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Vitaly Alexandrovich Slastenin(September 5, Gorno-Altaisk, Altai Territory, RSFSR - June 13, Moscow, Russian Federation) - Russian scientist in the field of pedagogy, Honored Scientist of the Russian Federation, Doctor of Pedagogical Sciences, professor, full member of the Russian Academy of Education.

Biography

Born and raised in a family of collective farmers.

In 1952, V. A. Slastenin graduated from the Moscow State Pedagogical Institute. V.I. Lenin. His scientific work “Pedagogical foundations of local history” was awarded a gold medal by the Ministry of Higher and Secondary Special Education of the USSR.

In 1956 he defended his thesis and for 13 years worked at the Tyumen State Pedagogical Institute: assistant, senior teacher, and in 1957, at the age of 27, he became vice-rector for educational and scientific work.

In 1969-1977 - Head of the Educational and Methodological Department, Deputy Head of the Main Directorate of Higher and Secondary Pedagogical Educational Institutions of the Ministry of Education of the RSFSR.

In 1977 he defended his doctoral dissertation and returned to the Moscow State Pedagogical Institute. V.I. Lenin, in 1978 he was elected head of the department of pedagogy of primary education. In 1979 he was awarded the academic title of professor. In 1982 he was elected dean of the Faculty of Education.

In 1980 he created and headed the department of pedagogy and psychology of higher education. Author of more than 300 scientific papers, about 20 textbooks and teaching aids on pedagogy. Under the leadership of V. A. Slastenin, 125 candidate's theses were prepared and defended, 38 of his students became doctors of science.

In 1989 he was elected a corresponding member of the Academy of Pedagogical Sciences of the USSR, and in 1992 - a full member of the Russian Academy of Education. In 1997, he was elected as a member of the bureau of the Higher Education Department of the Russian Academy of Education, and in 1998, he was appointed editor-in-chief of Izvestia of the Russian Academy of Education.

In 1999, V. A. Slastenin was elected president of the International Academy of Sciences of Pedagogical Education.

The main directions of scientific activity in the field of methodology, theory and practice of teacher education.

Major works

• "Teacher and Time" (1990),
• “Methodological culture of the teacher” (1990),
• “Anthropological approach in teacher education” (1994),
• “Pedagogy of Creativity” (1991),
• “Dominant of Activity” (1997),
• “Higher pedagogical education in Russia: traditions, problems, prospects” (1998),
• “Pedagogy: innovative activity” (1997),
• “Humanistic paradigm and student-oriented technologies in teacher education” (1999),
• “Integral pedagogical process as an object of professional activity of a teacher” (1998)
• Pedagogy: Textbook. aid for students higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenina. - M.: Publishing center "Academy", 2008.

Awards and titles

Awarded the Order of the Badge of Honor, medals named after K. D. Ushinsky, N. K. Krupskaya, S. I. Vavilov, A. S. Makarenko, I. Altynsarin, K" N. Kara-Niyazov. Excellent worker in education of the USSR and others republics of the former Union, medal “For valiant labor in the Great Patriotic War of 1941-1945.”

Honored Scientist of the Russian Federation, laureate of the Government of the Russian Federation Prize in the field of education.

Sources

Categories:

• Personalities in alphabetical order
• Scientists by alphabet
• Born on September 5
• Born in 1930
• Died June 13
• Died in 2010
• Doctor of Pedagogical Sciences
• Academicians of RAO
• Knights of the Order of the Badge of Honor
• Recipients of the medal "For Valiant Labor in the Great Patriotic War of 1941-1945"
• Recipients of the K. D. Ushinsky medal
• Honored Scientists of the Russian Federation
• Born in Gorno-Altaisk
• Died in Moscow
• Members of the International Academy of Sciences of Teacher Education

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See what “Slastenin, Vitaly Alexandrovich” is in other dictionaries:

Vitaly Aleksandrovich Slastenin Date of birth: September 5, 1930 (1930 09 05) Place of birth: Gorno Altaisk, Altai Territory, RSFSR Date of death: June 13, 2010 ... Wikipedia

- (MPGU) ... Wikipedia

Named after S. A. Yesenin (RSU) ... Wikipedia

- ... Wikipedia

The International Academy of Sciences of Teacher Education (IASPE) was established in Moscow in August 1999. The main goals of the Academy are: promoting the development of science in the system of all levels of continuous general and psychological education and... ... Wikipedia

- (MANPO) was created in Moscow in August 1999. The main goals of the Academy are: promoting the development of science in the system of all levels of continuous general and pedagogical education and the use of its achievements to boost the economy, increase ... ... Wikipedia

Books

• Psychology. Textbook and workshop for academic bachelor's degree, Vitaly Aleksandrovich Slastenin. The textbook reveals the fundamentals of the theory and practice of modern psychology in the context of educational problems. Students are invited to master psychological knowledge in three cognitive forms: teaching,…

