The development of a person’s scientific and technical abilities during the school and university period is not an autonomous activity. It covers wide circle actively functioning individuals and organizations, which can be called a developing educational environment. Like everything in life, this environment does not function in the most in an ideal way however, its goals, nature of functioning and capabilities should be understood so that maximum degree use them.
Developmental educational environment is multi-level in nature. This applies to both the object and the subject of management. Of course, the natural object of management is the developing personality. However, as indicated, the main means of developing her scientific abilities is her research activities, carried out in inextricable unity with her scientific supervisor. Since the content of research activity is the main regulated factor, the “student-scientific supervisor” pair acts as an object of management. This activity takes place within the framework of a developing educational environment, individual elements of which also act as objects of management.
The subject of management, first of all, is again developing personality, consciously building their research activities in the interests of their own development (reflexive management). The subjects of management are also scientific and methodological leaders, superior elements of the educational environment in relation to inferior ones. The interaction of subjects and objects of management is shown in the first two columns of Table 11.
From the standpoint of the interests of society, the development system should be aimed at the systematic development of a relatively small contingent of the most gifted youth in the field of science and technology (scientific and technical elite) in order to ensure in the future a constant reserve of creatively gifted specialists to fill leading positions in enterprises, design and engineering. design, research organizations and universities of the country and increasing the overall creative level of the scientific and technical intelligentsia. This is strategic purpose systems. The scale of the system for Russia determined by this goal is the annual graduation of approximately 500 young researchers from universities, the total contingent of participants in the system is about 25 thousand schoolchildren and students.
To achieve the strategic goal, the system must ensure the search, development and consolidation in the city, region, country of such gifted young people who could defend their Ph.D. thesis within one or two years after graduating from their university, and within the same period defend master's thesis in one of the foreign educational institutions, begin work in the organization of their choice in a new promising scientific and technical direction, in which they, in the interests of this organization, have already specialized for at least a year. This is tactical purpose of the system.
This tactical goal is realized through the activities of various management entities. Moreover, each of them has its own local goals, the main ones of which are given in the first column of Table. 11. Harmonization of this system of goals is achieved through objective assessment success development participants of the system - young researchers, which at all stages is defined as following an effective development program.
From the standpoint of achieving these goals, the educational environment is characterized by the following fundamental features: a high level of support and competitive tension, individual scientific guidance, individual monitoring and development management, multi-level structure. It should include systematic methodological work with scientific supervisors, the use of well-developed uniform documentation for substantive planning and evaluation of individual research work. Of course, coordination of the activities of scientific supervisors cannot be of the nature of petty regulation, but must be based on an objective assessment intermediate results their activities. A natural basis for this is competitions of research works of schoolchildren and students covered by the educational environment, conducted according to a unified methodology. They make it possible to evaluate from a unified methodological standpoint achieved level scientific qualification of each participant and, comparing it with the guidelines of the optimal standard development strategy, assess the degree of success of scientific leadership. Based on them, the supervisor will be able to adjust his own strategy for working with his students. Based on the competitive assessment, the creative rating of each participant should be calculated, giving him the right to one or another level of support and stimulation, and the likelihood of him achieving the goals of the system should be predicted. It is precisely this applied side, the use of the received information in the further organization of the process, that monitoring should differ from such fashionable and useless databases data of gifted youth, which are often created at present, but are not used due to the lack of a targeted system for “growing” gifted youth.
The previous analysis allows us to propose the following content of an effective educational environment that ensures the development of scientific and technical abilities of gifted youth. A Federal-regional system for the education of gifted youth in the field of science and technology is being created, covering youth from 15 to 24 years old. Regular additional educational work of 10-15 hours per week is carried out with participants of the system outside the framework of their educational institutions in the evening-correspondence system for their creative preparation and the implementation by them (including schoolchildren) of individual research works under the scientific guidance of scientists from local universities or via distance learning methodology. This work is organized by a single Federal-Regional Educational Center creative development youth (University for Creative Youth Development) on a unified methodological basis and partly coordinates, in relation to system participants, the activities educational institutions where they study. The system has a fixed number of participants by name, covering gifted youth from the 9th grade to the year after graduation. The number of places in the system is strictly fixed and decreases with each subsequent age group by approximately 1.5 - 2 times.
Inclusion in the number of participants in the system, as well as retention in it, is carried out annually based on the results of the Federal competition of research works of system participants (separately schoolchildren and students), which combines existing competitions and conferences of research works. The competition is held at 2 levels - local and federal. The results shown in it determine the creative rating of each participant, that is, his prospects for achieving the goal of the system, and his right to maintain participation in it. All forms of stimulation, support and development of system participants (including current presidential, government and other scholarships, benefits, grants, internships, etc.) are publicly allocated in strict accordance with the creative rating of participants and are aimed directly at achieving the goal of the system. Existing forms of work with gifted youth in the field of science and technology interact and are partly gradually introduced into the framework of this system.
The management system for the development of scientific abilities has four levels: personal, local, regional, federal. In addition to existing organizational structures with new functions, it includes the Federal University for Creative Youth Development and the Federal Competition for Research Papers of Students and Schoolchildren.
Main function Federal University of Creative Youth Development- active management of the creative development of his listeners. To this end he:
1) maintains a federal database of gifted youth;
2) monitors the individual creative development of listeners;
3) conducts a Federal research competition;
4) organizes individual scientific supervision research work listeners;
5) conducts general creative training for students (methodological, psychological, social adaptation, computer, information, language, etc.);
6) organizes special creative training for students (scholarships, grants, internships, participation in conferences, publications, etc.);
7) coordinates other forms of work with gifted youth in the field of science and technology.
As indicated, the University has a distributed structure, including a central Educational center gifted youth and regional universities for the creative development of youth, located in large university centers. The Educational Center for Gifted Youth is supported by federal budget and does not conduct direct educational activities. It carries out coordination, scientific, methodological and monitoring functions. Direct work with youth is carried out at regional Universities for the creative development of youth. It is based, with minimal methodological and management personnel, on using the potential of existing educational institutions. These universities are naturally supported by the local budget, parental and sponsorship funds.
Analysis of the literature made it possible to determine that there are certain types of educational environments (educational, dogmatic, etc.), among which developmental ones can be distinguished.
A developing educational environment is understood as an educational environment that is capable of providing a set of opportunities for self-development of all subjects of the educational process (V.A. Yasvin, 2001, P.14).
Currently, psychology has developed an integral concept of the educational environment, proposed by V.A. Yasvin (V.A. Yasvin, 2001). V.A. Yasvin believes that the educational environment can be considered as developing if this environment provides opportunities, firstly, for the subject to satisfy and develop his needs at all hierarchical levels. Secondly, for assimilation by the individual social values and their organic transformation into internal values. The entire complex of such opportunities provided by a specific educational environment constitutes its developing psychological and pedagogical potential.
As components of the educational environment V.A. Yasvin highlights:
Spatial-objective component,
Social component
The technological component, or the connections between the spatial-objective and social components, which constitutes pedagogical support developmental opportunities of the educational environment.
V.A. Yasvin believes that educational process, organized in accordance with this criterion, can be considered a developmental educational process (or a process of developmental education). As V.V. Davydov notes, “if upbringing together with training acquires an obvious and direct developmental function, then we can now talk about developmental education (1996, p. 392).
