Parenting styles and methods
The art of education has a peculiarity that
to almost everyone it seems familiar and
understandable, and to others - even easy, and the more understandable
and it seems easier than less a person with him
familiar, theoretically or practically.
K. D. Ushinsky.
A person's personality is formed and developed as a result of the influence of numerous factors, objective and subjective, natural and social, internal and external, independent and dependent on the will and consciousness of people, acting spontaneously or according to certain goals.
At the same time, the person himself is not thought of as a passive being that photographically reflects an external influence. He acts as a subject of his own formation and development. Purposeful formation and development of personality provides scientifically organized upbringing.
Modern scientific ideas about upbringing as a process of purposeful formation and development of a personality have developed as a result of a long confrontation between a number of pedagogical ideas.
Also, upbringing can be classified according to the style of the relationship between the educator and the pupil. On this basis, authoritarian, democratic, liberal and permissive upbringing are distinguished.
Authoritarian parenting - a type within which a certain ideology is accepted as the only possible truth in relationships between people. The higher the educator is on the social ladder, the stronger the child's compulsion to follow this ideology is expressed. In this case, upbringing is carried out as manipulating and manipulating human nature. The authoritarian style is characterized by centralized leadership. In this case, all decisions are made by the educator individually, without any advice from the educated person. The management of the pupils' activities occurs with the help of orders that are given in a hard or soft form, in the form of requests that cannot be ignored. The teacher also maintains strict control over the child's activities, is demanding in the implementation of his orders. In this style of upbringing, initiative is not encouraged or encouraged within strictly defined limits, the child is completely subordinated: his will is suppressed, his interests are not taken into account, the unconditional fulfillment of what has been said is required. The teacher never compromises with the child, does not allow the discussion of his requirements and does not consider it necessary to justify them.
Already in the Middle Ages, this theory of authoritarian education was formed, which continues to exist in various forms at the present time. One of the brightest representatives of this theory was the German teacher I. F. Herbart, who reduced education to managing children. The purpose of this control is to suppress the child's wild playfulness, "which throws him from side to side," control of the child determines his behavior at the moment, maintains external order. I.F. Herbart considered methods of management to supervise children, orders.
Democratic style characterized by a certain distribution of powers between the teacher and the pupil in relation to his education, leisure, interests. The teacher, when making decisions, consults with the pupil, giving him the opportunity to express his opinion, to make an independent choice. Control over the child is carried out constantly, but unlike the authoritarian style, the positive aspects of work, results and achievements are always noted, and attention is also paid to those moments that require additional refinement and special exercises. Thus, a democratic style is a style in which two interacting parties have a way to agree, but there is no way to force each other to do something.
Liberal style implies the absence of vigorous activity with
side of the teacher. The teacher is only a connecting link in the chain
adult - teacher - child. In order to push the child to
activity, he has to persuade him. The role of the teacher is to solve any insignificant issues, control the behavior and activities of the pupil from time to time. Such a teacher is distinguished by a weak influence on the course of education and an insignificant responsibility for the result, that is, he is, as it were, an outside observer of everything that happens.
Permissive style characterized by unconscious indifference
teacher to educational achievements, upbringing and culture of the child. This happens for one of several reasons: from excessive love for the child, from the idea of \u200b\u200bcomplete freedom of the child in everything, from the complete indifference of the educator to the child and his fate. But regardless of the reason for such an attitude, the teacher focuses on meeting the interests of the child, without thinking about the consequences, without setting the prospects for the child's personal growth. The main principle is not to interfere with the wishes of the child, perhaps even to the detriment of his health, the development of intelligence, spirituality.
As an expression of protest against authoritarian upbringing, the theory of free upbringing, put forward by J.J. Rousseau, arises. He and his followers called for respect in the child of a growing person, not to restrain, but in every way to stimulate the natural development of the child in the course of upbringing.
In life, not one of the styles is applied in the process of upbringing in a “pure form”. Each teacher applies his own style of education, depending on the specific situation that has developed at the moment, as well as in relation to the individual qualities of the child. A radical change in style and a sharp transition from one to another is a radical event, since each style is based on the personal qualities of the teacher and can lead to a turning point in the child's life.
Soviet teachers, proceeding from the requirements of the socialist school, tried to reveal the concept of "upbringing process" in a new way, but did not immediately overcome the old views on its essence. So, P.P. Blonsky believed that upbringing is a deliberate, organized, long-term impact on the development of a given organism, that the object of such an impact can be any living being - man, animal, plant. A.P. Pinkevich interpreted education as a deliberate systematic influence of one person on another in order to develop biologically or socially useful natural personality traits.
The social essence of education has not been revealed on a truly scientific basis.
Characterizing education only as an impact, P.P. Blonsky and A.P. Pinkevich have not yet considered it as a two-way process in which educators and educators actively interact, as the organization of the life and activities of pupils, the accumulation of social experience by them. In their conceptions, the child acted primarily as an object of upbringing.
V. A. Sukhomlinsky wrote: "Education is a multifaceted process
constant spiritual enrichment and renewal - both those who are being brought up and those who are bringing up. ”Here, the idea of \u200b\u200bmutual enrichment stands out more clearly,
the interaction of the subject and the object of education. Modern pedagogy proceeds from the fact that the concept of the upbringing process reflects not a direct impact, but the social interaction of the teacher and the educated person, their developing relations. The goals that the teacher sets for himself act as some product of the student's activity. The process of achieving these goals is also realized through the organization of the student's activities; the assessment of the success of the teacher's actions is again made on the basis of what are the qualitative shifts in the consciousness and behavior of the student. Any process is a set of regular and consistent actions aimed at achieving a certain result. Main result educational process - the formation of a harmoniously developed, socially active personality.
Education is a two-way process, involving both organization and leadership, and the individual's own activity. However, the leading role in this process belongs to the teacher.
First of all, it should be noted that the concept of "education" is used in a variety of meanings: preparing the younger generation for life, organized educational activities, etc. It is clear that in different cases the concept of "education" will have different meanings. This distinction is especially clear when they say: it is the social environment, the everyday environment, and the school that educates. When they say that "educates the environment" or "educates the everyday environment", they do not mean specially organized educational activities, but the everyday influence that socio-economic and living conditions have on the development and formation of the personality.
