The main stages of the pedagogical process are briefly summarized. Essential characteristics and stages of the pedagogical process

Pedagogical processes are cyclical in nature. The same stages can be found in the development of all pedagogical processes. Stages are not components, but sequences of process development. The main stages can be called: preparatory, main, final.

At the preparation stage of the pedagogical process (preparatory), proper conditions are created for the process to proceed in a given direction and at a given speed. At this stage, the following important tasks are solved: goal-setting, diagnosing conditions, forecasting achievements, designing and planning the development of the process.

The essence of goal setting (justification and goal setting) is to transform the general pedagogical goal facing the public education system into specific tasks that are achievable at a given segment of the pedagogical process and in the existing specific conditions. Goal setting is always “tied” to a specific system for implementing the pedagogical process - school, class, lesson, etc. At this stage of the functioning of the pedagogical process, contradictions are identified between the requirements of the general pedagogical goal and the specific capabilities of the student population of the educational institution, etc., and ways are outlined resolving these contradictions in the designed process.

It is impossible to set the right goal and determine the tasks of the process without diagnostics. Pedagogical diagnostics (from the Greek “dia” - transparent and “gnosis” - knowledge) is a research procedure aimed at “clarifying” the conditions and circumstances in which the pedagogical process will take place. Its main goal is to gain a clear understanding of the reasons that will help or hinder the achievement of the intended results. During the diagnostic process, all the necessary information is collected about the real capabilities of teachers and students, the level of their previous training, the conditions of the process, and many other important circumstances. It is important to emphasize that the initially planned tasks are adjusted based on the results of the diagnosis: very often specific conditions force them to be revised and brought into line with real possibilities.

Diagnostics is followed by forecasting the progress and results of the pedagogical process. The essence of forecasting (the prefix “pro” indicates anticipation) is to assess in advance, preliminarily, even before the start of the process, its possible effectiveness in the specific conditions available. Using scientific forecasting, we can learn about what does not yet exist, theoretically weigh and calculate process parameters in advance. Forecasting is carried out using rather complex methods, but the costs of obtaining forecasts are worth it, since in this case teachers have the opportunity to actively intervene in the design and course of the pedagogical process, without waiting until it turns out to be ineffective or leads to undesirable consequences. Below we will look at specific examples of diagnostics and forecasting of the pedagogical process.

The preparatory stage ends with a process organization project adjusted based on the results of diagnostics and forecasting, which, after final refinement, is embodied in a plan. The plan, like the process itself, is always “tied” to a specific system. In pedagogical practice, various plans are used - management of the educational process at school, educational work in the classroom, plans for conducting individual educational activities, lessons, etc. Plans for pedagogical processes have a certain validity period. Thus, a plan is the final document that precisely defines who, when and what needs to be done.

The stage of implementation of the pedagogical process (main) can be considered as a relatively separate system, which includes important interconnected elements: setting and explaining the goals and objectives of the upcoming activity; interaction between teachers and students; the use of intended methods, means and forms of the pedagogical process; creation of favorable conditions; implementation of various measures to stimulate the activities of schoolchildren; ensuring the connection of the pedagogical process with other processes. The effectiveness of the process depends on how expediently these elements are interconnected, whether their focus and practical implementation of the common goal and each other do not contradict each other. For example, during pedagogical interaction, operational pedagogical control is carried out, designed to play a stimulating role. But if its direction, volume, purpose are not subordinated to the general goal and direction of the process, and do not take into account many other specific circumstances, control from a stimulus can turn into a brake.

An important role at the stage of implementation of the pedagogical process is played by feedback, which serves as the basis for making operational management decisions. Feedback is the basis for high-quality process management; every teacher must give priority to its development and strengthening. Only by relying on it is it possible to find a rational relationship between pedagogical management and self-management of their activities on the part of the educated. In this regard, let us recall once again that the system of the pedagogical process is to a large extent a self-regulating system, since the people involved in it have their own will and freedom of choice. Prompt feedback during the pedagogical process contributes to the timely introduction of corrective amendments, giving pedagogical interaction the necessary flexibility.

The cycle of the pedagogical process ends with the stage of analysis of the achieved results (final). Why is this necessary? Why is it important to once again carefully analyze the progress and results of the pedagogical process after its completion? The answer is obvious - in order not to repeat in the future the mistakes that inevitably arise in any, even very well organized, process, so that in the next cycle the ineffective moments of the previous one are taken into account. By analyzing, we learn. The teacher who benefits from the mistakes he makes grows. Therefore, exacting analysis and self-analysis is the right path to the heights of pedagogical excellence.