The methodological basis of these provisions is the idea of L.S. Vygotsky about the relationship between the processes of learning and development:
“The most important thing for the hypothesis put forward here is the proposition that development processes do not coincide with learning processes, that the former follow the latter, creating zones of proximal development... Our hypothesis establishes the unity, but not the identity, of the learning processes and internal processes development. It presupposes a transition from one to the other... The second essential point of the hypothesis is the idea that although learning is directly related to child development, nevertheless they never proceed evenly and parallel to each other... The most complex problems are established between the processes of development and learning dynamic dependencies that cannot be covered by a single, pre-given, a priori speculative formula” (L.S. Vygotsky, 1991, pp. 389-390).
The idea of L.S. Vygotsky’s idea of the “zones of proximal development” is that the child is in the process of communication and joint activities, in collaboration with adults, achieves more than he can independently, at the level of his own capabilities. Thus, “that learning is good which runs ahead of development” (L.S. Vygotsky, 1991, p. 386).
These ideas of L.S. Vygotsky got theirs further development And practical application in the development of various types of schools in which developing educational environments have become a reality for many students and teachers. V.A. Yasvin considers schools of the developmental education system, “schools of dialogue of cultures” (V.S. Bibler), cultural-historical school (V.V. Rubtsov).
One of the most famous types of schools are schools working on a developmental education system. “According to this theory (Davydov-Elkonin - clarified by A. Belousova), the content of the developing primary education are theoretical knowledge (in the modern philosophical and logical understanding), the method is the organization of joint educational activities junior schoolchildren(and above all the organization of their decision educational tasks), the product of development is the main psychological new formations inherent in primary school age” (V.V. Davydov, 1996, p. 384).
V.V. Repkin puts special emphasis on the formation of a child who wants and knows how to learn, who is interested in self-change, considering the formation of a schoolchild as a subject of educational activity as the most important new formation of primary school age: “The transformation of a child into a subject interested in self-change and capable of it, the transformation of a student in the student characterizes the main content of the student’s development in the process schooling. Providing conditions for such a transformation is the main goal of developmental education, which is fundamentally different from the goal of a traditional school - to prepare the child to perform certain functions in public life"(V.V. Repkin, 1991, p. 4). Thus, V.V. Repkin emphasizes that developmental education focuses content and methods on developmental patterns.
Of great interest is the educational system of the “school of dialogue of cultures” by V.S. Bibler (V.S. Bibler, 1991). It includes the educational process from junior to senior grades. In this educational system, the development of a student is determined by the dialogue of different types of thinking associated with one or another type of culture. Objects and phenomena in the educational process are considered from the point of view of different cultures.
Relatively recently, a “cultural-historical school” arose under the leadership of VL. Rubtsov. The idea of creating such an educational environment is to “reproduce in filmed form the forms themselves historical types consciousness and activity" (VL.Rubtsov, 1996, p. 284). The development of a child occurs in the process of his mastering “multidimensional and versatile tools inherent in various forms of consciousness and activity. This circumstance will allow us to consider the educational space of this type of school as a space of opportunities for development social norms as cultural and historical norms” (VL. Rubtsov, 1996, p. 284).
Based on an analysis of the work of V.P. Lebedeva, V.A. Orlova, V.I. Panova (1996), V.A. Yasvin singles out as methodological foundations developmental education the following principles:
"1. The assimilation of “knowledge - skills - skills” from the goal of education turns into a means of developing abilities.
2. The “subject-object logic” of influencing the student is replaced by the logic of co-action,” cooperation, when the teacher and student do not oppose each other, but act for each other as partners of joint development.
3. The student becomes the subject of his own development and is considered as a valuable personality in his own right. Accordingly, the criterion of a teacher’s value changes - he is valued not for what he knows more, but for the fact that he knows how to organize the process of self-development of the student and himself.
4. Students’ stereotypical reproduction of a standard minimum of ready-made truths is changing to the design and organization of an educational environment that promotes the disclosure of students’ natural gifts and the self-development of their cognitive, emotional, physical and spiritual abilities.
5. The requirement that educational technologies correspond to natural patterns of development necessitates an eco-psychological approach to education that ensures the harmony of the educational process, thus changing the traditional relationship between didactics and psychology” (V.A. Yasvin, 2001, 230-232).
In accordance with the developed approach of V.A. Yasvin highlights the content, principles and methods of the developmental educational process in a creative educational environment (V.A. Yasvin, 1997). His system is based on the ecological approach (J. Gibson), psychopedagogy (E. Stone), humanistic psychology (A. Maslow).
Thus, V.A. Yasvin concludes that when organizing an educational space it is necessary:
firstly, it is pedagogically expedient to organize an appropriate set of “developmental” stimuli - a spatial-subject component of the educational environment;
secondly, it is pedagogically expedient to organize the “developmental” activities of subjects of the educational process - technological component educational environment;
thirdly, it is pedagogically advisable to organize “developing” interpersonal interaction of subjects, mediating the impact on the personality of the corresponding stimuli and including it in the appropriate activities in the context of the educational process - the social component of the educational environment.
In this case, in accordance with the basic methodological principle, it is necessary:
firstly, to use all “channels” of personal development (“perceptual”, “cognitive” and “practical”);
secondly, to update the action of the relevant psychological mechanisms personal development ( cognitive processes, fantasy, reflection, empathy, design, etc.);
thirdly, build the educational process in accordance with age, gender, ethnic and other specific individual characteristics personality (V.A. Yasvin, 1997).
To date, the following principles for organizing the educational environment have been formulated:
1. The principle of organizing a complex and heterogeneous educational environment lies in the pedagogical expediency of its organization in which the environment provides subjects of the educational process with various development opportunities (heterogeneity) along the perceptual, cognitive and practical “channels” of contact with the world (complexity).
2. The principle of orientation towards the actualizing potential of the educational environment lies in the pedagogical expediency of organizing such an environment that stimulates the action of the corresponding psychological mechanisms of personal development of subjects of the educational process.
3. The principle of organizing a personally adequate educational environment lies in the pedagogical expediency of organizing such an environment, which provides opportunities for the development of all subjects of the educational process, taking into account their age, gender, ethnicity, professional and other specific individual characteristics.
4. The principle of development of mental images regulates the design and use of methods for developing a system of ideas. This principle provides for the development of a person’s system of ideas about the world both on the basis of scientific information and on the basis of works of art, fiction, various philosophical and religious teachings, etc. The system of ideas about the world is built not only on the basis experimental activities and its logical comprehension, but also relies on images that arise as a result of its emotional and aesthetic development.
5. The principle of developing partnership interactions regulates the design and use of methods for developing a system of relations. This principle provides for pedagogical stimulation of the mechanisms of subjectification (Deryabo, 1995) of interaction partners - psychological mechanisms that allow others to “open up” to the individual as subjects, contribute to the formation of a “subjective attitude” towards others, which radically changes the subjective attitude towards them , as well as the nature of the interaction itself.
6. The principle of development of coactivity regulates the design And use of methods for developing a system of strategies and individual technologies of activity. This principle provides for pedagogical stimulation of a personal behavior strategy focused on helping others, as well as the development of appropriate subject and social technologies for such assistance. (V.A. Yasvin, 2001).
