Personal-oriented technology

Personal-oriented technology

The main and very responsible task of the school is to reveal the individuality of the child, help her manifest, develop, establish, find selectivity and resistance to social influences. Revealing the individuality of each child in the process of education ensures the construction of personal-oriented education in modern educational institutions. The purpose of such training is to create a system of psychological and pedagogical conditions that allow each child to work separately, taking into account individual cognitive opportunities, needs and interests.

Personal-oriented technology is such an educational system where the child is the highest value and is placed at the center of the educational process. Personal-oriented education is based on the well-known principles of humanistic pedagogy: the self-worth of the person, respect for it, the nature of education, kindness and affection as the main means. In other words, personal-oriented education is the organization of the educational process on the basis of deep respect for the child's personality, taking into account the peculiarities of his individual development, treating him as a conscious, full-fledged participant in the educational process.

Personal-oriented technology:

The relevance of the personal-oriented approach is explained by the fact that the dynamic development of society requires the formation of a brightly individual, pragmatic, liberated, independent person who is able to navigate a rapidly changing society.

The technology of personal-oriented training involves the special design of educational text, didactic material, methodological recommendations for its use, types of educational dialogue, forms of control over the student's personal development during knowledge acquisition. Only if there is didactic support that implements the principle of subjectivity of education, we can talk about building a personal-oriented process.

We briefly list the main requirements for the development of didactic support with a personal-oriented approach:

• The educational material (the nature of its presentation) shall ensure the identification of the content of the student's experience, including the experience of his previous training;

• The teacher's presentation of knowledge should be aimed not only at expanding their scope, structuring, integrating, summarizing the subject content, but also at transforming the available experience of each student;

• In the course of training, it is necessary to constantly coordinate the student's experience with the scientific content of the given knowledge;

• It is necessary to actively stimulate the student to self-education, self-development, self-expression in the course of knowledge acquisition;

• Educational material shall be organized in such a way that the student has the opportunity to choose when performing tasks, solving tasks;

• It is necessary to ensure control and evaluation not only of the result, but mainly of the learning process, i.e. of the transformations that the student performs by assimilating the educational material.

The use of a personal-oriented approach in training and education is impossible without the use of diagnostics and self-diagnostics. Someone for this in the lessons uses cards of three colors, someone a card of the effectiveness of the lesson. With the help of such a card you can analyze the cognitive processes of students, the nature of communication in the lesson, the use by the teacher of the subject experience of the student. Questions often repeated at the end of the lesson (when summing up), the teacher can determine not only the quality of the lesson, but also gaps in the assimilation of the knowledge of individual students and find a way to correct these gaps.Ностоитпомнить,чтоличностно-ориентированноеобучение - этонетолькоспособподачиучебногоматериала,ноещеикропотливая,сложная,ежедневнаяработапоизучениюличностиученика.В педагогике, психологии и философии понятие “личность”, “индивид”, “субъект” являются рядоположенными, хотя каждое из них имеет определенную специфику.

L.I. Bozovic believes that "a person is a person who has achieved a certain, sufficiently high level of psychological development."

Firstly, the personality of the trainee is formed in the process of educational and other activities, but manifests itself in the form of psychophysiological features. Secondly, the trainee is a subject of educational activity, where he has the opportunity to show personal qualities, creative and cognitive activity, will, ability to achieve the goal. Thirdly, the personality of the trainee is manifested at an intellectual and strong-willed level in the process of communication with participants in the educational process. Fourth, the personality of the trainee manifests himself as a subject of self-consciousness. In the educational process, there is inevitably self-determination of the learned "discovery" of his own "Self," self-expression and personal realization.

Modern models of education and humane, personally oriented psychological and pedagogical theories.

The humanization and personal orientation of education required comprehensive pedagogical research, a rethinking of the accumulated pedagogical experience.

Note that the personal orientation of education should be combined with the natural development of the abilities of the student. Similar concepts of natural growth were laid down by J.J. Russo and further developed by D. Dewey and other teachers by humanists. Nowadays, their theories have received a new sound when a student moves to the center of the modern pedagogical system. In accordance with the concept of natural growth, the content of curricula and programs should take into account the individual needs of students in opening and actively mastering the world around them. Trainees are given a certain freedom in choosing a sequence of training activities, in choosing the pace of work in the occupation. But students are given freedom, not permissiveness. Therefore, the practical implementation of the personal-oriented model should be accompanied by regular, objective monitoring of the results of training, unobtrusive management of the educational process by the teacher.

