Pedagogical conditions is a definition in pedagogy. Pedagogical conditions of aesthetic education in technology lessons What are pedagogical conditions definition

My article is devoted to the issue of creating pedagogical conditions for the formation of professional competencies of students of secondary vocational education, including our college.

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“Implementation at the training session of conditions for the formation of professional and general competencies among students

secondary vocational education”.

My article is devoted to the issue of creating pedagogical conditions for the formation of professional competencies of students of secondary vocational education, including our college.

Before I speak, I must say the following:

1. Firstly, unfortunately I don't have that much experience. pedagogical work how are you.
2. Secondly, I did not work at a time when the former federal educational standards existed and my view on some issues is purely personal and subjective. You can disagree with my opinion and it is very easy to refute it, I agree with all your criticism in advance.

As you all perfectly understand, the pedagogical process is a holistic phenomenon, all its components are closely interconnected, and their implementation affects the final result: the training of highly professional specialists for sea and river transport enterprises.

With the entry into force of the new "Law on Education in Russian Federation» FZ-273 and the new federal state educational standards, the pedagogical process in the system of vocational education, which is based on a competency-based approach, is undergoing major changes and transformations.

In order to form professional competencies for students at a qualitatively new high level, it is necessary to determine which pedagogical conditions needs to be created in educational organization in order to provide professional training for cadets that meets the requirements of federal state standards and, more importantly, the employers themselves.

And here the most important thing is the early (and precisely early) “creation of the conditions necessary for the development of the relevant qualities, despite the fact that they have not yet “ripened” for many cadets for independent functioning.”

Thus, the conditions act as factors or circumstances on which the receipt of high-quality results and the effectiveness of the functioning of the entire pedagogical system depend.

In the modern educational process (and our college is no exception), the conditions act as a set of factors and components of the pedagogical process that shape the success of education. And the pedagogical process as a whole is a set of consistent and interrelated actions of teachers, masters and cadets, and during their work experience and employers, aimed at the conscious development of a system of knowledge and skills by students and the formation of their practical experience.

The basis for the effective formation of professional competence of a particular specialist in maritime and river transport is a whole range of pedagogical conditions.

The already existing practical experience in the implementation of the federal state educational standards of the third generation allows us to identify the optimal pedagogical conditions aimed at the formation of professional competencies in future specialists. These include:

1. Condition. When determining the content of education related to the variable component, it is necessary to give priority to the interests of employers;
2. Condition. It is necessary to increase the level of motivation of cadets for the future professional activity to form in them a stable motivation for continuous self-improvement through the implementation of extended, especially additional professional competencies;
3. Condition. Maybe this condition should be in the first place?Good material and educational and methodological support of the educational program, taking into account the requirements of employers;
4. Condition. Modeling the future professional activity of graduates, providing that the content vocational training should be improved and adapted taking into account innovations in engineering, technology and work organization;
5. Condition. Formation of general competencies among cadets of vocational education, mastering by them exactly those skills and practical skills that will provide them psychological stability in a future professional team, the formation of career planning and development skills, activity in finding a job, readiness to compete for a job.

The first pedagogical condition - the content of education - is the most important component of the pedagogical process. The content of education is fixed in the federal state educational standard and educational program. Through the content of education, the goals defined by the customers of the vocational education system - the state, employers and society - are realized.

Determination of the content of the main professional educational programs implies the presence of constant feedback from program developers with employers, analysis of employers' requirements for the labor functions of modern workers. Information about these requirements may

be obtained by analyzing two components: the labor market as a whole and the needs of specific companies in the missing competencies of their employees. Such an analysis is the basis for determining the variable component of the program. Thus, the quality of the content of educational programs depends on how closely the educational

the institution cooperates with the labor market ( give an example ).

Here, in a good way, it would be necessary to give many examples of how closely teachers work with employers and the labor market as a whole, that there is close interaction between them and there is feedback ... But unfortunately, I can only give one example. The only time when, as a teacher, I worked closely with the employer was the period of the final state certification during the defense of graduation projects by cadets of group 367 in June 2014. Then between the employer represented by Zinchenko Viktoria Alexandrovna - the director of personnel management of JSC " Sea port Petersburg” and the teachers really had an active discussion on many issues related to the training of cadets and the training of specialists for work in transport. I cannot give another example of close cooperation.

The modular-competence-based approach to building the content of education makes it possible to optimize the theoretical and practical components of vocational training.

At the same time, the place and role of theoretical knowledge in the process of mastering professional competencies, which ultimately leads to an increase in interest in learning and provides the second pedagogical condition -increasing the level of cadets' motivation for professional activities with an emphasis on the formation of motivation for professional growth.

The principle of modular construction underlies the third necessary pedagogical condition -material and educational and methodological support of the educational program.

The module is understood as a set of theoretical and practical requirements expressed in the form of knowledge, skills, practical experience that students must master upon completion of training. But when developing modules, there are some difficulties and let's dwell on this in a little more detail:

1. First, there must be a correct proportional relationship between the disciplines that make up the module. For example, module PM-03 includes the discipline "Transportation of goods under special conditions", 92 hours in volume. In KVVT, only 1 article is devoted to this issue - 83, consisting of three paragraphs. Based on the regulatory framework, it is problematic to create a work program for 92 hours in which exactly half are practical exercises.
2. I do not know how it was before, but the ratio between theory and practice in the work program of 50% to 50% requires good classroom equipment.

The module is significant for the sphere of work, as it corresponds to a certain type of labor activity.

The implementation of modular competence-based learning in the process of designing an educational program involves the development of:

1. The structure of the modular program, reflecting the basic requirements of the educational standard for the disciplines of the curriculum and at the same time the planned professional activity in the specialty determined by the employer;
2. Educational and methodological materials for cadets, teachers and masters of industrial training based on the structure of the module and the expected level of competence;
3. Systems of internal and external control for assessing the quality of modular training, applied taking into account the relevant principles and mechanisms (while there is still no close relationship between the teacher and the employer).

As a result of such design of the educational program in the structure of the module, it is easy to single out the stages of mastering professional competence and plan the evaluation of learning outcomes. training session At the same time, it should be of a practical nature, which will allow modeling the professional activities of future specialists in accordance with the characteristics of their future specialty. This corresponds to another pedagogical condition -modeling of professional activity of graduates.

It is also important that the creation of designated pedagogical conditions contributes to the development of independence, expressed in the ability to

exercise self-assessment and self-regulation. This in turn provides

the implementation of another above-mentioned pedagogical condition -formation of general competencies among students of secondary vocational education.

Education within the framework of a modular approach, with the aim of building competencies, differs significantly from the traditional education system, which is based on a reproductive methodology, for which knowledge is a valuable component. Programs developed on the basis of modular competence-based learning technology involve significant changes in teaching methods and general approaches to organizing the educational process in an educational organization.