LITERATURE
1. Amonashvili Sh.A. Educational and educational function assessment of schoolchildren's learning. M., 1984.
2. Bibler V.S. From scientific teaching to the logic of culture. M., 1991.
3. Bogdanov I.V. Local educational system: experience of design, formation and development. Togliatti, 1996.
4. Big smart psychological dictionary/ Reber Arthur. M, 2003.
5. Gibson J. Ecological approach to visual perception. M., 1988.
6. Gusinsky E.N. Building a theory of education based on an interdisciplinary systems approach. M., 1994.
7. Vygotsky L.S. Educational psychology. M., 1991
8. Davydov V.V. Developmental learning theory. M., 1996.
9. Dotsenko E.L. Psychology of manipulation. M., 1996.
10. Lebedeva V.P., Orlov V.A., Panov V.I. Psychodidactic aspects of developmental education // Pedagogy. 1996. No. 6. P. 25-30.
11. Rubtsov V.V. Fundamentals of socio-genetic psychology. M.-Voronezh, 1996.
12. Slobodchikov V.I. Essays on educational psychology. Birobidzhan, 2003.
13. Chernoushek M. Psychology of the living environment. M., 1989.
14. Yasvin V.A. Educational environment: from modeling to design. M., 2001.
15. Yasvin V.A. Training of pedagogical interaction in a creative educational environment. / Ed. V.I.Panova. M., 1997.
TEST QUESTIONS
1. What indicators, according to V.I. Slobodchikova, characterize the educational environment?
2. How many ways are there to organize the educational environment?
3. What educational environment is considered developmental?
4. What components stand out in the educational environment?
5. Describe the existing types of schools.
TEST TASKS
1. The following methods of organizing the educational environment are distinguished. Eliminate unnecessary things:
A. Based on the principle of uniformity.
B. Based on the principle of diversity.
B. According to the principle of variability.
D. Based on the principle of integrity.
2. “School of Dialogue of Cultures” is proposed:
A. Bibler V.S.
B. Rubtsov V.V.
V. Davydov V.V.
G. Vygotsky L.S.
3. Concept of the educational environment V.A. Yasvina is based on the views:
A. Watson D., Skinner B., Tolman E.
B. Gibson J., Stones E., Maslow A.
V. Wertheimer M., Köhler V., Koffka K..
G. Teplova B.M., Leitesa N.S., Shadrikova V.D.
MODULE III. DEVELOPMENTAL EDUCATIONAL ENVIRONMENT FOR GIFTED CHILDREN
This module is aimed at developing ideas about the psychological basis, mechanisms and principles of forming a developmental educational environment for gifted children. The module analyzes the main approaches to the issue of creating a developmental educational environment for gifted children, and examines the established principles and ways of developing gifted children. The module presents the principles and author's position on the formation of a developing educational environment for gifted children.
CHAPTER 1. DEVELOPMENTAL EDUCATIONAL ENVIRONMENT FOR THE FORMATION OF GIFTEDNESS
V.I. Panov believes that, given the diversity of social, educational and psychological functions modern education, the goals of designing and modeling the educational environment involve determining not only the didactic goals of the education itself, but also the psychological goals of the student’s development, as well as the goals of his socialization. In the latter case we're talking about o developing the student’s ability to be a subject (carrier) of those methods and types of activities that are necessary for him to successfully enter and actively live in modern society.
Therefore, the goals of training and development, as well as, accordingly, the design of the educational environment, can be oriented:
To transfer to students knowledge and skills that correspond to their interests and inclinations, i.e. formation of the subject of general subject knowledge-abilities-skills (traditional learning goal);
To develop students’ special abilities corresponding to certain types cultural and historical types human activity(educational, professional, mathematical, technical, artistic, sports, etc.), i.e. formation of a subject of subject-specific knowledge and skills (the traditional goal of special training);
To develop in students abilities that correspond to the type of activity leading for a given age (game, educational, communicative, pre-professional, etc.), i.e. the formation of a subject of a leading type of activity (game, educational, communication, pre-vocational training) is the goal of developmental education;
To create educational conditions(systems of capabilities) necessary for the manifestation of one’s potential capabilities, their development into inclinations, interests and abilities in different spheres of human activity, i.e. for the development of students’ actual giftedness as their natural creative potential for self-development and, thereby, the formation of the subject of their development (physical, intellectual, personal, social) is the goal of developmental education (V.I. Panov, 2007).
An analysis of possible training and development goals allowed V.I. Panov to highlight a number of positions that determine the specifics of the approach to creating a developmental educational environment for children with signs of giftedness:
1) giftedness as a manifestation creative nature
psyche can be present in the psyche of a particular person both in the actual form (actual) and in the form possibilities(potential giftedness);
2) actualization of the creative nature of the psyche in the form
giftedness is possible only in the presence of natural and
social conditions that ensure its manifestation in
the form of natural inclinations, inclinations and abilities;
3) accent practical work with gifted children
shifts from diagnosis of giftedness and development of obvious
or latent giftedness to create conditions for the manifestation of giftedness as an emerging systemic quality of the psyche. In other words, to create such conditions, such a developing educational environment that would contribute to the development and most optimal
manifestation of the creative nature of the child’s psyche
(V.I. Panov, 2007).
Thus, V.I. Panov identifies a development vector that involves creating development situations, including
as sequential and mandatory stages:
a) a situation of subjective self-expression in the form of certain actions, which contributes to the manifestation and consolidation of a person’s need for creative self-expression of his states and picture of the world;
b) a situation conducive to learning and mastery
instrumental skills necessary to correctly perform any type of activity;
c) a situation that promotes and socially reinforces a person’s need for self-expression of his mental states, himself and the world around him.
4) the problem of training and development of gifted children is divided into three problems:
a) the problem of methods and content of teaching children
with signs of giftedness, when the subject of development, in
the student’s psyche is represented by his subject knowledge,
skills, abilities, i.e. cognitive, psychomotor or
another sphere of the psyche;
b) the problem of the development of children with signs of giftedness in learning tools, when the subject of development in the psyche is certain abilities: cognitive, personal;
c) the problem of the development of giftedness in children and adults, both in potential and actual form, when the subject of development is giftedness itself (V.I. Panov, 2007).
V.I. Panov, as an integrative criterion for the quality of a developing educational environment, considers its ability to provide all subjects of the educational process with a system of opportunities for effective personal self-development. At the same time, “opportunity” is understood as a special unity of the properties of the educational environment and the subject itself, i.e. as "situation". This possibility is equally a fact of the educational environment and a behavioral fact of the subject. Thanks to this, a person becomes a real subject of his own development, a subject of the educational process.
In this case, the individualization of education and development of gifted children in this case appears as the transformation of conditions and factors of the educational environment, common to all students, into specific development situations that provide the opportunity to realize the level of actual development and the zone of proximal development (L.S. Vygotsky, 1992) .
At the same time, V.I. Panov introduces the concept of zone problematic development. This concept means such an educational (problem-developmental) situation when the act of development is based on the subjective creation and experience of a critical mental state, which is designated by T.V. Khromova (2001) as a microcrisis. The productivity of living through such a microcrisis is ensured not by “a hint from an adult” (as in the situation of the zone of proximal development), but by one’s own efforts to find a solution and, accordingly, to overcome this problem situation.
