Problems of developing education history and modernity. Coursework "idea of ​​developmental learning"

The term "developmental education" owes its origin to V. V. Davydov. Introduced to designate a limited range of phenomena, it soon entered mass pedagogical practice. Today, its use is so diverse that a special study is required to understand its modern meaning.

The foundations of the theory of developmental learning were laid by L. S. Vygotsky in the 1930s when he considered the question of the relationship between learning and development. F. Froebel, A. Diesterweg, K. D. Ushinsky tried to solve the problems of development and learning from different positions.

In the 1930s, the German psychologist O. Seltz conducted an experiment that demonstrated the impact of education on the mental development of children. At that time, three main approaches to solving this issue dominated. In the interpretation of the supporters of the first approach - A. Gesell, Z. Freud and J. Piaget, human development does not depend on learning. Learning was seen as a process that, one way or another, must be coordinated with the course of development, but in itself does not participate in development.

Within the framework of the second approach, which was represented by W. James, E. Thorndike, learning was identified with development, which was interpreted as the accumulation by a person of various kinds of habits in the learning process. According to this theory, any training is developmental.

In the third theory, authored by K. Koffka, an attempt was made to overcome the extremes of the first two approaches. Development is seen as a process independent of learning, and learning itself, during which the child acquires new forms of behavior, is thought to be identical with development. On the one hand, development prepares and makes possible the learning process; on the other hand, learning stimulates the development process. This theory separates the processes of learning and development and at the same time establishes their relationship. These three theories, with some modifications, exist in modern science as well.

L.S. Vygotsky did not agree with any of these theories and formulated his own hypothesis about the relationship between learning and development. According to Vygotsky, there is unity, but not identity, of learning processes and internal development processes. “Although learning is directly related to child development, nevertheless they never go evenly and parallel to each other. Between the processes of development and learning, the most complex dynamic dependencies are established that cannot be covered by a single, pre-given, a priori speculative formula.

The concept of the relationship between learning and mental development of the child, which is being developed in domestic developmental and pedagogical psychology, is based on the position on the zones of actual development and the zone of proximal development. These levels of mental development were identified by L. S. Vygotsky. L. S. Vygotsky showed that the real relationship between mental development and learning opportunities can be identified by determining the level of the child’s actual development and his zone of proximal development. Education, creating the latter, leads to development; and only that training is effective which goes ahead of development.

For many years, Vygotsky's idea remained only a hypothesis, although his followers - A. N. Leontiev, P. Ya. Galperin, L. V. Zankov, D. B. Elkonin - tried to develop it. In the 1930-50s, domestic psychologists - A. N. Leontiev, A. V. Zaporozhets, S. L. Rubinshtein, G. S. Kostyuk, N. A. Menchinskaya, E. N. Kabanova-Meller - developed the foundations of the formative ( teaching) experiment as an important method of solving the problems of developmental learning.

In the 1960-80s, aspects of developmental education were studied in the field of preschool education, primary and secondary education in the works of L. A. Venger, T. A. Vlasova, V. I. Lubovsky, Z. I. Kalmykova, I. Ya. Lerner. The results obtained made it possible to substantiate the position on the essential role of education in development, to identify some specific psychological and pedagogical conditions for developmental education.

Since the late 1950s, Vygotsky's hypothesis has been developed by two teams created by L. V. Zankov and D. B. Elkonin. Proceeding from the fact that traditional primary education does not ensure the proper mental development of children, L. V. Zankov developed a new didactic system based on interrelated principles:

• - training at a high level of difficulty;
• - the leading role of theoretical knowledge;
• - high rate of studying the material;
• - students' awareness of the learning process;
• - systematic work on the development of all students.

According to L. V. Zankov, learning itself is of developmental importance: “The learning process acts as a cause, and the process of student development acts as a consequence.” In this position, there was no idea of ​​a mediating link between learning and development, of their complex dynamic dependencies, which did not allow the connection of cause and effect to be captured in advance by this formula.

The team of D.B. Elkonina revealed the main psychological neoplasms of primary school age - this is educational activity and its subject, abstract theoretical thinking, arbitrary behavior control. It was found that traditional primary education does not ensure the full development of these neoplasms in younger schoolchildren, does not create the necessary zones of proximal development, but only trains and consolidates those mental functions that basically arise in children as early as preschool age (sensory observation, empirical thinking , utilitarian memory, etc.). A system for teaching younger schoolchildren was developed, which created zones of proximal development, which eventually turned into the required neoplasms.

V.V. Davydov developed a theory that revealed at the modern logical and psychological level the content of the main types of consciousness and thinking and the main types of mental actions corresponding to them.

From the standpoint of the team of D. B. Elkonin, the basis of the mental development of younger students is the formation of their educational activities in the process of assimilation of theoretical knowledge by them through the implementation of meaningful analysis, planning, reflection. The theory of learning activity and its subject are presented in the works of Davydov, V.V. Repkin, G.A. Zuckerman and others.

The implementation of educational activities by children determines the development of their entire cognitive and personal sphere. The development of the subject of this activity occurs in the very process of its formation, when the child gradually turns into a student, changing and improving himself. The acquisition by the child of the need for learning activities, appropriate motives helps to strengthen the desire to learn. Mastering learning actions forms the ability to learn. It is the desire and ability to learn that characterize the student as a subject of educational activity.

Experts from many countries recognize that in terms of its prospective scientific and practical significance, Vygotsky's hypothesis is superior to all theories related to the connection between learning and development.

developmental learning learning teaching

INTRODUCTION

The change in social conditions in the late 80s - early 90s led to a crisis in teaching and educational work in the system of educational institutions. Traditional methods have ceased to fully meet the needs of society in the education and upbringing of the younger generation.

The requirements of humanization and democratization of education necessitated a new type of pedagogical activity. The developmental concept of education expanded the scope of pedagogical creativity, offered a wide variety of pedagogical technologies and methodological developments aimed at providing favorable conditions for the harmonious development of students.

Developing education is a direction in the theory and practice of education, focusing on the development of physical, cognitive and moral abilities of schoolchildren by using their potential.

The foundations of the theory of developmental learning were laid in the 1930s by L.S. Vygotsky when considering the issue of the relationship between education and development: “Pedagogy should focus not on yesterday, but on the future of child development ... Education is only good when it goes ahead of development.”

F. Fröbel, A. Diesterweg, K.D. Ushinsky.

A group of psychologists led by D.B. Elkonina considered development mainly as mental, and Elkonin considered the content of education to be the main means of ensuring such development.

P.Ya.Galperin studied the process of internalization (transition from outside to inside) and developed theories of the gradual formation of mental and practical actions.

Thus, the relevance of this issue determined the choice research topics: "Developing learning in the educational process."

Object of study: educational process

Subject of study: the use of developmental learning in the educational process.

The purpose of this work: to reveal the features of the application of developmental education and its influence on the development of the student's personality.

Research hypothesis: the use of developmental education in the educational process creates the most favorable conditions for the formation of the personality of schoolchildren.

To achieve this goal, it was necessary to solve the following tasks :

1. Analyze the scientific literature on the research problem.

2. Identify the features of developmental education

3. To reveal the value of developmental education in the formation of the student's personality.

To solve the tasks, the following methods were used:

Analysis of scientific and methodological literature on the research problem;

Classification, systematization and generalization of the received information;

Observation of the educational process at school;

Interviews with teachers and children.

This work consists of an introduction, two sections, a conclusion, a list of references and applications.

SECTION I. THEORETICAL APPROACHES TO THE PROBLEM OF DEVELOPING EDUCATION

1.1. Fundamentals of Developmental Learning

Recently, the attention of teachers is increasingly attracted to developmental education, which is associated with the possibility of fundamental and necessary changes in education.

Developing education is a system that offers a qualitatively new construction of educational activity, which has nothing to do with reproductive, based on coaching and memorization, learning and conservative pedagogical consciousness. The essence of the concept of developing education is to create such conditions when the development of the student becomes the main task, both for the teacher and for the student himself.

This complex pedagogical problem is solved sequentially: at the first stage, by forming the child’s need and ability for self-development, and in subsequent years, by strengthening this ability and creating conditions for its maximum implementation.

The theory of developmental learning originates in the works of I.G. Pestalozzi, A. Diesterwega, K.D. Ushinsky and others. The scientific substantiation of this theory is given in the works of L.S. Vygotsky, in the 1930s when he considered the question of the relationship between learning and development.

It should be noted that the question of the relationship between learning and development of schoolchildren is, according to L.S. Vygotsky, "the most central and basic question, without which the problems of educational psychology ... cannot be not only correctly resolved, but even posed" . This was the state of affairs more than sixty years ago when these words were spoken, but the fundamental question of the relationship between learning and development remains today. In our opinion, many theoretical and practical problems of modern pedagogical psychology and psychological pedagogy can be successfully solved depending on how seriously and deeply the problems of developmental education are developed. Let's go back to the history of these problems.

In 1935, a collection of articles by L.S. Vygotsky under the general title "Mental development of children in the learning process". It includes the article "The problem of learning and mental development at school age", written in 1933-34, as well as the texts of the transcripts of several reports processed after the death of L.S. Vygotsky in 1934 by his students L.V. Zankov, Zh.I. Shif and D.B. Elkonin. The main problems of training and development are considered most deeply and consistently by L.S. Vygotsky in the mentioned article (it was republished in 1956 in Selected Psychological Studies by L.S. Vygotsky, and then again in 1991 in one of the collections of his works).