It is especially important to understand the reasons for the incomplete compliance of the process and results with the original plan, to determine where, how and why errors occurred. Practice confirms that most errors occur when a teacher ignores diagnostics and forecasting of the process and works “in the dark,” “by touch,” hoping to achieve a positive effect. Apart from disappointment, dissatisfaction, loss of time and interest, such a process cannot give students anything.

IV. Let’s put together a summary table of the stages of the pedagogical process. Fill in the missing lines. If you have any problems, please contact the correction unit for assistance.

Stages of the pedagogical process

RIGHT ANSWERS

Control test

1. What is the pedagogical process?

2. What is the pedagogical process as a system?

3. Describe the components of the pedagogical process.

4. Why is the pedagogical process considered as labor?

5. What does the integrity of the pedagogical process mean?

6. What are the dominant and accompanying functions of the processes?

7. What are the specifics of the processes that make up the pedagogical process?

8. How will you determine the dynamics of the pedagogical process?

9. How does personality develop in the pedagogical process?

10. How to manage the pedagogical process?

11. Define the pattern of stimulation.

12. Formulate the law of the unity of the sensory, logical and practical in the pedagogical process.

13. What is the essence of the pattern of unity of external and internal activities?

14. Formulate the pattern of conditionality of the pedagogical process.

15. Identify and analyze the main stages of the pedagogical process.

16. What is diagnostics, forecasting, design?

17. What is pedagogical interaction?

18. What main ideas does cooperation pedagogy develop?

Literature for self-education

Amonashvili Sh.A. Personal and humane basis of the pedagogical process. - Minsk, 1990.

Volkov IL. There is one goal - there are many roads. - M., 1990.

Ibuka Masaru. After three it's too late. - M., 1991.

Ivanov A.F. Rural school. - M., 1987.

Ilyin E.N. The hero of our lesson. - M., 1991.

Ilyin E.N. The birth of a lesson. - M., 1986.

Ilyin E.N. The art of learning. - M., 1982.

Ilyin E.N. The path to the student. - M., 1988.

Karakovskip V.A. My beloved students. - M., 1987.

Lysenkova S.N. When it's easy to learn. - M., 1981.

Lysenkova S.N. The method of advanced learning. - M., 1988.

Pedagogical search. - M., 1988.

Soloveychik S. L. Eternal joy. - M., 1986.

Soloveychik S. L. Pedagogy for everyone. - M., 1987.

Soloveychik S.L. Learning with passion. - M., 1976.

Shatalov V.F. Support point. - M., 1987.

All pedagogical processes are cyclical in nature. In the development of all integral pedagogical processes, similar stages can be found. The stages are not components of the pedagogical process, they are the sequence of development of the process.

The main stages of the pedagogical process are:

• preparatory,
• basic,
• final

At the preparatory stage of the holistic pedagogical process, the necessary conditions are created for the functioning of the process in a certain direction and with given time parameters. At this stage, the assigned tasks are solved, which include:

• goal setting,
• diagnostics of the conditions under which the process will take place,
• forecasting achievements and planning process development.

The essence of defining a goal is to transform the general pedagogical task into specific tasks that will be achieved in a certain part of the pedagogical process and under certain conditions.

At this stage, contradictions are identified between the requirements of the global pedagogical goal and the individual capabilities of students and the educational institution. Having identified the contradictions, ways to overcome them are outlined.

Determining the correct overall goal is impossible without diagnostics.

Definition

Pedagogical diagnostics is a research procedure, as a result of which the conditions and circumstances of the functioning of the pedagogical process are determined.

Its main goal is to obtain a clear understanding of the reasons that help or hinder the achievement of the desired results. In the process of diagnostic procedures, the necessary information is collected about the real capabilities of teachers and students, their level of training, and the operating conditions of the process. It happens that specific conditions give rise to a revision of the tasks defined initially, their coordination with real possibilities.

Based on the diagnostic results, the functioning and results of the pedagogical process are predicted. The essence of predicting the pedagogical process is to assess its possible effectiveness under existing conditions. Scientific forecasting allows you to theoretically calculate process parameters in advance. Forecasting is carried out using complex methods, but the costs of obtaining forecasts are offset by the ability to guide the design and course of the pedagogical process, without waiting until the process shows low efficiency or an undesirable result.

