is possible only through the use of various forms and methods of organizing the pedagogical process. The teaching method plays the role way of organizing the process of mastering new knowledge by students, the formation of skills and abilities, the development of their mental (psychological) functions and personal qualities. The concept of "method" characterizes the content, or internal, side of the educational process.

Teaching methods are ways joint activities teaching and learning, aimed at achieving their educational goals.

The concept of the form of organization of training reflects the nature of the relationship participants in the pedagogical process. The form of learning is related to the inner, content side of the learning process: the same form can be used in different teaching methods and vice versa. In didactics, the following organizational forms of education are distinguished:

ways of learning;

forms of organization of the entire education system;

forms (types) of learning activities of trainees;

forms of organization of the current work of the trained groups.

The form as an external side of the organization of the educational process depends on the goals, content, methods and means of training, material conditions, the composition of the participants in the educational process and its other elements. Forms of education are divided according to the number of students, time and place of study.

In didactics, it is customary to single out the forms of learning individual, group, frontal, collective, pair, classroom and extracurricular, classroom and extracurricular, school and extracurricular. Individual form learning involves the interaction of a teacher with one student. In group forms, work is carried out in groups formed on a different basis. The frontal form of training involves the work of a teacher simultaneously with all students at the same pace and with common tasks. The collective form is considered as the work of an integral team, which has its own characteristics of interaction. The paired form of learning involves the main interaction between two trainees. Other forms of education are related to the place of implementation of the classes.

According to didactic purposes, the forms of organization of training are divided into theoretical, practical, labor, combined. There are also three groups of training organization: individual, collective-group and individual-collective classes. Individual classes include tutoring, tutoring, family teaching, self-study. Collective group classes include a lesson, lectures, seminars, conferences, olympiads, excursions, business games. Individual-collective classes are projects, scientific, creative weeks, immersions.

The foundation of intra-company planning is modern economic theory and scientific methods research, primarily analysis and synthesis, deduction and induction, a systematic and situational approach, multivariance, forecasting methods, etc. The use of deterministic and stochastic (probabilistic) modeling methods underlies the development of forecasts for business strategies and plans of enterprises.

Planning, being on the one hand the most important function of management and the sphere of practical activity, and on the other hand independent science(part of economics) develops unevenly. The pace of development of the theory of the science of planning either outstrips or lags behind practice. Therefore, in order to consolidate knowledge and skills in the discipline, the student is recommended to familiarize himself with the practice and problems of planning at one of the Russian enterprises.

When organizing the educational process in the discipline "Planning at the enterprise", the teacher determines the important stages for students in mastering the discipline:

listen to lectures

perform planned calculations in practical classes,

to attend consultations on individual work with students,

complete the test and pass the test,

prepare and defend a term paper and pass an exam.

In case of non-compliance with the schedule of the educational process, full-time students eliminate their debts by writing essays on relevant topics.

As a result of studying the discipline, the future specialist will gain knowledge of the basic principles and methods of planning, methods for calculating the main technical, economic and financial indicators, learn how to draw up a set of planning documents for budgeting, get acquainted with the organization of planned work and planning at the stage of creation, operation and development of the enterprise.

The graduate must have the following competencies:

the ability to assess the impact of investment decisions and financing decisions on the growth of the value (value) of the company

the ability to evaluate investment projects under various conditions of investment and financing

master the techniques of financial planning and forecasting

Know: the main theoretical approaches to business planning;

Be able to: conduct research in a specific subject area; collect and systematize scientific and practical information;

Own: the methodological basis of the studied discipline, determine the relationship between the theory of business planning and related sciences; skills in organizing and operational planning of their activities and the activities of the company and organization; the ability to take part in planning, preparing and conducting communication campaigns and activities in accordance with the goals and objectives of the organization based on research results; own the competence of organizing and conducting marketing research in order to forecast the development of the market.

Pedagogical science in relation to the teacher acts simultaneously in prescriptive and explanatory functions, in addition, the connecting link between them is the work in practice of the teacher himself. The success of education and training directly depends on the effectiveness of the work of those who organize and manage the pedagogical process - from teachers. In this regard, all sections of pedagogical activity are called upon to serve the teacher, giving him the means to work with students. But given that each teacher deals with many different situations and objects in their various combinations, then it is his duty to be not just a consistent executor of recommendations, but also a kind of creator of the pedagogical process. At present, a teacher cannot work, guided only by his own experience and initiative.