Already by the beginning of the 30s. the main psychological theories concerning the relationship between learning and development were more or less clearly revealed; these theories were precisely described in the indicated article by L.S. Vygotsky.

The first theory is based on the idea of ​​the independence of child development from learning processes. According to this theory, “development must go through certain complete cycles, certain functions must mature before the school can begin to teach certain knowledge and skills to the child. Development cycles always precede learning cycles. Learning lags behind development, development always goes ahead of learning. Thanks to this alone, any possibility of raising the question of the role of learning itself in the course of the development and maturation of those functions that are activated by learning is precluded in advance. Their development and maturation are rather a prerequisite than the result of training. Training is built on top of development, without changing anything in its essence.

The first theory was adhered to by such psychologists as A. Gesell, Z. Freud and others. The views of the outstanding psychologist J. Piaget on the mental development of children were entirely consistent with this theory. A significant part of modern domestic and foreign child psychologists and teachers follow the positions of this theory, which were so vividly and unambiguously described by L.S. Vygotsky.

Many believe that pedagogical life itself, long-term practice of established education, stands behind such positions, because this psychological theory corresponds to the famous didactic principle - the principle of accessibility (according to it, as you know, a child can and should be taught only what he “can understand”, for which he has already matured certain cognitive abilities). The first theory, of course, does not recognize developmental learning - this theoretical substantiation of the practice of education, in principle, excludes any possibility of manifestation of such learning.

The second theory, according to L.S. Vygotsky, corresponds to the point of view that learning is development, that the first completely merges with child development, when each step in learning corresponds to a step in development (in this case, development is reduced mainly to the accumulation of all kinds of habits). A supporter of this theory was, for example, such a prominent American psychologist as W. James.

Naturally, according to this theory, any education is developmental, since teaching children, for example, some mathematical knowledge can lead to the development of valuable intellectual habits in them. It should be borne in mind that teachers and methodologists, who rely primarily on practical experience in their work, may be supporters of just such a theory, which does not require sufficiently complex procedures to distinguish between the processes of "learning" and the processes of "development" (and they are sometimes really difficult distinguishable).

In the third theory, attempts are made to overcome the extremes of the first two by simply combining them. On the one hand, development is conceived as a process independent of learning. On the other hand, learning itself, in which the child acquires new forms of behavior, is regarded as identical to learning. In the third theory, development (maturation) prepares and makes learning possible, and the latter, as it were, stimulates and advances development (maturation).

At the same time, according to this theory, as L.S. Vygotsky, “development always turns out to be a wider range than learning... The child has learned to perform some kind of operation. In this way, he has assimilated some structural principle, the scope of which is wider than just operations of the type on which this principle was assimilated. Consequently, by taking a step in learning, the child advances in development by two steps, i.e. learning and development don't match." This theory separates the processes of learning and development and at the same time establishes their relationship (development prepares learning, and learning stimulates development).

At present, more and more information is accumulating that makes it possible to quite definitely distinguish between the process of "learning" and the process of "development", and in "development" to see significant changes in the intellectual, emotional and personal spheres of schoolchildren.

In the third theory L.S. Vygotsky singled out two main features. The first feature is the relationship between learning and development, the disclosure of which allows us to find the stimulating effect of learning on development and how a certain level of development contributes to the implementation of a particular learning. In our opinion, this feature of the theory of developmental learning was actively developed by such prominent Russian psychologists as G.S. Kostyuk, N.A. Menchinskaya and others.

The second feature of the third theory consists in attempts to explain the presence of developmental learning, based on the principles of structural psychology (Gestalt psychology), which was represented by one of its creators, the prominent German psychologist K. Koffka. The essence of this explanation lies in the following assumption: in mastering a particular operation, the child at the same time masters a certain general structural principle, the scope of which is much wider than that of the given operation. Therefore, by mastering a particular operation, children later get the opportunity to use this principle when performing other operations, which indicates the presence of a certain developmental effect. L.S. Vygotsky noted that, according to the views of K. Koffka, the formation of a structure in any one area inevitably leads to facilitating the development of structural functions in other areas.

Some of the ideas of structural psychology do make it possible to identify certain conditions of developmental learning. In domestic psychology, these ideas (often without indicating primary sources) were used, for example, in the study of the problems of the so-called transfer of acquired knowledge and skills to any other areas. The study of transfer is also, to one degree or another, related to the problems of developmental education.

The question of the relationship between education and development of children L.S. Vygotsky hypothetically solved, relying on the general law of the genesis of the child's mental functions, which is found in the zones of proximal development that are created in the process of his education, i.e. in communication and cooperation with adults and comrades. The child will be able to do something new on his own after he has done it in cooperation with others. A new mental function appears in the child as a kind of "individual continuation" of its implementation in collective activity, the organization of which is training.

In the works of L.S. Vygotsky, unfortunately, there is no detailed description of concrete-subject manifestations of the so-understood developmental learning. For many years, his hypothesis remained only a hypothesis, although his students sought to concretize, clarify and substantiate it with a certain subject content (P.Ya. Galperin, A.N. Leontiev, D.B. Elkonin and others worked especially successfully in this direction). True, this hypothesis, in terms of its prospective scientific and practical significance, is much higher than all theories related to the question of the relationship between learning and development.

The problems of developmental education were posed and developed by many educators and psychologists, especially A. Disterweg, K.D. Ushinsky, L.S. Vygotsky and others. In the 30s. of our century, the well-known German psychologist O. Selz began to discuss these problems, who, together with his colleagues and followers in Germany and the Netherlands, conducted serious laboratory studies that demonstrated the effect of education on the mental development of children. In Russia for 20-50 years. of our century in psychological science, the foundations of a formative experiment were laid as an essential method for solving the problems of developmental education (the works of L.S. Vygotsky, S.L. Rubinshtein, A.N. Leontiev, G.S. Kostyuk, N. Menchinskaya, A.V. Zaporozhets and others). In relation to the practical demands of education, these problems from different theoretical positions began to be studied especially intensively in the 60-80s. both here and in other countries.

In the 60-70s. in our country, psychological and pedagogical studies of various problems of developmental education in the field of primary education (the work of the teams of Sh.A. Amonashvili, L.V. Zankov, D.B. Elkonin, etc.), secondary education, and also in relation to education children with mental retardation. In the same years, the study of similar problems began in relation to children of preschool age.

The results of these studies made it possible, firstly, to experimentally substantiate the position on the leading role of education in the mental development of children, and secondly, to determine some specific psychological and pedagogical conditions for its implementation.

Thus, based on the data obtained, one can seriously criticize the theory of the independence of development from learning and the theory of “coincidence” of learning and development (according to L.S. Vygotsky, these are the first and second theories). At the same time, these data, in our opinion, do not go beyond the third theory, making it possible to clarify and concretize the relationship between learning and development or the psychological conditions for the influence of learning on the development of certain mental functions of children (the latter is mainly associated with work on transference).

1.2. Characteristics of the main systems of developmental education

The theory of developmental education received its further development in the experimental works of L.V. Zankova, D.B. Elkonina, V.V. Davydova, N.A. Menchinskaya and others. In their concepts, training and development appear as a system of dialectically interconnected aspects of one process. Education is recognized as the leading driving force in the mental development of the child, the formation of his entire set of personality traits: ZUN, SUD, SUM, SEN, SDP. All groups of personality traits: ZUN - knowledge, skills, skills; COURT - ways of mental actions; SUM - self-governing mechanisms of personality; SEN - the sphere of emotional and moral; SDP is an activity-practical sphere.
Currently, a number of technologies have been developed within the framework of developmental education, which differ in target orientations, features of content and methodology. Technology L.V. Zankova is aimed at the general, holistic development of the personality, the technology of D.B. Elkonina - V.V. Davydova emphasizes the development of SUDs, creative development technologies give priority to SENs, G.K. Selevko focuses on the development of SMS, I.S. Yakimanskaya - on the SDP. In 1986, the Ministry of Education of Russia officially recognized the existence of L.V. Zankov and D.B. Elkonina - V.V. Davydov. Other developing technologies have the status of copyright, alternative.