First of all , it is important to clearly allocate the responsibility of all those involved in the educational process for the implementation of modular programs of interdisciplinary courses and types of practice - educational and industrial. The principle of the integrity of this approach in teaching requires building a strict strategy for the implementation of the educational program.

Secondly , focus on the final result sets the task for the teacher and the master of industrial training to stimulate the active position of the student. Independence and responsibility for the results of their work are becoming important elements of learning for the students themselves and for teachers, whose active position is to change teaching methods. The teacher currently has to act as an organizer of the educational process, which works on the basis of a problem-based approach, acting more as a leader or assistant than as a source of ready-made knowledge for the cadet. Knowledge must be obtained by the student himself.

And in conclusion, as a conclusion, I will say that only taking into account all the conditions that affect the formation of professional competencies of students, it is possible to create an optimal model of organizational and pedagogical support for the learning process, which will ensure the quality of professional training of future specialists that meets the requirements of the Federal State Educational Standards and employers.

Thank you for your attention.

Teacher of special disciplines

A.V. Prokopenko

Pedagogical conditions for the formation of students' readiness for professional activities

Analyzing the theoretical provisions that characterize the problem of the formation of the personal-semantic readiness of students for professional activities, we can conclude that an effective solution to the identified problem becomes possible only when a certain system of pedagogical conditions is implemented.

In the theory and practice of pedagogy, there are many interpretations and definitions of the concept of "condition" in general and "pedagogical conditions", in particular.

In the philosophical dictionary, a condition is understood as “the relation of an object to the phenomena surrounding it, without which it cannot exist.” Moreover, the conditions constitute the environment, the environment in which phenomena arise, exist and develop.

Dictionary of the Russian language S.I. Ozhegova interprets "condition" as "a circumstance on which something depends".

Other dictionaries of the Russian language offer similar interpretations of the concept under consideration. The condition is:

The setting in which something happens;

The environment in which they exist and without which objects and phenomena cannot exist;

The basis, a prerequisite for something.

In these definitions, the condition is considered as something external to the subject, directly affecting the process of its formation and development.

The TSB provides a more generalized understanding of this term. “A condition is an essential component of a complex of objects (things, their state, interactions), from the presence of which the existence of a given phenomenon necessarily follows.” This whole complex is called "sufficient". AT this definition the condition is considered not as a separate circumstance, the relationship of objects, but as a whole complex of objects that influence the phenomenon under study.

It should be noted that the conditions must be necessary and sufficient for the existence or change of the object or phenomenon under study.

In logic, the necessary conditions include those conditions that take place every time an action occurs, and the sufficient conditions include only those that certainly cause this action.

The analysis of the presented definitions allowed us to accept the condition as a situation that directly affects the process of formation and development of the subject under study.

The pedagogical interpretation of this concept is also important for us. M.I. Yeretsky gives the following definition: “Pedagogical conditions are pedagogical circumstances accompanying a factor that contribute to (or counteract) the manifestation of pedagogical patterns due to the action of factors” .

“Pedagogical conditions are the environment, the circumstances in which pedagogical factors are realized,” notes M.E. Duranov.

N.M. Yakovleva writes that consideration of the category “condition” in relation to the concept of “environment” (“environment”) unreasonably expands the set of objects necessary for the emergence, implementation or change of a pedagogical phenomenon. Under the pedagogical conditions, she understands the totality of measures in the educational process that ensure that students achieve the highest level of activity.

S.V. Borovskaya gives a slightly different definition: pedagogical conditions are a set of interrelated measures of the educational process that contribute to the transition of students to a higher level of professional activity.

It should be noted that the proposed definitions are universal, therefore they are used as basic ones in our study.

Analysis of the works of scientists-teachers (V.I. Andreeva, G.V. Borovskaya, N.V. Ippolitova, A.Ya. Naina, N.M. Yakovlev and others) made it possible to determine the essence of pedagogical conditions that ensure the formation of personal-semantic readiness students to professional activities in the system of higher education. Based on the works of S.V. Borovskoy, N.M. Yakovleva, we consider the concept of "pedagogical conditions" as a set of measures of the educational process that ensure the transition of students to a higher level of development.

When identifying pedagogical conditions, it is necessary to take into account the methodological and theoretical foundations of pedagogical research, which it is advisable to present in the form of requirements:

It is necessary that the conditions contribute to the activation of educational and cognitive activity students.

Conditions must take into account individual characteristics students (independence of performance, attitude to work, etc.).

· The identified conditions should ensure the formation of special competencies (professional skills) in students.

Pedagogical conditions constitute the environment in which the personal-semantic readiness of students is formed, exists and develops. Therefore, there is a need to create favorable pedagogical conditions to ensure the designated educational process in high school.

The analysis allowed us to identify the following ways to determine pedagogical conditions:

Identification of the specifics of the educational process in the system of higher education;

Application of new trends in the process of humanization in universities;

Generalization of the experience of higher education and its integration within the framework of humanitarian courses.

The content of the main courses included in the system of liberal education of each university must comply with the State educational standards(hereinafter GOS) and is represented by the fundamental humanities. SES includes, first of all, a certain amount of mandatory information (educational minimum), as well as the knowledge that the teacher considers necessary to give in excess of this minimum. To a greater extent, the content of humanities courses can be built by the teacher independently within the framework of electives, since they are determined by the profile of the university, the composition of teachers and the range of interests of students.

This is explained by the fact that professional and personal development assumes as a basis the process of a person gaining his human essence (T.V. Sokhranyaeva, Yu.G. Fokin, etc.)]. By this process, we, first of all, understand the formation of a system of moral values, which are the cultural and moral center of the individual. In this case, the content of higher education as a whole and the content of the block of general humanitarian and socio-economic disciplines and electives should perform the functions of "... meeting the needs of the individual in his spiritual growth and ensuring the assimilation of the social experience accumulated by mankind, necessary for the reproduction of social life" . One of the most important principles, on the basis of which the content of the variable part of the block of general humanitarian and socio-economic disciplines and electives will be determined, will be the formation of worldview values, namely, the orientation of the development of the student's personality towards self-development and self-realization.

The formation of such a system of values ​​is impossible without close interaction of the student's personality with the socio-cultural environment on the one hand, and filling the content of the block of general humanitarian and socio-economic disciplines and electives with such components as: the social infrastructure of society in the form of a certain set of stable interpersonal and social relations associated with the place of residence , and in the form of communities that are carriers of traditions, certain requirements, moral values ​​consecrated by religion and supported by the state - on the other hand.

