Features of personality-oriented interaction between a teacher and children in the process of direct educational activities.

Fundamentals of personality-oriented interaction between a teacher and children

LARISA TIGISHVILI

Fundamentals of personality-oriented interaction between a teacher and children

Introduction

In recent years, a personality- oriented approach has been conquering the educational space of Russia. Most teaching staff persistently master the theoretical foundations and technology of using this approach in the educational process. Many teachers and heads of educational institutions consider it the most modern methodological orientation in pedagogical activity .

This popularity of the person-centered approach is due to a number of objectively existing circumstances. Firstly, the dynamic development of Russian society requires the formation in a person not so much of a socially typical person, but of a clearly individual one, allowing him to become and remain himself in a rapidly changing society. Secondly, psychologists and sociologists note that today's schoolchildren are characterized by pragmatic thoughts and actions, emancipation and independence, and this, in turn, determines the use of new approaches and methods by teachers interaction with students . Thirdly, the modern school is in dire need of humanizing relations between children and adults, and democratizing its life activities. Hence, the need to build personality-oriented systems for teaching and raising children is obvious.

1. However, awareness of the expediency of reforms alone is not enough to implement them. It would not be superfluous to note that at present there are many blank spots in the study of the possibilities and conditions for using a personality- oriented approach in teaching practice .

In preschool pedagogy, student-centered education received theoretical justification in the research of V. V. Davydova, I. S. Yakimanskaya, L. M. Klarina, L. N. Perelygina, V. A. Petrovsky, and others. R. was involved in developing an approach to building a holistic pedagogical process on a humanistic basis . S. Bure, L. N. Perelygina and others.

The relevance of the personality-oriented approach is explained by the fact that the dynamic development of Russian society requires the formation of a clearly individual, pragmatic, liberated, independent personality capable of navigating a rapidly changing society [7].

is most widely used among the teaching community. The talented teacher considered the principle of an individual approach to children to be fundamental in organizing and educating a group of children. And he was deeply convinced: in order to understand a child and establish the reasons for his behavior, it is necessary to see not only what catches the eye, but also to delve deeper into his characteristics personality , in his motives. He saw the need for systematically keeping a diary, in which the teacher would note characteristic cases of children’s behavior, analyze their actions, attitude towards the team, towards their comrades. A. S. Makarenko also attached special importance to the preschool period of development, since he believed that 90% of the entire educational process is inherent in the child before the age of five.

“ Pedagogical search ” occupies a special place

such
innovative teachers as Sh. A. Amonashvili [5], S. N. Lysenkova [6], I. P. Volkova [6], E. N. Ilyina [17], T. I. Goncharova [6] , O. S. Gazman [11], E. Yu. Sazonov [29], A. A. Dubrovsky [5]. In their practical activities, in a broad sense, the pedagogy of cooperation and community of teachers and students was carried out, the ideals of humanism and democracy were and are being implemented. In the spirit of the organization, these relationships (especially in the system of Sh. A. Amonashvili)
are considered as
person-oriented .
In addition, a reflection of the person-oriented approach is available in the regulatory framework of the Russian Federation. Thus, in the law of the Russian Federation “On Education”

Article 2 calls the first principle of state policy in the field of education “the humanistic nature of education, the priority of universal human values, human life and health, the free development
of the individual... ”. Paragraph 1 of Article 14 determines that the content of education should be focused on ensuring the self-determination of the individual , creating conditions for his self-realization. The same article (paragraph 5)
states that the content of education should promote
mutual understanding and cooperation between people, take into account the diversity of ideological approaches, and promote the realization of students’ rights to free choice of opinions and judgments.
1.1 The concept of a person-centered approach

Scientists-educators , psychologists and methodologists have made various attempts to define the concept of “ person-centered approach ”

According to Alekseev a person-centered approach is not just taking into account the characteristics of the subject of learning, it is a different methodology for organizing learning conditions, which does not involve “taking into account”

, but
the “inclusion”
of his
own personal functions or the demand for his subjective experience.
I. S. Yakimanskaya writes: “ Person-centered learning is the kind of learning where the child’s personality , its originality, self-worth are put at the forefront, the subjective experience of each is first revealed and then coordinated with the content of education.”