1.2.1. The system of developing education L.V. Zankov

Zankov Leonid Vladimirovich (1901-1977) - teacher and psychologist, academician of the Academy of Sciences of the USSR, follower of the school of L.S. Vygotsky, put forward and experimentally confirmed the idea of ​​developmental education.
System L.V. Zankova appeared and became widespread in the 50s. According to the scientist, the school did not reveal the reserves of the mental development of the child. He analyzed the state of affairs in education and the way of its further development. In his laboratory, the idea of ​​development as the leading criterion for the work of the school first arose. The system of developing education according to L.V. Zankov can be called a system of early intensified comprehensive development of the personality. According to L.V. Zankov, the content of the initial stage of education is enriched according to the goal of comprehensive development and streamlined; it highlights the richness of the overall picture of the world based on science, literature and various arts. In the first class, the beginnings of natural science are presented, in the second - geography, in the third - stories on history. Particular attention is paid to drawing, music, reading works of art, work in its ethical and aesthetic meaning. Not only the classroom, but also the extracurricular life of the children is taken into account. Training programs are built on the principle of dividing the whole into diverse forms and stages, differences arise in the process of content movement.
The central place is occupied by the work on a clear distinction between the various features of the objects and phenomena being studied. It is carried out within the framework of the principle of consistency and integrity: each element is assimilated in connection with the other and within a certain whole. Zankovites do not deny the deductive approach to the formation of concepts, ways of thinking, activity, but still the dominant principle in their system is the inductive path.
A special place is given to the process of comparison, because by means of a well-organized comparison, it is established that things and phenomena are similar in it and in what ways they are different, they differentiate their properties, aspects, relations. The main attention is paid to the development of analyzing observation, the ability to distinguish different aspects and properties of phenomena, their clear speech expression. The main motivation for learning activity is cognitive interest. The idea of ​​harmonization requires combining rational and emotional, facts and generalizations, collective and individual, informational and problematic, explanatory and search methods in the methodology. Developing education involves involving the student in various activities, using didactic games, discussions, as well as teaching methods aimed at enriching imagination, thinking, memory, and speech in teaching. The lesson remains the main element of the educational process, but in the system of L.V. Zankov, its functions, forms of organization can vary significantly. Its main invariant qualities:

Goals are subject not only to the message and verification of ZUN, but also to other groups of personality traits;

Cooperation between teacher and student.

Involving a student in learning activities focused on his potential, the teacher must know what methods of activity he mastered in the course of previous training, what is the psychology of this process and the degree to which students comprehend their own activities.
To identify and track the level of general development of the child, Zankov proposed the following indicators:

Observation is the initial basis for the development of many important mental functions;

Abstract thinking - analysis, synthesis, abstraction, generalization;
- practical actions - the ability to create a material object.
Successful solving of difficult problems culminates in the powerful activation of positive reinforcement systems.

1.2.2. Developmental learning technology D.B. Elkonina - V.V. Davydov

Elkonin Daniil Borisovich (1918-1959) - a famous psychologist, author of the world-famous periodization of age development.

Davydov Vasily Vasilievich - Academician, Vice-President of the Russian Academy of Education, author of the theory of developmental education, the theory of meaningful generalization.

The developing nature of learning in D.B. Elkonina - V.V. Davydov is connected, first of all, with the fact that its content is built on the basis of theoretical knowledge. As is known, empirical knowledge is based on observation, visual representations, and the external properties of objects; conceptual generalizations are obtained by highlighting common properties when comparing objects. Theoretical knowledge, on the other hand, goes beyond sensory representations, is based on mental transformations of abstractions, and reflects internal relationships and connections. They are formed by genetic analysis of the role and functions of certain general relationships within an integral system of elements.

In the didactic structure of educational subjects, deduction based on meaningful generalizations predominates.

According to V.V. Davydov, ways of mental actions, ways of thinking are divided into rational (empirical, based on visual images) and reasonable, or dialectical.

Rational-empirical thinking is directed towards dismembering and comparing the properties of objects with the aim of abstracting a formal generality and giving it the form of a concept. This thinking is the initial stage of cognition, its types (intuition, deduction, abstraction, analysis, synthesis, etc.) are also available to higher animals, the difference is only in degree.

Reasonable-theoretical, dialectical thinking is connected with the study of the nature of the concepts themselves, reveals their transitions - movement, development. In this, naturally, rational logic enters into dialectical logic as into logic of a higher form.

The basis of theoretical thinking is mentally idealized concepts, systems of symbols (acting as primary in relation to specific empirical objects and phenomena). In this regard, the methods of mental actions in the technology of D.B. Elkonina - V.V. Davydov have a number of characteristic differences from the formal-logical interpretation.

Of particular importance in the technology of D.B. Elkonina - V.V. Davydov has a generalization action. In formal logic, it consists in isolating essential features in objects and combining objects according to these features, bringing them under a common concept:

Empirical generalization goes from particular objects and phenomena through their comparison to a general empirical concept.

Theoretical, meaningful generalization, according to V.V. Davydov, is carried out by analyzing a certain whole in order to discover its genetically original, essential, universal relation as the internal unity of this whole.

1.2.3. Personally oriented developmental education according to I.S. Yakimanskaya

Yakimanskaya Iraida Sergeevna - Doctor of Psychology, Professor, Head of the Laboratory of the Russian Academy of Education.

In the technology of student-centered developmental education, special importance is attached to such a development factor, which in traditional pedagogy, as well as in developing systems L.V. Zankova, D.B. Elkonin and V.V. Davydov was almost not taken into account - the subjective experience of life acquired by the child before school in the specific conditions of the family, sociocultural environment, in the process of perception and understanding of the world of people and things, in other words, individuality.

The individuality (subjectivity) of a person is manifested in the selectivity to the knowledge of the world (content, type and form of its representation), the stability of this selectivity, the ways of working out the educational material, the emotional and personal attitude to the objects of knowledge (material and ideal).

The technology of student-centered learning combines learning, understood as a normatively consistent activity of society, and learning, as an individually meaningful activity of an individual child. Its content, methods, and techniques are mainly aimed at revealing and using the subjective experience of each student, helping to develop personally significant ways of cognition by organizing a holistic educational (cognitive) activity.

In the educational process, the main areas of human activity (science, art, craft) are singled out; the requirements for how to master them, describe and take into account personal characteristics (type and nature of intelligence, level of its development, etc.) are substantiated.

Defining the spheres of human activity, their psychological content is singled out, the individual characteristics of the intellect, the degree of its adequacy (inadequacy) to a certain type of activity are revealed.

For each student, an educational program is drawn up, which, unlike the educational program, is individual in nature, based on knowledge of the characteristics of the student as a person, with all its inherent characteristics. The program should be flexibly adapted to the student's abilities, the dynamics of his development under the influence of training.

The educational process is based on the educational dialogue between the student and the teacher, which is aimed at the joint design of program activities. At the same time, the individual selectivity of the student to the content, type and form of educational material, his motivation, the desire to use the acquired knowledge independently, on his own initiative, in situations not specified by training, are necessarily taken into account.
The student is selective about everything that he perceives from the outside world. Far from all concepts organized into a system according to all the rules of scientific and pedagogical logic are assimilated by students, but only those that are part of their personal experience. Therefore, the starting point in the organization of training is the actualization of subjective experience, the search for connections, the definition of the zone of proximal development.

The method of learning is not just a unit of knowledge or a separate mental skill, but a personal education, where, as in an alloy, motivational-need, emotional and operational components are combined.

The methods of educational work reflect the subjective processing of program material by students, they fix the level of its development. Revealing the methods of educational work that are consistently preferred by the student himself is an important means of determining his individual characteristics.

Ways of mental actions are considered as metaknowledge, techniques and methods of cognition. Since the center of the entire educational system in this technology is the individuality of the child's personality, its methodological basis is the individualization and differentiation of the educational process. The starting point of any subject methodology is the disclosure of the individual characteristics and capabilities of each student. Then the structure is determined in which these opportunities will be optimally implemented.

From the very beginning, not an isolated, but, on the contrary, a versatile school environment is created for each child in order to give him the opportunity to express himself. When this possibility is professionally identified by the teacher, then it is possible to recommend the most favorable differentiated forms of education for his development.

Flexible, soft, unobtrusive forms of individualization and differentiation, which are organized by the teacher in the classroom, make it possible to fix the selectivity of the student's cognitive preferences, the stability of their manifestations, the activity and independence of the student in their implementation through the methods of educational work.

Constantly observing each student performing different types of educational work, the teacher accumulates a data bank about the individual cognitive “profile” that is being formed in him, which changes “from class to class”. Professional observation of a student should be drawn up in the form of an individual map of his cognitive (mental) development and serve as the main document for determining (choosing) differentiated forms of education (specialized classes, individual training programs, etc.).

Pedagogical (clinical) observation of each student in the course of his daily, systematic educational work should be the basis for identifying his individual cognitive "profile".
The technology of a personality-oriented educational process involves the special construction of an educational text, didactic material, methodological recommendations for its use, types of educational dialogue, forms of control over the student's personal development in the course of mastering knowledge. Only in the presence of didactic support that implements the principle of subjective education, we can talk about building a personality-oriented process.

Basic requirements for the development of didactic support for a personality-oriented developmental process:

The educational material (the nature of its presentation) should contribute to revealing the content of the student's subjective experience, including the experience of his previous learning;

The presentation of knowledge in a textbook (by a teacher) is aimed not only at expanding their volume, structuring, integrating, generalizing the subject content, but also at transforming the actual 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 knowledge offered;

Active stimulation of the student to self-valuable educational activity provides him with the opportunity for self-education, self-development, self-expression in the process of mastering knowledge;

The educational material is organized in such a way that the student has the opportunity to choose when performing tasks, solving problems;

It is necessary to encourage students to independently choose and use the most significant ways for them to study educational material;

When introducing knowledge about the methods of performing educational actions, it is necessary to single out general logical and specific subject methods of educational work, taking into account their functions in personal development;

It is necessary to control and evaluate not only the result, but mainly the learning process, i.e. those transformations that the student carries out, assimilating the educational material;

Educational material provides construction, implementation, reflection, evaluation of teaching as a subjective activity.