All this means that one of the the most important conditions for the manifestation and formation of giftedness is the development of the student’s ability to be a subject of the process of his development. This means that, taking into account the systemic nature of giftedness, as a factor that unites various spheres of the psyche into the psychological formation that then appears to us as intellectual or other giftedness, it is advisable to consider the ability to voluntarily regulate one’s cognitive actions, emotional states and behavior in general (when solving a cognitive task or performing another type of activity). In relation to school education (at school, gymnasium, lyceum) - this is the ability to voluntarily, consciously manage one’s educational activities and mental states. In this case, they say that a person acquires the ability to be a subject of the process of voluntary regulation of educational activity and mental (in in this case) emotional) states. (V.I. Panov, 2007, pp. 33-37).
CHAPTER 2. CREATION OF A DEVELOPMENTAL EDUCATIONAL ENVIRONMENT FOR GIFTED CHILDREN
The creation of a developing educational environment is associated with the development psychological foundations supporting the development of gifted children and the development of their need for self-education and the formation of appropriate intellectual, communicative and practical skills.
In accordance with our ideas (A.K. Belousova, 2002) in joint mental activity carried out in pedagogical interaction teacher with students, 4 areas can be distinguished. In the first area - intellectual- development features are presented various sides thinking, taking into account the modeling and use of various features of the thinking of the teacher and students. In this area there are different levels mental activity associated with the development of the following components: operational; goal setting; reflective; creative. The operational component involves the development of the operational side of thinking (comparison, generalization, analysis). The goal setting component included setting goals, determining ways to implement them, putting forward hypotheses and assumptions. The reflective component included moments of explanation or evidence for other specific statements, tasks, etc. The creative component involved planning and forecasting activities, creating situations that generate innovations in thinking and behavior.
The second sphere - communicative- in the structure of joint mental activity is the organization of communication and interaction with students. We have previously shown (A.K. Belousova, 2002) that the transmission of meaning in communication processes performs a system-forming function as the main mechanism of joint mental activity. In this case, this area includes various aspects interactions, namely, the organization and integration of participants on the subject (content of mental actions associated with the production of assumptions, hypotheses, etc.) and personal, subjective levels (organization interpersonal relationships) problem solving, i.e. This means, first of all, the creation of a positive emotional atmosphere, certain interpersonal relationships, against the background of which joint mental activity is possible. In this area, the following components were identified: motivational; meaning transfer and emotional contact; organizational. The identification of these components was associated with our assumptions that the function of meaning transmission in joint mental activity fulfills the tasks of, firstly, creating a common opinion, unity of views; secondly, the organization of interaction; thirdly, conveying to the participants the meaning and context of the problems being discussed. These tasks determined the differentiation of the sphere into various components, including the component associated with creating motivation.
The third sphere is evaluative (personal)- the structure of joint mental activity has become evaluative, which reflects selective aspects of the organization of interaction. It includes the assessment activities of teachers and students, suggesting all possible types of assessments aimed at both various aspects of the student’s personality and his activities (actions, operations, methods and means of accomplishing tasks).
The fourth sphere - cooperative- has become an area of implementation, which includes taking into account the features of the use and development of proposals and plans in practical activities and during training.
The identified areas of joint mental activity, in our opinion, act as coordinates of a developing educational environment in which developmental training and education of gifted children is possible. A similar position is taken by A.V. Rastyannikov, S.Yu. Stepanov, D.V. Ushakov (A.V. Rastyannikov, S.Yu. Stepanov, D.V. Ushakov, 2002), who identified four areas of group creativity:
1) intellectual sphere;
2) personal sphere;
3) communication sphere;
4) cooperative sphere.
If we generalize the general idea of joint mental activity and transfer it to the subject of the development of gifted children, then the following picture emerges.
The formation of a developing educational environment for gifted children presupposes the need to design the interaction of children and teachers, as well as the interaction between children, including all the identified areas. Moreover, such interaction (children-children, children-teachers) includes the implementation intellectual sphere in the form of solving cognitive problems of various types. Cognitive tasks may differ in the type of psychological mechanisms that implement them (tasks at the sensorimotor, sensory-perceptual level, mnemonic, mental, imaginative). The nature of the problems determines the type of mental processes that support the solution process. Objectives may also differ in the relationship between goals and conditions, in the representation of productive and reproductive components, creative tasks and mental tasks, etc. In psychology, a fairly diverse classification has developed different types tasks, the solution of which involves the use of a person’s diverse creative potential in the uniqueness of his personal and intellectual capabilities. Situations of cognitive conflicts, discovery of new things, forecasting, or anticipation of the unknown act as the content of a person’s intellectual activity, the basis of his development as a cognitive person. The operational component of this area is developed by improving comparison, generalization, and analysis when solving various types of problems. The goal-setting component is formed by teaching students to set goals, determine ways to implement them, put forward hypotheses and assumptions. The reflexive component develops by creating situations of joint mental activity, situations of co-creation, in which participants, by telling others (the teacher, their friends, partners, etc.), their hypotheses, arguments, ideas or evidence, thereby contribute to the comprehension and awareness of their ideas, assumptions, i.e. make the content of their consciousness the subject of reflection. The creative component includes the creation of one’s own projects, plans for their implementation, solution strategies, in general planning and forecasting of all activities, and the creation of situations.
Communication sphere is implemented in the form of creative communication between children, as well as between children and teachers. The organization of a developmental environment assumes that communication in it acts not as an intrinsic value (this is the reality of human life), but in the form of developing a person’s creative potential. Communication acts as a channel through which various forms and types of monologues and dialogues that arise in the course of solving problems are realized. At the same time, communication can be understood more broadly, not only in its ability to serve as a channel for the realization of a person’s intellectual capabilities. Communication is a person’s living environment, in which intellectual activity occupies only separate place. Various areas Human life activities are associated with communication, and through them a person gets the opportunity to develop himself.
Cooperative sphere represents the organization of various types of interaction (cooperation, competition, conflict). In accordance with the ideas of V.E. Klochko (V.E. Klochko, 2000) interaction is carried out according to the principle of correspondence. This means that during the organization group work, various forms group creativity or cooperation between the teacher and children, forms are organized in which a meeting of people corresponding to each other occurs. This correspondence can be carried out according to types of orientation, according to intellectual level, according to interests, etc. In general, we can say that it is carried out according to what level of the systemic organization of a person the correspondence occurs: at the level of the individual, subject of activity or at the level of the individual. The cooperative sphere is represented in those forms of group work in which the participants carry out their activities and solve problems, namely in the form of: brainstorming, synectics, joint research activities, productive conflict, discussion, etc.
Personal sphere represents the realization of a person’s personal potential. Personality represents the highest level of human systemic organization, in which motives, attitudes, and assessments are manifested. Through assessments, a person determines what level of his system organization the incoming information corresponds to: the level of the individual, which is associated with the realization of basic needs; level of the subject of activity - meets current needs associated with the situation of necessity, necessity; level of personality - meets the highest needs associated with the desire for self-development of a person. Therefore, we can say that behind the assessments there is a person’s personality, his aspirations and his capabilities that he wants to realize.
