Report on the topic: “Systematic approach to training and education. Systematic approach in pedagogy

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Introduction

1. Systematic approach. Main characteristics

2. The principle of accessibility of training

3. Features of the practical method

5. Education and pedagogical science in the 60s - 90s.

Conclusion

Bibliography

Introduction

The word “pedagogy” comes from the Greek paidagogike, which literally means “child education, child rearing.” The development of pedagogy is inseparable from the history of mankind. Pedagogical thought originated and developed over many centuries in ancient Greek, ancient Eastern and medieval theology and philosophy. For the first time, pedagogy was isolated from the system of philosophical knowledge at the beginning of the 17th century. by the English philosopher and naturalist Francis Bacon and consolidated as a science through the works of the outstanding Czech teacher Jan Amos Kamensky. To date, pedagogy has become a multidisciplinary science, functioning and developing in close connection with other sciences.

1. Systematic approach. Main characteristics

General scientific methodology can be represented by a systematic approach, reflecting the universal connection with and interdependence of phenomena and processes of the surrounding reality. It orients researchers and practitioners to the need to approach the phenomena of life as systems that have a certain structure and their own laws of functioning.

The essence of the systems approach is that relatively independent components are not considered in isolation, but in their interrelation, development and movement. It allows us to identify integrative system properties and qualitative characteristics that are absent in the elements that make up the system. The substantive, functional and historical aspects of the systems approach require the implementation in unity of such research principles as historicism, specificity, taking into account comprehensive connections and development.

A systematic approach to the knowledge and transformation of any object is the leading general scientific approach; This is a direction in the methodology of special scientific knowledge and social practice, which is based on the study of objects as systems. The application of this approach in pedagogy allows us to identify such a variable component of its scientific knowledge as a pedagogical system with all its characteristics: integrity, connection, structure and organization, levels of the system and their hierarchy, management, purpose and appropriate behavior of the system, self-organization of the system, its functioning and development.

The practice of applying a systems approach in pedagogy often indicates a fairly common mistake, the essence of which is the failure to distinguish between a systemic (complexly organized) pedagogical object and a systematic study of such an object. At different levels of analysis and when solving different problems, the same object can be studied as systemic and non-systemic.

In other words, in the methodological analysis of a pedagogical object, from the very beginning, two different worldview scientific positions of the author are possible: his declaration of his intention to accept this object as something whole and highlight the elements in it, or the recognition of systematicity as a qualitative characteristic of this object of pedagogy. Depending on the choice of a particular position, the teacher will implement various strategies for cognition and transformation of the object:

Describe the pedagogical system, i.e. consistently consider all the elements of the object in several typical options for their interaction (examine the states or situations of the pedagogical object) and determine how and to what extent the elements (or situations - this depends on the choice of structure) are subordinated to the goals of the system;

Describe the qualitative characteristics of the pedagogical system: its integrity, structure, interdependence of the system and environment, hierarchy, multiple descriptions of each system, etc.

Taking into account the fairly detailed development of the systems approach in the scientific literature, we will only point out the following two circumstances. First: the choice of position by a teacher-researcher is the initial step in his implementation of a systematic approach. There are profound differences between a system-subject and a system-process. Second: the systems approach has a significant number of relatively independent directions, each of which solves its own problems: system-genetic, system-historical, system-structural, system-content, system-functional, system-methodological, system-information, etc.

So, a systematic approach requires the implementation of the principle of unity of pedagogical theory, experiment and practice. Pedagogical practice is an effective criterion for the truth of scientific knowledge, provisions that are developed by theory and partially verified by experiment. Practice also becomes a source of new fundamental problems in education. The theory, therefore, provides the basis for correct practical solutions, but global problems and tasks arising in educational practice give rise to new questions that require fundamental research.

2. The principle of accessibility of training

A principle is an instrumental expression of a pedagogical concept given in categories of activity.

Principles of learning. The history of didactics is characterized by the persistent desire of researchers to identify general principles of teaching and, on their basis, to formulate those most important requirements, observing which teachers could achieve high and lasting results. Didactic principles are fundamental objective laws used in teaching as a general method. The entire system of principles and laws of a particular area of didactics is called a pattern. An analysis of numerous attempts by researchers to develop a system of didactic principles allows us to identify the following as fundamental: consciousness and activity; visibility; systematicity and consistency; strength; scientific character; accessibility; connections between theory and practice; developmental and educational training.