1.2.4. The technology of self-developing learning according to G.K. Selevko

Selevko German Konstantinovich – Candidate of Pedagogical Sciences, Scientific Supervisor of the author’s “School of Dominant Self-Improvement of the Personality”.

The course "Self-Improvement of the Personality" serves as a system-forming and integrating theoretical base for the entire process of school education.

The conceptual provisions are such that the student is the subject, not the object of the learning process, the priority of learning over development, and learning is aimed at comprehensive development with a predominant focus on the self-governing mechanisms of the individual.

"Self-Improvement of the Personality" gives the child basic psychological and pedagogical training for conscious control of his development, helps him find, realize and accept goals, a program, learn practical techniques and methods of his spiritual and physical growth and improvement.

The course is built taking into account age opportunities and presents the following structure by class:

I-IV class - the beginning of ethics (self-regulation of behavior);

V class - know yourself (psychology of personality);

Grade VI - do it yourself (self-education);

Grade VII - learn to learn (self-education);

VIII class - culture of communication (self-affirmation);

IX class - self-determination;

X class - self-regulation;

Class XI - self-actualization.

Methods of mental actions are the operational part of the intellect, they dispose, manage, apply the information available in the storerooms of ZUN. At the same time, the methods of mental actions in a conscious form represent a special kind of knowledge - methodological, evaluative and worldview.

In the psychology of the system of self-developing education, much attention is paid to this knowledge: they are assimilated both in a special course and in the study of the fundamentals of science. In the educational process, the entire arsenal of methodological methods for the formation of the SUD in the technology of D.B. Elkonina - V.V. Davydov, with the only difference being that empirical (classical logical) methods of mental actions are used on a par with theoretical (dialectical logical) ones.

Within each subject, links are established with the course "Self-improvement of the individual".

The most important quality of a self-governing complex, which underlies the purposeful activity of a person, is the psychological dominant. It is the dominant focus of excitation in the nervous system, giving the mental processes and behavior of the individual a certain direction and activity in this area. Russian physiologist and philosopher A.A. Ukhtomsky created the theory of the dominant and substantiated the need to educate the dominant of constant moral self-improvement. To do this, the technology of the self-developing learning system provides:

Awareness of the child's goals, objectives and opportunities for their development;

Participation of the individual in independent and creative activities;

Adequate style and methods of external influences.

One of the centers for the formation of SUMs is the course "Self-improvement of the individual." In the process of classes, half of the study time is devoted to practical, laboratory and training forms of work, including:

Psychological and pedagogical diagnostics and self-diagnosis of students;

Drawing up self-improvement programs for sections and periods of development;

Comprehension, reflection of life;

Trainings and exercises on self-education, self-affirmation, self-determination and self-regulation.

Another concentrator of the formation of SUMs is creative activity as the main area of ​​self-improvement of the individual; interests, inclinations, abilities, positive aspects of the self-concept are formed here, self-discovery of the personality takes place.

The creative activity of students is organized in the system of the club space of the school, which includes creative associations according to interests and directions, extracurricular work in subjects, social activities, participation in olympiads, competitions, competitions. In addition, extra-curricular creative activities are organized according to the teaching and educational system of I.P. Volkov.

The club space makes an indispensable contribution to the formation of a positive self-concept, convinces the child of the enormous possibilities of his personality (I can, I am capable, I am needed, I create, I am free, I choose, I evaluate).

The sphere of aesthetics and morality in the system of self-developing education is widely represented both in the curriculum and in extracurricular creative activities by universal human values. But the most important thing in the current situation of lack of ideas and lack of faith in our society and at school is to form the ideal of self-improvement as the meaning of life, combined with the belief of the individual in himself, which can be the ideological basis of a new system of upbringing and education.

The general methodological level of the educational process is created by the richness and variety of methods used. To create conditions for self-determination (opportunities for self-testing) of a child in various styles and methods of activity in the system of self-developing education, a system of planning methods used in academic subjects is used. Each student during the period of study must work in all the most important methodological modes (technologies).

In the technology of the self-developing learning system, the organization of mutually coordinated education of students, teachers and parents, the coordination of the functioning of all three subsystems: theory, practice and methodology, is of great importance.

Conclusion to the first section:

The outstanding psychologist L.S. Vygotsky, on the basis of a number of his studies, established that the development of any mental function, including the child's intellect, passes through the zone of proximal development, when the child is able to do something only in cooperation with an adult, and only then passes to the level of actual development, when he can do this on his own.

L.S. Vygotsky pointed out that at school the child learns not what he can already do on his own, but only what he can do in cooperation with the teacher, under his guidance, while the main form of learning is imitation in the broadest sense. Therefore, the zone of proximal development is decisive in relation to learning and development, and what a child can do today in this zone, that is, in cooperation, tomorrow he will be able to do independently and, therefore, will move to the level of actual development.

Ideas L.S. Vygotsky were developed within the framework of the psychological theory of activity (A.N. Leontiev, P.Ya. Golperin, A.V. Zaporozhets), which not only confirmed the realism and fruitfulness of these ideas, but also ultimately led to a radical revision of traditional ideas about development its relationship with education. The inclusion of these processes in the context of activity actually meant a refusal to reduce the development of the child to the development of cognitive functions and to highlight his formation as a subject of various types and forms of human activity.

This approach was formulated in the early 60s by D.B. Elkonin, who, analyzing the educational activity of schoolchildren, saw its originality and essence not in the condition of certain knowledge and skills, but in the child's self-change of himself as a subject. Thus, the foundation was laid for the concept of developmental education, in which the child is seen not as an object of the teacher's teaching influences, but as a self-changing subject of learning, as a student. This concept acquired its detailed form as a result of a number of studies carried out in
60-80s under the general supervision of D.B. Elkonin and V.V. Davydov.

The system of developmental education received its development from new positions in the studies of L.V. Zankova, I.S. Yakimanskaya, G.K. Selevko and others.

SECTION II. IMPLEMENTATION OF DEVELOPMENTAL EDUCATION IN THE EDUCATIONAL PROCESS

2.1. The use of developmental learning in the educational process

Many schools today work according to various systems of developmental education: P.Ya. Galperin, L.V. Zankova, D.B. Elkonina - V.V. Davydov. According to one of the concepts of developmental education, the task of teachers is to evoke in students a special reflective attitude to their own learning, or “to form learning activities” (according to Elkonin-Davydov), when the leading functions of students are control and evaluation of knowledge “Performing actions of control and estimates, - considers V.V. Davydov - contributes to the fact that students pay attention to the content of their own actions in terms of their compliance with the task being solved. Such an attitude of schoolchildren to their own actions (or reflection) serves as an essential condition for the correctness of their construction and change.

The implementation of control actions presupposes the existence of certain criteria, the correlation with which allows us to draw conclusions about the success of the exercise. In traditional education, these criteria are offered by the teacher, in developmental education, the student plays an increasingly active role, his reflexive actions, and the assessment itself occurs in the process of interaction between the participants in the training by solving learning problems. The use of video recording of educational activities creates the prerequisites for a significant increase in the level of assessment objectivity. To do this, video recording equipment is installed in the developmental education classes - at least two video cameras and two video recorders. One video camera is installed on the back wall of the classroom, capturing everything that happens at the blackboard, the other is installed behind the teacher.

Video filming at the blackboard allows you to record the process and results of the mental activity of schoolchildren in a situation where they solve educational problems. The organization of such work should contribute to the manifestation of the creative activity of everyone. Modern wall equipment can help with this. Today, for example, constructive solutions in the form of a “rail system” are successfully used: a variety of demonstration tools and devices are attached to the carrier rail - boards, stands, flip cards, as well as for books and devices. So that the results of mental work are not “taught for nothing”, they must be recorded in a timely manner, for example, with the help of the so-called “Copy-board”, on which records are made and at the same time paper copies of everything that is reproduced on it are issued. It is possible to copy each or both surfaces at the same time.

The use of such a technique is especially important in the process of group discussion in the classroom, when all participants need to consolidate the points made during the discussion for further work. Copies of the notes on the board obtained in this way make it possible to repeatedly refer to the content of the discussion later. Each student can analyze his mental actions and the reasoning of his comrades, which greatly enhances the developmental effect of learning. Fixation of this whole process with the help of a video camera and subsequent work with the video image contribute to the development of the student's reflective activity.

The use of a second video camera aimed at the classroom helps to fulfill one of the main requirements of developmental education: in addition to mastering the methods of activity, the student must also participate in the organization of collectively distributed actions.

Organization of joint actions, from the point of view of V.V. Rubtsov, involves the inclusion of a student in the system of intra-group relations in order to master the ways of interaction with the teacher and other students; formation of joint goals of activity due to the transformation of the given patterns of behavior; mastering with the help of symbolic means of controlling one's actions by highlighting the essential properties of the object; development of mutual understanding and communication .

However, in practice, the teacher is not always able to carefully follow the dynamics of these relations directly during the lesson. The presence of video recording allows you to organize reflective processes more deeply, taking into account the methods and means of interaction, mutual assistance and mutual control of students identified during the viewing.