The goal of personality-oriented education is “to lay in the child the mechanisms of self-realization, self-development, adaptation, self-regulation, self-defense, self-education and others necessary for the formation of an original personal image .”

Functions of student-centered education :

— humanitarian, the essence of which is the recognition of a person’s self-worth and ensuring his physical and moral health, awareness of the meaning of life and an active position in it, personal freedom and the possibility of maximum realization of one’s own potential. By means (mechanisms)

The implementation of this function is understanding, communication and cooperation;

— culture-creative (culture-forming, which is aimed at preserving, transmitting, reproducing and developing culture through the means of education. The mechanisms for implementing this function are cultural identification as the establishment of a spiritual relationship between a person and his people, accepting their values as their own and building one’s own life taking them into account;

- socialization, which involves ensuring the assimilation and reproduction by the individual of social experience necessary and sufficient for a person to enter the life of society.

The implementation of these functions cannot be carried out in conditions of a command-administrative, authoritarian style of relations between the teacher and children . In student-centered education, a different position of the teacher :

— an optimistic approach to the child and his future as the teacher’s desire to see the prospects for the development of personal potential and the ability to maximize his development;

- attitude towards the child as a subject of his own activity, as a person capable of learning not under coercion, but voluntarily, of his own free will and choice, and to show his own activity;

— reliance on personal meaning and interests (cognitive and social)

every child in learning, promoting their acquisition and development.

All teacher -researchers believe that with student-centered the individual himself comes to the fore . Thus, the implementation of a person-centered approach in education is possible subject to the following conditions:

— Availability of comfortable and safe learning conditions;

— Implementation of education of self-regulatory behavior of the individual ;

— Formation and development of thinking;

— Taking into account the level of abilities and capabilities of each student in the learning process.

1.2 Features of the person-centered approach

Let us consider the methodology of the person-centered approach and the associated models of I. S. Yakimanskaya.

Let us recall that, according to I. S. Yakimanskaya, recognizing the child as the main active figure in the entire cognitive process is personality-oriented pedagogy .

I. S. Yakimanskaya believes that under the model of a personality-oriented approach it is necessary to provide the child with greater freedom of choice in the process of cognition. Within its framework, it is not the student who adapts to the established teaching style of the teacher , but the teacher , having a variety of technological tools, coordinates his techniques and methods of work with the cognitive learning style of the child. It is I. S. Yakimanskaya who introduces a fairly complete classification of models of student-centered education , conditionally dividing them into three main ones :

— socio-pedagogical;

— subject-didactic;

- psychological.

Preschool childhood is a very short period in a person’s life, only the first seven years. But they have lasting significance. During this period, development is more rapid and rapid than ever. From a completely helpless being who can do nothing, the baby turns into a relatively independent, active person . All aspects of the child’s psyche receive a certain development, thereby laying the foundation for further growth.

2. The cognitive activity of a preschooler is manifested, first of all, in the child’s ability to accept from an adult and independently set a cognitive task, draw up an action plan, select means and methods for solving it using the most reliable techniques, 2.1 Studying the features of a person-oriented approach with preschool

Humanization of the pedagogical process involves the construction of a person-oriented model of education , changing the form of communication between the teacher and children in the process of traditional types of children's activities and in everyday life. To a greater extent take into account the interests, desires, abilities of the child, strive for cooperation in cognitive, productive, labor, everyday interaction , and for partnership in games.

A personally oriented lesson in a preschool educational institution, in contrast to a traditional one, first of all changes the type of interaction “ teacher-pupil ”

.
The teacher from a command style to cooperation, focusing on analyzing not so much the results as the child’s procedural activity.
The nature of the relationships that develop in the classroom also changes. The main thing is that the teacher must not only provide knowledge, but also create optimal conditions for the development of personality and the activation of the child’s cognitive activity.

The development of the child, the creation of such conditions so that at each lesson cognitive activity is formed, turning him into a subject interested in learning and his own activities. Children work all the time. There is a constant dialogue between teacher and child.