Orienting the content of the variable part of the block of general humanitarian and socio-economic disciplines and electives to the formation of worldview values, we assume that it will include not only material that contributes to the formation of moral values, but also knowledge that reflects a holistic scientific picture of the world. Including materials illustrating the principles of synergetics as the most general approach describing the principles of the structure of the universe. Proceeding from this, the formation of the student's worldview values ​​will be built on the example of the relationship between the educational process and the cultural and historical environment of the city, which describes "the relationship between the personal and the social, between the individual and the collective, between the private and the public" .

The inclusion in the content component of the material aimed at the formation of worldview values ​​is explained by the new level of requirements for specialists who have received higher education. This is reflected in the “training of specialists capable of creative work, professionally mobile, responsible, enterprising, involves a departure from economic-centric and socio-centric concepts of education in favor of human-centric concepts, in the center of which is the satisfaction of the needs of the individual in intellectual, cultural, moral and spiritual development, in mastering professional activity and self-expression.

The need for students to acquire a complex of knowledge, which is the basis for professional and personal development, is noted in a number of works. Thus, in the scientific and methodological manual on the management of the regional educational system, the author notes that “the content of the national-regional component of educational programs in educational areas is formed as a reflection of:

Cultural-historical, national-ethnic, economic-economic, territorial-geographical identity of the region that has developed to date;

Priority trends in the development of the region;

The need for solving regional problems by means of education;

Public and private educational interests and needs of the inhabitants of the region”.

Using the provisions of the anthropological approach, we can note that in student age, the processes of spiritual and moral autonomization of the individual, physical and moral self-improvement, and socio-psychological adaptation acquire special semantic significance.

Moreover, the possibility personal growth students in the learning process contributes to the "normal implementation of their functions modern system higher education". In this aspect, worldview values ​​act as the following resource: "the needs and interests of students, albeit not always conscious, in obtaining knowledge and forming certain socio-cultural, including professional, qualities that they need."

In this regard, it should be noted the point of view of L.E. Shabunin, who says that "content acts as a category of the learning process, the most predisposed to be used as a carrier of the potential of self-organization." In this regard, there are worldview changes in students, manifested as a result of the active interaction of students' consciousness with the content educational material organized by the teacher.

Consequently, the main task of educational institutions - "to help understand the specifics of a person's connection with the outside world" - can be effectively implemented through the use of the above approaches to the content of humanitarian courses.

The following principles will form the basis for the preparation of work programs for the block of general humanitarian disciplines and electives:

· diversification - expanding the range of social and humanitarian disciplines, and the problems that they study;

pragmatization - convergence of the content of the humanities with the profile of training, the specifics of future professional activity;

· internationalization of education - the study by students of other ethnic groups and cultures living in the region.

This is due to the specifics of humanitarian knowledge, which, from the position of L.A. Belyaeva, is expressed as follows: “1. not fidelity, but depth of penetration (taking into account historicity); 2. truth is not just revealed, it is being accomplished, and for its accomplishment the experience of life, the experience of history and the experience of art are needed; 3. Truth cannot be communicated by one person alone, it is the result of a dialogue of many points of view.

In pedagogical science, in accordance with the SES, today there are certain requirements to the improvement of work programs. These requirements include the following:

1. The main goal of the formation of the content should be oriented from the point of view of focusing on the development of the student's personality;

In our opinion, when formulating the requirements for the content of the variable part of the block of general humanitarian and socio-economic disciplines and electives, this list of requirements should be supplemented with the following positions:

Thus, we can identify a number of characteristics of the work programs of the block of general humanitarian and socio-economic disciplines and electives:

non-linearity of content (the structure of the content of humanities courses is built in such a way that in the process of studying them, the possibility of increasing knowledge is preserved not only within the framework of a normatively defined trajectory, but there is also room for the emergence of spontaneous, subjective, unpredictable knowledge, which is formed due to the process of self-development of the student).

Incompleteness and openness (the content of humanitarian courses initially contains information in an unfinished, problematic form, that is, the question of the correctness of solving a particular problem remains open, and therefore it becomes possible to supplement the information received with everyday knowledge, meanings and meanings that are emerging in the process of self-development of students).

subjectivity (the variable part of the SES involves reliance on the subjective experience, professional and personal potential of the teacher and the maximum consideration of the capabilities and inclinations of students, in connection with this, the variable part of the humanities courses can and should vary significantly).

· sociocentricity (the variable part of the courses will be closely related to the external sociocultural environment).

The work of the teacher with the variable part of the content of the humanities courses implies a creative nature and is expressed in the construction of content within the framework of the subject. Having chosen one of the leading ideas or concepts, the teacher develops the content of the subject according to the scheme: the main theories and laws that confirm this idea or concept; basic concepts, without which the student cannot master the proposed theory or law; facts that allow revealing the content of these concepts; application of theories and laws to specific branches of knowledge.

In this regard, the following levels can be distinguished in the content of humanitarian courses, which should not be mutually exclusive:

Worldview (the goal is the formation of a scientific worldview, familiarization with the picture of the world);

Methodological (goal - familiarization with the methods and forms of scientific knowledge);

Theoretical (the goal is to study fundamental and applied scientific theories);

Practical (the goal is to reveal the role of science and its applied nature).

Consequently, the formation of the work programs of the humanities courses by the teacher is presented in the form of the following stages: 1. Identification and selection of the main idea and concept in the discipline under study in accordance with the level of development of science and the requirements of the SES; filling this idea and concept with specific content, depending on the direction of training and the implementation of the above levels. 2. Identification and selection of the main idea and concept of a particular science in accordance with the identified principles and filling them with specific content:

At the subject level, the leading idea or concept;

At the section level, the relevant theory or law;

At the topic level - the concepts and definitions necessary for the assimilation of a given theory or law;

At the level of a specific lesson - the facts necessary to disclose the content of the concept.

At the same time, each level will be focused on developing the abilities and motives of students, referring to their life experience.

In our opinion, filling the content of the variable part of the block of general humanitarian disciplines and electives will lead to the formation of the main ideological value among students - the realization of the desire for self-realization as a good (value).

Thus, as the first pedagogical condition, we can define the following proposition: work programs of humanitarian courses are focused on professional and personal self-development and self-realization of a university student in the conditions of professional activity.

Based on the specifics of the initial stage of education at the university, it should be noted that most of the humanitarian courses, in accordance with the requirements of the State Educational Standard, are studied during this period. Here, a significant difference is found between the school and the initial stage of university training, associated with the inability of students to learn. This problem is intertwined with a whole range of reasons identified in a number of studies. Among them are: 1. Lecture-seminar form of education, which does not provide for feedback from the student to the teacher; 2. Increased volume of requirements; 3. Lack of skills in working with university forms of education; 4. Opaque principles of selection of the studied material; 5. Lack of student orientation in teaching.