There are various materials, the purpose of which is to get an idea of ​​how and what to teach - curricula, programs, recommendations for teachers, textbooks, etc.

These benefits, on the one hand, are an applied result pedagogical science, on the other hand, they are a project of educational activities, developed on the basis of many scientific works and designed to fulfill the most important goals. In addition, a significant guideline in the work of each teacher is the best experience of other teachers. From the point of view of modern didactics, the main task of the teacher in the educational process is to manage the conscious and active activities of students. Examples of such management are: planning the educational process, organizing own work, organization of educational activities of students, stimulation and intensification of the work of students, monitoring and regulation of the educational process, analysis of the results of the work carried out.

1. Planning the educational process

Planning the educational process It is subdivided into drawing up thematic and lesson plans of work. Such plans are regularly published in various methodological journals. In the lesson plans, the teacher sets tasks (cognitive, developmental and educational), as well as the main questions used when studying new material, repeating and consolidating what has already been covered, marking exercises for practical activities in the classroom, assignments for homework and methodological materials that are used in lesson.

General organizational work teachers can be divided into two stages.

1. Preparatory.

2. Executive.

Preparatory stage- preparation of visual didactic aids, handouts, search and selection of the necessary reference literature, preliminary preparation of tasks and exercises to test the knowledge of students and the formation of the necessary skills, selection and involvement of students in educational work to check the quality of assimilation of the material covered.

Executive stage- the direct activity of the teacher in the lesson and the organization of the activity of students associated with it (both active and passive).

Planning of educational work. The essence of planning lies in the rational distribution in time of the collective and individual labor of school employees necessary to achieve the goals. It is intended to reveal the content, functions and interaction of both individual school units and the entire system of school work as a whole and indicate practical measures aimed at the implementation of the tasks set.

Planning efficiency and the implementation of the planned activities depend on the observance of a number of conditions, first of all, on the ability to analyze the results of the educational work of the school for the previous academic year. Here, an objective assessment of the quality of students' knowledge, their upbringing, skills and abilities of educational work and other types of activity, the development of intellectual forces and abilities of schoolchildren is of decisive importance. Particular attention should be paid to the analysis of quarter control works students, exam results, determining the level of knowledge, skills and abilities, studying the materials of methodological associations, pedagogical councils, production meetings, as well as studying the correlation of quantitative indicators with the qualitative characteristics of the educational process and its results.

Long-term planning of school activities This is long term planning. An equally important condition for effective planning is clear view prospects for the development of the school for the year and the next few years, the definition of the main goals and main tasks of the team, their real refraction on the scale of the district, city, region.

The development of a school-wide team is unthinkable without determining the long-term perspective of work, substantiating the long-term goals of educational activities, creative searches for more effective forms and methods of it, and establishing sustainable features of the work of this school in the next five years.

The five-year work plan of the school provides for the most significant indicators: the movement of the contingent of students; retraining and advanced training of teaching staff; system of pedagogical education of parents; transfer of students to the mode extended day. An important place is occupied by the development of measures to strengthen the educational and material base of the school, improve the living conditions, work and recreation of teachers and students.

Particular attention is paid to the creation of an educational and material base for labor training and the organization of socially useful, productive work of students. When developing long-term plans, it is necessary to take into account the progressive complication of the content of all educational work and the age characteristics of schoolchildren.

The complexity of such planning lies in the fact that the educational process goes beyond the class, lesson, receiving its logical development in various forms of extracurricular and extracurricular activities and in independent work students. Life dictates the need for a holistic approach to the upbringing and development of the child, the construction of a single, integrated system of educational influences of the school, family and community.

The main task of planning is the focus of the teaching staff of the school on improving the efficiency of the quality of work.

2. Pedagogical diagnostics

Firstly, the adjective "pedagogical" characterizes the following features of this diagnosis. Pedagogical diagnostics is carried out for pedagogical purposes, i.e., it is focused on obtaining new information on how to improve the quality of education and the development of the student's personality based on the analysis and interpretation of its results.