The result of the preparatory stage is a process organization project, adjusted based on diagnostics and forecasting. The project, after finalization, is implemented in pedagogical terms. The plan requires coordination with a specific system.

The stage of implementation of the pedagogical process is a relatively independent system, which consists of the following interrelated elements:

• defining and explaining the goals and objectives of upcoming activities;
• interaction between teachers and students;
• use of the required methods, means and forms of the pedagogical process;
• creating favorable conditions for the process;
• stimulating students' activities;
• ensuring communication between pedagogical and other processes.

The effectiveness of the process directly depends on the consistency of the elements with each other and the absence of contradictions in their focus and practical implementation.

At the stage of implementation of the pedagogical process, feedback is important. This is the basis for making operational decisions in process management. Promptly received feedback facilitates the rapid introduction of amendments, giving the necessary flexibility to the process.

The holistic pedagogical process ends with the stage of analysis of the achieved results. This allows you to analyze the progress and result of the pedagogical process to avoid mistakes in the future, and take into account ineffective moments in the next cycle. The growth of a teacher’s professionalism depends on the ability to benefit from the analysis of mistakes made. The accepted classification distinguishes three types of analysis:

• parametric,
• thematic,
• final

Parametric analysis studies daily information about the progress and results of the pedagogical process, identifying the reasons that violate it. The subject of parametric analysis is the study of current academic performance, discipline in an educational institution, attendance and other parameters. Decisions made on the basis of the results of such analysis require prompt implementation.

Thematic analysis studies more stable, recurring dependencies and trends in the pedagogical process. The content of the thematic analysis consists of the following problems: the optimal combination of teaching methods; teacher work system and others.

The resulting analysis covers significant temporal, spatial or content events. The final analysis prepares the functioning of the management cycle. Information for the final analysis consists of data from parametric and thematic analysis and other data.

The pedagogical process is cyclical in nature. There are the same stages in the development of pedagogical processes. Stages are not constituent parts (components), but sequences of process development. Main stages: 1) preparatory, 2) main and 3) final

PP consists of a cycle of repeating steps.

1. Preparatory stage

At this stage, the proper conditions are created for the process to proceed in a given direction and at a given speed. At this stage, important tasks are solved: 1) goal setting, 2) diagnosing conditions, 3) predicting achievements, 4) designing the development of the pedagogical process, 5) planning.

1.1. Goal setting. Formulating the expected result (goals, objectives) and the conditions for its achievement.

1.2. Diagnostics. The study of the psychological climate, material, sanitary, hygienic conditions of which PP takes place. Collection of information about the real capabilities of teachers and students. Determining the level of education and training of students. Studying the composition of the primary class group of students, families of schoolchildren. The initially planned tasks are adjusted based on the results of the diagnosis and are brought in accordance with real possibilities.

1.3 Forecasting progress and results of the pedagogical process. Preliminary (before the start of the process) assessment of its capabilities, effectiveness and existing specific conditions.

1.4. Design Development of a project for organizing a PP. The finalized project is embodied in programs and plans for achieving the set goals: management of the educational process, educational work with a group of students, teaching an academic discipline, notes on extracurricular activities, lessons.

2. Main stage

2.1. Organization. Includes the activities of the teacher (teaching, managing various activities of students) and the active participation of students in the proposed activities to achieve their goals and plans.

The stage includes interrelated elements:

1.) Pedagogical interaction: a) setting and explaining the goals and objectives of upcoming activities, b) contact between teachers and students, 3) using the intended methods, forms, means, c) creating favorable conditions, d) implementing developed measures to stimulate the activities of students.

2.) Operational pedagogical control, playing a stimulating role.

3.) Feedback from students showing their level of mastery of the content of a lesson or extracurricular activity.

4.) In case of deviation from the set goals and objectives, regulation and correction of the activities of students and teachers.

3. Final stage

3.1. Monitoring, analysis and evaluation of achieved results. Identification and assessment of the results of education and training of students, the effectiveness of lessons taught, educational activities, forms, methods, means of educational programs used, causes of errors, difficulties in the activities of teachers and students. Designing corrective measures.

Stages of the pedagogical process
Preparatory stage	Main stage	The final stage
Stage tasks
1) goal setting, 2) diagnostics of conditions, 3) forecasting of achievements, 4) design of the development of the pedagogical process, 5) planning.	1) pedagogical interaction, 2) operational pedagogical control, 3) feedback from students, 4) regulation and correction of activities.	1) identification and evaluation of results, 2) identification of errors, difficulties, analysis of their causes, 3) designing measures to eliminate errors.