SECTION I INTRODUCTION TO TEACHING ACTIVITY
CHAPTER 1 GENERAL CHARACTERISTICS OF THE TEACHING PROFESSION
1. The emergence and development of the teaching profession
In ancient times, when there was no division of labor, all members of a community or tribe - adults and children - participated equally in obtaining food, which was the main meaning of existence in those distant times. The transfer of experience accumulated by previous generations to children in the prenatal community was “woven” into work activity. Children, being involved in it from an early age, acquired knowledge about methods of activity (hunting, gathering, etc.) and mastered various skills. And only as tools improved, which made it possible to obtain more food, did it become possible not to involve sick and old members of the community in this. They were charged with being the keepers of the fire and looking after the children. Later, as the processes of conscious production of labor tools became more complex, which entailed the need for special transfer of labor skills, the elders of the clan - the most respected and experienced - formed, in the modern understanding, the first social group of people - educators, whose direct and only responsibility became transfer of experience, care for the spiritual growth of the younger generation, their morality, preparation for life. Thus, education became the sphere of human activity and consciousness.
The emergence of the teaching profession therefore has objective grounds. Society could not exist and develop if the younger generation, replacing the older generation, was forced to start all over again, without creatively mastering and using the experience that it inherited.
The etymology of the Russian word “educator” is interesting. It comes from the stem “to nourish.” Not without reason, today the words “educate” and “nurture” are often considered synonymous. In modern dictionaries, an educator is defined as a person who is involved in raising someone, who takes responsibility for the living conditions and development of the personality of another person. The word “teacher” apparently appeared later, when humanity realized that knowledge is a value in itself and that a special organization of children’s activities is needed, aimed at acquiring knowledge and skills. This activity is called training.
In Ancient Babylon, Egypt, Syria, teachers most often were priests, and in Ancient Greece - the most intelligent, talented civilian citizens: paedonoms, pedotribes, didascals, teachers. In Ancient Rome, government officials who knew the sciences well, but most importantly, who traveled a lot and, therefore, saw a lot, knew the languages, culture and customs of different peoples, were appointed teachers on behalf of the emperor. In ancient Chinese chronicles that have survived to this day, it is mentioned that back in the 20th century. BC e. There was a ministry in the country in charge of the education of the people, which appointed the wisest representatives of society to the position of teacher. In the Middle Ages, teachers, as a rule, were priests and monks, although in city schools and universities they increasingly became people who had received special education. In Kievan Rus, the duties of a teacher coincided with the duties of a parent and ruler. Monomakh’s “Teaching” reveals the basic set of rules of life that the sovereign himself followed and which he advised his children to follow: love your homeland, take care of the people, do good to your loved ones, do not sin, avoid evil deeds, be merciful. He wrote: “What you can do well, don’t forget, and what you can’t do, learn it... Laziness is the mother of everything: what someone can do, he will forget, and what he can’t do, he won’t learn. When doing good, do not be lazy about anything good...” In Ancient Rus', teachers were called masters, thereby emphasizing respect for the personality of the mentor of the younger generation. But the master craftsmen who passed on their experience were and are now, as we know, called respectfully - Teacher.
Since the emergence of the teaching profession, teachers have been assigned primarily an educational, single and indivisible function. A teacher is an educator, a mentor. This is his civic, human purpose. This is exactly what A. S. Pushkin meant when he dedicated the following lines to his beloved teacher, professor of moral sciences A. P. Kunitsyn (Tsarskoe Selo Lyceum): “He created us, he raised our flame... He laid the cornerstone, he lit a pure lamp.” .
The tasks facing the school changed significantly at different stages of the development of society. This explains the periodic shift of emphasis from teaching to upbringing and vice versa. However, state policy in the field of education almost always underestimated the dialectical unity of teaching and upbringing, the integrity of the developing personality. Just as it is impossible to teach without exerting an educational influence, it is also impossible to solve educational problems without equipping students with a rather complex system of knowledge, skills and abilities. Progressive thinkers of all times and peoples have never opposed teaching and upbringing. Moreover, they viewed the teacher primarily as an educator.
All nations and at all times have had outstanding teachers. Thus, the Chinese called Confucius the Great Teacher. One of the legends about this thinker describes his conversation with a student: “This country is vast and densely populated. What is she lacking, teacher? - the student turns to him. “Enrich her,” the teacher replies. “But she’s already rich. How can we enrich it?” - asks the student. "Teach her!" - exclaims the teacher.
A man of difficult and enviable fate, the Czech humanist teacher Jan Amos Comenius was the first to develop pedagogy as an independent branch of theoretical knowledge. Comenius dreamed of giving his people the collected wisdom of the world. He wrote dozens of school textbooks and over 260 pedagogical works. And today every teacher, using the words “lesson”, “class”, “vacation”, “training”, etc., does not always know that they all entered the school along with the name of the great Czech teacher.
Ya.A. Comenius asserted a new, progressive view of the teacher. This profession was “excellent for him, like no other under the sun.” He compared the teacher with a gardener who lovingly grows plants in the garden, with an architect who carefully builds knowledge into every corner of a human being, with a sculptor who carefully hews and polishes the minds and souls of people, with a commander who energetically leads an offensive against barbarism and ignorance.
Swiss educator Johann Heinrich Pestalozzi spent all his savings on creating orphanages. He dedicated his life to orphans, trying to make childhood a school of joy and creative work. On his grave there is a monument with an inscription that ends with the words: “Everything is for others, nothing for yourself.”
The great teacher of Russia was Konstantin Dmitrievich Ushinsky - the father of Russian teachers. The textbooks he created have had a circulation unprecedented in history. For example, “Native Word” was reprinted 167 times. His legacy consists of 11 volumes, and his pedagogical works still have scientific value today. He described the social significance of the teaching profession as follows: “An educator who is on par with the modern course of education feels like a living, active member of a great organism fighting the ignorance and vices of humanity, a mediator between everything that was noble and lofty in the past history of people, and a new generation, the keeper of the holy covenants of people who fought for truth and goodness,” and his work, “modest in appearance, is one of the greatest deeds in history. States are based on this matter and entire generations live on it.”