The solution to this problem, in our opinion, is possible in the course of the process of humanization and means that the material selected for the lesson must be personally significant, i.e. touch upon the problems that concern students at the present time, actualize questions for themselves, affect the emotional sphere. At the same time, the content of education, as mentioned above, should be based on the previous subjective experience of the student (its value-semantic part) and provide for the possibility of its transformation.

The personal component in the content of humanities courses can be reflected through the implementation of the principle of content variability. Consider this problem through the prism of a synergistic approach. As mentioned above, the process of internalization (assignment) of knowledge is a highly complex, non-linear, probabilistic process. In order for it to "take place", a combination of many factors is needed, and they are different for each specific case. This is determined, first of all, by the genetically determined qualities of the student's personality and his subjective experience.

It is almost impossible to predict the necessary combination of factors and ensure their implementation for each individual student in a group study environment. However, the creation of a learning environment through the use of variable course content allows the student to choose the material that is more "consonant" (acceptable) to him and, therefore, most successfully "master" the required knowledge. The results of psychological and pedagogical research show that in order to organize a sufficiently rich learning environment, the following parameters should, first of all, be taken into account when selecting content: the level of preparedness and educational and professional motivation; style of information processing (speed and accuracy), development of sensory channels; preferred forms of work, subjective experience.

The variability of the content of education within the framework of humanities courses can be ensured by the use of modern information technologies and / or the creation of appropriate didactic complexes, developed, as a rule, directly by the teacher himself.

The need to focus on the varied content of education is also dictated by the fact that the unstable and unpredictable world that awaits graduates outside the university will present them with many different problems, forcing them to make decisions in situations of multivariance and uncertainty. If we take into account the fact that traditional education, as a rule, is “single-choice”, the very psychological situation of choice may turn out to be a shock for a former student. Multivariate learning makes the situation of choice the norm, which ultimately facilitates the postgraduate adaptation of the graduate in society.

In this regard, we share the point of view of B.S. Gershunsky, on the issue that the policy of education in Russia (and in higher education as well) should be personality-oriented, i.e. allow everyone to receive a higher education, taking into account individual characteristics, interests and abilities of the individual.

The construction of adaptive learning for students based on the identified level of knowledge should be directly based on a system of principles. It includes the following: "active activity, individualization, partnership interaction, reflectivity, freedom of choice and responsibility for it."

Therefore, giving the content of humanities courses a personal meaning is possible through the creation of a set of tasks developed on the basis of the subjective experience of the teacher and focused on the needs and interests of students.

It should be noted here what we mean by the terms “task” and “set of tasks”. In the psychological and pedagogical literature there are differences in the formulation of this concept. A task means:

Type of assignment by the teacher to students, which contains a requirement to perform any educational (theoretical and practical) actions;

A predetermined amount of work assigned to students;

order; what is scheduled for execution;

A goal or task given to someone to accomplish.

It should be noted that in many encyclopedic publications the concept of "task" is identified with the "task". So the task is understood as: 1. Order, task of the TSB; 2. One of the types of tasks aimed at increasing the cognitive and practical activity of students in learning and work; 3. A task that involves the search for new knowledge, methods (skills) and the stimulation of active use in learning of connections, relationships, evidence.

We agree with the opinion of scientists presented in the encyclopedic literature, and we believe that the concept of "task" and "tasks" are dialectically interconnected.

Therefore, analyzing the considered definitions, based on the theory and methodology of our study, under the task we understand the task assigned to students to complete, and we consider the task as a question that needs to be solved on the basis of certain knowledge, reflections.

S.Ya. Batyshev distinguishes between two types of tasks used in the process of studying general technical and special subjects:

- quantitative tasks related to operating formulas, mathematical calculations, determining the value, etc.;

Qualitative tasks, the solution of which does not require any calculations, are tasks-questions.

Accordingly, under the "set of tasks" we mean a set of interrelated issues that need to be addressed on the basis of certain knowledge, reflections.

However, such a set of tasks should be built on the basis of clearly defined principles. The most significant, in our opinion, are the principles of development of the creative, reflective and communicative orientation of the student's personality.

In standard tasks, the deserved attention is not paid to creativity (creativity). While the practice of everyday life requires from a professional in any field of activity not so much the ability to use the acquired knowledge in solving problems, but the ability to independently see problems and raise questions, find non-standard solutions and much more, which is what characterizes a creative approach to business.

Let us consider how this principle should be reflected in the set of assignments for humanitarian basic courses.

First of all, let us recall that in this work, based on the approaches we have identified, we consider creativity as a personal characteristic, as a person's realization of his own originality and uniqueness. In this case, the character of a person's performance of the mental tasks offered to him is taken as a criterion for the manifestation of creativity. In addition, when organizing the educational process of students, we proceed from the position that, to one degree or another, each person is capable of creativity and this ability can be developed to a large extent through the use of special techniques and methods within the curriculum, which are described in sufficient detail in the relevant literature. .

Considering creativity as a multi-stage process that allows a person to fully exist in situations of certainty and the absence of a standard solution, we pay special attention to the development of divergent thinking among students, since it is it that serves as a means of generating new ideas and self-expression.

Based on this, when compiling a set of tasks, we give preference to the following tasks:

Causing students' personal interest, feeling
satisfaction, which develops over time into an internal
creative motivation;

educating independence of thought, tolerance for
uncertainty, focus on success, tolerance;

Trainers ask appropriate questions and determine
the presence of a task, to formulate and reformulate its condition,
select the information necessary to achieve the goal;

Encouraging students to search for various solutions
Problems; analysis difficult situation and the choice of one of many
ways out of it, based on consideration of the consequences
decisions made;

Requiring the production of ideas based on their subjective experience;

Developing the ability to improve your creative product, give it a complete look, and persevere in case of failure.

The principle of creative orientation also implies the differentiation of tasks according to a number of criteria related to the understanding of creativity as a personal characteristic. At the same time, the formation of such personality traits as "motivational activity, professional orientation, responsibility, diligence, love for national culture" will take place.

The results of our research show that the most optimal way of differentiation (in terms of effectiveness and time spent by the teacher) is internal (invisible to students) differentiation according to the following criteria:

The level of initial training (low, medium, high, creative). In this case, depending on the number of people in the student group, from general level their preparation, the complexity and importance of the material studied in the lesson, the planned time for its development, the personal characteristics of the teacher, etc. we recommend two options for presenting the material. The first is the direct division of the material according to the level of complexity and its phased passage. The second is multi-level facilitation, i.e. dosed assistance in solving rather complex problems. Practice shows that the second option is quite effective, provided that the teacher develops in advance the content and form of the assistance provided and draws it up in the form of handouts. This makes it possible in the classroom to really help all students who need it, and an analysis of the demand for "tips" will allow the teacher to draw a conclusion about the activity of students and the level of assimilation of the material. However, this approach requires significant creative and time costs from the teacher. Therefore, the first variant of differentiation is most often used, supplemented by the teacher's oral consulting help;

Information processing style. This type of differentiation is rarely used in the organization and conduct of classes. However, it is the opportunity to work in "one's own style" that creates a comfortable psychological climate for each student. In this regard, it is necessary to provide at least two options for tasks. The first is a voluminous task, the execution of which occupies the entire temporary space of one or more classes. In this case, the parts of the task should include all the material necessary for mastering. The second is that all material is presented as a set of separate tasks. In this case, it is necessary to provide forms and methods for combining the mastered material into a single whole. Providing the student with the possibility of "comfortable" learning involves taking into account how quickly he can process and assimilate information.