Activities of the teacher

Shows, explains, reveals, dictates, demands, proves, exercises, checks, evaluates. The central figure is an adult. Child development is abstract, incidental!

The organizer of cognitive activity in which the child, relying on joint developments, conducts an independent search. An adult explains, shows, reminds, hints, leads to a problem, sometimes deliberately makes mistakes, advises, consults, prevents. The central figure is the student! The teacher specifically creates a situation of success, empathizes, encourages, instills confidence, systematizes,

interests, forms motives: encourages, inspires and strengthens the child’s authority.

Pupil's activities

A child is an object of learning upon whom the teacher’s . There is only one teacher - the children often do extraneous things. They gain knowledge, skills and abilities through mental capabilities (memory, attention)

The child is the subject of the teacher's . The activity comes not from him, but from the child himself. Methods of problem-search and project-based learning of a developmental nature are used.

Teacher - child relationship

The teacher demands , forces, insists. The child adapts, maneuvers, he is a secondary person.

Subjective-subjective. Working with all children , the teacher actually organizes the work of everyone, creating conditions for the development of personal capabilities , including the formation of his reflective thinking and his own opinion.

When preparing and conducting personality-oriented classes , games, conversations, the teacher

rational techniques, means, methods and forms of work individually for everyone.

2.3 Pedagogical technologies based on a student-centered approach

Before we dwell in more detail on student-centered learning technologies, let’s try to understand the concept of technology in general and technological options in the educational process. “Technology” in the broadest sense of the word is the science of craftsmanship.

The technological arsenal of a personality- oriented approach, according to Professor E. V. Bondarevskaya, consists of methods and techniques that meet such requirements as: dialogicality; activity-

creative character; focus on supporting the individual development of the child; providing the student with the necessary space, choice of content and methods of learning and behavior.

Most teacher-researchers tend to include in this arsenal dialogue, playful and reflective methods and techniques, as well as methods of facilitation and pedagogical support of the child’s personality in the process of his self-development and self-realization. The use of a personality- oriented approach in the educational process, as I. S. Yakimanskaya believes [28], is impossible without the use of diagnostic and self-diagnosis methods. St. Petersburg scientists E.I. Kazakova and A.P. Tryapitsyna [18] rightly consider the method of creating success to be the most important means of student-oriented pedagogical activity .

Basic pedagogical technologies based on a student-centered approach:

— Technology of self-development training (Serikov V.V.)

;

— Pedagogy of cooperation ( “penetrating technology”

);

— Pedagogical technologies of adaptive school;

— Humane-personal technology Amonashvili Sh. A.;

— Gaming technologies;

— Developmental learning technologies;

— Problem-based learning;

— Technologies of level differentiation;

— Technology of individual training (individual approach, individualization of training, project method)

;

— Collective way of learning.

conclusions

When planning his work with children in the classroom, the teacher should rely on the following principles for constructing a curriculum:

various tasks , materials, forms of work and methods of action in the classroom based his interests and capabilities);

- flexibility (as the lesson progresses, it is necessary to make necessary changes to the planned plan, based on observations of the children’s activities)

— openness (use of children’s subjective experience in class, feedback)

When preparing and conducting person-centered lesson, the teacher must highlight the fundamental directions of his activity, highlighting the child, then the activity, determining his own position.

Appeal to the subjective experience of a preschooler

a) Identifying this experience by asking questions: how did he do it? Why? What did you rely on?

b) Organizing, through mutual examination and listening, the exchange of the content of subjective experience between children .

c) Lead everyone to the right decision by supporting the most correct versions of children on the problem under discussion.

d) Building new material on their basis : through statements, judgments, concepts.

e) Generalization and systematization of the subjective experience of pupils based on contact .

Use of a variety of teaching materials

a) The teacher’s use of various sources of information.

b) Encouraging children to complete problematic tasks.

c) Offer a choice of tasks of various types , types and forms.

d) Encouraging children to choose material that suits their personal preferences .

The nature of pedagogical communication .

a) Respectful and attentive listening.

b) Addressing children by name only.

c) Conversation with children is not condescending , but “eye to eye”

, supporting the conversation with a smile.

d) Encouragement in the child of independence and self-confidence when answering.