Searches for Russian theorists and practitioners of the 20s. XX century largely prepared the innovative pedagogy of Anton Semenovich Makarenko. Despite the establishment in education, as in everything else in the country, in the 30s. command-administrative methods of management, he contrasted them with pedagogy, humanistic in essence, optimistic in spirit, imbued with faith in the creative powers and capabilities of man. The theoretical heritage and experience of A. S. Makarenko have gained worldwide recognition. Of particular importance is the theory of the children's collective created by A. S. Makarenko, which organically includes a method of individualization of education that is subtle in its instrumentation and unique in its methods and methods of implementation. He believed that the work of a teacher is the most difficult, “perhaps the most responsible and requires from the individual not only the greatest effort, but also great strength, great abilities.”
2. Features of the teaching profession
The uniqueness of the teaching profession. A person’s belonging to a particular profession is manifested in the characteristics of his activities and way of thinking. According to the classification proposed by E. A. Klimov, the teaching profession belongs to the group of professions whose subject is another person. But the teaching profession is distinguished from many others primarily by the way of thinking of its representatives, a heightened sense of duty and responsibility. In this regard, the teaching profession stands apart, standing out as a separate group. Its main difference from other professions of the “person-to-person” type is that it belongs to both the class of transformative and the class of management professions at the same time. Having the formation and transformation of personality as the goal of his activity, the teacher is called upon to manage the process of her intellectual, emotional and physical development, the formation of her spiritual world.
The main content of the teaching profession is relationships with people. The activities of other representatives of human-to-human professions also require interaction with people, but here it is connected with the best way to understand and satisfy human needs. In the profession of a teacher, the leading task is to understand social goals and direct the efforts of other people to achieve them.
The peculiarity of training and education as an activity of social management is that it has, as it were, a double subject of labor. On the one hand, its main content is relationships with people: if a leader (and a teacher is one) does not have proper relationships with those people whom he leads or whom he convinces, then the most important thing in his activities is missing. On the other hand, professions of this type always require a person to have special knowledge, skills and abilities in some area (depending on who or what he supervises). A teacher, like any other leader, must know well and imagine the activities of the students whose development process he leads. Thus, the teaching profession requires dual training in human science and special education.
Thus, in the teaching profession, the ability to communicate becomes a professionally necessary quality. Studying the experience of beginning teachers allowed researchers, in particular V. A. Kan-Kalik, to identify and describe the most common “barriers” of communication that make it difficult to solve pedagogical problems: mismatch of attitudes, fear of class, lack of contact, narrowing of the communication function, negative attitude towards the class , fear of pedagogical error, imitation. However, if novice teachers experience psychological “barriers” due to inexperience, then experienced teachers experience them due to underestimation of the role of communicative support of pedagogical influences, which leads to an impoverishment of the emotional background of the educational process. As a result, personal contacts with children also become impoverished, without whose emotional wealth productive personal activity inspired by positive motives is impossible.
The uniqueness of the teaching profession lies in the fact that by its nature it has a humanistic, collective and creative character.
Humanistic function of the teaching profession. The teaching profession has historically had two social functions - adaptive and humanistic (“human-forming”). The adaptive function is associated with the adaptation of the student to the specific requirements of the modern sociocultural situation, and the humanistic function is associated with the development of his personality and creative individuality.
On the one hand, the teacher prepares his students for the needs of the moment, for a certain social situation, for the specific demands of society. But on the other hand, he, while objectively remaining the guardian and conductor of culture, carries within himself a timeless factor. Having as a goal the development of personality as a synthesis of all the riches of human culture, the teacher works for the future.
The work of a teacher always contains a humanistic, universal principle. Conscious bringing it to the forefront, the desire to serve the future characterized progressive teachers of all times. Thus, a famous teacher and figure in the field of education of the mid-19th century. Friedrich Adolf Wilhelm Diesterweg, who was called the teacher of German teachers, put forward a universal goal of education: service to truth, goodness, beauty. “In every individual, in every nation, a way of thinking called humanity must be instilled: this is the desire for noble universal goals.” In realizing this goal, he believed, a special role belongs to the teacher, who is a living instructive example for the student. His personality earns him respect, spiritual strength and spiritual influence. The value of a school is equal to the value of a teacher.
The great Russian writer and teacher Lev Nikolaevich Tolstoy saw in the teaching profession, first of all, a humanistic principle, which finds its expression in love for children. “If a teacher has only love for his work,” Tolstoy wrote, “he will be a good teacher. If a teacher has only love for the student, like a father or mother, he will be better than the teacher who has read all the books, but has no love for either the work or the students. If a teacher combines love for both his work and his students, he is a perfect teacher.”
L.N. Tolstoy considered the freedom of the child to be the leading principle of teaching and upbringing. In his opinion, a school can be truly humane only when teachers do not regard it as “a disciplined company of soldiers, commanded today by one lieutenant, tomorrow by another.” He called for a new type of relationship between teachers and students, excluding coercion, and defended the idea of ​​personality development as central to humanistic pedagogy.
In the 50-60s. XX century The most significant contribution to the theory and practice of humanistic education was made by Vasily Aleksandrovich Sukhomlinsky, director of the Pavlysh secondary school in the Poltava region. His ideas of citizenship and humanity in pedagogy turned out to be consonant with our modernity. “The Age of Mathematics is a good catchphrase, but it does not reflect the whole essence of what is happening today. The world is entering the Age of Man. More than ever before, we are obliged to think now about what we put into a person’s soul.”
Education for the sake of a child’s happiness is the humanistic meaning of V. A. Sukhomlinsky’s pedagogical works, and his practical activities are convincing proof that without faith in the child’s capabilities, without trust in him, all pedagogical wisdom, all methods and techniques of teaching and upbringing are untenable.