The principle of accessibility of learning is based on the laws of knowledge: knowledge always goes from the known to the unknown, from simple to complex; compliance of the educational material with the age, individual characteristics, and level of preparedness of the student. Rules of learning: a) the educational process should be conducted at an optimal pace; b) training requires a certain intensity (work at full capacity); c) it is necessary to use analogy, comparison, comparison, contrast: they give impetus to thought, make complex thoughts accessible to understanding; d) avoid monotony of speech, illustrate vivid facts.

When presented with material that is inaccessible for assimilation, the motivational mood for learning sharply decreases, volitional effort weakens, performance decreases, and fatigue quickly sets in. At the same time, excessive simplification of the material also reduces interest in learning, does not contribute to the formation of learning skills and, most importantly, does not contribute to the development of students.

So, in accordance with the principle of accessibility, the training and education of schoolchildren, their activities should be based on taking into account real opportunities, preventing intellectual, physical and neuro-emotional overloads that negatively affect their physical and mental health.

3 . Features of the practical method

Method means a way to achieve a goal, a certain ordered activity.

A teaching method is a way of orderly interconnected activities of a teacher and students, activities aimed at solving the problems of education, upbringing and development in the learning process.

Teaching methods are one of the most important components of the educational process. Without appropriate methods of activity, it is impossible to realize the goals and objectives of training, to achieve the assimilation by students of a certain content of educational material.

Practical classes (workshops) are very similar in nature and structure to laboratory work. The same requirements apply to them. Their peculiarity is that they, as a rule, are of a repetitive or generalizing nature.

This method is used mainly after completing some large topics and sections. It is of great importance in developing technical culture skills in students who will work in the world of various technical devices, in the world of computer technology.

There are five stages through which students’ cognitive activity usually passes during practical classes.

1. Teacher's explanation. The stage of theoretical understanding of the work.

2. Show. Instruction stage.

3. Try. The stage in which two or three students do the work, and the rest observe and, under the guidance of the teacher, make comments if a mistake is made during the work.

4. Completing of the work. The stage in which everyone independently completes the task. The teacher should pay special attention to those students who do not cope well with the task.

5. Control. At this stage, student work is accepted and assessed.

So, practical teaching methods are based on the practical activities of students. These methods form practical skills. Practical methods include exercises, laboratory and practical work.

4. Contents of “educational activities”

The study of a child involves observations and specially organized studies of the physical condition and spiritual development of children and the determination on this basis of rational ways to organize the educational process. What is specific to education is that the teacher strives to study the child in his internal integrity: he studies the age characteristics of children, gets to know each child as a representative of a certain social and cultural environment. To better understand the child, he puts himself in his place, immerses himself in memories of his own childhood, uses the comparative evolutionary method, which allows him to record the dynamics of the development of each child, analyzes objects of children's creativity, systematically observes children in their free manifestation in a variety of activities , combining educational activities with research.

The theory of education formulates the principles of research activities that have strategic, long-term significance. We are talking about interest in the child, accepting him as he is, respect for his self-worth, pedagogical optimism, understood as relying on the positive, treating the child as a whole person, etc. An important principle in the study is the refusal to compare successes and failures of children. Comparison is possible only with his own experience of previous years.

Creating conditions for a child’s self-realization as the goal and result of a teacher’s educational activities

Respect for the child on the part of the teacher is important because it is the basis for arousing the child’s self-respect. The content of educational activities to implement this principle was the creation of conditions for the purposeful systematic development of the child’s personality, the establishment of self-awareness in him, and the cultivation in the child of the conviction that he himself is both the creator of himself and the creator of his circumstances.

An important idea in the theory of education, which helps the teacher to understand the child more deeply, is that the child’s behavior is not identical to his essence. Helping to develop spiritual potential, not suppressing the “raw material of personality” is creating the conditions for a child’s self-realization.

The child’s activity is considered as a prerequisite for the development of the child’s abilities, his talents, as a means of achieving success. On the other hand, activity is seen as a child’s vital need and an indicator of his achievements. And finally, in the child’s activity one can see the manifestation of his mental activity, views acquired independently.