Activation of methods of cognitive activity

a) Encouraging children to use different ways of working .

b) Analysis of all proposed methods, without imposing your opinion.

c) Analysis of the actions of each child and only positively.

d) Discussion of the most rational methods - not good or bad, but what is better in a given method.

f) Evaluating both the result and the process.

Pedagogical flexibility

a) Organization a

every child.

b) Providing children with the opportunity to be selective in the types of work, the nature of the material, and the pace of completion.

c) Creating conditions that allow each child to be active and independent.

d) Showing responsiveness to children’s emotions.

e) Providing assistance to children.

A student-oriented approach to teaching is unthinkable without identifying the subjective experience of each child, that is, his abilities and skills in the student’s cognitive activity, the development of his subjectivity and individuality.

Student-centered approach to education

The education that has developed in our school tends to be authoritarian, that is, the authority of the teacher dominates in it, and the student remains in a position of subordination and dependence. Sometimes such teaching is called directive, because decisions are made and the process is led by the teacher, and the student is only required to obey. This is how a child grows up: a passive performer who doesn’t care what he does or how he does it. Instructive pedagogy is based on the principle of “demand - perceive - act”.

To educate a free person, capable of making decisions independently and being responsible for their consequences, a different approach is needed. It is necessary to cultivate the ability to think before acting, to always do the right thing, without external coercion, to respect a person’s choice and decision, to take into account his position, views, assessments and decisions made. Humanistic, personality-oriented education meets these requirements. It creates new mechanisms for moral self-regulation of students and gradually replaces established stereotypes of compulsory pedagogy.

Modern scientific developments in the theory and practice of student-centered pedagogy are based on the principle of a personal (person-centered) approach to the student as a self-aware, responsible subject of his own development and as a subject of pedagogical interaction. Their conceptual ideas were developed in the 60s of the 20th century by representatives of foreign humanistic psychology C. Rogers, A. Maslow, V. Frankl and others, who argued that a full-fledged education is possible only when the school serves as a laboratory for revealing the unique “I” every child.

In domestic pedagogy, the idea of a personal approach has been developed since the 80s of the 20th century by K.A. Abulkhanova, I.S. Konom, A.V. Petrovsky and others in connection with the interpretation of education as a subject-subject process. At the beginning of the 21st century E.V. Bondarevskaya, V.P. Davydov, V.V. Serikov and others formed the conceptual provisions of the theory of student-centered education in educational institutions of various levels. Despite some differences in the approaches to interpreting the content of scientists, it seems possible to identify common methodological positions in them. The most important of them include the following provisions.

Each concept focuses on man as a unique socio-biological being with a unique system of individual psychological characteristics, moral and ethical values and guidelines. This can be explained by the fact that in modern Russian society, ideas about the individual are changing, which, in addition to social qualities, is endowed with various subjective qualities that characterize its autonomy, independence, ability to choose, reflection, self-regulation, and so on.

Researchers of pedagogical problems of personality-oriented education see one of the main conditions for its implementation in changing the structure of education - transferring it from the sphere of subject-object relations to the sphere of subject-subject relations. Consequently, education is viewed not as a “pedagogical influence” on the student’s personality, but as a kind of “pedagogical interaction” with it.

In the content of education, the authors propose to move from the formation of an individual with qualities prescribed by society to the creation of conditions for his self-realization and the subsequent disclosure (realization) of his own personal potential (psychological abilities, spiritual and moral value orientations, etc.).

Self-education is considered the leading type of personality-oriented education. It is considered the most effective in the emerging new educational environment. In this case, education fulfills the needs of society for specialists who are able to independently acquire the necessary knowledge and adapt to the changing economic, social and social conditions of the state.

A generalization of the presented methodological positions allows us to present student-centered education as an activity aimed at creating an educational system (educational environment) that allows for the full realization of a student’s personal potential to achieve value (life) orientations in the interests of his educational training and professional activities. This approach gives education a certain specificity - it presupposes a subject-subject relationship between teachers and students, and also recognizes the priority of the latter’s personal values in the educational activities of the teacher.