In order to become a means of reflective analysis, primary video recordings are subjected to didactic processing: a holistic recording of a lesson is divided into a number of fragments, depending on which student’s activity in a given situation is most fully represented on the recording; then the selected fragments are copied onto personal video cassettes of each. Thus, students form a certain bank of video information, which in the future can serve as the basis for reflective activity. At the same time, recordings made at different lessons get on the same cassette, which makes it possible to overcome the narrowness of the "subject" approach to assessing the success of education and to consider the student's learning activity in the context of the entire educational process.

A comparative analysis of the learning activities of a particular student can be carried out in the course of solving learning tasks that are different in their logical form in the same subject; solving the same type of educational problems in different subjects; in joint educational activities with other students; in the process of free communication with classmates.

Such videos allow each student to trace the process and results of educational activities, identify and evaluate the changes that have occurred. And this is self-esteem and self-control, the need for which is so significant for further advancement in educational activities.

Pedagogical video technology also affects the development of reflection among teachers themselves. Usually their training in universities is aimed at mastering traditional methods and means of educational activity. Teaching according to the system of developmental education requires a different approach, in which the leading role belongs to professional thinking, the ability for pedagogical reflection. Forming these qualities, it is useful to use in methodical work with teachers some methods (procedures) for the development of professional pedagogical thinking and activity. These include, for example, “self-determination”, “reflection” and “understanding” (G.P. Shchedrovitsky, O.S. Anisimov, I.N. Semenov).

But it is also impossible not to notice the active introduction into the traditional educational process of various developmental activities specifically aimed at the development of the personality-motivational and analytical-synthetic spheres of the child, memory, attention, spatial imagination and a number of other important mental functions, is in this regard one of the most important tasks of pedagogical team.

The significance of the above classes in the general educational process is due, first of all, to the fact that the educational activity itself, aimed in its traditional sense at mastering the requirements of the basic school curriculum by the group of students as a whole, is not associated to the proper degree with creative activity, can, paradoxically, lead to inhibition of the intellectual development of children. Getting used to performing standard tasks aimed at consolidating basic skills that have a single solution and, as a rule, the only predetermined way to achieve it based on some algorithm, children practically do not have the opportunity to act independently, effectively use and develop their own intellectual potential. On the other hand, the solution of typical tasks alone impoverishes the personality of the child, since in this case the high self-esteem of students and the assessment of their abilities by teachers depends mainly on application and diligence and does not take into account the manifestations of a number of individual intellectual qualities, such as invention, quick wit, ability to creative search, logical analysis and synthesis.

Thus, one of the main motives for using developmental exercises is to increase the creative and search activity of children, which is equally important both for students whose development corresponds to the age norm or is ahead of it (for the latter, the scope of the standard program is simply tight), and for schoolchildren, requiring special correctional work, since their developmental delay and, as a result, reduced academic performance in most cases turn out to be associated precisely with the insufficient development of basic mental functions.

Classes specifically aimed at developing the basic mental functions of children acquire special significance in the educational process of elementary school. The reason for this is the psychophysiological characteristics of younger schoolchildren, namely the fact that at the age of 6–9 years, characterized by increased sensitivity, the physiological maturation of the main brain structures proceeds most intensively and, in essence, completes. Thus, it is at this stage that the most effective impact on the intellectual and personal spheres of the child is possible, which, in particular, can compensate to a certain extent for mental development delays that are of an inorganic nature (caused by often insufficient attention to the upbringing and development of children by parents).

Another important reason that encourages more active implementation of specific developmental exercises in the educational process of primary school is the possibility of conducting an effective diagnosis of the intellectual and personal development of children, which is the basis for targeted planning of individual work with them. The possibility of such continuous monitoring is due to the fact that developmental games and exercises are mostly based on various psychodiagnostic methods, and, thus, indicators of the performance of certain tasks by students provide school psychologists with direct information about the current level of development of children.

And, finally, the possibility of presenting tasks and exercises mainly in a playful form, the most accessible for children at the stage of a change in leading activity characteristic of the first months of a child’s stay in school (transition from play activity to learning activity), contributes to smoothing and shortening the adaptation period. It should also be noted that the exciting game nature of the tasks, which are at the same time psychological tests, reduces the stress factor of checking the level of development, allows children with increased anxiety to more fully demonstrate their true capabilities.

The reasons discussed above encourage active involvement in the educational process of elementary school psychologists who have experience working with children of the appropriate age and own diagnostic methods that form the basis for the development of specific tasks.

Despite the fact that the conduct of developmental classes with children by qualified psychologists and within the framework of a separate specific course is obviously optimal in terms of the efficiency and reliability of processing test results, the effectiveness of individual work with children and the possibility of flexible variation of tasks offered to schoolchildren based on continuous monitoring development of their mental functions. It should also be noted the possibility and expediency of introducing specific developmental exercises into the traditional educational process as an integral part of individual subjects (in particular, mathematics). This applies to those schools that do not have psychologists on staff who purposefully work with younger students, and even more so to schools that do not have a psychologist at all.

As a basis for constructing a specific developmental course, the elements of which can, of course, be used within the framework of the traditional educational process, we use the diagnostic and developmental methods of L.A. Venger, A.Z. Zaka, D.B. Elkonin, and a number of other authors, adapted to specific development tasks, as well as the results of their own developments. We observe the following list of tasks and exercises classified by goals, which form the basis of the above mentioned course:

1. Spatial and orientation tasks.

Graphic dictation. Students are invited to reproduce in a notebook a periodically repeating pattern of varying degrees of complexity. The pattern pattern can be presented either as a picture on the board or as an auditory instruction (for example, one cell to the right, one up, one to the right, one up, one right, two down, etc.). For the sake of complexity, patterns with two or more different colors can be used (Appendix 2). In addition, as a creative task, children can be asked to come up with a repeating graphic pattern on their own (Appendix 3, the patterns were invented by the children).

Mosaic. Children are invited from the available set of three types of cards (Appendix 3) to make various two-color pictures according to the given model (Appendix 5). When considering mosaic samples with children, the associations that certain pictures evoke in them are discussed, which contributes to the development of imagination and skills in spatial analysis and synthesis. For example, the last (Appendix 5) rather complex mosaic reminded the children of a cat with glasses, a knight's mask, scales, and even a pillow under the bed.

"Blind Fly". For this exercise, a 3x3 playing field drawn on the board is used. The "fly" moves from one cell to another according to the commands "up", "down", "left" and "right". The starting position of the fly is the central cell of the field. The players, carefully following the movements of the “fly” indicated by the teacher, must determine on which cell it will be by the end of the game (from 4 to 15 moves). Another version of the game is to give commands to the “fly” in turn, while preventing it from flying out of the playing field. At the first stage, they follow the movements of an imaginary fly, having a playing field in front of their eyes. As the task becomes more complex, there is a transition from work based on the playing field to work in a purely speculative plan.

encrypted drawing. The exercise gives the children a first introduction to the coordinate grid. Similarly to the well-known game "sea battle", the children alternately name the coordinates of the points marked by them within the playing field. With careful and correct application of all the points in the notebook, the corresponding encrypted drawing appears (Appendix 6). As the task is mastered, the pace of dictation of coordinates increases.

Labyrinths. The meaning of tasks of this kind is to find the way to a specific goal according to the appropriate signs, given either by turns in the road, or by some characteristic details (wood, stone, etc.). For example, children may be given the following instruction: find a “treasure” buried on an island, if it is known that the path to it lies from the coast to a tall palm tree, then you need to turn to a large stone and look for a treasure not far from it next to a cactus (Appendix 7 ). A task of this kind will be quite simple only if the necessary items are presented simultaneously with the maze. As schoolchildren develop, it becomes more complicated: instructions for the labyrinth are given in advance, for example, at the very beginning of the lesson, and the labyrinth itself after some time has passed, so children need to remember the necessary signs. The most difficult version of the task takes place in the case when the mentioned signs are not specially emphasized (i.e., they are not associated in advance with a specific subsequent task).

2. Logic tasks.

2.1. Development of the mathematical aspect of logical thinking.

Continue the number line. Students are invited to continue a series of numbers, using the identified pattern for this. Examples of such rows: 6, 9, 12, 15, ...

9, 1, 7, 1, 5, 1, …

16, 12, 15, 11, 14, 10, …

Continue the pattern. The task is similar to the one indicated above, however, the mathematical regularity is presented in graphical form (Appendix 8).

2.2. Development of non-verbal thinking.

Draw the ninth. This task is based on the Roven's Progressive Matrices diagnostic technique. Children are invited to complete (or choose from among the available options) the missing figure using the identified logical patterns (Appendix 9).

Continue the logical sequence. It is necessary to identify a non-mathematical pattern and continue the logical series (Appendix 10).

2.3. Development of verbal thinking.

"Remove the excess." Children are presented with a group of words, which, with the exception of one of them, are united by a common generic concept. It is necessary to find an "extra word" that is not related to the specified concept. Task examples:

Vasily, Fedor, Semyon, Ivanov, Peter

milk, cheese, lard, sour cream, curdled milk

A more complex version of the task involves the presence of several answers, based on various grounds for classification. For example, for a group of words:

fly, ostrich, crow, swallow

A “superfluous” word can be considered a fly (insect, not a bird), but an ostrich can also be considered, since, unlike all the others, it does not fly. Solving tasks of this kind and discussing them shows children the possibility of having several correct answers for one task, develops the ability to justify their point of view.