The meaning of educational activities aimed at developing children's activity is to help the child build his own personality through creative activities. The teacher-educator attaches great importance to the nature of children's interpersonal communication in the process of this activity. In organizing work activities, games, theatrical performances, artistic creativity: music, drawing, modeling, etc., the teacher focuses on the interests of children and their abilities. Experience shows that it is precisely this kind of activity that helps soften morals, prevents their coarsening, and shapes the morality of children.

Pedagogical conditions for promoting a child’s sense of security in children’s communities

The main conditions for the formation of relationships in a children's team are: self-realization of the child in a variety of activities; self-knowledge of children - members of the team, filling the activities of the children's team with humanistic content; systematic diagnosis of the state of interpersonal relationships and forecasting their further development; introducing transparency into the life of a children's institution; formation of an emotional climate favorable for the child’s personal development; ensuring, through the system of community laws, guarantees of security for every child; organizing the life of a children's institution based on the laws of equality.

Thus, the content of the teacher’s educational activity is the study of the child; creating conditions for his self-realization, self-development and self-education; organization of active and creative life of children; pedagogical provision of the child’s comfortable well-being and acceptance by the children’s community.

5. Education and pedagogical science in the 60s - 90s.

Finding optimal ways to form a comprehensively and harmoniously developed personality, spiritually rich, highly moral, physically perfect, is the main direction of modern research in pedagogical science in the 60-90s. Pedagogical science substantiates ways to develop the content of education, bringing it into line with the needs of the socialist economy, culture and science. The era of the scientific and technological revolution is characterized by a rapid increase in knowledge in all fields of science, which entails an expansion of the volume of scientific education that the school should provide with almost no changes in the capabilities of itself and its students (length of study, length of the school day, physical strength and fatigue students, etc.). Pedagogical science is developing new principles and criteria for selecting the content of general education: problems of consolidating units of assimilation, generalizing knowledge in relation to the needs of general education, strengthening its systematic and theoretical nature, consistent implementation of the principle of polytechnization as one of the leading criteria for selecting scientific material to be studied in school, and etc.

The direction of research in the field of organization of educational work is associated with the search for ways to activate students, develop their independence and initiative in the process of acquiring knowledge. In this regard, research is being conducted with the goal of modernizing the classical form of the lesson by introducing into its structure various types of group and individual work of students while maintaining the leading role of the teacher, as well as research aimed at improving the means and methods of teaching for the maximum development of students' cognitive interests and abilities, developing their skills in rational organization of work. The most important area of research in pedagogical science in the 60-90s is the development of issues related to the ideological, political and moral education of youth, with the formation of a communist worldview in them (the content and patterns of the process of formation of communist views and beliefs, effective pedagogical means that ensure the development of unity of communist consciousness and behavior). The further progress of pedagogy as a science largely depends on the development of theoretical problems related to clarifying its subject, categories, terminology, improving research methods and strengthening connections with other sciences.

Thus, the 60-90s. characterized by unprecedented coverage of children, youth and adults in various forms of education. This period of the so-called educational explosion. This became possible because automatic machines, having replaced mechanical machines, changed the position of man in the production process. Life has raised the question of a new type of worker, who harmoniously combines in his production activities the functions of mental and physical, managerial and executive labor, constantly improving technology and organizational and economic relations. Education has become a necessary condition for the reproduction of the labor force. A person who does not have educational training is actually deprived of the opportunity to obtain a profession.

The separation of education into a specific branch of spiritual production, therefore, met historical conditions and had progressive significance.

Conclusion

In modern conditions, pedagogy is considered as the science and practice of teaching and educating a person at all age stages of his personal and professional development, because:

1) the modern system of education and upbringing affects almost all people;

2) in many countries a system of continuous human education has been created;

3) it includes all levels - from preschool to vocational training and advanced training courses. The range of branches of “pedagogy” expanded only at the end of the 19th and beginning of the 20th centuries.

Today, the following fields are actively developing: higher education pedagogy, adult pedagogy, history of pedagogy, comparative and social pedagogy, etc.

Since the object of training and education is a person, since pedagogy belongs to the human sciences, it occupies a certain place in the systems of human studies and the humanities.