The expression "educates the school" has a different meaning. It clearly indicates a specially organized and consciously carried out educational activity. Even KD Ushinsky wrote that, in contrast to the influences of the environment and everyday influences, which are most often spontaneous and unintended in nature, education in pedagogy is considered as a deliberate and specially organized pedagogical process. This does not mean at all that school education is fenced off from the influences of the environment and everyday influences. On the contrary, it should take these influences into account as much as possible, relying on their positive aspects and neutralizing negative ones.
Meanwhile, the external educational influence in itself does not always lead to the desired result: it can cause both positive and negative reactions in the educated person, or it can be neutral. It is quite understandable that only if the upbringing effect causes an internal positive reaction (attitude) in the personality and excites her own activity in working on herself, it has an effective developmental and formative influence on her.
Trying to represent more concretely the essence of upbringing, the American educator and psychologist Edward Thorndike wrote: "The word" upbringing "is given different meanings, but it always indicates a change ... We do not educate someone if we do not induce changes in him." The question is: how are these changes made in the development of personality? As noted in philosophy, the development and formation of a person as a social being, as a person occurs through "appropriation of human reality." In this sense, education should be viewed as a means designed to facilitate the appropriation of a growing personality of human reality. What is this reality and how is its appropriation by a person carried out? Human reality is nothing more than a social experience generated by the labor and creative efforts of many generations of people. In this experience, the following structural components can be distinguished: the whole set of knowledge developed by people about nature and society, practical skills in various types of work, methods of creative activity, as well as social and spiritual relations. Since this experience is generated by the labor and creative efforts of many generations of people, this means that in knowledge, practical skills and abilities, as well as in the methods of scientific and artistic creativity, social and spiritual relations, the results of their diverse labor, cognitive, spiritual activities and living together. All this is very important for education. In order for the younger generations to "appropriate" this experience and make it their property, they must "distribute" it, that is, in essence, in one form or another, repeat, reproduce the activity contained in it and, with creative efforts, enrich it and even more developed form to pass on to their descendants. Only through the mechanisms of his own activity, his own creative efforts and relationships, does a person master social experience and its various structural components.
It follows that the main purpose of upbringing is to include a growing person in the activity of "de-objectifying" various aspects of social experience, to help him reproduce this experience and thus to develop his social properties and qualities, to develop himself as a person. On this basis, education in philosophy is defined as the reproduction of social experience in the individual, as the translation of human culture into an individual form of existence.
Ushinsky wrote: "Almost all the rules of pedagogy follow mediocrely or directly from the basic position: give the pupil's soul the right activity and enrich it with the means of unlimited, soul-absorbing activity." For pedagogy, it is very important that the measure of a person's personal development depends not only on the very fact of his participation in the activity, but mainly on the degree of the activity that he shows in this activity, as well as on its nature and orientation, which in aggregate it is customary to call an attitude to activity. I
Let's take a look at some examples.
1. Students study mathematics in the same class. Naturally, the conditions in which they practice are approximately the same. However, the quality of their academic performance is often very different. Of course, this reflects the differences in their abilities, the level of previous training, but their attitude to the study of this subject plays an almost decisive role. Even with average abilities, a student can study very successfully if they show high cognitive activity and perseverance in mastering the material being studied. And vice versa, the absence of this activity, a passive attitude to educational work, as a rule, lead to lagging behind.
2. No less important for the development of the personality is also the nature and direction of the activity that the personality manifests in the organized activity. You can, for example, show activity and mutual assistance in work, striving to achieve the overall success of the class and school, or you can be active in order only to show yourself, earn praise and derive personal benefit for yourself. In the first case, a collectivist will be formed, in the second - an individualist or even a careerist.
All this poses a task for each teacher - to constantly stimulate the activity of students in organized activities and to form a positive and healthy attitude towards it. It follows from this that it is the activity and the attitude towards it that act as the determining factors in the upbringing and personal development of the student.
Upbringing should be understood as a purposeful and consciously carried out pedagogical process of organizing and stimulating a variety of activities of a formed personality to master social experience: knowledge, practical skills, methods of creative activity, social and spiritual relations. This approach to the interpretation of personality development is called the activity-relational concept of education. The essence of this concept, as shown above, is that only by including a growing person in a variety of activities for mastering social experience and skillfully stimulating his activity (attitude) in this activity, it is possible to carry out his effective education. Without the organization of this activity and the formation of a positive attitude towards it, education is impossible. This is precisely the deep essence of this most complex process.
This is possible if the teacher takes into account the state of health and psyche of the child, implements a conscious approach to the choice of methods and the appropriateness of their use in work, taking into account the knowledge of the characteristics of children and the inadmissibility of hard pressure on them in the process of appropriating social experience. Teachers should be especially attentive to the contradiction between external influences and internal aspirations of pupils. Without vigilance to the inner content of the child's actions, the teacher's activity is doomed to hopeless formalism.
The complexity of the educational process:
its results are not so clearly feasible and do not reveal themselves as quickly as, for example, in the learning process;
between the pedagogical manifestations of good breeding and bad manners lies a long period of formation of the necessary personality traits, where the personality is exposed to the simultaneous influence of many different influences and accumulates not only positive, but also negative experience that requires correction;
The educational process is very dynamic, mobile and changeable. This is expressed in its continuous development, dynamism, mobility, variability.
The educational process develops in accordance with the current reasons. It changes depending, for example, on the age characteristics of students, it becomes different in different conditions and specific situations. It so happens that one and the same educational tool in some conditions has a strong effect on the pupils, and in others it is the most insignificant.
The dialectic of the educational process is revealed in its contradictions, internal and external. It is the contradictions that give rise to the force that supports the continuous flow of the process. One of the main internal contradictions manifested at all stages of the formation of a personality is the contradiction between the new needs that arise in her and the possibilities of their satisfaction. The resulting "mismatch" encourages a person to actively replenish, expand experience, acquire new knowledge and forms of behavior, and assimilate norms and rules. What direction these new qualities will acquire depends on many conditions: activity, activity, life position of the individual.