Pedagogy in. A. Slastenin, I. F. Isaev, E. N. Shiyanov

Slastenin V.A. etc. Pedagogy: Textbook aid for students higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenina. - M.: Publishing center "Academy", 2002. - 576 p.

Reviewers: Doctor of Pedagogical Sciences, full member of the Russian Academy of Education, Professor G.N. Volkov; Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy of Education, Professor A. V. Mudrik

Educational edition

Slastenin Vitaly Alexandrovich

Isaev Ilya Fedorovich

Shiyanov Evgeniy Nikolaevich

The textbook reveals the anthropological, axiological foundations of pedagogy, the theory and practice of the holistic pedagogical process; organizational and activity bases for the formation of a schoolchild’s basic culture. Characteristics of pedagogical technologies are given, including the design and implementation of the pedagogical process, pedagogical communication, etc. Issues of management of educational systems are revealed. The authors are laureates of the Russian Government Prize in the field of education.

May be useful for teachers and educational leaders.

Section I. INTRODUCTION TO TEACHING ACTIVITY

Chapter 1. General characteristics of the teaching profession

§ 2. Features of the teaching profession

§ 3. Prospects for the development of the teaching profession

§ 4. Specifics of working conditions and activities of a rural school teacher

Chapter 2. Professional activity and personality of a teacher

§ 1. The essence of pedagogical activity

§ 2. Main types of teaching activities

§ 3. Structure of pedagogical activity

§ 4. The teacher as a subject of pedagogical activity

§ 5. Professionally determined requirements for the personality of a teacher

Chapter 3. Professional and pedagogical culture of a teacher

§ 1. The essence and main components of professional pedagogical culture

§ 2. Axiological component of professional pedagogical culture

§ 3. Technological component of professional pedagogical culture

§ 4. Personal and creative component of professional pedagogical culture

Chapter 4. Professional formation and development of a teacher

§ 1. Motives for choosing a teaching profession and motivation for teaching activities

§ 2. Development of the teacher’s personality in the system of teacher education

§ 3. Professional self-education of a teacher

§ 4. Basics of self-education for pedagogical university students and teachers

Section II. GENERAL BASICS OF PEDAGOGY

Chapter 5. Pedagogy in the system of human sciences

§ 1. General idea of ​​pedagogy as a science

§ 2. Object, subject and functions of pedagogy

§ 3. Education as a social phenomenon

§ 4. Education as a pedagogical process. Categorical apparatus of pedagogy

§ 5. The connection of pedagogy with other sciences and its structure

Chapter 6. Methodology and methods of pedagogical research

§ 1. The concept of the methodology of pedagogical science and the methodological culture of the teacher

§ 2. General scientific level of pedagogy methodology

§ 3. Specific methodological principles of pedagogical research

§ 4. Organization of pedagogical research

§ 5. System of methods and methodology of pedagogical research

Chapter 7. Axiological foundations of pedagogy

§ 1. Justification of the humanistic methodology of pedagogy

§ 2. The concept of pedagogical values ​​and their classification

§ 3. Education as a universal human value

Chapter 8. Development, socialization and education of the individual

§ 1. Personal development as a pedagogical problem

§ 2. The essence of socialization and its stages

§ 3. Education and personality formation

§ 4. The role of training in personality development

§ 5. Factors of socialization and personality formation

§ 6. Self-education in the structure of the process of personality formation

Chapter 9. Holistic pedagogical process

§ 1. Historical background for understanding the pedagogical process as an integral phenomenon

§ 2. Pedagogical system and its types

§ 3. General characteristics of the education system

§ 4. The essence of the pedagogical process

§ 5. The pedagogical process as an integral phenomenon

§ 6. Logic and conditions for constructing an integral pedagogical process

Section III. LEARNING THEORY

Chapter 10. Training in a holistic pedagogical process

§ 1. Training as a way of organizing the pedagogical process

§ 2. Learning functions

§ 3. Methodological foundations of training

§ 4. Activities of the teacher and students in the learning process

§ 5. Logic of the educational process and structure of the assimilation process

§ 6. Types of training and their characteristics

Chapter 11. Patterns and principles of learning

§ 1. Patterns of learning

§ 2. Principles of training

Chapter 12. Modern didactic concepts

§ 1. Characteristics of the main concepts of developmental education

§ 2. Modern approaches to the development of the theory of personal development training

§ 1. The essence of the content of education and its historical nature

§ 2. Determinants of the content of education and principles of its structuring

§ 3. Principles and criteria for selecting the content of general education

§ 4. State educational standard and its functions

§ 5. Regulatory documents regulating the content of general secondary education

§ 6. Prospects for the development of the content of general education. Model for constructing a 12-year secondary school

Chapter 14. Forms and methods of teaching

§ 1. Organizational forms and training systems

§ 2. Types of modern organizational forms of training

§ 3. Teaching methods

§ 4. Didactic means

§ 5. Control during the learning process

Section IV. THEORY AND METHODS OF EDUCATION

Chapter 15. Education in a holistic pedagogical process

§ 1. Education as a specially organized activity to achieve educational goals

§ 2. Goals and objectives of humanistic education

§ 3. Personality in the concept of humanistic education

§ 4. Regularities and principles of humanistic education

Chapter 16. Nurturing the basic culture of the individual

§ 1. Philosophical and worldview preparation of schoolchildren

§ 2. Civic education in the system of forming the basic culture of the individual

§ 3. Formation of the foundations of the moral culture of the individual

§ 4. Labor education and vocational guidance of schoolchildren

§ 5. Formation of aesthetic culture of students

§ 6. Education of the individual’s physical culture

Chapter 17. General methods of education

§ 1. The essence of education methods and their classification

§ 2. Methods of forming personality consciousness

§ 3. Methods of organizing activities and forming the experience of social behavior of an individual

§ 4. Methods of stimulation and motivation of individual activity and behavior

§ 5. Methods of control, self-control and self-esteem in education

§ 6. Conditions for the optimal choice and effective application of educational methods

Chapter 18. The collective as an object and subject of education

§ 1. Dialectics of the collective and individual in the education of the individual

§ 2. Formation of personality in a team - the leading idea in humanistic pedagogy

§ 3. The essence and organizational basis of the functioning of the children's team

§ 4. Stages and levels of development of the children's team

§ 5. Basic conditions for the development of a children's team

Chapter 19. Educational systems

§ 1. Structure and stages of development of the educational system

§ 2. Foreign and domestic educational systems

§ 3. Class teacher in the educational system of the school

§ 4. Children's public associations in the school educational system

Section V. PEDAGOGICAL TECHNOLOGIES

Chapter 20. Pedagogical technologies and teacher skills

§ 1. The essence of pedagogical technology

§ 2. The structure of pedagogical skills

§ 3. The essence and specificity of the pedagogical task

§ 4. Types of pedagogical tasks and their characteristics

§ 5. Stages of solving a pedagogical problem

§ 6. Demonstration of the teacher’s professionalism and skill in solving pedagogical problems

Chapter 21. Technology of designing the pedagogical process

§ 1. The concept of technology for constructing the pedagogical process

§ 2. Awareness of the pedagogical task, analysis of initial data and formulation of a pedagogical diagnosis