We believe that the creation of a developing educational environment is based on the development of skills of joint cognitive activity in gifted children; creating a comfortable environment for creative self-realization, favorable conditions for various forms of group creativity (brainstorming, synectics, etc.).
We assume that the following principles of practical work with gifted children can be identified, aimed at creating a developing educational environment.
Origins of the concept and development of the modern educational environment
The concept of environment. The educational environment is not a new concept. It is associated with the educational process as part of the general environment, which has active interaction and significant mutual influence with it, i.e. the environment significantly influences the educational process, while the process also influences the environment, changes it and adapts it to itself. Recently, due to changes in education, interest in the educational environment has grown significantly, and it has begun to be given a greater role and importance than before. The very concept of the educational environment was also subject to rethinking, consideration from new positions and in new aspects.
Among the aspects in which the educational environment is considered are, in particular:
1. Environment level:
general educational environment;
subject educational environment - the environment of the educational subject;
educational environment of the institution - school, university, etc.; personal educational environment.
2. Type of environment, structure, content.
In accordance with different levels of the educational environment, differentiation occurs in its study as a phenomenon and factor of education.
At the level general pedagogy, didactics, psychology, the educational environment is considered as an objective phenomenon of education, its constituent components, invariant properties and relationships are studied. Here you can list such famous scientists, teachers, psychologists as S.D. Deryabo, V.P. Lebedev, V.A. Orlov, V.I. Panov, V.V. Rubtsov, V.I. Slobodchikov, V.A. Yasvin etc.
At the local level (the level of schools, universities, teachers, methodologists), the educational environment is considered in the aspect of a general educational factor, identifying its properties and capabilities applicable at this level of consideration, formation and development.
The general understanding of the educational environment is as follows:
Educational environment is defined as a set of factors that determine learning and personal development, sociocultural and economic conditions of society that influence education, the nature of information and interpersonal relationships, and interaction with the social environment.
That is, the educational environment is determined significant impact(with straight and feedback) factors and conditions social environment on education, the results of educational processes, the nature of interpersonal relationships, the intellectual and sociocultural development of the student.
From the definition of the educational environment it directly follows that it is a social, cultural (sociocultural) environment that has economic characteristics expressed at the level of social order, targets, educational requirements, ways of their implementation and fulfillment. The educational environment includes everything resources of society's socioculture, since they most directly create the conditions for education and influence teaching and educational processes, and many of them (works of fiction, films, etc.) are directly included in them.
The educational environment also includes basic regulatory documents, regulating relations in society, the social environment, economic relations and, of course, legal documents related to education - federal and regional laws, regulations, standards, programs, etc. These documents, their content and relevant knowledge also have a direct and significant impact on the field education and, to a certain extent, are included in the educational process - jurisprudence.
The definition of the educational environment refers to the factors and conditions that influence education, interpersonal relationships and, consequently, the personality of the subject of education. A new understanding of the educational environment is associated precisely with the expansion of the composition and content of these factors and conditions.
Previously, these factors and conditions that significantly influence education were understood as material and materialized objects (informational, technological, documented, objectively expressed). All these factors and conditions were created, provided by the socio-economic environment, accumulated in the educational environment, actually forming it.
Since the nature of interpersonal relationships and the interaction of education with the social environment depends on both of their sides, on the implementation of the educational process, its mutual influence with the educational environment is obvious. That is, in any case, the factors and conditions that determine learning and personal development are not only introduced from the socio-economic environment external to education, but are also created by the educational process itself, and are a product of educational interaction, interpersonal relations of subjects of education.
However, in this understanding, firstly, the information environment is external factor for the educational process:
available information process, implemented in accordance with the order of society and the goals of education;
available educational sphere, generated by the educational process, sets of relationships between subjects of education, between subjects and objects (learning tools, educational resources, infrastructure elements, etc.).
available educational environment, formed by social (socio-legal), economic, socio-cultural factors that reflect the life, activities and state of society and determine the development of the educational sphere.
That is, in this case, the educational environment is closely related to the educational sphere, but is external to it, since it is not generated by the educational process.
Secondly, in this understanding, the educational environment is informational both in nature and in the form of expression, since it is formed by information from the social environment and elements of its infrastructure. That is, it becomes part of the information, or rather, social and informational environment.
The informational nature of the modern educational environment is one of its most important properties, invariant regardless of the interpretation of this concept. In the age of global informatization, recognition of this property is not only necessary for understanding and studying the content of the educational environment. It is also necessary for practical use, transformation, development of the educational sphere, development of educational methodology and the implementation of its goals in modern conditions. Therefore, the educational environment is often called information educational environment, IOS and consider it in this context.
However, precisely for modern education, which is faced with new goals and a new ideology, their implementation, this interpretation of the concept of the educational environment is not enough. The modern educational environment has other important aspects that will be noted later. However, these aspects also have an informational expression, like everything else.
The school's educational system includes the following basic elements:
ABOUT educational environment;
- educational process;
- subjects of the educational process.
The educational environment includes:
- spatial-objective component;
- technological component;
- social component.
Design technological component
Under developing educational environment is understood as an educational environment that is capable of providing a set of opportunities for the development of all subjects of the educational process.
An educational environment can be considered developmental if this environment provides opportunities:
1. To satisfy and develop the subject’s needs at all hierarchical levels;
2. For the individual to assimilate social values and organically transform them into internal values.
The entire complex of such opportunities provided by a specific educational environment constitutes it developing psychological and pedagogical potential.
Quality of the educational environment can be assessed by quality analysis:
1. The spatial-objective component of this environment;
2. The social component of this environment;
3. Connections between the spatial-objective and social components of this environment.
Technological component educational environment is the connection between social and spatial-subject components, or in other words, pedagogical provision of development opportunities.
According to eva, the technological component includes:
Content of training programs (their traditionality, conservatism or flexibility); activity structure of the educational process; teaching style; the nature of socio-psychological control; cooperative or competitive forms of training.
Technological component developing educational environment can be designed and be organized in the local educational environment on the basis of systems of developmental training and education developed today and being created (, etc.).
Vygotsky put forward the concept of “zones of proximal development”, the meaning of which is that a child in the process of learning, that is, in the process of communication and cooperation with adults and with his peers, can achieve more than what is within his own capabilities . A child can do something new on his own after he has already done it with others. Thus, “that learning is good which runs ahead of development” (Vygotsky, 1991, p. 386).
In various developmental educational systems, with a general orientation towards the indicated provisions of Vygotsky, different emphasis was placed on the leading factors of development.
The theory of developmental education and the extensive educational and methodological material developed on its basis formed the basis of the “Elkonin-Davydov developmental education system.” According to this theory, content developmental primary education are theoretical knowledge(in their modern philosophical and logical understanding), method- organization of joint educational activities of junior schoolchildren (and, above all, organization of their solution of educational problems), product of development- main psychological neoplasms, inherent in primary school age. In this theory of developmental education, close attention is also paid to the problem of forming a schoolchild as a subject of educational activity.
Places special emphasis on the formation of a child who wants and knows how to learn, and is interested in self-change, considering the formation of a schoolchild as a subject of educational activity as the most important new development of primary school age.
Providing conditions for the transformation of a student into a student is the main goal of developmental education, which is fundamentally different from the goal of a traditional school: to prepare a child to perform certain functions in public life.