The purpose of upbringing is to correctly orient the formation of the personality, and this is possible only on the basis of a deep knowledge of the driving forces, motives, needs, life plans and value orientations of the pupils. External contradictions also strongly affect the direction and results of the educational process. The contradiction between word and deed often becomes the cause of many difficulties and shortcomings of upbringing, as well as the predominance of verbal methods of upbringing and their relative isolation from the practical behavior of the individual.
Upbringing methods are a system of upbringing and educational means characterizing the joint activities of teachers and pupils. Methods of influencing the personality have a complex effect on the pupil and are rarely used in isolation from each other. Therefore, any classification of methods of education is conditional. Let's consider some of the main methods of influence and interaction and their characteristic features.
Conviction is one of the methods of education. Its essence lies in the comprehensive impact on the mind, feelings, will of the pupil in order to form the necessary life qualities in him. The object of influence is selected depending on the qualities being formed, that is, when a person is convinced of the truth of something with the help of logic, his mind is influenced; when fostering love for the Motherland, loved ones, the beautiful, the appeal occurs to the feelings of a person. Persuasion as a method is realized through conversations, disputes, as well as examples from reality or fiction.
An example as one of the methods of education is concluded in a convincingrole model... However, its psychological and pedagogical effect is not only in adaptive activity. It is an analysis of the activity of the sample, the student's desire to be similar to the ideal. As an example, there can be not only a positive, but a negative “ideal”. In this case, the child will try to overcome in himself those negative features that he noticed in the "sample". The personal example of the educator is of particular importance.
The impact on the pupil is in direct proportion tothe authority of the teacher... “An educator is impossible without authority,” said A.S. Makarenko. Habituation involves the development of a capacity for organized action and intelligent behavior in order to develop good habits. Learning is achieved through a system of exercises involving the demonstration of the process by the teacher and copying by the student. But the exercise is only for initial stages can be seen as repetition. In the future, this is a stage of improvement on the way to the ideal. This method promotes self-organization of the pupil and penetrates into all spheres of his activity.
Incentive methods: reward and punishment.
Encouragement as a method of upbringing is aimed at the emotional confirmation of successfully performed actions and moral deeds, stimulation to commit new ones. The feeling of satisfaction experienced by the encouraged pupil causes him a surge of strength, energy, and, as a result, is accompanied by high degree diligence and effectiveness. But the main effect of encouragement is the emergence of a keen desire to experience a sense of satisfaction as often as possible. The expediency of reward increases when working with insecure, shy children. At the same time, encouragement should not be too frequent, so as not to lead to depreciation, expectation of a reward for the slightest success. The types of encouragement can be different: praise, reward, responsible assignment, forgiveness for a misdemeanor.
Punishment is the oldest of the methods of education. It is focused on curbing negative human actions. Punishment corrects the pupil's behavior, makes him think about his own behavior, offenses, and also generates the need and desire to change his behavior. But the punishment should not bring the pupil either moral humiliation or physical suffering, therefore collective punishments are not recommended. The types of punishments, like rewards, can be very diverse: a remark, public censure, reproach, removal from the team, an ironic joke, etc.
Parenting models.
Allocate idealistic parenting model - creation of ideal conditions for the educated person, in which the ideas embedded in the soul would reach the peak in their development. The main purpose of education in this doctrine is reduced to opening the pupil higher world ideas and assistance in transforming the knowledge gained into the content of the child's personality. Thus, through upbringing, the transition from the natural principle in a person to the spiritual is carried out. Pragmatism as a philosophy of upbringing considers it not as preparing a person for future life, but as a child's life in the present. Consequently, pragmatism aims to teach the educated person to solve life problems as they arise. That is, in the process of upbringing, the teacher must teach the pupil not to adapt to reality, but to actively search for ways to transform conditions to improve the conditions of his life. The basis of upbringing is the interaction of the pupil with the real environment, both natural and social, that is, there is a focus on the individual self-development of the child. In practice, this concept educates extreme pragmatists and individualists.
The main thing in education has becomerealistic model. Realism proceeds from the idea of \u200b\u200btransferring experience and knowledge to the pupil, taking into account his age capabilities in the form in which he can immediately assimilate them. Upbringing should be built to help the pupil in mastering what prompts him to certain behavior and types of activity. The disadvantage of the concept is that as a result, there is an impact on the human consciousness, while not enough attention is paid to the emotional-figurative sphere of the personality.
Anthropocentric model is based on the understanding of a person as an integral system, moreover, open, constantly changing and renewing as a result of interaction with the outside world. The upbringing process cannot be limited by any norms, therefore, it cannot have completion. It should be built in such a way that the pupil can improve in all its diversity, and the teacher only regulates the process of personality development.
Free parenting is aimed at the formation of interests and life principles, as well as the creation of conditions for their implementation. The purpose of such a model is to teach the pupil to be free and take responsibility for his life, for the choice of principles and life values. The supporters of this model rely on the idea that the essence of the individual is the choice he made, and the teacher needs to help the child understand himself, his needs and the needs of the people around him and coordinate them in a specific situation.
At the same time, upbringing follows the nature of the child, eliminating the negative influence of the environment and ensuring its natural development. The task of upbringing in this case is to bring these forces to harmony.
There are also various other models of educational processes, for example,humanistic, based on the account of personal and individual characteristics educated, ortechnocratic, based on the position that the upbringing process should be strictly directed, controlled and controlled, therefore, reproducible and predictable.
CONCLUSION
During historical development of humanity and pedagogical science, the understanding of the theory and practice of education has undergone significant changes. At this stage social development education of society involves:
Transfer of social experience of humanity and world culture;
Direct educational impact on a person or a group of people;
Organization of the life and activities of the pupil;
Creation of conditions for self-development of the pupil's personality, etc.
In general, education is a process, the main components
which are the educator, the pupil, the process of their interaction, as well as the conditions for the course of this process.
The organization of the educational process and the implementation of the goals and objectives are carried out through various educational institutions: family, school, mass media and others. In the process of educating a person, the main goal is to form comprehensively and harmoniously developed personcapable of independent life and activity in modern conditions. In this regard, mental, aesthetic, labor, physical, legal, environmental and other areas of education are carried out.
The goals set for the upbringing process can be solved different ways, but the effectiveness of their solution depends on the following factors:
the combined use of methods, techniques and educational tools;
taking into account the individual characteristics of the pupil;
Conditions and circumstances of the educational process.