§ 3. Planning as a result of the teacher’s constructive activity

§ 4. Planning the work of the class teacher

§ 5. Planning in the activities of a subject teacher

Chapter 22. Technology of the pedagogical process

§ 1. The concept of technology for implementing the pedagogical process

§ 2. The structure of organizational activities and its features

§ 3. Types of children's activities and general technological requirements for their organization

§ 4. Educational and cognitive activity and technology of its organization

§ 5. Value-oriented activity and its connection with other types of developmental activity

§ 6. Technology for organizing developmental activities for schoolchildren

§ 7. Technology for organizing collective creative activity

Chapter 23. Technology of pedagogical communication and establishment of pedagogically appropriate relationships

§ 1. Pedagogical communication in the structure of the activity of a teacher-educator

§ 2. The concept of technology of pedagogical communication § 3. Stages of solving a communicative problem

§ 4. Stages of pedagogical communication and technology for their implementation

§ 5. Styles of pedagogical communication and their technological characteristics

§ 6. Technology for establishing pedagogically appropriate relationships

Section VI. EDUCATIONAL SYSTEMS MANAGEMENT

Chapter 24. The essence and basic principles of management of educational systems

§ 1. State-public education management system

§ 2. General principles of management of educational systems

§ 3. School as a pedagogical system and an object of scientific management

Chapter 25. Basic functions of intra-school management

§ 1. Management culture of the school leader

§ 2. Pedagogical analysis in intra-school management

§ 3. Goal setting and planning as a function of school management

§ 4. The function of organization in school management

§ 5. Intra-school control and regulation in management

Chapter 26. Interaction of social institutions in the management of educational systems

§ 1. School as an organizing center for joint activities of school, family and community

§ 2. Teaching staff of the school

§ 3. Family as a specific pedagogical system. Features of the development of a modern family

§ 4. Psychological and pedagogical foundations for establishing contacts with the student’s family

§ 5. Forms and methods of work of the teacher, class teacher with parents of students

Chapter 27. Innovative processes in education. Development of professional pedagogical culture of teachers

§ 1. Innovative orientation of teaching activities

§ 2. Forms of development of professional pedagogical culture of teachers and their certification

SECTION I

INTRODUCTION TO TEACHING ACTIVITY

CHAPTER 1

GENERAL CHARACTERISTICS OF THE TEACHING PROFESSION

§ 1. The emergence and development of the teaching profession

In ancient times, when there was no division of labor, all members of a community or tribe - adults and children - participated equally in obtaining food, which was the main meaning of existence in those distant times. The transfer of experience accumulated by previous generations to children in the prenatal community was “woven” into work activity. Children, being involved in it from an early age, acquired knowledge about methods of activity (hunting, gathering, etc.) and mastered various skills. And only as tools improved, which made it possible to obtain more food, did it become possible not to involve sick and old members of the community in this. They were charged with being the keepers of the fire and looking after the children. Later, as the processes of conscious production of labor tools became more complex, which entailed the need for special transfer of labor skills, the elders of the clan - the most respected and experienced - formed, in the modern understanding, the first social group of people - educators, whose direct and only responsibility became transfer of experience, care for the spiritual growth of the younger generation, their morality, preparation for life. Thus, education became the sphere of human activity and consciousness.

The emergence of the teaching profession therefore has objective grounds. Society could not exist and develop if the younger generation, replacing the older generation, was forced to start all over again, without creatively mastering and using the experience that it inherited.

The etymology of the Russian word “educator” is interesting. It comes from the stem “to nourish.” Not without reason, today the words “educate” and “nurture” are often considered synonymous. In modern dictionaries, an educator is defined as a person who is involved in raising someone, who takes responsibility for the living conditions and development of the personality of another person. The word “teacher” apparently appeared later, when humanity realized that knowledge is a value in itself and that a special organization of children’s activities is needed, aimed at acquiring knowledge and skills. This activity is called training.

In Ancient Babylon, Egypt, Syria, teachers most often were priests, and in Ancient Greece - the most intelligent, talented civilian citizens: paedonoms, pedotribes, didascals, teachers. In Ancient Rome, government officials who knew the sciences well, but most importantly, who traveled a lot and, therefore, saw a lot, knew the languages, culture and customs of different peoples, were appointed teachers on behalf of the emperor. In ancient Chinese chronicles that have survived to this day, it is mentioned that back in the 20th century. BC There was a ministry in the country in charge of the education of the people, which appointed the wisest representatives of society to the position of teacher. In the Middle Ages, teachers, as a rule, were priests and monks, although in city schools and universities they increasingly became people who had received special education. In Kievan Rus, the duties of a teacher coincided with the duties of a parent and ruler. Monomakh's "Teaching" reveals the basic set of rules of life that the sovereign himself followed and which he advised his children to follow: love your homeland, take care of the people, do good to your loved ones, do not sin, avoid evil deeds, be merciful. He wrote: “What you can do well, don’t forget, and what you can’t do, learn it... Laziness is the mother of everything: what someone can do, he will forget, and what he can’t do, he won’t learn. But when doing good, don’t be lazy.” what's good..." In Ancient Rus', teachers were called masters, thereby emphasizing respect for the personality of the mentor of the younger generation. But the master craftsmen who passed on their experience were and are now, as we know, called respectfully - Teacher.

1 See: Anthology of pedagogical thought of Ancient Rus' and the Russian state of the XIV-XVII centuries. / Comp. S. D. Babishin, B. N. Mityurov. - M., 1985. - P. 167.

Since the emergence of the teaching profession, teachers have been assigned primarily an educational, single and indivisible function. A teacher is an educator, a mentor. This is his civic, human purpose. This is exactly what A. S. Pushkin meant when he dedicated the following lines to his beloved teacher, professor of moral sciences A. P. Kunitsyn (Tsarskoye Selo Lyceum): “He created us, he raised our flame... He laid the cornerstone, he laid the pure lamp kindled."