The humanistic principles and personal orientation of education were also propagated in the works of the famous Soviet teachers of Sukhomlinsky V.A. and Makarenko A.S. they differed from public ideas and were, in essence, deeply democratic and human.

Among the well-known pedagogical theories that should be taken as the basis for the development of the concept of personal oriented education, we highlight the method of problem learning, differentiated training of J. Konant, the system of developmental training of L.V. Zankov, D.B. Elkonin, V.V. Davydov and the system of "humane pedagogy" T.A. Amonashvili. Yakimanskaya I.S., Panyukova S.V., Yakunina Ya.S. and others conclude that the existing approach to designing the content of education does not meet the requirements of modern society for personality and the level of development of its cognitive capabilities. Therefore, there is an objective need to create and implement a new personally oriented approach to education. Moreover, such an approach, which does not discard everything that has been accumulated in the theory of pedagogy and psychology, but takes as a basis some of the famous pedagogical concepts, develops them and complements them.

Personality-oriented education should include the following aspects of the above-mentioned pedagogical systems and theories:

a) In the course of training, a humane, respectful attitude towards the trainee must be ensured.

b) The trainee is defined as the highest independent value, the entire educational process is aimed at developing his intellectual and spiritual abilities.

c) The main priorities of the education process are: the development of the personality of the student, his unique individuality, creative abilities, thinking, breadth of views, the formation of the ability for active and independent activity, the implementation of natural, free development of the students.

d) In the process of training and education, the teacher should rely on the subjective experience of the individual, which will allow to provide targeted assistance to the student, individualize and differentiate training.

There are a number of problems that should always be remembered

• Priorities of intellectual and spiritual beginning of personality.

• Identification of conditions that contribute to the functioning of the trainee as a subject of cognition.

• Identification of the requirements of modern society to the level of personal development, the formation of personal qualities that contribute to the successful adaptation of a young person in society.

• Conditions for development of social and communicative capabilities of the individual.

Modern approaches to the theory of personal-oriented education.

The theoretical model of personal-oriented education includes goals, tasks, purposes, features and didactic principles.

We define the essence, goals, tasks and features of personal-oriented education and training based on the work of B.M. Bim-Bada, A.V. Petrovsky, V.V. Serikova, I.S. Yakimanskaya.

According to the theory of B.M. Bim-Bada, A.V. Petrovsky is replacing the outdated educational and disciplinary model of education with a personally oriented model, which centers itself in the circle of approach to students as full partners in conditions of cooperation and denies a manipulative approach to them. Education returns to the formula "learn not for school, but for life."

When planning lessons, the emphasis is on a personally oriented approach to communication, namely, teachers plan the lesson so that it is aimed not at finding out what the student knows, but at how developed his "power of mind," inclination and ability to reason, critically think, find the right solution, apply knowledge in practice.

According to the theory of V.V. Serikova, personal-oriented education does not set itself the task of forming a person with given properties, but creates such conditions for the development and manifestation of the personality of the trainees that allow more fully realizing the capabilities of the student in accordance with his abilities, to reveal the intellectual potential of the person.

The author calls the goal of personality-oriented education the creation of conditions for the full development of the following functions of the individual:

• selectivity function (person's ability to choose);

• reflexion function (personality must be able to reflect, evaluate life);

• the function of being, consisting in the search for the meaning of life and creativity;

• shaping function (forming the image "I");

• responsibility function (in accordance with the wording "I am responsible for everything");

• the function of personality autonomy (as it develops, it is increasingly freed from other factors).

Models of personally oriented training proposed by I.S. Yakimanskaya.

In the studies of I.S. Yakimanskaya, three complementary models of personal-oriented learning are identified: a socio-pedagogical, subject-didactic and psychological model.