In general, each educational system bears the imprint of the time, the existing social formation, social relations and much more.
In the goals and objectives of upbringing, the ideal of a person of a given historical era and the desire to achieve it are seen. The main thing for each educational system is the orientation towards the upbringing of a person who is ready to live and work in a modern society for him.
LIST OF REFERENCES
1. Education. Soviet Encyclopedic Dictionary. 4th ed. - M: Soviet Encyclopedia, 1987.
2. Psychology and Pedagogy / Comp. A.A. Radugin. - 2nd ed., Rev. and add. - M .: Center, 1999.
3. Rean A.A., Bordovskaya N.V., Rozum SI. Psychology and pedagogy. - SPb .: Peter, 2000. - (Textbook of the new century).
4.Tutorial for teacher training institutes edited by Bobnyansky.
5. Internet: http: // www. dialectic. ru / pedagogics. htm
1. Types of upbringing on an institutional basis:
A. family; D. education in children and youth. organizations;
B. school; E. upbringing at the place of residence;
B. civil; J. education in closed and special education.
G. confessional (religious); institutions
2. Good manners are characterized by ...
A. a person's predisposition to educational influences;
B. assimilation of moral knowledge and forms of behavior;
B. the ability of a person to adequately behave in society, interacting with other people in various activities.
3. Set the correspondence. The criteria for good breeding are:
1.According to M.V. Gamezo A. the level of formation of moral needs
2.According to A.K. Markova feelings, habits;
B. the level of intentionality, arbitrariness of behavior
B. stock of moral ideas;
D. moral convictions;
E. real moral behavior
4. When students realize only the outer side of the pattern of behavior, without accepting its moral purpose, then such a pattern is called:
A. sample-knowledge;
B. procedural;
B. personal;
G. is socially approved.
5. The joint activity of a child and an adult, as a result of which mutual understanding is established, mutual assistance is carried out, is called:
B. educational reception;
G. educational influence.
6. Persuasion, suggestion, imitation and contagion are:
B. educational reception;
G. educational influence.
7. The management of self-education of schoolchildren involves solving problems:
A. to excite and support the desire to develop positive traits and get rid of negative ones;
B. help the student to be critical of his personality;
B. organize feedback from classmates;
D. to ensure timely reinforcement of the manifestation of positive changes;
D. help to outline the student's self-education program;
W. Indicate reasonable ways of self-education.
Option 2.
1. Purposeful development of each growing person as a unique human personality, ensuring the growth and improvement of the moral and creative forces of a person is:
A. training;
B. education;
IN. learning activities;
G. socialization.
2. Set the correspondence:
Types of education Portions of social experience
physical a. experience cognitive activities
aesthetic b. experience of moral relations
labor in. experience of human physical development
mental g. experience of aesthetic attitude to life
spiritual and moral e. experience of labor and professional activity
A. organization of the student's activity, in the process of which he learns to make volitional efforts;
B. personal example of an adult (parents, teachers);
C. self-education of schoolchildren (the habit of strictly looking after oneself, overcoming one's own shortcomings);
D. developing the interests and desires of schoolchildren.
4. The method that we apply to a child is called:
A. educational impact;
B. educational reception;
B. educational interaction;
G. educational influence.
5. The possibility of free choice of activity by the student is:
A. educational influence;
B. educational reception;
B. educational interaction;
G. educational influence.
6. Self-education is ...
A. the process of development of the motivational-need-sphere of the child's psyche, the process of opening to his consciousness the meanings and motives of human activity, the result of which is the emergence of his desire to master them;
B. human activity aimed at changing his personality in accordance with the goals set, the prevailing ideals and beliefs;
C. the child reaches such a level of development when he becomes able to independently build his behavior, be aware of his actions and make a relatively stable value choice.
7. The methods of self-education are:
A. self-knowledge (self-observation, introspection, self-assessment, self-comparison);
B. self-control (self-belief, self-control, self-order, self-hypnosis, self-reinforcement, self-enforcement);
C. self-development and self-correction;
D. self-stimulation (self-affirmation, self-encouragement, self-encouragement, self-punishment, self-restraint).
1. The science of teaching, education, their goals, content, methods, means is called ...
1.didactics
2.the theory of education
3. pedagogical management
4. pedagogical technology
2. The term “didactics” was first introduced by ...
1. V. Ratke
2. Ya.A. Comenius
3. Zh.Zh. Russo
4. I.G. Pestalozzi
3. By didactics I understood “the universal art of teaching everyone everything” ...
1. Ya.A. Comenius
2. P.F. Kapterev
3. K. D. Ushinsky
4. A. Disterweg
4. Processes of teaching and learning, with their conditions and the results obtained, is a subject ...
1.didactics +
2.technology
3.theories of education
4.control theory
5. The functions of the learning process are ...
1.educational, upbringing, developing
2. educational, prognostic, design
3.educational, upbringing, explanatory
4.developmental, educational, predictive
6. The set of principles, content, methods and means of teaching, forming an integral structure and obeying the goals of teaching, constitute ...
1.didactic system
2. pedagogical theory
3.the pedagogical system
4.didactic theory
7. Teaching is understood in didactics as ...
1. student activities
2.interaction of students and teachers
3.perception of new knowledge
4.forming skills
8. Management of educational and cognitive activities of students is called ...
1.the doctrine
2. development of student interest
3.the formation of personality
4. teaching
9. The links between the goals, content, methods, means, forms of education refer to ___ patterns
1.general
2.external
3.internal
4.private
10. The effectiveness of training depends on the appropriate involvement of the senses in the perception and assimilation of educational material - this is the principle ...
1.availability
2.visibility
3.consciousness and activity
4. strength of knowledge
11. The principle of the leading role of theoretical knowledge is used in the concept of ___ learning
1. developing
2.problematic
3.optimizations
4.programmed
12. The learning process is called ...
1.teaching
2.learning activities
3.specific process of cognition, guided by a teacher
4.educational activities
13.K didactic principles principle does not apply ...