Describing the principle of reflexive orientation, we note that by reflexivity in this case we mean the ability to retain the same information in memory for a long time, each time rethinking it in a new way. A high degree of reflection involves careful consideration of one's actions and is based on the setting of personally significant goals. Based on this, this principle will be reflected in the set of tasks as follows.

Setting personally significant goals in the performance of these tasks for each student contributes to the process initial motivation learning activities, which, of course, must be maintained at a sufficiently high level throughout the study of humanitarian courses. Domestic and foreign psychology and pedagogy have accumulated a sufficient number of methods that allow influencing the motivational sphere of a person during the educational process.

A special place among them is occupied by the appeal to the subjective experience of the participants in the educational process. This is due to the fact that it is this kind of experience that allows one to rethink the facts obtained and constantly refer to this information, that is, to implement the principle of reflexive orientation.

Subjective experience in education focused on personal development carries a special semantic load - the personal and professional development of participants in the educational process is seen as enriching their subjective experience, taking into account the peculiarities of its structure and composition. Thus, subjective experience is not only a means, but also the goal of education.

Subjective experience according to I. S. Yakimanskaya is the experience of life activity acquired in the specific conditions of the family, school, sociocultural environment, in the process of perception and understanding of the world of people and things. It combines three groups of interrelated parameters:

· Objects, representations, concepts;

Operations, techniques, rules for performing actions (mental and practical);

Emotional codes (personal meanings, attitudes, stereotypes).

A. K. Osnitsky characterizes subjective experience as an experience, “... thanks to which a person acquires the opportunity to set tasks for himself, choose from among the tasks imposed on him by the environment, and then consistently achieve their successful solution ...”. He identifies five interrelated and interacting components:

1. Value experience (associated with the formation of interests, moral norms and preferences, ideals, beliefs) - orients a person's efforts.

2. The experience of reflection (accumulated by a person correlating knowledge about his capabilities and possible transformations in the objective world and himself with the requirements of activity and the tasks being solved in this case) helps to link orientation with individual components of subjective experience.

3. The experience of habitual activation (assuming preliminary preparedness, prompt adaptation to changing working conditions, relying on certain efforts and a certain level of success) - orients in one's own capabilities and helps to better adapt one's efforts to solving significant problems.

4. Operational experience (including general labor, professional knowledge and skills, as well as self-regulation skills) - combines specific means of transforming the situation and one's capabilities.

5. The experience of cooperation (formed in the interaction with other participants in joint activities) - contributes to the unification of efforts, the joint solution of problems and implies a preliminary calculation for cooperation.

L. K. Kosyuk defines subjective experience as a picture of the world that a person has developed in the course of his life and under the influence of previous training. “This is the accumulation of knowledge, ideas about the world of people and things, personal meanings, value orientations.”

Most scientists dealing with this problem note that the information contained in the subject's past experience is important not only in itself, but also as a necessary link in his present and future experience. And the data obtained during the experiment conducted by W. Naiser testify that "... those types of information for which we do not have schemes, we simply do not perceive" .

In relation to the cognitive sphere of activity, the most acceptable, from the point of view of personality-oriented learning, in our opinion, is the definition of M. A. Kholodnaya, who considers the experience of the subject as a system of “existing mental formations and the mental states initiated by them that underlie the cognitive relationship of a person to the world and determining the specific properties of his intellectual activity.

She identifies three components:

Cognitive experience - mental structures that provide storage, ordering and transformation of existing and incoming information. Their main purpose is the operational processing of current information about the current impact at different levels of cognitive reflection;

Metacognitive experience - mental structures that allow involuntary regulation of the information processing process and arbitrary, conscious organization of one's own intellectual activity. Their main purpose is to control the state of individual intellectual resources, as well as the progress of intellectual activity;

Intentional experience - mental structures that underlie individual intellectual tendencies. Their main purpose is that they predetermine subjective selection criteria regarding a specific subject area, the direction of the search for a solution, certain sources of information, subjective means of its presentation.

Based on this, the main task of teaching is the development of cognitive, metacognitive and intentional structures as the basis for receiving, storing and processing information by enriching and correcting the student's subjective experience.

At the same time, it should be taken into account that, according to the synergetic approach, the formation and change of these structures is a complex, probabilistic process that can vary significantly for each individual student. Efficiency (in this case, the successful outcome of the learning process for most students) largely depends on providing the student with the opportunity to choose the content, forms and methods of mastering the material, reflected in the set of tasks.

Consequently, the use of subjective experience in the preparation of tasks will allow orienting the learning process on the development of the individual and will give it a special semantic load, expressed in the personal and professional development of participants in the educational process. The use of the subjective experience of students in this aspect reflects the meaning of the humanization process, making it effective and personally significant.

Speaking of principle communicative direction, we mean the formation of quite specific knowledge, skills and abilities related to a particular profession, which, of course, a student of 1-2 courses cannot possess, however, these skills are based on general communicative knowledge and skills, which at a certain level should already be possessed high school graduate.

Thus, in relation to undergraduate students, we can talk not about a professional communicative orientation, but about some of its components. That is, consider, for example:

Social and communicative orientation, which characterizes plasticity, flexibility in communication, the ability to interact with the most different people, easily adapt to changing circumstances, reassess events, actively find their place in them;

The desire for agreement, reflecting the desire to solve all problems "peacefully", to yield, to agree;

Tolerance – the ability to treat other people's opinions, views, character, habits without irritation and hostility, to be tolerant, etc.

This principle is of particular importance in the works of L.P. Razbegaeva. It is considered by the author in the form of value-semantic communication, which refers to the interpersonal interaction of the student, who acts in it not only as a subject of culture, but also as a person communicating with the author of a particular text. The student enters his own personality, your cultural memory. Two opposite types of relations inevitably develop between the author of the text and him: the situation of understanding and the situation of misunderstanding. Understanding is achieved through the unity of cultural tradition.