Developmental education must directly focus its content, its forms and methods on the laws of development.
(1990) basics mental development younger schoolchildren consider new ways to organize the learning process.
Psychodidactic principles:
1. training at a high level of difficulty;
2. the leading role of theoretical knowledge;
3. high pace of learning the material;
4. students’ awareness of the learning process;
5. systematic work on the development of all students.
On the basis of this didactic system, a developmental effect was achieved and experimentally confirmed in the field of such processes as: observation, thinking, practical action, which were considered as the main lines of mental development.
In the works (1984, 1986, etc.), the main attention is paid to considering the process of actual development of younger schoolchildren in the context of connection with their “zones of proximal development.”
Amonashvili spoke about:
· socially dependent independence of the child in the process of communication;
· « Psychological atmosphere»;
· “Socio-psychological situation”, etc.
J. Korczak talked about the “spirit” of the educational institution.
The social component of the local educational environment is determined by both the characteristics social organization habitat (macrosocial conditions), and a number of specific factors of the local educational environment itself: the specifics of its functions, age, gender, ethnic composition, etc. (microsocial conditions).
Social component of the educational environment- this is, first of all, the nature of communication between subjects of the educational process, “against the background of which group needs are realized, interpersonal and group conflicts. In this process, hidden meaningful situations of interaction between people acquire a distinct character: competition or secret rivalry, comradely cohesion or mutual responsibility, brutal pressure or conscious discipline” (Anikeeva, 1989, p. 5).
The social component of the educational environment bears the main burden of providing opportunities to satisfy and develop the needs of subjects of the educational process for a feeling of security, for maintaining and improving self-esteem, for recognition from society, for self-actualization - that is, a complex of socially oriented needs.
Social component developing educational environment as a whole corresponds to the psychological and pedagogical phenomenon defined by Mukhina and Goryanina as a “productive style of interaction,” which “can be defined as a fruitful way of contact between partners, contributing to the establishment and prolongation of relationships mutual trust, disclosure personal potentials and achieving effective results of joint activities” (1997, p.9).
Based on research by social psychologists (Kuzmin, Volkov, Emelyanov, 1997, etc.), we can distinguish main characteristics social component developing educational environment:
1. Mutual understanding and satisfaction of all subjects of the educational process with relationships;
2. The prevailing positive mood of all subjects of the educational process;
4. The degree of participation of all subjects in the management of the educational process;
5. Cohesion and awareness of all subjects of the educational process (see the awareness parameter);
6. Productivity of interactions in the learning component of the educational process.
An integral indicator of compliance with the requirements imposed on the social component of the developing educational environment is the experience of emotional well-being by all subjects of the educational process, which acts as necessary condition their effective personal development (Bozhovich, 1968; Sukhomlinsky, 1971; Zaporozhets, Lisina, 1974; Anikeeva, 1989, etc.).
Mutual understanding and satisfaction of all subjects of the educational process with relationships is determined, first of all, by goodwill towards each other, the predominance of mutual positive assessment.
The functioning of subjects in the educational environment is constantly associated with situations of mutual assessment. The child’s activities are assessed both by teachers and parents, and by other children. The activities of teachers - both by children and by the administration, colleagues, and parents. The activities of parents - both by their child and his teachers. The prevailing emotional aggressiveness of such assessments (“Look what you’ve done!”, “You pay little attention to raising your child!”, “You always feel sorry for everything for me!”, “You’re a suck-up and a snitch!”, etc.) causes the depressed state of the subjects of the educational process blocks their activity and determines the neurotic nature of personal development (Kislovskaya, 1971; Prikhozhan, 1976; Levy, 1983, etc.).
A teacher (parent, administrator), who has authority, can most effectively create appropriate opportunities for the personal development of other subjects of the educational process, since he is responsible for natural law to the leadership, psychological readiness to follow his suggestions and advice is expressed.
For a preschooler, parents, like other adults, initially have appropriate authority and are “advanced” with trust and respect. This authority is strengthened in the case of cooperation between adults and the child, when opportunities are created for the child to become an adult’s partner in making decisions. life problems; when a child is presented with understandable, consistent demands, which are also aimed at his personal development; when the attitude of adults towards a child is built on respect, goodwill, and justice. In the case of guardianship or dictatorship, the child’s trust in his parents decreases over time; by early school age or adolescence, their authority in the eyes of the child is destroyed.
For students junior classes The teacher becomes the most authoritative figure. This authority is initially determined by the role position of the teacher. It is characteristic that at this age the teacher is recognized as having the right to make decisions in both educational and non-educational activities.
For adolescents, the role of a teacher is no longer a sufficient basis for the formation of his authority. At the same time, the teacher is usually recognized as having the right to make decisions related to educational activities, as well as concerning situations that are significant for the group. When it comes to the personal interest of individual teenagers, especially if we are not talking about educational activities, then trust in the teacher is less.
At senior school age, the authority of the teacher in decisive degree depends on him personal qualities. The most valued is responsiveness, the ability to understand students, provide them with support, wisely use teacher power, a partner position in relation to students, high professional qualities teachers as subject specialists.
An authoritative teacher, demonstrating certain patterns of behavior, establishes the appropriate norms of group interaction among students, that is, essentially constructs the social component of the educational environment. As he notes: “If a teacher, an organizer of an educational environment, knows how to love and loves his students, knows how and allows himself to express these feelings, he consciously or unconsciously organizes for his students a vital emotional experience, the experience of living in an atmosphere of love. He also demonstrates, shows as a possible example his ways of expressing feelings” (1994, p. 116).
In general, the high authority of teachers as leaders, earned by them in the process of joint activities, stimulates students’ desire to creative activity what is the most important characteristic developing educational environment. Recognition of the authoritative teacher's right to accept significant decisions does not mean a reduction in the independence and responsibility of schoolchildren.
Participation of all subjects in the management of the educational process acts as the most important opportunity of the educational environment, ensuring the formation of social activity of the individual. The activities carried out by subjects in the educational process can be developmental in nature only if its participants are involved in experiencing the very process of this activity and are psychologically included in it.
As he emphasizes: “To unite the team, to create a morally healthy psychological climate is possible only on the basis of common activity, relying on children's self-government. Both of these concepts – “collective activity” and “self-government” – are concepts that complement each other. One without the other simply does not work as an educational factor. Activities organized by teachers without self-government become either a practice or an imitation of an activity (that is, an event for show). And on the other hand, self-government, if the organization of socially significant activities does not become its core, turns into the appearance of self-government - the presence of bodies engaged in meetings...
Children’s self-government is not a set of elected bodies, but an organization of humanistic relations that are realized in the process of activity” (1989, pp. 89-90).
The involvement of subjects in the management of the educational process begins with their awareness of the decisions made by self-government bodies and the plans being developed. Such information can be disseminated using school radio, a special web page for relevant subjects on the Internet, print, removable stands, speeches at meetings, etc. It is important that this information serves as a subject for discussion among subjects of the educational process.
The most effective method is to organize the possibility of participation of all subjects of the educational process in its planning, as well as monitoring its implementation democratically decisions made. Participation in the planning of any significant task creates the appropriate psychological readiness for its subsequent implementation.