Similarities and differences. Students are encouraged to compare various objects and concepts with each other, for example:

milk - water

plane - train

summarizing all available similar features and highlighting the differences.

Guess the word. Students are invited to guess the name of an arbitrarily chosen subject, while asking clarifying questions, to which only “yes” or “no” answers can be obtained. The game contributes to the development of classification skills, the identification of the most significant features, the development of an optimal strategy for moving along the “concept tree”.

2.4. Analytical tasks.

Analytical tasks require the execution of inferences to form conclusions from several judgments.

Examples of such tasks:

Owl, Donkey and Winnie the Pooh were presented with 3 balloons - a large green one, a large blue one and a small green one. How will they share these balloons among themselves, if Owl and Donkey like big balloons, and Donkey and Winnie the Pooh like green balloons.

Three girls - Anya, Katya and Marina - are engaged in three different circles: embroidery, dancing and choral singing. Katya is not familiar with the girl involved in dancing. Anya often visits a girl who does embroidery. Katya's friend Marina wants to add singing to her hobbies next year. Which girls do what?

3. Tasks for the development of various aspects of memory.

3.1. The development of visual memory.

"Points". Children are briefly presented with a cellular field of one or another configuration (Appendix 11). It is proposed to remember the location of the points and then reproduce them, marking them on pre-prepared cards with blank fields.

Visual dictation. Children are shown several pictures in turn (from 3 to 7), which they then reproduce from memory in a notebook (Appendix 12).

Attentive artist. Children are invited to describe in detail from memory the appearance of a classmate, the interior of a room, the details of the way to school, etc.

3.2. The development of auditory memory.

"Snowball". A group game consists in the gradual formation of a sequence of words, in which case each subsequent participant in the game must reproduce all the previous words while maintaining their sequence, adding their own word to them. One of the variants of the game is the construction of a thematic sequence of words (for example, enumeration of deciduous trees, a chain of words with the same root, etc.).

3.3. The development of tactile memory.

"Cat in a bag". The child is invited to touch (with closed eyes) to identify this or that object, while explaining on the basis of what signs the decision was made.

Search for errors in the text. The task involves the search for various errors in the text - both grammatical, accessible for a given age (for example, a deliberately changed order of letters in words, a pronounced mismatch of cases or prepositions with cases), and logical ones (obviously incorrect statements or causal relationships, obvious omission of words and etc.).

"And we…". Students should, in the process of listening to a text related to the plot, complete individual phrases of the teacher with the words “and we ...” (of course, only in cases where such an end is logical). For example, for a passage of text “A squirrel climbed a tree ... Sitting on a branch, it spread its fluffy tail” ... the completion “and we ...” is in principle logical at the end of the first sentence and absolutely impossible at the end of the second. It should also be noted that this task, which involves the occurrence of amusing absurdities due to inattention, can be effectively used to remove elements of children's fatigue during the lesson and create a positive emotional background.

Tangled lines (tracks). Schoolchildren, carefully examining the drawing for some time, must determine in the complex interweaving of lines of communication between certain objects (persons). Plots can be very diverse (for example, who is talking to whom on the phone, who is visiting whom, etc.).

The above classification is to some extent conditional, since all cognitive processes (perception, thinking, memory, etc.) do not exist in a “pure form”, but represent a single system and, therefore, develop in a complex. For example, the “graphic dictation” exercise, which, due to its specificity, is classified as a spatial-orientation task, also effectively contributes to the development of attention, memory, self-control, and fine motor skills of the hand, and the “guess the word” game, with its pronounced logical orientation, also requires concentration from the child. attention and stimulate memory development. Nevertheless, this classification can make it easier for the teacher to choose tasks that correspond to the goals and objectives of specific lessons, the level of development of students and their individual characteristics.

The use of developing games and exercises in the educational process has a beneficial effect on the development of not only the cognitive, but also the personal and motivational sphere of students. The favorable emotional background created in the classroom to a small extent contributes to the development of learning motivation, which is a necessary condition for the effective adaptation of a younger student to the conditions of a new environment for him and the successful flow of all subsequent educational activities.

2.2. The results of the ascertaining experiment

The purpose of the ascertaining experiment, conducted in secondary school No. 2 of the city of Evpatoria, was to study the features of the use of developmental education and its influence on the development of the student's personality.

On the basis of this school, a conversation was held with teachers, the results of which revealed the extent to which developmental education is used in the real educational process (Appendix 1). The interview showed that 20% of teachers regularly use developmental education in their work, and are satisfied with the results (improvement of memory, attention, spatial imagination and a number of other important mental functions); 55% of teachers rarely use developmental education, from time to time, and attribute this to the lack of time in the classroom. But this group of teachers noticed that they would like to use different developmental teaching methods in their work; 25% - do not use at all.

Based on the results of the conversation, it was revealed which methods are preferred by teachers. These methods turned out to be: 35% - developing games in the classroom and extracurricular activities; 15% - the use of video technologies in the educational process (50% of respondents would also like to use video technologies in their work, but, unfortunately, neither the teachers nor the school have the means for this).

To identify the features of the use of developmental education, open lessons were analyzed in the fourth grade of secondary school No. 2 in Evpatoria. Our attention was given lessons in reading, mathematics, history, Russian language and extracurricular activities. At these lessons and classes, the children learned to think creatively, express themselves freely, show independence, ingenuity, and originality. The teacher created the conditions for providing each child with a sense of psychological security, the joy of learning, contributing to the development of individuality, while the teacher only supervised the entire educational process.

The lessons were interesting, started unusually, unconventionally.

The teacher put forward questions for a general discussion - for a conversation with the guys. Many interesting reports and speeches on history, geography, reading prepared by children were presented.

An analysis of the results of the observations showed that during a lively lesson, the children became a real team in which all issues of learning, behavior, and further non-learning activities were resolved. Children learn to be responsible for their actions, condemn the unethical actions of their comrades, skillfully helped in a difficult educational situation, work creatively and purposefully in the classroom, in disputes with their comrades and the teacher they expressed their personal opinion on any issue, they themselves moved forward in mastering knowledge. Children in a lively conversation with the teacher and classmates, in a joint dialogue with each other, learned new things, discussed each other's answers, in some cases, did not agree with the statements of comrades and the teacher, offered their own solution, their hypotheses in certain knowledge and areas. Children looked for material for reports and speeches on history, geography, reading in encyclopedias, historical reference books and literary works.

There were lively discussions on the topics put forward by the teacher. The value of this work is enormous. Observation, logical thinking, a persistent desire to achieve the goal are developing. But in disputes, truth is born.

When summing up the results of an open lesson, one can give a high assessment to the work of the teaching staff of primary school teachers, who are working with dignity on the problem of developmental education in our time. The content of developing education, methods and forms of organization of the educational process, the nature of the relationship between its participants - all this determines a different, modern type of pedagogical activity.

Modern pedagogical technologies contribute to the formation of students' motivation, determine the pedagogy of cooperation, provide a student-centered approach to learning, create conditions for the free development of students - we came to this conclusion as a result of our work.

Conclusion to the second section:

Active introduction into the modern educational system of the humanistic concept of education and the versatile development of the child's personality involves the use of creative activity associated with the development of the individual inclinations of children, their cognitive activity, and the ability to solve non-standard problems. This involves the introduction into the educational process of a variety of developmental games and activities specifically aimed at developing the personality-motivational and analytical-synthetic spheres of the child, memory, attention, spatial imagination and a number of other important mental functions.

The theory of developmental learning was created in order to provide the younger generation with favorable starting conditions for entering the world, the shape of which was determined by the scientific and technological revolution. A modern person lives and works in situations where real processes and phenomena are presented to him through the multiple display of properties and objects in texts, numbers, graphs, etc. In order to make the right decisions, he is forced to evaluate the essence of the matter by its signs, i.e. act on the basis of theoretically represented reality. And the more complex the tasks are, the less opportunity to act according to the instructions without going into the essence of the matter, and the higher the requirements for a person’s ability to “see the root”, i.e. to the ability of theoretical thinking.

CONCLUSION

Training and development cannot act as separate processes, they are correlated as the form and content of a single process of personality development.

The concept of developing education: a decisive role in the development of the child belongs to education. It was established in the 20th century thanks to the works of L.S. Vygotsky, P.Ya. Galperin, V.V. Davydova, L.V. Zankova, E.V. Ilyenkova, A.N. Leontiev, S.L. Rubinstein, D.B. Elkonin, and others. In the interests of society and the individual himself, training should be organized in such a way as to achieve maximum development results in the shortest possible time. It should go ahead of development, making maximum use of the genetic age prerequisites and making significant adjustments to them. This is provided by a special pedagogical technology, which is called developmental education.

Thanks to the analysis of scientific and methodological literature, classification, systematization and generalization of the information received, observation of the educational process at school and conversations with teachers, the features of developmental education were revealed and the significance of developmental education in shaping the personality of the student was revealed.

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16. Zotov A.F., Kuptsov V.I., Markov A.R., Ogurtsov A.P., Rozin V.M., Tsarev V.G., Shikin E.V. Education at the end of the 20th century. Round table. // Questions of Philosophy. 1992. - No. 9. - With. 10-12.