Based on the foregoing, the teacher, through a set of tasks, organizes the interpretation of the text in order to deepen its understanding. Interpersonal dialogue (between the student and the author of the text) becomes a polylogue. The teacher acts as an intermediary (L. S. Vygotsky, B. D. Elkonin), whose actions are in demand for the appropriation of values ​​by the personality (reflected in the first condition we have identified).

The principle of communicative orientation, implemented through a set of tasks, involves communication between the teacher and the student, expressed in mutual listening, the ability to ask questions that reflect the desire to find out the essence of the interlocutor's thought. The most important object of understanding is not a thing, but a process, value-semantic communication, the border where events take place, the appropriation of values, the formation of a person.

Knowing oneself through another is connected with the emotional and sensory sphere of a person, experience, reflection, self-understanding. This is the intrapersonal level of value-semantic communication. A student performing this set of tasks is required to understand himself in the era, culture, state, and society.

Relying on the philosophical concept of communication (V. S. Bibler, M. S. Kagan) makes it possible to understand that the principle of communicative orientation, implemented through a set of tasks, on the one hand, appears as self-communication, internal dialogue, on the other hand, as a dialogue of the personality in space and time with the subjects of culture, with axiological reality. Opportunities are created for realizing the potential ability of the student's personality to independently comprehend and evaluate all manifestations of the surrounding world. The axiological environment of liberal education, therefore, can lead to real changes in a person, contribute to his personal development. This is due to its characteristics such as value, openness, dialogue.

Thus, summarizing the above, we can single out the second pedagogical condition: inHumanities courses are based on a set of tasks that reflects the principles of development of the student's creative, reflective and communicative orientation, which will contribute to the formation of students' personal and semantic readiness for professional activities.

Nevertheless, the educational process in higher education is characterized by the presence of the following aspects in it. They are expressed, firstly, in the coordination of actions of the designated subjects of the learning process, and secondly, in the leading role of the teacher in this process.

It is the last of the above aspects that orients educational activities towards close interaction between the student and the teacher.

Considering the educational process in the system of higher education, we, first of all, focus on the participants. Therefore, the full support of this process is impossible without communication. In this case, we will consider pedagogical communication as the leading type of communication in providing the educational process.

Pedagogical communication is a private form of human communication. He has both common features this form of interaction, and special, peculiar only to him. Disclosure of the specifics of pedagogical communication in a university is impossible without a definition characteristic features the communication process as a whole.

In the literature, there are various approaches to the definition of the concept of "communication" and its structure. Let's consider the most common of them.

B. F. Lomov defines communication as "... the interaction of subjects entering into it as partners";

A. A. Bodalev, who paid much attention to the problems of personality and communication, believed that “... the communication process is a type of interaction between people in which the latter act in relation to each other simultaneously (or sequentially) as objects and subjects”;

Other scientists consider communication from the point of view of the activity approach. In this case, it is presented as “... a complex multifaceted process of establishing and developing contacts between people, generated by the need for joint activities and includes the exchange of information, the development of a unified strategy for interaction, the perception and understanding of another person.

To determine the essence of communication, it is necessary to consider its functional and level organization. For example, BF Lomov, in his works devoted to the problems of communication, singles out the informative-communicative, regulatory-communicative and affective-communicative functions of communication.

D. M. Andreev, characterizing communication, identifies three interrelated aspects: communicative (information exchange), interactive (organization of interaction) and perceptual (the process of perception of each other by partners and the establishment of mutual understanding on this basis).

The most successful, in our opinion, reflects the features of pedagogical communication is the approach of G. A. Ball and M. S. Bugrin, who single out the intentional, operational, productive and status-role aspects of this process as functional components of communication.

Defining pedagogical communication as communication between a teacher (or a teaching staff) and students in the educational process, contributing to the professional and personal self-development and self-improvement of students with the maximum disclosure of the teacher's personal potential, we will try to consider in more detail the features of each component identified by G. A. Ball and M S. Bugrin.

The intentional and resultative aspects are determined by the fact that the impact is aimed at causing or preventing any changes in the student's personality.

In doing so, we distinguish two groups:

Personal characteristics, which are largely due to hereditary factors (the impact on these characteristics is very limited, but they must be taken into account in pedagogical communication). This is the leading sensory system, information processing style, cognitive and creative abilities, features of the emotional sphere;

Personal characteristics, the impact on which is possible and necessary in the process of pedagogical communication. These include: knowledge, skills, abilities; orientation, outlook, valeological and ecological styles of behavior; social and emotional competence, etc.

When considering the operational aspect, it is advisable to highlight:

Direct impacts, when the teacher and student are in direct contact, and indirect ones, implemented through third parties;

Spontaneous and pre-planned impacts carried out according to a specific (but multi-variant) program;

Monological and dialogic influences.

With a monologue strategy, the teacher, regardless of the student's preferences, sets the goal of the impact. Although during the procedure itself, the characteristics of students, including those manifested in his preferences, can be taken into account. The dialogue strategy proceeds from the recognition of the subjective usefulness and fundamental equality of interacting partners and, in this sense, seeks to abstract from differences in their social status.

It should be noted that the features of student age, indicated in the characterization of the anthropological approach, impose some restrictions on the use of certain types of influence. The results of the student survey indicate that the use of a monologue strategy is not optimal. This version of the development of pedagogical communication does not allow relying on the subjective experience of students, which is one of the important conditions for the educational process. The dialogue strategy, on the contrary, is more preferable, which is noted by 85% of students. This type of strategy makes it possible to use the subjective experience of students, update the material being studied and increase its memorability. In addition, a survey of students allows us to say that the dialogic style of communication with the teacher helps to maintain a high level of efficiency and learning motivation throughout the lesson.

The dialogical style of communication is a distinctive feature of the formation of students' personal and semantic readiness for professional activities. This type of relationship between a teacher and a student is characterized by a real (and not imaginary) recognition of the fullness of subjective properties and a readiness to adjust one's goals under the influence of a partner. According to the studies of a number of authors, only a dialogic learning strategy can help in self-determination of a person, help in self-disclosure and self-realization of the personality of not only a student, but also a teacher. The dialogical style of communication contributes to the maximum development of subject-subject relations between teachers and students and the effective implementation of the humanistic process.

Let us now consider the status-role aspect of the problem of pedagogical communication. Many scientists, considering this problem, distinguish three possible statuses of a teacher: the subject of direct interpersonal interaction, when he, along with other participants, freely expresses himself, while maintaining susceptibility to feedback from partners; "teachers of life"; "educator" and "teacher of wisdom" (teacher). In the last two cases, he is forced to perceive the process of interaction and his role in it as if from the outside, correlate what he perceives with the goals of learning, adjust his behavior accordingly and plan further actions.

In a higher school, the ratio of these plans should differ significantly from the model of a secondary school. This should happen by increasing the share of the first component, since it is he who creates the most favorable conditions "... for the development of pedagogical interaction into cooperation of partners, albeit differing in experience, but united by common values ​​and interests and having equal rights and responsibilities" .