The highest form of democratic self-government can be considered a general meeting.
As J. Korczak said: “The meeting should be of a business nature, the guys’ comments should be listened to carefully and honestly - no falsehood or pressure... In addition, the guys should learn to lead the meeting. After all, it is not easy to confer with everyone en masse. And one more condition. There is no need to force people to participate in discussions and voting. There are children who do not want to participate in discussions. Should they be forced? (1990, pp. 144-145).
Korczak emphasizes that the participation of children in managing the educational process must be real, and in no case be of a puppet nature. From this point of view, it is better to limit the competence of self-government bodies to the limits that are realistic for a given educational environment, without imitating their unjustifiably broad formal powers: “Caution is recommended, the boundaries of the competence of the Sejm should be expanded gradually, restrictions and warnings, albeit numerous, should be clear and unambiguous. Otherwise, it is better not to organize elections, not to stage games of self-government, and not to mislead yourself and your children. Such a game is unethical and harmful” (p. 172).
Cohesion and consciousness of all subjects of the educational process may become a necessary prerequisite for the functioning of a developing social environment, which in this case itself becomes a “tool” for the personal development of each subject of the educational process.
Unfortunately, in pedagogical practice It is quite common for teachers and students, parents and children to perceive each other according to the principle of “us” and “them”. At the same time, there is no doubt about the fairness and relevance of Makarenko’s thesis about the need for unity of all subjects of the educational process: “So, a team of teachers and a team of children are not two different teams, but one team, and moreover, a pedagogical team” (1988, p. .177)
Of course, the development of general cohesion and consciousness is a long-term, difficult and subtle process, the success of which is characterized primarily by such parameters as “the degree of awareness of the educational environment” and “generalization of the educational environment.”
The most general and universal method of developing cohesion and consciousness of subjects of the educational process is joint participation in various types of activities, primarily informal, “extraordinary” activities: staging performances, participating in sports competitions, preparing for festivals. At the same time, the effect is enhanced when it comes to situations of competition with other educational environments, when it is necessary to “maintain the honor of the school,” “not to lose face,” etc.
Korczak considered the school newspaper one of the effective means of developing cohesion and consciousness of the subjects of the educational process: “ Educational institution Without a newspaper, it seems to me like a chaotic and hopeless marking of time and grumbling of teachers, repetition of the same thing without a specific goal and without control over the children, something temporary and random, without tradition, without memories, without prospects.
The newspaper is a strong link; it connects week to week and unites children, teachers and technical staff into a single whole. The newspaper is read aloud to all children. Every change, improvement or reform, every shortcoming, every wish finds its expression in the newspaper” (1990, p. 145)
You can make an Internet newspaper.
The implementation of the psychodidactic principle of coactivity (assistance) and associated methods of ritualizing the educational process and caring for the educational environment may also be important in the development of cohesion and consciousness of subjects of the educational process.
Productivity of interactions in the learning component of the educational process is also ensured by an appropriate level of development of the social component of the educational environment. If all the previously discussed conditions are met, a set of developmental opportunities is created, but the educational component of the educational process is at a low level, then such an educational environment cannot be considered as a high-quality and effective developmental environment. In this case, any subject of the educational process, be it a parent, teacher or schoolchild, may prefer, say, a dogmatic, subject-objective, educational environment that guarantees the formation of appropriate knowledge, skills and abilities, despite the inferiority of this environment in terms of providing opportunities for personal development.
The problem of considering the processes and mechanisms of learning in connection with the specifics of social interactions is devoted comprehensive study(1996), which is based “on an understanding social situation development, which is determined by the very methods of interaction. Interactions create the prerequisites for students’ immediate achievements, and therefore the effect of learning in the “teacher-student” system will depend on how their joint activities are organized.” The meaning of such interaction is revealed under the condition that the student and teacher are involved in a certain common activity, during which they are focused on certain goals and jointly perform certain actions and operations. Such joint activities may be considered assistance. The success of this activity depends on:
1. Methods of its distribution between participants;
2. Features of the exchange of actions when solving common problems;
3. The processes of communication, mutual understanding and reflection that ensure it (the reflection of each of the participants in the interaction is focused on assessing the possibility of their action from the point of view of the plans and programs of the joint activity itself).
Even in the works of J. Piaget, the connection between the process of a child’s cognitive development and the characteristics of his social interaction is shown. It is emphasized that only relations of cooperation (cooperation) allow for the correct transmission of any concept, which turns out to be impossible with “asymmetrical” interaction, that is, interaction built on authoritarian relations. !Adequate formation of a certain concept occurs only when this concept is constructed, “constructed” on the basis of the child’s own actions. Otherwise, it remains perceived only as the opinion of an adult, albeit authoritative, but another person.
Subsequently, researchers in Piaget's school focused on examining the types of interactions that precede cooperation and prepare cooperation. These studies established the active role of interaction itself in the process of developing a child’s thinking. In other words, development does not occur if any of the participants in the “teacher-student” system occupies passive position. Thus, the mechanism of student imitation of the teacher, on which teaching is traditionally based, cannot ensure the process of cognitive development of the student. Psychological and pedagogical concepts based on the understanding of progress in development as a result of interaction with a more developed partner (teacher) turned out to be unconfirmed. It was found that development is not a simple copy of a more advanced model, but represents an active restructuring of the learner, in which new knowledge is “a construction that carries within itself the aspect of a new development.”
states that in the context of the works of Vygotsky, Mead and Piaget, “the content of the concept of “zone of proximal development” presupposed new paradigm development, and accordingly new approach to the psychology of teaching and learning. In place of the idea of learning as a natural and individual process, that is, dividing the participants in a learning situation into the one who teaches and the one who learns, the idea of learning as a process of assistance and joint activity is being developed. Moreover, the main mechanism of this process, which makes it cultural and socially determined, is the mediation of the actual cognitive acts by the methods of interaction of the participants themselves. !In this case, what comes to the fore is not only the problem of what to teach, but also the problem of how to teach, that is, the problem of organizing effective joint forms educational activities" (p. 16).
Environment design algorithm
System methodical approach to the pedagogical design of the educational environment, according to which the interconnected design of each of the three components of the educational environment is carried out:
spatial-subject;
social;
technological;
in the context of organizing a system of opportunities to satisfy the entire hierarchical set of needs and realize the personal values of all subjects of the educational process.
The methodological “matrix” of design can be the model of the “design field” of the educational environment (see Fig. 1).
The “epicenter” of designing an educational environment is the “point of interpenetration” of the spatial-subject, social, technological components of the educational environment and the subject of the educational process. Around this “epicenter” a “zone of development opportunities” is organized. It is necessary to take into account that, along with the pedagogically organized, “controlled” zone, inevitably self-organize and local areas spontaneous interactions and mutual influences, which can perform both a positive developmental function and a negative one, distorting the process of constructive personal development of subjects of the educational process (shaded areas on the model).
The dominant role in the pedagogical organization of the “zone of developmental opportunities” belongs to the design of the technological component, which is designed to adequately mediate and expediently transform the interaction of the subject of the educational process with the spatial-subject and social components of the educational environment.