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1. Latyshko N.A. On the results of work on the system of developing education L.V. Zankova // Beginning. school. - 1999. - No. 4. - p. 48-52.
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26. Moiseev N.N., With thoughts about the future of Russia. - M.: Foundation for the Promotion of the Development of Social and Political Sciences, 1997. - 260 p.

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Annex 1

Questions to ask teachers:

1. Do you use developmental learning in the educational process?

2. If yes, what methods do you prefer?

3. If not, why not?

4. What results do you observe after applying developmental learning in practice?

5. What developmental learning systems would you like to use in your work?

Annex 2

Patterns for graphic dictation

Annex 11

The development of visual memory, the game "Dots"

Annex 12

Patterns for visual dictation

The main idea of ​​developmental education is the need to significantly expand the sphere of developmental influence of education. An integrated approach and developmental learning are based on learning objectives. The learning task is solved through a system of learning activities that allows you to creatively apply knowledge, consolidate the material, form the experience of creative thinking, etc. Accordingly, they are used in various parts of the educational process - when setting goals, learning new things, consolidating them, and for homework. Different types of tasks and the difficulty of identifying common properties of tasks encourage many educators to put forward general definitions of the task. Consider the task as a specific situation in which the subject must act. It should be noted that the effectiveness of using the developing type of learning tasks depends on whether students are able to compare, establish various connections between objects, prove, and operate with concepts.

learning activities

thinking

developmental education

junior school student

learning task

1. Bertsfai L.V. Formation of skills in the situation of solving specific practical and educational problems // Questions of Psychology. - 1966. - No. 6. - S. 21-33.

2. Ginetsinsky V.I. Subject of psychology: didactic aspect. - M. : Logos, 1994. - 214 p.

3. Grigorovich L.A. Pedagogical psychology. - M.: Gardariki, 2003. - 320 p.

4. Zimnyaya I.A. Pedagogical psychology. - M. : Logos, 2005. - 384 p.

5. Psychological dictionary / Koporulina V.N., Smirnova M.N., Gordeeva N.O. and others - M. : NORMA, 2004. - 640 p.

At present, in domestic education, more and more attention is paid to the problem of developmental education, devoting special programs, scientific works to the problem, creating methodological manuals.

“The development of the theory of personality-developing education is connected, first of all, with the idea of ​​humanization of education. This task has been heard in the works of domestic and foreign teachers for a long time, but by the end of the 90s. XX century, it stood up especially sharply, since it became clear that education cannot be based only on those principles that focus only on the mental development of a person.

The main idea of ​​scientific research and pedagogical practice of developmental education is the need to significantly expand the sphere of developmental influence of education. Studies have also found that traditional primary education does not provide the full development of the majority of younger students. This means that it does not create the necessary zones of proximal development in work with children, but trains and consolidates those mental functions that basically arose and began to develop as early as preschool age (sensory observation, empirical thinking, utilitarian memory, etc.). ). It follows that training should be aimed at creating the necessary zones of proximal development.

Such training is focused not only on familiarization with the facts, but also on the knowledge of the relationship between them, the establishment of cause-and-effect relationships, and the transformation of relations into an object of study. Based on this, V.V. Davydov and D.B. Elkonin associates their concept of developing education, first of all, with the content of educational subjects and the logic (methods) of its deployment in the educational process.

Starting to master any educational subject, with the help of a teacher, schoolchildren analyze the content of the educational material, single out some initial general relation in it, discovering at the same time that it manifests itself in many other particular cases. By fixing the selected initial general relationship in a sign form, they create a meaningful abstraction of the subject under study.

An integrated approach and developmental learning are based on learning objectives.

A learning task is a goal that a student must achieve under certain conditions of the educational process. The main difference between the learning task and the others lies in the fact, as D.B. Elkonin that its goal and result is to change the acting subject itself, and not to change the objects with which the subject acts. When solving it, the student must find a general way (principle) of approach to many concrete-particular problems of a certain class, which in the future are more successfully solved by him.

The educational task is solved by means of a system of educational actions. The first of these is the transformation of the problem situation included in the learning task. This action is aimed at finding such an initial relation of the subject conditions of the situation, which serves as a general basis for the subsequent solution of the whole variety of particular problems. Other learning activities allow students to model and study this initial relationship, highlight it in private settings, control and evaluate the process of solving a learning problem.

Different types of tasks and the difficulty of identifying common properties of tasks encourage many educators to put forward general definitions of the task. Consider the task as a specific situation in which the subject must act. As A.N. Leontiev, a task is “a goal given under certain conditions”. This idea is developed by Ya.A. Ponomareva: "The task is ... a situation that determines the actions of the subject that satisfies the need by changing the situation." The above formulation can be considered the most general definition of problems.

A student who starts solving a problem, especially in a familiar area, usually knows various heuristic techniques that make it easier to achieve the goal, i.e. owns some components of the solution method. The student must have an algorithm for solving the problem.

“An algorithm for solving a learning problem is a sequence of elementary operations that provide a solution to the problem. This algorithm may be at the disposal of the subject in various forms. It can be given in the form of an instruction or a diagram. The student can remember the algorithm and gradually reproduce it under the control of consciousness; as a result, the sequence of actions provided by the algorithm can be performed at the skill level. An interesting fact is the possession or non-possession of the algorithm. If the subject does not have an algorithm for achieving the goal, then to achieve it (if we exclude the method of blind trial and error), productive thinking is required.

There are two quantities that characterize the extent to which the task is a task.

“The first of them characterizes the amount of mental activity (mental labor) required to complete the task, i.e. represents what is called the difficulty (integral). The second dimension is problematic. It shows to what extent to solve the problem it is necessary to go beyond the algorithms at the disposal of the subject.

S.L. Rubinstein described the solution of the question of the relationship between thinking and problem solving in the following way. “Understanding the thought process as analysis through synthesis,” he wrote, “allows you to reveal both the initial problem situation and the functions of the thought process in a multifaceted way, in various qualities, without reducing it only to solving problems in a narrow, specific sense of words.” At the same time, S.L. Rubinshtein described the understanding of the learning task as a "verbal, verbal formulation of the problem", which is "the result of a preliminary analysis of the problem situation".

Indeed, the thinking of younger schoolchildren does not come down to solving already formulated problems. But it does not follow at all that productive thinking cannot be described as filling in the gaps in problem situations.

In the works that are devoted to the problems of modeling the psyche and artificial intelligence, the concept of a well-defined and poorly defined learning task has been clarified.

A well-defined problem is a problem for which the student has an algorithm for checking the proposed solution. All other problems should be considered ill-defined. It should be noted that in a well-defined problem, the filled area is clearly demarcated from the gaps - so you can always say with certainty whether the gap is filled or not; in an ill-defined problem, there is no such clear distinction.

In the psychological dictionary, it is noted that a problem is well defined if there is a test that can be applied to the intended solution. In the case where the proposed solution is indeed a solution, the check should detect this in a finite number of steps.

A well-defined problem is one for which the primary school student has some systematic method at his disposal to determine when a proposed solution is available. L.A. Grigorovich noted that the view of M. Minsky as a representative of the school of artificial intelligence differs from the views of I. Lerner, since for history, as well as for the humanities in general, most of the educational tasks are just “poorly defined” .

Scientific studies of the thinking of younger students in most cases are associated with solving problems or problems. At the same time, the main attention is paid to the analysis of the content side of the educational activity of primary school students. It is noted that the techniques and methods of mental actions, logical operations are embedded in the knowledge system. Students, mastering knowledge, acquire the ability to operate with them and, to varying degrees, learn the techniques and methods of logical thinking. Scientists have proved that the content side of the educational and cognitive activity of students does not provide and does not form in itself the technological, procedural side of this activity and, thus, mastering the means and methods of cognition (logical apparatus), those intellectual abilities of the individual that stimulate the activation the very mechanism of knowledge. This suggests that students need to be systematically taught to think correctly logically, and on this basis to develop their independence and cognitive activity.

The educational task is a form of embodiment of the content of education, a form specific to the field of education, which allows the student, through his own activity, to extract the content of education and assimilate it, making it the property of his personality. The learning task has a social nature. It has a prototype in objective reality. Such a prototype is tasks, the fulfillment of which is dictated by the daily life of the student.

The cognitive task is one of the possible forms of expressing the contradiction inherent in the educational material itself or in a given level of cognitive activity. The task always contains a condition in the form of initial data and a question that fixes the desired. The question and the condition are correlated and interconnected in such a way: they contain contradictions, forming a problem situation that indicates the direction of the search, which helps to resolve the contradiction in the course of the correct solution of the problem. The level and nature of this contradiction may be different. Depending on this, the tasks can be of varying degrees of difficulty.

Separate tasks, episodically included in the educational process, do not form all, but only individual elements of creative activity, therefore, a system is required, a set of tasks that provides for a gradual complication of students' cognitive activity. Tasks of varying degrees of difficulty make it possible to use them at different stages of the lesson and in extracurricular independent work with various didactic goals, taking into account the individual characteristics of the students. The system of cognitive tasks provides the correct ratio of theoretical, generalizing, factual material and creates conditions for active mental activity of different levels.