1.humanity learning
2.visibility
3.systematic and consistent
4.the relationship between theory and practice of teaching
14. The structure of educational activities does not include ...
1.maintaining a system of knowledge, cognitive skills and practical skills
2.development of motives for learning
3. the formation of moral qualities and beliefs
4. mastering the methods of managing one's educational activity and one's mental processes
15. The two-sided nature of learning is manifested in unity ...
1.teaching and learning
2. development and education of students
3.school and extracurricular activities
4.the joint efforts of the family and the school to form students' motives for learning
16. The principle of visibility in didactics means ...
1.use of posters, diagrams, pictures in the learning process
2.conducting experiments in the learning process
3. watching movies and videos
4. involvement of the senses in the perception of educational material
17. The structure of the learning process does not include ...
1.determining the level of thinking of students
2.determination of goals and objectives
3.planning (selection of content, methods, techniques, means and forms)
4.analysis and evaluation of learning outcomes
18. The reference level of education required for a given society in a certain historical period of time is ...
1.educational qualification
2.educational standard
3. academic plan
4.school curriculum
19. A document defining the content of education of a certain level and orientation is ...
1.educational program
2.tutorial
3.working curriculum
4.author's program
20. A normative document that determines the composition of academic subjects, their distribution by years of study, the amount of time for each subject is ...
1.tutorial
2. educational area
3.curriculum
4.curriculum
21. Among the concepts of "education", "content of education", "curriculum", "educational area" the most ambitious is the concept ...
1. "content of education"
2. "curriculum"
3. "education"
4. "educational area"
22. The founder of the theory of formal education is ...
1. Ya.A. Comenius
2.G. Spencer
3. I.F. Herbart
4. A. Disterweg
23. The theory is closest to the ideas of programmed learning ...
1.pragmatism
2.behaviorism
3. positivism
4.humanism
24. The experience of creative activity and emotional-value attitude to the world was included in the content of education ...
1. V.S. Lednev, Yu.K. Babansky
2. V.V. Kraevsky, I. Ya. Lerner
3. V.V. Davydov, B.P. Esipov
4. M.N. Skatkin, D.D. Zuev
25. With _____ structure of the content of education, the same question is repeated several times, its content is expanded with new information, connections and dependencies
1.concentric
2.linear
3.spiral
4.mixed
26. The priority development of common cultural components in the content of education is ...
1.humanization
2. democratization
3.humanitarization
4.deep study
27. A didactically grounded system of knowledge, abilities and skills, reflecting the content of science, is ...
1.educational area
2.curriculum
3.educational program
4.school subject
28. An action brought to automatism is called ...
1.skill
2.knowledge
3.skill
4.behavior
29. Does not apply to the objects of standardization in education ...
1.teaching and educational plan of the teacher
2.content
3.the volume of the study load
4.the level of training of students
30. Under the content of education is understood ...
1.the set of knowledge, abilities and skills that develop stable characteristics of individual mental processes
2.the set of successors educational programs and state educational standards of various levels and focus
3.financial support of state and public organizations middle and high school
4.a pedagogically adapted system of knowledge, abilities and skills, experience of creative activity and emotional-value attitude to the world
31. The concept of "quality of education" does not include ...
1.the degree of success in the development of educational programs by students
2.measure of implementation of the State educational standard at the personal level
3.level of moral culture of students
4.level of personal interaction between teacher and students in the learning process
32. A normative document disclosing the content of knowledge, skills and academic subject, is an …
1.curriculum
2.curriculum
3.basic curriculum
4.educational standard
33. Leading view educational literaturecontaining a systematic presentation of educational material is ...
1.tutorial
2.tutorial
3.text manual
4. methodological recommendations
34. He theoretically substantiated the class-lesson system ...
1. Ya.A. Comenius
2.K.D. Ushinsky
3. J. Locke
4. A. Disterverg
35.The external expression of the coordinated activity of the teacher and students, carried out in the prescribed manner and in a certain mode, is ...
1.the learning process
2.teaching method
3.form of organization of training
4.teaching
36. According to the scheme "repetition of the passed material - mastering new material - practicing skills - applying knowledge in practice - homework»The lesson is taking place
1.combined
2. mastering new knowledge
3.repeating and consolidating knowledge
4.generalization and systematization
37. Among the concepts of "lesson", "structure of the lesson", "form of organization of training", "type of lesson" the most particular is the concept ...
1. "lesson"
2. "form of organization of training"
3. "lesson type"
4. "lesson structure"
38. An educational lesson at the senior level of training in the form of a collective discussion of the issues studied is ...
1.seminar
2. elective
3.consultation
4.conference
39. The form of organization of training, which allows you to study phenomena and processes in natural conditions, is ...
1.practical lesson
2. study tour
3.laboratory lesson
4.additional lesson
40.The form of organization of training used to develop practical skills is ...
1.shop
2.training conference
3. elective course
4.subject lesson
41. Out-of-class form of organization of training aimed at the formation of skills independent work, - this is …
1.excursion
2.seminar
3.homework
4.consultation
42. The form of organization of training, in which a teacher conducts classes in a class with a constant composition of students of the same level of development, according to a fixed schedule and clearly established regulations, is ...
1st lesson
2. elective
3.working with laggards
4.seminar
43. The main types of lessons are lessons ...
1. study of new material, the formation of skills and abilities, generalization and systematization, control of knowledge and skills, combined
2. memorization, demonstration of manuals, combination, control
3.Individual and differentiated work with students, generalization and systematization
4.solving problems, performing experiments, writing essays
44. By the number of students and by the peculiarities of the interaction of the teacher and students, the forms of organization of training are distinguished: individual, group and ...
1. brigade
2.Individual-group
3. classroom-lesson
4.frontal
45. The types of lessons allocated in pedagogy does not include ...
1.combined lesson
2.business game
3.the lesson of learning new material
4.the lesson of generalization and systematization of knowledge
46. \u200b\u200bThe advantage of the classroom system is ...
1.profitability
2.Individual approach to students
3.high quality assimilation of knowledge
4. targeting the “average” student
47.The study tour refers to ...
1.types of training
2.the principles of teaching
3. auxiliary forms of education
4.varieties of knowledge control
48. Does not apply to the structural components of the lesson ...
1.diagnostics of intelligence
2.organizational moment
3.checking homework
4. consolidation of new material
49. An educational institution for high school students with in-depth study of disciplines in a specific profile is called ...