2 Pushkin A. S. Complete works: In 10 volumes - L., 1977. - T. 2. - P. 351.

The tasks facing the school changed significantly at different stages of the development of society. This explains the periodic shift of emphasis from teaching to upbringing and vice versa. However, state policy in the field of education almost always underestimated the dialectical unity of teaching and upbringing, the integrity of the developing personality. Just as it is impossible to teach without exerting an educational influence, it is also impossible to solve educational problems without equipping students with a rather complex system of knowledge, skills and abilities. Progressive thinkers of all times and peoples have never opposed teaching and upbringing. Moreover, they viewed the teacher primarily as an educator.

All nations and at all times have had outstanding teachers. Thus, the Chinese called Confucius the Great Teacher. One of the legends about this thinker describes his conversation with a student: “This country is vast and densely populated. What does it lack, teacher?” - the student turns to him. “Enrich her,” the teacher replies. “But she’s already rich. How can we enrich her?” - asks the student. "Teach her!" - exclaims the teacher.

A man of difficult and enviable fate, the Czech humanist teacher Jan Amos Comenius was the first to develop pedagogy as an independent branch of theoretical knowledge. Comenius dreamed of giving his people the collected wisdom of the world. He wrote dozens of school textbooks and over 260 pedagogical works. And today every teacher, using the words “lesson”, “class”, “vacation”, “training”, etc., does not always know that they all entered the school along with the name of the great Czech teacher.

Ya.A. Comenius asserted a new, progressive view of the teacher. This profession was “excellent for him, like no other under the sun.” He compared the teacher with a gardener who lovingly grows plants in the garden, with an architect who carefully builds knowledge into every corner of a human being, with a sculptor who carefully hews and polishes the minds and souls of people, with a commander who energetically leads an offensive against barbarism and ignorance.

1 See: Komensky Y.A. Selected pedagogical works. - M., 1995. - P. 248-284.

Swiss educator Johann Heinrich Pestalozzi spent all his savings on creating orphanages. He dedicated his life to orphans, trying to make childhood a school of joy and creative work. On his grave there is a monument with an inscription that ends with the words: “Everything is for others, nothing for yourself.”

The great teacher of Russia was Konstantin Dmitrievich Ushinsky - the father of Russian teachers. The textbooks he created have had a circulation unprecedented in history. For example, “Native Word” was reprinted 167 times. His legacy consists of 11 volumes, and his pedagogical works still have scientific value today. He characterized the social significance of the teaching profession as follows: “An educator who is on par with the modern course of education feels like a living, active member of a great organism fighting the ignorance and vices of humanity, a mediator between everything that was noble and lofty in the past history of people, and a new generation, the keeper of the holy covenants of people who fought for the truth and for good,” and his work, “modest in appearance, is one of the greatest works of history. States are based on this work and entire generations live by it.”

1 Ushinsky K.D. Collected works: In 11 volumes - M., 1951. - T. 2. - P. 32.

Searches for Russian theorists and practitioners of the 20s. XX century largely prepared the innovative pedagogy of Anton Semenovich Makarenko. Despite the establishment in education, as in everything else in the country, in the 30s. command-administrative methods of management, he contrasted them with pedagogy, humanistic in essence, optimistic in spirit, imbued with faith in the creative powers and capabilities of man. The theoretical heritage and experience of A. S. Makarenko have gained worldwide recognition. Of particular importance is the theory of the children's collective created by A. S. Makarenko, which organically includes a method of individualization of education that is subtle in its instrumentation and unique in its methods and methods of implementation. He believed that the work of a teacher is the most difficult, “perhaps the most responsible and requires from the individual not only the greatest effort, but also great strength, great abilities.”

2 Makarenko A. S. Works: In 7 volumes - M., 1958. - T. V. - P. 178.

Slastenin Vitaly Alexandrovich

Isaev Ilya Fedorovich

Shiyanov Evgeniy Nikolaevich

Pedagogy

Textbook aid for students higher ped. textbook establishments

Reviewers:

Doctor of Pedagogical Sciences, full member of the Russian Academy of Education, Professor G.N. Volkov;

Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy of Education, Professor A. V. Mudrik

SECTION I INTRODUCTION TO TEACHING ACTIVITY

CHAPTER 1 GENERAL CHARACTERISTICS OF THE TEACHING PROFESSION

1. The emergence and development of the teaching profession

In ancient times, when there was no division of labor, all members of a community or tribe - adults and children - participated equally in obtaining food, which was the main meaning of existence in those distant times. The transfer of experience accumulated by previous generations to children in the prenatal community was “woven” into work activity. Children, being involved in it from an early age, acquired knowledge about methods of activity (hunting, gathering, etc.) and mastered various skills. And only as tools improved, which made it possible to obtain more food, did it become possible not to involve sick and old members of the community in this. They were charged with being the keepers of the fire and looking after the children. Later, as the processes of conscious production of labor tools became more complex, which entailed the need for special transfer of labor skills, the elders of the clan - the most respected and experienced - formed, in the modern understanding, the first social group of people - educators, whose direct and only responsibility became transfer of experience, care for the spiritual growth of the younger generation, their morality, preparation for life. Thus, education became the sphere of human activity and consciousness.

The emergence of the teaching profession therefore has objective grounds. Society could not exist and develop if the younger generation, replacing the older generation, was forced to start all over again, without creatively mastering and using the experience that it inherited.

The etymology of the Russian word “educator” is interesting. It comes from the stem “to nourish.” Not without reason, today the words “educate” and “nurture” are often considered synonymous. In modern dictionaries, an educator is defined as a person who is involved in raising someone, who takes responsibility for the living conditions and development of the personality of another person. The word “teacher” apparently appeared later, when humanity realized that knowledge is a value in itself and that a special organization of children’s activities is needed, aimed at acquiring knowledge and skills. This activity is called training.