It should be emphasized that the construction of a system of educational tasks should be subordinated to the task of developing the activity, independence and initiative of students. It is necessary to observe the proportionality of tasks of a reproducing and creative nature, and the proportion of tasks of a creative nature in the upper grades should increase. It requires a systematic increase in difficulties and the creation of more complex problem situations in each subsequent individually differentiated task compared to the previous one; in ensuring a continuity between them, in which each new task contains something qualitatively new, different from the previous one, taking into account the levels of curiosity development achieved by students; in the implementation of creative cognitive activity of students; ensuring an increase in the level of general education, cognitive activity and independence of students.

Learning tasks allow you to creatively apply knowledge, consolidate the material, form the experience of creative thinking, etc. Accordingly, they are used in various parts of the educational process - when setting goals, learning new things, consolidating them, and for homework.

The effectiveness of using the developing type of learning tasks depends on whether students are able to compare, establish various connections between objects, prove, and operate with concepts. The meaning of the tasks is to rely on the logical apparatus that students own, to increase the level of their cognitive activity and independence.

The difficulties associated with the application of tasks lie in the lack of skills in most students to prove, generalize, analyze, i.e. own the logical operations of analysis, synthesis, comparison, induction, deduction, abstraction.

When using educational tasks, it is important to comply with the requirement of proportionality of tasks of a creative and reproducing nature, the search nature of students' activities.

Thus, the functional nature of the use of learning tasks should prevail over the illustrative approach. Unfortunately, the analysis of tasks in modern textbooks shows their nature, cut off from real life, which does not always contribute to the development of the student's cognitive skills, motivation to solve the task. An analysis of the problem of accepting a learning task by younger students allowed us to conclude that a learning task is a goal that a student must achieve under certain conditions of the educational process. The acceptance of a learning task by younger students involves a set of actions automated as a result of repeated exercises (informational, interactive, perceptual), which contribute to the assimilation of educational material and an increase in the level of academic performance.

Reviewers:

Alexandrova Natalya Sergeevna, Doctor of Pedagogical Sciences, Professor, Professor of the Department of Pedagogy, Vyatka Socio-Economic Institute, Kirov.

Pomelov Vladimir Borisovich, Doctor of Pedagogical Sciences, Professor, Professor of the Department of Pedagogy, Vyatka State Humanitarian University, Kirov.

Bibliographic link

Psychological principles and ways to solve it.
Plan:

1. 
   The concepts of development, training and learning.
2. 
   
3. 
   The objective necessity of developmental education.
4. 
   
5. 
   

1. The concepts of development, training and learning.

Human development is a natural process determined by biological and psychological laws, as well as social factors.

Development – these are natural continuous changes in the body and psyche of a person from the moment of birth to the end of life, as well as the formation of a person as a social being.

Education - this is a process of interconnected activity of a student and a teacher, during which the teacher equips students with ZUN, and students acquire knowledge, master skills and abilities.

Doctrine is the activity of students in the learning process.

Learning - these are changes in the activities and behavior of a person under the influence of training or other previous activities.

1. 
   Psychological science of the relationship between learning and development.

In psychology, there are three views on the relationship between learning and development:

1. 
   Any training develops the human psyche, training is development. This view was held by psychologists W. James, E. Thoridike.
2. 
   Education does not develop the psyche of the child. Even good training only brings everyone to his own ceiling, which is predetermined by individual heredity. The adherents of this view are A. Binet, V. Stern, J. Piaget and others.
3. 
   Education develops the psyche, but not all education, but only that which takes into account the zone of proximal development of the child, and is organized as an active, purposeful, independent activity of students. This is the opinion of many domestic and foreign psychologists - K. Koffka, L.S. Vygotsky, L.V. Zankov, A.N. Leontiev and others.

3. The objective need for developmental education.
At present, the secondary school is focused mainly on equipping students with knowledge and supplying speech, and developing children in the learning process. At present, modern society presents the school with a social order for the formation of an intuitive, creative, socially active personality. Therefore, developmental education is an objective necessity. In the learning process, it is necessary to develop: natural inclinations, inclinations and individuality of each child.

1. 
   The problem of developmental education in pedagogical psychology.

The problem of developmental education in pedagogical psychology has been posed and solved for a long time. Domestic psychologists P.F. worked on this problem. Kapterev, L.S. Vygotsky, L.V. Zankov, A.N. Leontiev, N.A. Menchinskaya, P.Ya. Galperin, N.F. Talyzina, V.V. Davydov D.B. Elkonin, D.N. Epiphany.

In the 1950s L.V. Zankov conducted a mass experiment in the country's primary schools. As a result, he developed a new didactic system of developmental education in the primary grades.

The principles of learning according to the system of L.V. Zankov:

Learning at a high level difficulties overcome by students in the course of their learning activities;

The leading role of theoretical knowledge in teaching;

Accelerating the pace of learning;

Systematic work on the development of each student.

In 1959, a monograph by D.N. Bogoyavlensky and N.A. Menchinskaya "Psychology of learning at school", which reveals the psychological patterns and conditions implementation of developmental education at school.

1. Mental activity of students in the process of mastering knowledge.

2. Mastering the operations of comparison, analysis, synthesis and generalization.

3. Formation of methods of mental activity.

4. Taking into account the individual characteristics of the cognitive activity of schoolchildren.

In the late 50s P.Ya. Galperin, N.F. Talyzina created the Theory of the phased formation of mental actions, according to which educational activity will be developing if mental actions are gradually formed in schoolchildren.

Stage 1 - the formation of a motivational basis for actions

Stage 2 - indicative basis of action

Stage 3 - the formation of actions in a material or materialized form

Stage 4 - repetition of the action in the form of sound speech

Stage 5 - the transition from external loud speech actions to internal speech actions

Stage 6 - the speech process leaves consciousness, leaving only the substantive content of actions.

1. 
   Psychological principles, tasks and solutions, problems of developmental education.

In the 1970s, they developed principles of developmental education:

1. 
   The principle of cognitive activity of students in learning.
2. 
   Problem principle.
3. 
   The principle of formation of educational activity of schoolchildren.
4. 
   The principle of the formation of methods of mental activity.
5. 
   The principle of individualization and differentiation of training.

1) Early detection of individual developmental characteristics and their individual consideration in the learning process. For this you need:

a) identification and accounting of the type of GNI (features of perception, thinking, memory);

b) determining the level of development of educational activities;

c) identification of inclinations and inclinations and their consideration in the process of educational activities.

2) Reorientation of the content of the forms and methods of teaching to the formation of the personality of students and the acquisition by students of such qualities as:

a) the ability to self-regulate;

b) a high level of development of consciousness and self-awareness;

c) the ability to positively influence the personality of other people (methods of self-regulation);

d) the need for creative activity.

The most important personality trait is orientation- stable, dominant systems of methods, views, spiritual needs, aspirations, interests, beliefs.

3) Identification of creative inclinations and development of creative abilities. One of the main directions of restructuring the work of teachers is the reorientation of the content and methods of teaching to the development of the spiritual needs and creative abilities of students.

4) Teaching schoolchildren the ability to learn, independently acquire knowledge and use the methods and techniques of mental activity necessary for this.

Birsk State Socio-Pedagogical Academy

Department of Pedagogy

Khamidullina Larisa Vasilievna

PROBLEMS OF DEVELOPMENTAL EDUCATION IN THE HISTORY OF EDUCATION

/Abstract for the candidate exam

in History and Philosophy of Science/

Birsk - 2013

Conclusion

In the formation of the system of developing education, four stages are quite clearly distinguished. The first of them, covering the end of the 1950s and 1960s, was the period of the creation of a fundamentally new theoretical concept for the development of younger schoolchildren in the conditions of school education. At the second stage (in the 1970s), on the basis of this concept, by order of the then Ministry of Education of the USSR, a draft system of developing primary education was developed. Finally, after a break due to a number of well-known circumstances, at the end of the 80s. the period of mastering the system by a mass general education school began. By the beginning of the 1996/97 academic year, according to incomplete data, about 7,000 primary school teachers were involved in this work in the Russian Federation alone, according to incomplete data. This means that the system of developmental education has now turned from a project into reality, has become a fact of Russian school education. And the current stage until 2010, the development of education is within the framework of the program: "development of education for 2006 - 2010". The main objectives of this program are:

Improving the content and technologies of education;

Development of a system for ensuring the quality of educational services;

Improving the efficiency of management in the education system;

Improvement of economic mechanisms in the field of education.

Today, the idea that the school should, first of all, give knowledge, skills, that is, serve as a distribution point, a warehouse of ready-made knowledge, seems irrelevant. The 21st century requires from educated people such abilities as the ability to navigate independently in all types of extensive information, to solve numerous problems of industrial and civil behavior. This means that the near future will require independent thinking, the ability to understand the situation and find a solution from every student today.

A child, placed in the position of a student who attends school and carefully fulfills the teacher's instructions and homework, is not able to cope with the new requirements put forward by life, since, first of all, he is a performer, armed with a certain amount of knowledge. Therefore, the task of the modern school is to form a person who is constantly improving himself, able to independently make decisions, be responsible for these decisions, find ways to implement them, that is, a creative person in the broad sense of the word. And this is a challenge for the school.

Educational systems L.V. Zankova and Elkonin-Davydova are one of the few educational systems that tries to solve the modern problems set for education - to provide conditions for the development of the child as a subject of his own activity, a subject of development (and not an object of the teacher's pedagogical influences).

Today in Russia there are already more than one hundred schools of developmental education.

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