1.the gymnasium
2. college
3. lyceum
4. gymnasium
50. A school based on the pedagogical concept of one teacher or a team of teachers is called ...
1.profile
2. developing
3.Copyright
4.professional
51. Private educational institutions and institutions of public and religious organizations belong to the group of ___ institutions
1.non-state
2. municipal
3.special
4.profiled
52. An educational institution that provides training and education of students from the 1st to the 11th grade on the basis of in-depth, including specialized pre-professional training is ...
1.progymnasium
2.educational complex
3.real school
4. gymnasium
53.The basis for the division of schools into state, municipal and non-state is ...
1.organizational and legal form
2.the nature of the knowledge communicated
3.direction of training
4.implemented program
55. Schools where children, of their own free will or at the behest of their parents, master the basics of a particular faith, are called ...
1.Sundays
2.the communes
3.the boarding school
4. labor
56. According to the level of education, educational institutions are distinguished ...
1.general education, professional
2.confessional, secular
3.beginner, secondary, higher
4.Men's, Women's
57. Newly formed and reorganized educational institutions providing secondary specialized professional education or initial cycle high schoolare called ...
1.colleges
2.teaching and educational complexes
3. "school-university" complexes
4. lyceums at the university
58. The goals, objectives, content and organization of the educational process characteristic of an educational institution characterize ...
1.level of education
2.view educational institution
3.innovative processes
4.type of school
59.The main goal of creating various types of educational institutions is ...
1.rebirth of the intellectual and spiritual potential of society
2.creation of a unified educational space
3.Ensuring the relationship between theory and practice
4.regulation of the educational process
60. Educational institution, which is basic element educational system is called ...
1.school
2.the university
3.school
4.Institute
61. An educational institution combining education and scientific activity, the meaning of which was originally understood as "a union of people interested in science," is called ...
1.the university
2.high school
3.Academy
4.Institute
62.The classification of educational institutions by organizational and legal forms does not include ___ institutions
1.state
2.non-state
3. municipal
4.military
63 In general educational institutions it is impossible to get ___ education
1.beginner professional
2.initial general
3.basic general
4. average general
64.In terms of the scale of the changes introduced, pedagogical innovations are subdivided into ...
1.local, modular, system
2.external, internal, resource
3.resource, educational, informative
4.organizational, didactic, methodological
65.The managerial process of creating, evaluating, mastering and applying the pedagogical community of pedagogical innovations is called ...
1.conversion
2.creative
3.Advanced
4.innovative
66. The complete reconstruction of the school as an educational institution is expected with ___ changes
1.Local
2.system
3.modular
4.resource
67. Implementation in primary school didactic system of developing education L.V. Zankova corresponds to ___ changes
1.local
2.systemic
3.internal
4.modular
68. Innovation is the result of ...
1.scientific search
2.social and political changes
3.Fulfillment of order administration
4.intentionally obtained during the development of the institution
69.Differentiation of teaching, which determines the optimal mode of work of students, taking into account their individual characteristics, is called ...
1.external
2.different
3.internal
4.profile
70. Taking into account the individual characteristics of students in the learning process is ...
1.Individualization
2.differentiation
3.optimization
4.integration
71. The general giftedness of children is manifested in ...
1.Ability to music, drawing +
2.discipline
3. independence, critical thinking +
4. initiative
72. Innovations developed and carried out by workers and organizations of the education system are called pedagogical (s) ...
1.experience
2.innovation
3.reforms
4.manship
73. Pedagogical innovations include changes in ...
1.the content of education
2.the structure of the education system
3.equipment of educational institutions
4.the status of education
74. Orientation to the orientation of the personality, its value orientations, life plans, motives of activity and behavior - the basis of the ___ approach
1.system
2.Individually differentiated
3.personal
4.culturological
5.anthropological
75. The science dealing with the study of neoplasms, new phenomena in different spheres of human activity is called ...
1.prognostics
2.innovation
3.futurology
4.systemology
76. The form and result of discovery, the bearer of new properties and characteristics of an object is called….
1.innovation
2. novelty
3.invention
4.Model
77. Innovation in education is ...
1. originality of school life
2.diffusion of innovations in teaching practice
3.conservative approach to education
4.creative approach to teaching
78. The main objects of innovative transformations in the pedagogical system does not include ...
1.social environment
2.educational technology
3.the content of education
4. school management
79. Innovations in the pedagogical system that improve the course and results educational processare called ...
1.innovation
2. development
3.progress
4.adjustment
80. Methods ... are specific ways of influencing the consciousness, feeling, behavior of children to solve pedagogical problems in joint activities.
1.education
2.learning
3. pedagogical influence
81. Situation ... is to create conditions in which pupils learn to get out of a non-standard situation.
1.success
2.creativity
3.leadership
82. The active activity of a child, aimed at the formation of positive qualities and the elimination of negative ones, is ...
1. upbringing
2. self-education
3. self-development
83. ... the type of wrong family upbringing is manifested in the fact that many ambitious hopes of parents are pinned on the child and the thought is suggested to him that he must necessarily justify them.
1. upbringing in conditions of heightened moral responsibility
2. upbringing as an "idol" of the family
3.lack of upbringing
84.… upbringing is aimed at forming a responsible attitude towards one's Motherland.
1.legal
2. civil
3.public
85. Economic education includes:
1. health promotion;
2.development of economic thinking and behavior
3.knowledge of the economic laws of the development of society
d) understanding and appreciation of the beautiful
86. Methods of educational influence:
1. contributes to the organization of a certain upbringing situation;
2. involve the pupil in active and interesting activities for him;
3. necessarily imply communication between the child and the teacher;
4. perform the functions of diagnostics of relations, their formation, adjustment.
87. Family pedagogy ...
1. is aimed at developing methods and forms of the educational process in the family;
2. set yourself the task of creating new technologies for teaching and upbringing;
3. proceeds from the principle of humanism, considering a person to be the highest value;
4. serves to improve the pedagogical culture of parents;
88. Education is ...
1. purposeful process of behavior formation;
2. a specially organized system of external conditions created in society for human development;
3. the process and result of a person's assimilation of the experience of generations in the form of a system of knowledge, skills, abilities;
4. stimulation of the activity of the formed personality of the organized activity.