Pedagogical processes are cyclical in nature. The same stages can be found in the development of all pedagogical processes. Stages are not components, but sequences of process development. The main stages can be called: preparatory, main, final.

At the preparation stage of the pedagogical process (preparatory), proper conditions are created for the process to proceed in a given direction and at a given speed. At this stage, the following important tasks are solved: goal-setting, diagnosing conditions, forecasting achievements, designing and planning the development of the process.

The essence of goal setting (justification and goal setting) is to transform the general pedagogical goal facing the public education system into specific tasks that are achievable at a given segment of the pedagogical process and in the existing specific conditions. Goal setting is always “tied” to a specific system for implementing the pedagogical process - school, class, lesson, etc. At this stage of the functioning of the pedagogical process, contradictions are identified between the requirements of the general pedagogical goal and the specific capabilities of the student population of the educational institution, etc., and ways are outlined resolving these contradictions in the designed process.

It is impossible to set the right goal and determine the tasks of the process without diagnostics. Pedagogical diagnostics (from the Greek “dia” - transparent and “gnosis” - knowledge) is a research procedure aimed at “clarifying” the conditions and circumstances in which the pedagogical process will take place. Its main goal is to gain a clear understanding of the reasons that will help or hinder the achievement of the intended results. During the diagnostic process, all the necessary information is collected about the real capabilities of teachers and students, the level of their previous training, the conditions of the process, and many other important circumstances. It is important to emphasize that the initially planned tasks are adjusted based on the results of the diagnosis: very often specific conditions force them to be revised and brought into line with real possibilities.

Diagnostics is followed by forecasting the progress and results of the pedagogical process. The essence of forecasting (the prefix “pro” indicates anticipation) is to assess in advance, preliminarily, even before the start of the process, its possible effectiveness in the specific conditions available. Using scientific forecasting, we can learn about what does not yet exist, theoretically weigh and calculate process parameters in advance. Forecasting is carried out using rather complex methods, but the costs of obtaining forecasts are worth it, since in this case teachers have the opportunity to actively intervene in the design and course of the pedagogical process, without waiting until it turns out to be ineffective or leads to undesirable consequences. Below we will look at specific examples of diagnostics and forecasting of the pedagogical process.

The preparatory stage ends with a process organization project adjusted based on the results of diagnostics and forecasting, which, after final refinement, is embodied in a plan. The plan, like the process itself, is always “tied” to a specific system. In pedagogical practice, various plans are used - management of the educational process at school, educational work in the classroom, plans for conducting individual educational activities, lessons, etc. Plans for pedagogical processes have a certain validity period. Thus, a plan is the final document that precisely defines who, when and what needs to be done.

The stage of implementation of the pedagogical process (main) can be considered as a relatively separate system, which includes important interconnected elements: setting and explaining the goals and objectives of the upcoming activity; interaction between teachers and students; the use of intended methods, means and forms of the pedagogical process; creation of favorable conditions; implementation of various measures to stimulate the activities of schoolchildren; ensuring the connection of the pedagogical process with other processes. The effectiveness of the process depends on how expediently these elements are interconnected, whether their focus and practical implementation of the common goal and each other do not contradict each other. For example, during pedagogical interaction, operational pedagogical control is carried out, designed to play a stimulating role. But if its direction, volume, purpose are not subordinated to the general goal and direction of the process, and do not take into account many other specific circumstances, control from a stimulus can turn into a brake.

An important role at the stage of implementation of the pedagogical process is played by feedback, which serves as the basis for making operational management decisions. Feedback is the basis for high-quality process management; every teacher must give priority to its development and strengthening. Only by relying on it is it possible to find a rational relationship between pedagogical management and self-management of their activities on the part of the educated. In this regard, let us recall once again that the system of the pedagogical process is to a large extent a self-regulating system, since the people involved in it have their own will and freedom of choice. Prompt feedback during the pedagogical process contributes to the timely introduction of corrective amendments, giving pedagogical interaction the necessary flexibility.

The cycle of the pedagogical process ends with the stage of analysis of the achieved results (final). Why is this necessary? Why is it important to once again carefully analyze the progress and results of the pedagogical process after its completion? The answer is obvious - in order not to repeat in the future the mistakes that inevitably arise in any, even very well organized, process, so that in the next cycle the ineffective moments of the previous one are taken into account. By analyzing, we learn. The teacher who benefits from the mistakes he makes grows. Therefore, exacting analysis and self-analysis is the right path to the heights of pedagogical excellence.