However, as our studies have shown, 50-60% of first-year students are accustomed to a different stereotype of relations between a teacher and a student. This creates certain difficulties when using the humanization of the educational process at the initial stage of education to form the personal-semantic readiness of students and requires additional efforts from the teacher. In this case, the establishment of a psychological distance is quite important. The complete absence of it leads to the establishment of familiar relations and sharply reduces the effectiveness of the educational process. If the psychological barrier is too great, the establishment of a subject-subject relationship between a teacher and a student is practically impossible.

Each of the considered roles is characterized by a certain combination of communication styles: authoritarian, democratic and liberal. However, in each status-role position of the teacher, one of the styles dominates.

Recall that the authoritarian style is characterized by rigidity, it is dominated by exactingness towards the student (his real possibilities are in the background); democratic involves the participation of the student in the discussion of the tasks facing the group, exactingness is combined with persuasion; with a liberal one, the teacher is limited to persuasion (there is no proper exactingness), this is the style of "non-intervention".

Proceeding from this, for the role of the "subject of direct interpersonal interaction" the democratic style is closest of all: there is more satisfaction with the process and the results of labor, creativity is stronger, and productivity is higher. In collectives with a democratic style of management, mutual contacts of students, their friendly communication, responsibility for a common cause, self-control are closer. The democratic style teacher seeks to take into account the individual characteristics of students. The organizing influence on students prevails over the disciplinary one.

The last two roles of "teacher of life" and "teacher of wisdom" (teacher) are characterized by an authoritarian style of communication. In this case, hostile relations are more often observed in student groups, competitiveness sometimes turns into competition, there is an unwillingness to work when control is weakened. An authoritarian teacher works for the "average" student, not considering it necessary to take into account his individual characteristics. The teacher here easily characterizes the student group as a whole. Authoritarian actions of the teacher are often observed when a weak contingent of students is combined with the desire of the teacher to give them more knowledge.

Practice shows that in a number of cases teachers-"teachers of wisdom" choose the least "burdensome" for themselves (and the least effective for the educational process) style of communication with students - liberal. With a liberal style of leadership in the educational process, the teacher believes that his main task is to “present” to students a certain portion of subject knowledge, and this is “a personal matter of each student”, how he will dispose of this information.

The role of a teacher in a university has a number of specific features dictated by the characteristics of higher education (clause 1.2).

First of all, in the conditions of a limited circle of communication with "significant elders", junior students are more focused on the model of communication of a "teacher of life" or "teacher of wisdom". Many teachers who have teaching experience note this fact. Indeed, this type of communication causes a greater credit of trust; greater susceptibility of students to the information provided by the teacher; to educational influences. However, in our opinion, this factor cannot be unequivocally considered positive, since, according to the results of the conducted research, it reduces the criticality and independence of thinking of students, slows down the process of developing independence, reduces volitional qualities, etc. In addition, with this model of communication, students' requirements for professional competence of the teacher and personal qualities are overestimated. In a number of cases, this leads to the fact that students' expectations are not justified, and the resulting disappointment affects not only the attitude towards the teacher, but also towards the subject being studied.

However, there are a number of factors that provide additional opportunities for the organization of the educational process in universities.

The fast pace of life, constantly changing situations, the need (and possibility) to work in several places leads to the overflow of the mental capacity of the teacher. There is a situation in which the teacher is not able to work with each student at the level of informal communication. He is simply forced (in the order of biological, psychological protection) in most cases to make communication (including pedagogical) superficial and formal.

Thus, a rather significant component of learning, the emotional one, is lost or reduced to a minimum. The personality of the student, his natural and sincere emotions are oppressed. The contradiction mentioned above is quite difficult to resolve, since not every teacher, according to V. Einstein, “because of psychological stress and fatigue, will constantly engage in informal communication with students; this requires established value orientations, high emotional potential and large reserves of nervous energy.

So, we can formulate the third pedagogical condition as follows: the process of forming students' personal semantic readiness for professional activities will be more effective if a democratic style of communication is implemented between teachers and students.

Characterizing the conditions indicated above, we define them as a system due to the fact that, firstly, they are combined common subject research; secondly, they are interconnected and complement each other.

Based on the understanding of the system as “an integral set of elements that are in interaction and interconnections with each other, performing certain functions closely related to the environment, making it possible to control it.

Let's establish connections between pedagogical conditions that give integrity to the identified system. Since the development of personality is based on principles that reflect the content of the humanities, namely the formation of worldview values, the desire for self-development and self-improvement, respect for another person, this allows us to conclude that this system of conditions is integrity.

The study of the indicated conditions in the form of a system allows us to reflect the fact that as a result of the interaction of a number of elements with different properties (in this case, different conditions) leads to the emergence of a new property of an integrative nature - the orientation of the individual towards self-development and self-improvement.

The analysis of the conducted studies shows that the identified pedagogical conditions are closely interconnected and interdependent and represent single system aimed at the formation of a holistic image of the profession, educational and professional competencies of the student, his personal and professional development in the process of educational and professional activities.

findings

1. The analysis of philosophical and psychological-pedagogical literature has shown that in the theory and practice of world pedagogy considerable experience has been accumulated on the problem of forming the personal-semantic readiness of university students for professional activities. However, issues related to the definition of the personal-semantic component in the designated problem remain still insufficiently studied, the role of the humanities for the activation of the process under consideration has not been fully studied.

2. In the course of the study, the concepts of "value-semantic readiness of students for professional activity" were clarified, which we understand as the dual unity of the ability of a specialist, on the one hand, to effectively solve production problems, self-develop and improve themselves within the profession based on the integration of special knowledge, skills, motivation of activity , as well as, no less important, personally conditioned human qualities that are formed through humanistic education and upbringing expressed in a certain level of personality development.

3. Consideration of the educational process of the university allowed us to identify a system of priority principles for building humanitarian courses: diversification, pragmatization and internationalization of education and to identify components related to the components of the structure of students' personal and semantic readiness for professional activities, respectively: orientational (knowledge and ideas about the features and conditions of activity , its requirements for the individual) - a worldview component; motivational (positive attitude towards the profession, interest in it, responsibility for completing tasks) - a personal component; operational (possession of methods and techniques of activity, necessary knowledge, skills, abilities, etc.) - evaluation component; volitional (self-control, self-mobilization, the ability to manage the actions that make up the performance of duties) is a cognitive component.

4. The study of the main approaches to professional activity, the means of its development made it possible to designate a system of pedagogical conditions that contribute to the formation of students' personal and semantic readiness for professional activity:

The work programs of the humanitarian courses are focused on professional and personal self-development and self-realization of a university student in the conditions of professional activity;

The humanities courses are based on a set of tasks that reflects the principles of development of the creative, reflective and communicative orientation of the student's personality;

A democratic style of communication will be implemented between teachers and students.