89. Accustoming as a method of upbringing presupposes ... "Accustoming as a method of upbringing presupposes the cultivation of the pupil's ability to organize actions and reasonable behavior as a condition for the formation of the foundations of morality and stable forms of behavior."
1. organization of regular performance by pupils of actions in order to turn them into habitual "forms of behavior;
2. stimulating the pupil to new actions;
3. cultivating in the pupil the ability for reasonable behavior and organized actions;
4. development of emotional rejection of antisocial actions and deeds.
90. Modern didactic system ...
1. focused on the development of students' cognitive activity, independence, responsibility for their choice, their actions;
2. is aimed at developing a system of scientific knowledge and intellectual skills among students;
3. considers the student as an object of learning;
4. proceeds from the understanding of learning as a means of personal development in accordance with socially determined goals.
91. Pedagogical laws ...
1.are probabilistic;
2. manifest as a trend;
3. are rigidly determined;
4. reflect the internal essential connection of learning phenomena that determine their necessary manifestations and development.
92. Developmental learning involves the following:
1. development of motives of cognition and cognitive abilities;
2. students' awareness of the ways of their learning activities;
3. the implementation of the initial position on the leading role of education in relation to mental development;
4. operational diagnostics of the level of knowledge achieved by students.
93. Training program contains ...
1.thematic content of the studied material;
2.duration school year, duration of semesters (quarters) and vacations;
3. distribution of subjects by semesters (quarters) and years of study; d) a list of educational equipment and visual aids.
94. The driving forces of learning are ...
1. the need of society for specialists of this profile;
2. the contradictions between the cognitive tasks put forward in the course of teaching and the level of knowledge, skills, and abilities that students possess;
3.the availability of a material and technical base at educational institution, corresponding to the state educational standard.
4. recommendations, rules, norms governing the educational process.
1.Pedagogy is the science of
AND) preparing teachers for school work
C) ways of scientific knowledge
C) psychological personality traits
E) physiological patterns of personality development
E) education of a person in modern society
2.In translation from Greek, pedagogy means
AND) reiteration
B) playback
C) management
D) fixing
E) childbearing
3. Development of pedagogy as a science determines
AND) the need to transfer social experience
C) management of the work of teacher-practitioners
C) the level of scientific and technological progress
D) legacy of previous civilizations
E) increasing the role of the individual in public life
4. Objectives of pedagogical science
AND) learning students' abilities
C) control and assessment of students' knowledge
C) cooperation of the teacher with the parents
D) revealing the laws of training and education
E) the formation of a children's team
5. The system of educational sciences includes
AND) inter-scientific communication of philosophy and psychology
C) principles of training and education
FROM) branches of science on the upbringing and education of children and adults
D) the results of sociological research
E) a system of methods of pedagogical research
6.The object of pedagogy is
AND) psychological personality traits
C) methods of pedagogical research
FROM) pedagogical process
D) teaching about the principles of building theory
E) interdisciplinary connections of human studies
7.The tasks are set for general pedagogy
AND) study of population migration problems
C) analysis of foreign teaching experience
C) study of patterns of perception
D) coverage of the history of the development of pedagogical theory
E) education, training of the younger generation
8. Questioning is
AND) a means of educating a personality in a team
C) observation of the behavior of children on excursions
C) enhancing the cognitive activity of students
D) teaching technique used by the teacher
E) method of mass collection of material using questionnaires
9. Methods of pedagogical research are
AND) ways of assimilating new knowledge
C) ways to consolidate the studied material
C) ways to solve problematic tasks
D) ways of forming personal qualities
E) ways of knowing objective reality
10. The need to transfer social experience has arisen
A) simultaneously with the emergence of society
C) with the advent of technical training aids
C) during the development of educational content
D) with the development of pedagogy as a science
E) as a result of the creation of a class-lesson system
11. Education is
AND) communication of people in informal associations
C) the impact of the environment on the person
FROM) transfer of social experience
D) educational activities of schoolchildren
E) preparing a person for the profession
12. Concept that is not a principle of education
AND) reliance on positive
IN) problematic learning
C) personal approach
D) the conscientiousness of the pupils
E) education in a team
13. Factors influencing the setting of the goal of education
A) the needs of society in human resources
C) ideals of parents in relation to children
C) the possibilities of educational institutions
D) interests of teachers of a comprehensive school
E) the desire of students to acquire a profession
14. An expression that does not reveal the essence of the educational process
A) the mercantile spirit of the teacher
C) respect for the personality of the child
C) the purposefulness of the activities of the subjects
D) the two-sided nature of the pedagogical process
E) reliance on positive personality traits
15. Educational standard - this is
AND) teaching method
IN) object valuation rate
C) teacher's work plan
D) a way of studying personality
E) the purpose of education
16. The purpose of education is
AND) form of education of students
IN) the end result of personality formation
C) the level of civilization of society
D) student achievement score
E) preparation for choosing a profession
17. Subjective factors education
AND) features of the manifestation of heredity
C) the level of development of science and technology
FROM) the impact of family relationships
D) the influence of climate and natural factors
E) the influence of the media
18. Development is
AND) preparation for choosing a profession
C) an increase in the height and body weight of the child
C) a spontaneous process, independent of the will of man
D) adaptation to living conditions
E) quantitative and qualitative changes in the human body
19. Factors of personality development
A) heredity, environment, education, self-education
C) interest in learning, level of achievement
C) the level of knowledge in academic disciplines
D) the status position of the individual in the team
E) methods of teaching and education
20. Driving forces of the upbringing process
AND) personality cognitive interests
IN) contradictions arising in the development and personality
C) the process of accumulating quantitative changes
D) established forms of relationships
E) requirements of parents for children
21. Qualities passed from parents to children:
AND) ways of thinking
C) character traits, abilities
C) the ability for a certain type of activity
D) social experience
E) eye color, skin, blood type, type nervous activity, temperament
22. The concept of personality characterizes
AND) interest in the learning process
C) individual characteristics of a person
C) natural inclinations and abilities
D) financial situation of a person
E) social essence of a person
23. The position of the teacher is
AND) scientific and theoretical training
IN) system of attitudes towards teaching
C) readiness for pedagogical activity
D) the ability to plan the learning process
E) orientation in various branches of science
24. Requirements for the personality of the teacher