In Ancient Babylon, Egypt, Syria, teachers most often were priests, and in Ancient Greece - the most intelligent, talented civilian citizens: paedonoms, pedotribes, didascals, teachers. In Ancient Rome, government officials who knew the sciences well, but most importantly, who traveled a lot and, therefore, saw a lot, knew the languages, culture and customs of different peoples, were appointed teachers on behalf of the emperor. In ancient Chinese chronicles that have survived to this day, it is mentioned that back in the 20th century. BC e. There was a ministry in the country in charge of the education of the people, which appointed the wisest representatives of society to the position of teacher. In the Middle Ages, teachers, as a rule, were priests and monks, although in city schools and universities they increasingly became people who had received special education. In Kievan Rus, the duties of a teacher coincided with the duties of a parent and ruler. Monomakh’s “Teaching” reveals the basic set of rules of life that the sovereign himself followed and which he advised his children to follow: love your homeland, take care of the people, do good to your loved ones, do not sin, avoid evil deeds, be merciful. He wrote: “What you can do well, don’t forget, and what you can’t do, learn it... Laziness is the mother of everything: what someone can do, he will forget, and what he can’t do, he won’t learn. When doing good, do not be lazy about anything good...” In Ancient Rus', teachers were called masters, thereby emphasizing respect for the personality of the mentor of the younger generation. But the master craftsmen who passed on their experience were and are now, as we know, called respectfully - Teacher.

Since the emergence of the teaching profession, teachers have been assigned primarily an educational, single and indivisible function. A teacher is an educator, a mentor. This is his civic, human purpose. This is exactly what A. S. Pushkin meant when he dedicated the following lines to his beloved teacher, professor of moral sciences A. P. Kunitsyn (Tsarskoe Selo Lyceum): “He created us, he raised our flame... He laid the cornerstone, he lit a pure lamp.” .

The tasks facing the school changed significantly at different stages of the development of society. This explains the periodic shift of emphasis from teaching to upbringing and vice versa. However, state policy in the field of education almost always underestimated the dialectical unity of teaching and upbringing, the integrity of the developing personality. Just as it is impossible to teach without exerting an educational influence, it is also impossible to solve educational problems without equipping students with a rather complex system of knowledge, skills and abilities. Progressive thinkers of all times and peoples have never opposed teaching and upbringing. Moreover, they viewed the teacher primarily as an educator.

All nations and at all times have had outstanding teachers. Thus, the Chinese called Confucius the Great Teacher. One of the legends about this thinker describes his conversation with a student: “This country is vast and densely populated. What is she lacking, teacher? - the student turns to him. “Enrich her,” the teacher replies. “But she’s already rich. How can we enrich it?” - asks the student. "Teach her!" - exclaims the teacher.

A man of difficult and enviable fate, the Czech humanist teacher Jan Amos Comenius was the first to develop pedagogy as an independent branch of theoretical knowledge. Comenius dreamed of giving his people the collected wisdom of the world. He wrote dozens of school textbooks and over 260 pedagogical works. And today every teacher, using the words “lesson”, “class”, “vacation”, “training”, etc., does not always know that they all entered the school along with the name of the great Czech teacher.

Textbook aid for students higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenina. - M.: Publishing center "Academy", 2002. - 576 p.

The textbook reveals the anthropological, axiological foundations of pedagogy, the theory and practice of the holistic pedagogical process; organizational and activity bases for the formation of a schoolchild’s basic culture. Characteristics of pedagogical technologies are given, including the design and implementation of the pedagogical process, pedagogical communication, etc. Issues of management of educational systems are revealed. The authors are laureates of the Russian Government Prize in the field of education.

Section I. INTRODUCTION TO TEACHING ACTIVITY

Chapter 1. General characteristics of the teaching profession
§ 1. The emergence and development of the teaching profession
§ 2. Features of the teaching profession
§ 3. Prospects for the development of the teaching profession
§ 4. Specifics of working conditions and activities of a rural school teacher

Chapter 2. Professional activity and personality of a teacher
§ 1. The essence of pedagogical activity
§ 2. Main types of teaching activities
§ 3. Structure of pedagogical activity
§ 4. The teacher as a subject of pedagogical activity
§ 5. Professionally determined requirements for the personality of a teacher

Chapter 3. Professional and pedagogical culture of a teacher
§ 1. The essence and main components of professional pedagogical culture
§ 2. Axiological component of professional pedagogical culture
§ 3. Technological component of professional pedagogical culture
§ 4. Personal and creative component of professional pedagogical culture

Chapter 4. Professional formation and development of a teacher
§ 1. Motives for choosing a teaching profession and motivation for teaching activities
§ 2. Development of the teacher’s personality in the system of teacher education
§ 3. Professional self-education of a teacher
§ 4. Basics of self-education for pedagogical university students and teachers

Section II. GENERAL BASICS OF PEDAGOGY

Chapter 5. Pedagogy in the system of human sciences
§ 1. General idea of ​​pedagogy as a science
§ 2. Object, subject and functions of pedagogy
§ 3. Education as a social phenomenon
§ 4. Education as a pedagogical process. Categorical apparatus of pedagogy
§ 5. The connection of pedagogy with other sciences and its structure

Chapter 6. Methodology and methods of pedagogical research
§ 1. The concept of the methodology of pedagogical science and the methodological culture of the teacher
§ 2. General scientific level of pedagogy methodology
§ 3. Specific methodological principles of pedagogical research
§ 4. Organization of pedagogical research
§ 5. System of methods and methodology of pedagogical research

Chapter 7. Axiological foundations of pedagogy
§ 1. Justification of the humanistic methodology of pedagogy
§ 2. The concept of pedagogical values ​​and their classification
§ 3. Education as a universal human value

Chapter 8. Development, socialization and education of the individual
§ 1. Personal development as a pedagogical problem
§ 2. The essence of socialization and its stages
§ 3. Education and personality formation
§ 4. The role of training in personality development
§ 5. Factors of socialization and personality formation
§ 6. Self-education in the structure of the process of personality formation