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Tatyana Kislova
Creation of effective pedagogical conditions in the preschool educational institution for the social and personal development of pupils.

Pedagogical system can function successfully develop only subject to certain conditions. A specific feature of the concept « pedagogical conditions» is that it includes elements of all components of the learning process and education: goals, content, methods, forms, means. V. I. Andreev believes that pedagogical conditions are"the circumstances of the learning process, which are the result of targeted selection, design and application of content elements, methods, and organizational forms of learning to achieve certain didactic goals."

Pedagogical conditions are a process, affecting personal development, which is a combination of external factors (circumstances, circumstances) with the unity of internal entities and phenomena.

1. One of the tasks of a preschool educational institution is child socialization, i.e. assimilation pupil and further development of socio-cultural experience necessary for its inclusion in the system of social relations, which consists from: labor skills; knowledge; norms, values, traditions, rules; social qualities of a person that allow a person to feel comfortable and effectively to exist in the society of other people. Our kindergarten team is working on creating an enabling environment for the development of children's initial ideas social nature and inclusion of children in the system social relations . The solution of the above problem is carried out, in particular, through development children's play activities. During the game, the ability to enter into communication and cooperation with each other and with adults is formed. The communication skills of children are increasing, serving as one of the high-level parameters social competence.

2. Kindergarten teachers created and develops game subject environment, which is a means of training human relations, allowing you to copy them. During the game, children form a game position that corresponds to the norms, rules, and ways of human behavior accepted in society in various situations. The fulfillment of the role puts the child in front of the need to act differently than he wants, attacks, as prescribed by the role, obeying social norms and rules of conduct. During the game, it is revealed social usefulness of the chosen role. The child learns about diversity social roles performed by adults.

3. teachers strive to support the communicative initiative of children, teach them to negotiate with each other in the distribution of activities, toys, benefits. In group games, the rules are successfully observed, as peers monitor how partners comply with them. The growing need to play together with peers with age puts the baby in front of the need to choose a plot, distribute roles, control the role behavior of a partner, which leads to development communication skills and abilities.

4. In games, not only gaming relationships are formed, but also real ones, fixing good habits in the norms of children's behavior in different conditions and outside the game. caregiver affects all aspects of personality child: on his consciousness, feelings, will, behavior. The basis of a humane attitude towards people - the ability to empathize, to sympathy - is manifested in a variety of life situations. Both in everyday life and in specially organized classes, conversations, we are working on development attention and commitment to a partner. We teach to understand different emotional states of a peer by facial expressions, gestures, posture. We educate emotional responsiveness, the ability to empathize, sympathize.

5. When perception works fiction, fine and musical art teachers they try to evoke in children a sense of compassion for those heroes who need help or experience anxiety, excitement, physical pain, grief, resentment; form the concept of good and evil. On the material of fairy tales, stories or dramatizations, children learn to evaluate the characters of the characters, their actions, to understand “what is good and what is bad.

6. In kindergarten conditions are created to form the moral basis of patriotic feelings.

In direct educational activities with caregivers children receive initial ideas about the country in which they live; about the name of the state, about its symbols, about its territory and location; about its multinational population, about the fact that the state language of Russia is Russian, about the capital of Russia, Moscow. We educate children in a spirit of respect and interest in different cultures.

7. We also use a system of moral patriotism in our group. education. Which contributes to the humanistic orientation of behavior pupils. On the material literary works, historical facts, biographical data, understandable life situations, we introduce children to the actions of people who defended and uphold the values ​​of life, family, friendship, love and fidelity, creation and work. This form of work as a family project allows children to form patriotic feelings based on acquaintance with the participation of relatives in the Great Patriotic war, their exploits; bring up love and respect for the defenders of the Motherland on the basis of specific historical facts accessible to children and causing them emotional experiences.

8. Family projects help the child to get an idea about the genealogy of his family, learn the traditions of the family, allow you to support the child's love for relatives and friends, his home, bring up interest in family history. Being an unconventional form of communication and joint activities of parents and children, they enrich intra-family ties.

9. We pay great attention to the organization of joint work activities of children with their peers and with adults. This contributes to the formation of our pupils of such important social skills, as the ability to determine a common plan, distribute roles, coordinate their actions with the actions of partners, evaluate the result and nature of the relationship.

chief pedagogical condition in preparatory group is preparation for school. As L. S. Vygotsky noted, the complexity of the transition period from preschool to school childhood lies in the fact that the child already has the basic prerequisites for learning - arbitrariness, methods of cognitive activity, motivation, communication skills, etc. However, he is, in essence, "still a preschooler who, crossing the threshold of the school," bright, interesting world.

In our group, we use the following methods of interaction with children:

1. Focused conversations about school.

2. Excursion to the school, excursion to the classroom.

3. Examination of the painting "At School", illustrations and postcards depicting teachers, schoolchildren, class, drawings made former graduates kindergarten on this topic.

4. Reading fiction (S. Baruzdin's story "Who is the teacher today?", A. Barto "Girlfriends go to school", etc.).

5. A series of role-playing and directorial games "School" in order to form a positive attitude towards the school, as well as the formation of motives associated with educational activities.

At the beginning of our work with future kindergarten graduates, we conduct a series of purposeful conversations that would talk about the school and the rules that exist in it, about the relationship between the teacher and students. This is necessary in order to expand the horizons of children, clarify children's ideas about the work of a teacher, about the interaction between a teacher and students.

Talking to children about school may include next questions (you can use some of them for the first time, some for the second).

1. When does school start?

2. What day is it and what is it called?

3. How can you guess that you are at the school building?

4. What will you be called when you go to school?

5. What facilities does the school have and why are they needed?

6. What is the name of the profession of a person who teaches children?

7. How do you imagine a teacher?

8. How does the teacher evaluate the children's answers?

9. What do students need for school? How can it be called in one word? What are they needed for?

10. Why study? Do you want to study? Why?

The conversation takes place immediately with the entire group of children in the form of a dialogue.

Related publications:

Creation of pedagogical conditions and psychological comfort for the mathematical development of preschool children Prepared by the teacher - educator: Anna Trofimovna Borisova Kindergarten "Filippok" The development of children depends on the creation of pedagogical educators.

Creating conditions for the physical development of children in preschool"Creating conditions for the physical development of children in preschool" 1 slide The purpose of physical education in preschool educational institution –.

An indispensable condition for building a developing environment in kindergarten is to rely on a personality-oriented model of interaction between.

Early age is a period of rapid formation of all psychophysiological processes characteristic of a person. Modernly started and correct.