Secondly, it provides fundamentally new meaningful information about the quality of the pedagogical work of the teacher himself.

Thirdly, it is carried out using methods that organically fit into the logic of the teacher's pedagogical activity.

Fourth, with the help of pedagogical diagnostics, the control and evaluation functions of the teacher's activity are strengthened.

Fifth, even some traditionally used means and methods of teaching and upbringing can be transformed into means and methods of pedagogical diagnostics.

AT different types activities form individual personality traits. They most clearly appear in the goals of activity, in motives or incentives for activity (for the sake of which a person sets himself chosen goals), in the methods, means and ways that are used to achieve the goal, and in how a person relates to his activity.

Therefore, in the formation of personality, its orientation is distinguished. It includes motives such as needs and interests.

So, every teacher knows that in teaching any subject there are such tasks and tasks, on the basis of which it is possible to diagnose not only knowledge, skills, but also creative abilities and other personal qualities. For example, a problem in physics: come up with as many ways as possible to measure the acceleration of a car, justify your proposals - it has exceptionally great diagnostic power. Some students give up to ten solutions. And depending on the number of proposed solutions, originality, evidence, based on this example, it is possible to diagnose and rank the level creativity almost all students.

Along with diagnostic methods, such as purposeful observations of students, interview-type conversation, pedagogical testing has become more and more actively used in recent years.

Rules of pedagogical diagnostics.

1. Indicate the school, class, number of students, subject, Full name teacher and the one who conducted the diagnostics, testing.

2. Formulate the goals and objectives of diagnostics, testing.

3. Determine the form of registration and collection of primary materials for diagnostics and testing.

4. Process and present diagnostic results in the form of diagrams, tables, diagrams.

5. Analyze and interpret the results obtained, explain their meaning.

6. Give an overall assessment, formulate pedagogical conclusions and recommendations.

7. Indicate where and how the results of diagnostics, testing can be used (for students, parents, teachers, education authorities).

For pedagogical diagnostics and identification of reserve opportunities for the quality of teachers' work, various methods can be applied: conversations such as interviews, tests, systematic observations.

3. Individual approach in the system of didactic principles

Each student, in addition to the general ones, has his own individual properties. The specificity of knowledge, will, feelings, personality traits of a student can both positively and negatively affect the course of teaching, and may remain neutral. For example, a mobile student can be very attentive in class, which means that this feature of his temperament is neutral in relation to learning.

Interest in technology, design, independent creativity helps the child to learn successfully. A congenital inability to abstract thinking hinders the learning process.

So there is a need for differentiation and individualization of training.

A differentiated approach allows you to make the most of the individual characteristics and abilities of each student individually. An individual approach for lagging behind and poorly performing students allows you to bring them to the level of well-performing children. For this, they organize extra classes, individual or group organization in the lesson is possible.

An individual approach to well-performing students allows them to use their abilities more productively and prevent the loss of interest in studying the subject.

To implement a differentiated approach to teaching, the teacher must constantly study the individual characteristics of the individual, the conditions in which the child lives. In addition, it is necessary to clearly define what features of temperament have a positive, negative and neutral effect on the student's activities and to determine the means of an individual approach with which the implementation of training is possible.

Individual approach is one of the types of organization of work by a teacher. This is a type of work that takes into account the individual characteristics of students in order to involve them in the learning process. With an individual approach, the learning process takes into account students' mental abilities psychological features, physical endurance.

The individual form of organization of educational activities provides for the direct work of the teacher with each student. This work is characterized high level independence, appropriate preparation of students, etc. It is carried out with programmed learning. The teacher, when working with students individually, should take into account the following provisions: the mental and physical abilities of students are not the same; the student is always individual, original, and there are no universal teaching methods; it is important to determine what each student is capable of in this moment learning activities, and how to develop existing abilities; you cannot demand the impossible from a student; it is necessary to reveal all the possibilities of each student, to give him the joy of success in mental work; it is important to determine the individual path of success in the study and mental work of each student.