C) a good family man
C) conformism
D) interesting conversationalist
E) indifference
25.The object of the teacher's activity is
AND) educational task
IN) pedagogical process
C) parents of students
D) forms of education
E) teaching methods
26. The main sign of the effectiveness of the upbringing process are
AND) knowledge, skills and abilities
C) academic performance
FROM) student behavior
E) the individual characteristics of the student
E) adaptation to conditions
27. The main driving force behind parenting is
A) the contradiction between the existing level of development and new, higher needs
C) the contradiction of social development
C) the contradiction between mental and physical labor
E) the contradiction of individual moral consciousness
E) the divergence of value orientations
28. An important sign of the effectiveness of the upbringing process is
AND) understanding the essence of the upbringing process by educators
C) the presence of specially trained people to transfer knowledge
FROM) knowledge by pupils in accordance with their age of norms and rules of behavior
E) the formation of skills and communication skills
E) improving knowledge in practice
29. The requirement of a personal approach
A) taking into account the age and individual characteristics of students
C) the participation of pupils in a joint discussion of educational programs
C) rejection of centralized school education
E) complete freedom of action of pupils
F) coordination of efforts of school, family and community
30. The essence of the principle of the unity of educational influences is:
AND) solving all educational problems based on real life
C) the reliance of educators on the family, while taking into account the individuality of the child
FROM) in coordinating the educational impact of school, family and community
E) taking into account age and individual characteristics
E) coordination of mass media with the school
31. The regularity of education is
AND) general guideline requiring consistency in different circumstances
C) an adequate reflection of the objective reality of the educational process, which has stable properties
C) options for organizing a specific educational process
E) managing student activities with a variety of repetitive tasks
E) conditions and prerequisites of the educational process
32. The principle of humanization characterizes
AND) permissiveness
IN) respect for the human right to be oneself
C) development of the cognitive powers of students
E) education of industriousness
E) education of accuracy, frugality
33. The principle of the connection between upbringing and life, work presupposes
AND) the relationship of methods, means and forms of education
C) coordination of actions of educators and parents
C) fight against bad habits, laziness, slovenliness
D) assimilation of the content of education
E) compulsory participation of all children and adolescents in feasible productive work
34. Moral education is
AND) experience of schoolchildren's behavior
C) the formation of aesthetic taste
C) the scientific worldview of the individual
E) knowledge of the humanities
E) assimilation of universal values
35. The core of civic education is
AND) no conflicts between pupils
C) purposeful activity of schoolchildren
C) polytechnic education
D) encyclopedic knowledge
E) patriotism
36. Purpose environmental education - this is
AND) the formation of a dialectal materialistic worldview
IN) formation of ecological culture
C) the formation of a comprehensively developed personality
Parenting Test
1. To choose the best methods of upbringing you need:
1. Find out the essence of each method and choose from the available set of paths methods that meet the specified requirements.
2. Establish which method allows you to reach your goal faster than others.
3. Analyze the situation and choose the appropriate method.
2. The class teacher wanted his students to be able to behave in different situations... To this end, he held several conversations in the class about appearance and good manners. The guys listened with great attention to their class teacherasked a lot of questions. But soon the teacher noted with chagrin that there were no changes in the behavior of the students. Why?
1. The guys did not understand and remember everything.
2. The life and behavior of other people did not make schoolchildren want to improve their behavior.
3. There was no exercise to reinforce good manners.
4. There are no role models in the class, they were not highlighted and indicated.
3. Select the methods related to the group of methods of organizing activities and the formation of social behavior:
1. Lecture.
2. Conversation.
3. Exercise.
4. Pedagogical requirement.
5. Accustoming.
6. Punishment.
4. In which group are the incentive methods listed:
1. Story, explanation, conversation, advice.
2. Encouragement, punishment, competition, subjective-pragmatic method.
5. What is punishment?
1. This is a method of education, manifested in the form of a demand.
2. This is a decisive factor in inhibiting the negative actions of pupils, in order to form in them a fear for the actions they have taken.
3. This is a way of influencing pupils in order to stop his negative actions and prevent their manifestation in the future.
Choose the correct one from the suggested answers.
1. Choose what you consider parenting principles:
1. Moral education and personality formation.
2. Social orientation of education.
3. Education in a team.
4. Objectivity and independence of education.
5. Reliance on the positive in education.
6. Connection with life, work.
7. Humanization of education.
8. An integrated approach to education.
9. Personal approach.
10. The unity of educational influences.
2. Define the requirements of the principle of the social nature of education:
1. Education of a citizen is the main requirement of this principle.
2. The requirements of the principle are reduced to the introduction into the minds of people of the dominant ideology in society.
3. The principle requires an optimal match of state, social and personal needs in the educational process.
3. Define the requirements of the principle of linking education with life and work:
1. The principle requires the obligatory participation of all children and adolescents in feasible work.
2. The principle requires the participation of education in all public affairs.
3. The principle requires the combination of education with the practical activities of people.
4. Define the requirements of the principle of reliance on positive parenting:
1. The principle indicates the need to educate positive qualities in a person.
2. The principle requires to identify positive qualities and, on their basis, eradicate bad ones.
3. The principle requires the educator to constantly fight against bad habits.
5. Select statements that characterize the signs of humane education:
1. Respect for the rights and freedoms of the individual.
2. Encouragement of good deeds.
3. Permissiveness.
4. Respect for the position of the pupil.
5. Complete freedom of action of the pupil.
6. Nonviolent formation of the required qualities.
7. Education of mercy.
8. Refusal from centralized school education.
9. Respect for the human right to be oneself.
6. Determine the requirements of a personal approach:
1. The personal approach obliges educators to take into account the main personal qualities: personality orientation, life plans, value orientation.
2. A personal approach requires taking into account the individual characteristics of the pupils.
3. The personal approach involves the participation of pupils in the discussion of the education program.
7. Which of the following is the essence of the principle of the unity of educational influences:
1. The principle requires the coordination of all educational influences.
2. The principle is to coordinate the actions of all educators.
3. The principle requires the organization of educational impact, proceeding from uniform requirements, concerted actions of all participants and people involved in it.
4. The principle requires the coordination of all educational influences