The socio-pedagogical model implements the social order of society for personality, which must be educated and educated. Personality is understood as a sociocultural product of the environment and education. This model realized the requirement of society to educate a person with predetermined properties. Personality was understood as a typical phenomenon, an "average" version, as a carrier and exponent of mass culture. Hence the main social requirements for the individual: subordination of individual interests to the public, conformism, obedience, collectivism, etc. The educational process was focused on creating the same educational conditions for all (universal 10-year education, the fight against repetition, etc.)

The technology of the educational process was based on the idea of ​ ​ pedagogical management. The orientation of such technology can be indicated as follows: "I am not interested in what you are now, but I know what you should become, and I will achieve this." Hence the well-known pedagogical optimism, authoritarianism, uniformity of programs, methods, forms of learning, education as we called it harmonic comprehensively developed personality.

The subject-didactic model of personal-oriented pedagogy is traditionally associated with the organization of scientific knowledge in the systems in the process of learning, taking into account their subject content, objective difficulty, novelty, level of integration, taking into account rational techniques for their assimilation, etc. This is a kind of subject differentiation that provides an individual approach to learning.

Subject differentiation set normative cognitive activity taking into account the specifics of the scientific field of knowledge, but was not interested in the origins of the life of the student himself as a carrier of subjective experience with his individual readiness, preferences for the subject content, type and form of the given knowledge.

Until recently, the psychological model of personal-oriented pedagogy has been reduced to the recognition of differences in the cognitive abilities of the person, understood as a complex mental education due to genetic, anatomical, physiological, social causes and factors in their complex interaction. I. S. Yakimanskaya, studying personally oriented training, notes that the reorientation of training to the goals of personality development involves taking into account the recommendations of psychologists in the field of personal development and interpersonal differentiation. Indeed, until now, the recommendations of psychological science on the problem of developing the personal qualities of the student have not been properly taken into account in training. The personality of the student is too complex and multifaceted in the manifestation of features and properties, so it is necessary to consider it not only from various points of view, but also in the dynamics of development.

I. S. Yakimanskaya believes that "the implementation of a personal-oriented learning system requires a change of" vectors "in pedagogy: from learning as a normally constructed process (and in this strictly regulated) to teaching as an individual student's activity, its correction and pedagogical support. Learning not so much sets the vector of development, but creates all the necessary conditions for this. His task is not to plan a common, unified and mandatory line of mental development for everyone, but to help each student, taking into account his experience of knowledge, to improve individual abilities, to develop as a person. The "vector" of development is not built from learning to teaching, but rather from the student to the definition of pedagogical influences that contribute to his development.

Designing a personally oriented system involves

• recognition of the pupil as the main subject of education;

• definition of the design goal - development of individual abilities of the student;

• Identification of means to ensure the realization of the goal by identifying the subjective experience of the student, his directed development in the learning process.

The implementation of personal-oriented education requires the development of such an educational content, which includes special forms of interaction between participants in the educational process (students, teachers, parents).

Special procedures are also needed to track the nature and direction of the student's development, to create a model of the student.

What should be a personal-oriented lesson and what should be the teacher's activity in a lesson with a personal-oriented orientation?

The lesson was and remains the main element of the educational process, but in the system of personal-oriented training, its function and form of organization change significantly.

In this case, the lesson is not subject to a message and knowledge test, but to the identification of students' experience in relation to the content presented by the teacher. Students not only listen to the teacher's story, but constantly cooperate with him in dialogue, express thoughts, share content, discuss what classmates offer, select with the help of the teacher the content that is enshrined in scientific knowledge.

The teacher should not force, but convince students to accept the content that he offers, from the point of view of scientific knowledge. Scientific content is born as knowledge, which is owned not only by the teacher, but also by the student; there is a kind of exchange of knowledge, a collective selection of its content. At the same time, the student is the creator of this knowledge, a participant in his creation. It is such a lesson that is called personal-oriented.

And in conclusion, I would like to add that the lessons in which students are given a choice in the way of studying educational material, in which the educational material is presented colorfully, interestingly and there is constant communication - the exchange of experience between participants in the educational process, go brighter, better assimilated, students like more. This creates a constantly growing interest in the subject and fields of application of knowledge obtained from a person-oriented lesson.

Адрес публикации: https://www.prodlenka.org/metodicheskie-razrabotki/441611-personal-oriented-technology