It is especially important to understand the reasons for the incomplete compliance of the process and results with the original plan, to determine where, how and why errors occurred. Practice confirms that most errors occur when a teacher ignores diagnostics and forecasting of the process and works “in the dark,” “by touch,” hoping to achieve a positive effect. Apart from disappointment, dissatisfaction, loss of time and interest, such a process cannot give students anything.

IV. Let’s put together a summary table of the stages of the pedagogical process. Fill in the missing lines. If you have any problems, please contact the correction unit for assistance.

Stages of the pedagogical process

RIGHT ANSWERS

Control test

1. What is the pedagogical process?

2. What is the pedagogical process as a system?

3. Describe the components of the pedagogical process.

4. Why is the pedagogical process considered as labor?

5. What does the integrity of the pedagogical process mean?

6. What are the dominant and accompanying functions of the processes?

7. What are the specifics of the processes that make up the pedagogical process?

8. How will you determine the dynamics of the pedagogical process?

9. How does personality develop in the pedagogical process?

10. How to manage the pedagogical process?

11. Define the pattern of stimulation.

12. Formulate the law of the unity of the sensory, logical and practical in the pedagogical process.

13. What is the essence of the pattern of unity of external and internal activities?

14. Formulate the pattern of conditionality of the pedagogical process.

15. Identify and analyze the main stages of the pedagogical process.

16. What is diagnostics, forecasting, design?

17. What is pedagogical interaction?

18. What main ideas does cooperation pedagogy develop?

Literature for self-education

Amonashvili Sh.A. Personal and humane basis of the pedagogical process. - Minsk, 1990.

Volkov IL. There is one goal - there are many roads. - M., 1990.

Ibuka Masaru. After three it's too late. - M., 1991.

Ivanov A.F. Rural school. - M., 1987.

Ilyin E.N. The hero of our lesson. - M., 1991.

Ilyin E.N. The birth of a lesson. - M., 1986.

Ilyin E.N. The art of learning. - M., 1982.

Ilyin E.N. The path to the student. - M., 1988.

Karakovskip V.A. My beloved students. - M., 1987.

Lysenkova S.N. When it's easy to learn. - M., 1981.

Lysenkova S.N. The method of advanced learning. - M., 1988.

Pedagogical search. - M., 1988.

Soloveychik S. L. Eternal joy. - M., 1986.

Soloveychik S. L. Pedagogy for everyone. - M., 1987.

Soloveychik S.L. Learning with passion. - M., 1976.

Shatalov V.F. Support point. - M., 1987.

The pedagogical process is cyclical in nature. The sequence of development of this process is displayed in stages. The main stages are: preparatory, main, final.

Preparatory stage– at this stage it is necessary to create conditions that are most favorable for the pedagogical process. The organization of these conditions requires solving a number of problems: goal setting, diagnosing conditions, forecasting achievements, designing and planning the development of the process.

The essence of goal setting lies in the transformation of the general pedagogical goal that the education system faces into specific tasks for each educational institution, each educational team.

Pedagogical diagnostics is a study aimed at clarifying the conditions in which the pedagogical process should take place, their potential for facilitating or hindering the course of this process.

The essence of forecasting arises in assessing the effectiveness of a specific pedagogical process in given conditions even before it begins. Thanks to forecasting, it is possible to set the initial data of the process and actively intervene in its progress and design.

This stage ends with a project for organizing the process, which, after final revision, turns into a plan that precisely determines what, how and when needs to be done in a specific pedagogical process of a particular educational institution.

General stage– the stage of implementation of the pedagogical process includes the following elements: setting and explaining the goals and objectives of the upcoming activity, interaction between teachers and students, the use of methods, means and forms of the pedagogical process provided in advance, creating favorable conditions, implementing various measures to stimulate the activities of schoolchildren, ensuring communication pedagogical process with others. Feedback plays an important role at this stage, thanks to which it is possible to find an optimal match between pedagogical guidance and student self-government. It is this connection that makes the pedagogical process a self-regulating system, capable of correction and self-improvement. In this case, operational control plays a stimulating role.

The final stage includes analysis of the results obtained, identification of errors that occurred in the process, analysis of the reasons that led to these errors, and the design of measures to further prevent these errors or eliminate them.