Individual work with students- laborious, but, in the end, productive occupation. This work is based on a differentiated approach to students. First of all, it is necessary to find out the individual characteristics of each student, and then begin to develop various options for individual work in the lesson. In this case, the level of knowledge, skills and abilities of each student must be taken into account. For independent work of students, task cards containing various options should be used so that each student completes his individual task. It is advisable to use task cards for practical tasks in almost every lesson.

To fill gaps in students' knowledge and eliminate factual errors, it is very effective to use a variety of self-control techniques, algorithmic and programmed exercises, since in them the material is divided into logical stages, doses. In each option, the most difficult questions that can cause errors are highlighted, and the simplest ones are left for independent decision, to identify the causes of misunderstanding of the material. In the system of exercises, moving from work under the direct supervision of a teacher to partial and further to completely independent work, students gradually cope with tasks of varying degrees of complexity. At the same time, the difficulty of the task and the degree of independence of its implementation gradually increase depending on the success of the previous task. The results of this painstaking work will be felt quite quickly. An individual approach to learning must be applied in all classes, but than younger age students, the more important individual learning becomes.

In modern conditions of education, the study of the individual characteristics of children and the organization of an individual approach are becoming increasingly important. Modern conditions of life provide a wide range of additional means, in addition to school, to fulfill the tasks of the comprehensive development of the younger generation.

Children's radio programs, children's literature, and theater are of great cognitive importance. The culture and well-being of the family is increasing, which significantly affects the level of upbringing of children. In one family, a child is taught to be independent and discipline. In the other, the child is spoiled, does not want to do anything on his own. In the third - the child can be left to himself, and in his upbringing much depends on the group of guys with whom he is friends.

4. Pedagogical tact and its role in learning

One of features of pedagogical work lies in the fact that he must protect and preserve the little man. This specific feature requires the teacher to have high pedagogical skills and a special pedagogical tact. In his work "How to educate a person" V. A. Sukhomlinsky, Summarizing the experience of educational work with students, he writes: “The work of a teacher is incomparable and incomparable to anything. The weaver sees the fruits of his cares in an hour... The teacher, on the other hand, needs to work for years to see the subject of his creation... Every minute, every moment, the teacher must see each of his thirty or forty students, know what he is thinking at that moment ... "

V. A. Sukhomlinsky emphasized that there should not be a single teacher in the school who would be burdened by the work of a teacher: “... a teacher must have a huge talent for philanthropy and boundless love for his work and, above all, for children ...”

Pedagogical tact and mastery of teaching are made up of a number of components, which includes scientific knowledge in pedagogy and psychology, i.e., first of all, pedagogical knowledge, professional abilities, pedagogical ethics and pedagogical technique.

5. Pedagogical excellence

Pedagogical excellence- this is the possession of professional knowledge, skills and abilities that allow the teacher to solve pedagogical situations in accordance with the tasks that the teacher and the school as a whole face.

The basis of pedagogical tact is the general moral upbringing of the teacher. Pedagogical tact- this is a kind of implementation of pedagogical ethics in relation to students. Pedagogical tact- this is such a moral behavior of a teacher, which includes high humanity, sensitivity to a person, self-control, endurance, the ability to establish friendly relations in any situation. A teacher with pedagogical tact skillfully regulates his relations with students, parents, and work colleagues. In pedagogical tact, first of all, deep respect for a person is manifested. The teacher deals with the emerging personality of the student, and all his relations with the children should be based on the principle: as much exactingness as possible to the person and as much respect for him as possible.

A number of professional skills are associated with pedagogical tact. These are the ability to assess the pedagogical situation, to take into account the characteristics of the student, to foresee the possible effect that the pedagogical impact causes. Pedagogical tact is a sign of high pedagogical skill. Mastering tact requires a great and thoughtful work of the teacher on himself. The teacher must learn to constantly control his actions, to be able to show his attitude to the actions of students with a look and gesture. That is, pedagogical tact also implies that the teacher himself has purely external skills of expressing his feelings. Such a set of skills is an integral part of pedagogical skill and is called pedagogical technique.

Pedagogical technique allows the teacher to choose the right tone in communicating with students and their parents. Tone, style of relations with children, the correct choice of diction, facial expressions, gestures - all this is included in the concept of pedagogical technology.