Chapter 9. Holistic pedagogical process
§ 1. Historical background for understanding the pedagogical process as an integral phenomenon
§ 2. Pedagogical system and its types
§ 3. General characteristics of the education system
§ 4. The essence of the pedagogical process
§ 5. The pedagogical process as an integral phenomenon
§ 6. Logic and conditions for constructing an integral pedagogical process

Section III. LEARNING THEORY

Chapter 10. Training in a holistic pedagogical process
§ 1. Training as a way of organizing the pedagogical process
§ 2. Learning functions
§ 3. Methodological foundations of training
§ 4. Activities of the teacher and students in the learning process
§ 5. Logic of the educational process and structure of the assimilation process
§ 6. Types of training and their characteristics

Chapter 11. Patterns and principles of learning
§ 1. Patterns of learning
§ 2. Principles of training

Chapter 12. Modern didactic concepts
§ 1. Characteristics of the main concepts of developmental education
§ 2. Modern approaches to the development of the theory of personal development training

Chapter 13. The content of education as the basis of the basic culture of the individual
§ 1. The essence of the content of education and its historical nature
§ 2. Determinants of the content of education and principles of its structuring
§ 3. Principles and criteria for selecting the content of general education
§ 4. State educational standard and its functions
§ 5. Regulatory documents regulating the content of general secondary education
§ 6. Prospects for the development of the content of general education. Model for constructing a 12-year secondary school

Chapter 14. Forms and methods of teaching
§ 1. Organizational forms and training systems
§ 2. Types of modern organizational forms of training
§ 3. Teaching methods
§ 4. Didactic means
§ 5. Control during the learning process

Section IV. THEORY AND METHODS OF EDUCATION

Chapter 15. Education in a holistic pedagogical process
§ 1. Education as a specially organized activity to achieve educational goals
§ 2. Goals and objectives of humanistic education
§ 3. Personality in the concept of humanistic education
§ 4. Regularities and principles of humanistic education

Chapter 16. Nurturing the basic culture of the individual
§ 1. Philosophical and worldview preparation of schoolchildren
§ 2. Civic education in the system of forming the basic culture of the individual
§ 3. Formation of the foundations of the moral culture of the individual
§ 4. Labor education and vocational guidance of schoolchildren
§ 5. Formation of aesthetic culture of students
§ 6. Education of the individual’s physical culture

Chapter 17. General methods of education
§ 1. The essence of education methods and their classification
§ 2. Methods of forming personality consciousness
§ 3. Methods of organizing activities and forming the experience of social behavior of an individual
§ 4. Methods of stimulation and motivation of individual activity and behavior
§ 5. Methods of control, self-control and self-esteem in education
§ 6. Conditions for the optimal choice and effective application of educational methods

Chapter 18. The collective as an object and subject of education
§ 1. Dialectics of the collective and individual in the education of the individual
§ 2. Formation of personality in a team - the leading idea in humanistic pedagogy
§ 3. The essence and organizational basis of the functioning of the children's team
§ 4. Stages and levels of development of the children's team
§ 5. Basic conditions for the development of a children's team

Chapter 19. Educational systems
§ 1. Structure and stages of development of the educational system
§ 2. Foreign and domestic educational systems
§ 3. Class teacher in the educational system of the school
§ 4. Children's public associations in the school educational system

Section V. PEDAGOGICAL TECHNOLOGIES

Chapter 20. Pedagogical technologies and teacher skills
§ 1. The essence of pedagogical technology
§ 2. The structure of pedagogical skills
§ 3. The essence and specificity of the pedagogical task
§ 4. Types of pedagogical tasks and their characteristics
§ 5. Stages of solving a pedagogical problem
§ 6. Demonstration of the teacher’s professionalism and skill in solving pedagogical problems

Chapter 21. Technology of designing the pedagogical process
§ 1. The concept of technology for constructing the pedagogical process
§ 2. Awareness of the pedagogical task, analysis of initial data and formulation of a pedagogical diagnosis
§ 3. Planning as a result of the teacher’s constructive activity
§ 4. Planning the work of the class teacher
§ 5. Planning in the activities of a subject teacher

Chapter 22. Technology of the pedagogical process
§ 1. The concept of technology for implementing the pedagogical process
§ 2. The structure of organizational activities and its features
§ 3. Types of children's activities and general technological requirements for their organization
§ 4. Educational and cognitive activity and technology of its organization
§ 5. Value-oriented activity and its connection with other types of developmental activity
§ 6. Technology for organizing developmental activities for schoolchildren
§ 7. Technology for organizing collective creative activity

Chapter 23. Technology of pedagogical communication and establishment of pedagogically appropriate relationships
§ 1. Pedagogical communication in the structure of the activity of a teacher-educator
§ 2. The concept of technology of pedagogical communication § 3. Stages of solving a communicative problem
§ 4. Stages of pedagogical communication and technology for their implementation
§ 5. Styles of pedagogical communication and their technological characteristics
§ 6. Technology for establishing pedagogically appropriate relationships

Section VI. EDUCATIONAL SYSTEMS MANAGEMENT

Chapter 24. The essence and basic principles of management of educational systems
§ 1. State-public education management system
§ 2. General principles of management of educational systems
§ 3. School as a pedagogical system and an object of scientific management

Chapter 25. Basic functions of intra-school management
§ 1. Management culture of the school leader
§ 2. Pedagogical analysis in intra-school management
§ 3. Goal setting and planning as a function of school management
§ 4. The function of organization in school management
§ 5. Intra-school control and regulation in management

Chapter 26. Interaction of social institutions in the management of educational systems
§ 1. School as an organizing center for joint activities of school, family and community
§ 2. Teaching staff of the school
§ 3. Family as a specific pedagogical system. Features of the development of a modern family
§ 4. Psychological and pedagogical foundations for establishing contacts with the student’s family
§ 5. Forms and methods of work of the teacher, class teacher with parents of students

Chapter 27. Innovative processes in education. Development of professional pedagogical culture of teachers
§ 1. Innovative orientation of teaching activities
§ 2. Forms of development of professional pedagogical culture of teachers and their certification