Having determined the goals and objectives of the educational process, it is through the technological component that the teacher organizes the subject’s contacts with content educations that are regulated psychodidactic principles of organizing activities. Psychodidactic principles of organizing stimuli regulate the pedagogical organization of contacts between the subject of the educational process and the spatial-subject component of the educational environment. Psychodidactic principles of organizing interactions regulate the pedagogical organization of the subject’s contacts with the social component of the educational environment.
Fig.1. Model of the “project field” of the educational environment
Pedagogical design of the spatial-subject component of the educational environment is based on a system of requirements for its effective organization:
1) heterogeneity and complexity of the environment; 2) connectivity functional zones; 3) flexibility and controllability of the environment; 4) ensuring the symbolic function of the environment; 5) individualization of the environment; 6) authenticity of the environment (M. Buber, etc.).
Basic requirements for the design of the social component: 1) mutual understanding and satisfaction of all subjects of the educational process with relationships; 2) the prevailing positive mood of all subjects of the educational process; 3) authority of managers; 4) the degree of participation of all subjects in the management of the educational process; 5) cohesion and consciousness of all subjects of the educational process; 6) productivity of interactions in the teaching component of the educational process (, etc.).
As already emphasized, the design of all components of the educational environment is carried out in the context of organizing opportunities to meet the needs of the subjects of the educational process (A. Maslow et al.):
1) physiological needs;
2) the need to assimilate worldview principles, moral norms, and ideals of the group taken as the reference group;
3) needs for certain food items, clothing, living conditions;
4) security needs;
5) needs for love and respect;
6) the need for recognition from society;
7) needs for work, socially useful activities;
9) the need for knowledge of a special field of phenomena;
10) the need for transformative activities in any special area;
11) needs for aesthetic design of the environment; the need for independent development of a worldview, streamlining the picture of the world;
12) the need to master the highest level of skill in their field;
13) needs for self-actualization of the individual.
Finally, when designing an educational environment, it is also necessary to focus on ensuring the highest indicators of its formal parameters:
1) latitude;
2) intensity;
3) modalities;
4) degree of awareness;
5) sustainability;
6) emotionality;
7) generality;
8) dominance;
9) coherence;
10) activity;
11) mobility.
Thus, a teacher designing an educational environment can use the appropriate algorithm for its design.
1. Determine the educational ideology (modality of the educational environment) and the strategy for its implementation.
2. Determine the specific substantive goals and objectives of the proposed educational process in a given environment, based on the functions of education:
Subject-activity adaptation of students,
Provisions functional literacy students,
Provisions personal growth students.
3. Based on the set goals and objectives, develop the appropriate content of the educational process
taking into account the hierarchical complex of needs of all its subjects (students, parents, administration, oneself and other teachers):
Physiological needs;
Security needs;
Needs for love, affection and belonging to a group (needs to assimilate worldview principles, moral norms, ideals of a group taken as a reference);
Needs for respect, self-esteem and recognition (needs for recognition from society; needs for work, socially useful activities; needs to maintain or improve self-esteem; needs for satisfaction of interests; needs for the fulfillment of inclinations; needs for the aesthetic design of the environment; needs for independent development of a worldview; the need to achieve a high level of professional excellence);
Self-actualization needs.
4. Develop a project technology organization educational environment based on a system of the following psychodidactic principles:
Organization of activities;
Organization of incentives;
Organization of interactions.
5. Develop a project spatial-subject organization educational environment that meets the following requirements:
Heterogeneity and complexity of the environment;
Connectivity of its functional zones;
Flexibility and controllability of the environment;
Providing the symbolic function of the environment;
Personalized™ environment;
Authenticity of the environment.
6. Develop a project social organization educational environment that meets the following requirements:
Mutual understanding and satisfaction of all subjects of the educational process with relationships;
The prevailing positive mood of all subjects of the educational process;
The degree of participation of all subjects in the management of the educational process;
Cohesion and consciousness of all subjects of the educational process;
Productivity of interactions in the learning component of the educational process.
7. Conduct examination developed educational environment project based on the following formal parameters its descriptions:
Modalities;
Intensity;
Degrees of awareness;
Perceived sustainability;
Emotionality;
Generalities;
Dominance;
Coherence;
Social activity;
Mobility.
Using this algorithm for pedagogical design of the educational environment, a teacher can really optimize the educational process and reach a new creative level of his professional activity. The pedagogical project of the educational environment can be presented in the form of a “project box” (Fig. 2), where on separate cards, similar to library ones (or in electronic form according to the type of site on the Internet), the designed content of the educational process is posted, implementing one or another provision of the design algorithm.
The trend of variability in modern school education characterized by a wide variety of directions: various types and types of schools, new concepts of education and the pedagogical process for our country are being implemented (for example, M. Montessori, R. Steiner, etc.), in connection with this, the number of specific internal tasks, which are set and decided by a particular school. Variable training programs, pedagogical methods and forms of organization of the educational process also influence the environment of the educational organization. The efficiency of modern educational organizations is largely determined by the level of formation of the educational environment.
One of important issues Psychological and pedagogical support for children is the formation of a supportive and developmental educational environment in accordance with their abilities and capabilities. A competent and professionally designed educational environment ensures optimization of its influence on the student’s personality and helps to identify gifted children. In accordance with the instructions of the President of Russia V.V. Putin, the Government of the Russian Federation pays great attention to the problem of identifying and supporting gifted children, developing criteria for identifying gifted children who have shown an aptitude for technical and humanitarian creativity, invention, as well as accompanying such children.
Support and accompaniment of the development of gifted children is associated with ensuring individual work with gifted children on the formation and development of their cognitive interests; psychological and pedagogical support for gifted children, etc. in an educational environment. Currently, there are a number of approaches to the issue of the educational environment, studying the effectiveness of the educational environment of a school in modern psychological and pedagogical science. Most domestic authors consider the educational environment as a set of interrelated, mutually enriching and complementary factors (material, spatial-subject, pedagogical, socio-psychological, etc.), which have a significant impact on the nature of the educational process.
At the same time, it is noted that when carrying out an examination of the effectiveness of the educational environment, it is necessary to pay attention to special attention analyze it psychological component. Some of these approaches can be considered in the context of the problem of students' worldview.
The creation of conditions in accordance with those defined in the Federal State Educational Standard is taken into account educational fields:
Social and personal development,
Artistically – aesthetic development,
Physical development.
Thus, when organizing the educational environment, it creates complete system material, cultural and didactic resources that provide effective solution educational tasks in optimal conditions.
To create a subject-spatial environment, teachers take into account new approaches to its organization in pedagogical process. Based on didactic system activity method L. G. Peterson, when creating a subject-spatial environment, the system of didactic principles is taken into account:
The principle of psychological comfort, which implies the creation of an educational environment that ensures the removal of all stress-forming factors of the educational process;
The principle of activity, which involves mastering the world around us not through the broadcast of ready-made information, but through the independent “discovery” of it by children on an objective basis;
The minimax principle, which provides the opportunity for each child to advance at his own pace along an individual trajectory of self-development;
The principle of integrity, thanks to which children develop a holistic understanding of the world around them and themselves;
The principle of variability, which provides for the systematic provision of children with the opportunity to make their own choices, as a result of which they develop the ability to implement informed choice;
The principle of creativity, which makes it possible to orient the educational process towards children’s acquisition of their own experience of creative activity;