Bibliography

1. Bordovskaya N.V., Pedagogy. - St. Petersburg: Peter, 2000.-401s

2. Latynina D.N. History of pedagogy. Upbringing and education in Russia. - M.: ID Forum, 2008.-315s

3. Likhachev B. T. Essence, criteria and functions of scientific pedagogy / Pedagogy. 2001. No. 6.

4. Slastenin V.A. Pedagogy. M.: Shkola-Press, 2009-512с

5. Kharlamov I. F. Pedagogy. - M.: Higher School, 2000.-356s

Bibliographic link

Utukina M.S. SYSTEM APPROACH TO TEACHING SCHOOLCHILDREN MATHEMATICAL ANALYSIS // Modern problems of science and education. – 2009. – No. 2.;
URL: http://science-education.ru/ru/article/view?id=1095 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

UDC 37.013

A. R. Kamaleeva

SYSTEM APPROACH IN PEDAGOGY

The development of the methodology of the systems approach in domestic pedagogy is considered in relation to the concept of “pedagogical system” on the basis of the basic principles of the system approach: the final goal, unity, coherence, modular construction, hierarchy, functionality, development, decentralization, uncertainty, taking into account the fact that the goal (educational, educating and developing) is one of the leading system-forming factors of any social system. Attention is paid to the need for a close relationship between the didactic system, which covers the educational activities of schoolchildren and the methodological work of teachers, and the system of educational work, which is usually understood as a set of extracurricular educational activities. The concept of “pedagogical process” (as an object of systemic research) is considered; In the new model of education, the structure of the educational process has become different: student - vocation - subject - lesson - student.

Key words: systematic approach in pedagogy, pedagogical system, pedagogical process.

Only a systematic approach makes it possible to integrate heterogeneous particular problems, bring them to a common denominator, and thereby present a very complex group of different problems as a single problem.

V. G. Afanasyev

The objective basis for the development of pedagogical ideas is philosophy. It is she who determines the general approach, direction, and indicates the method of cognition of pedagogical phenomena. And, as mentioned above, philosophers of all directions recognize the systems approach as a universal direction of scientific analysis. Moreover, the “pedagogical version” of the systems approach was developed from two sides: by scientists-teachers within the framework of pedagogy itself and by philosophers within the framework of the general scientific systems approach. Philosophers clarified the features of the systems approach not in specific sciences, but in the sciences of society, nature, and thinking, according to the classification of K. Marx. From the very beginning of the turn of domestic pedagogy to a systems approach, three lines of “the work of a systems approach in pedagogy” have emerged:

Development of a special pedagogical methodology of a systematic approach;

Using it for the development of methodology as an independent field of pedagogical science;

The use of a systematic approach in concrete pedagogical research (M. A. Danilov, F. F. Korolev).

Since pedagogy belongs to the social sciences, let us dwell on the consideration of ideas about the uniqueness of the systems approach in social research. A. G. Kuznetsova in her monograph “Development of the methodology of a systems approach in domestic pedagogy” identifies the following “characteristics of social systems as specific objects of systemic research:

Reproduction;

Diverse and dynamic relationships of a social phenomenon with the social macrosystems that determine it;

Inextricable unity of objective and subjective;

A complex internal structure in which cause-and-effect is only one type of interdependence;

Ability to respond to the process of cognition, forecasting and system design;

Probability;

Self-organization;

Self management;

Reflection;

Value orientation;

Focus;

Uniqueness;

Diversity, etc.” .

The development of the pedagogical methodology of the systems approach began with determining the characteristics of pedagogical phenomena and processes as objects of systemic research, that is, it was necessary to identify a special class of system objects - pedagogical systems - and give their specific characteristics. One of the most significant characteristics of the pedagogical system is its humanitarian nature. The search for the specifics of pedagogical systems was associated with the search for the main contradiction that determines the qualitative features of pedagogical objects. And, in our opinion, the position substantiated by M. A. Danilov that the main driving force of the pedagogical process is contradictions remains relevant:

Between the requirements presented to the student and the possibilities of their fulfillment;

Between the cognitive and practical tasks put forward by the course of training and the current level of knowledge, skills and abilities of students, i.e. the level of their mental development.

And most importantly, “contradiction becomes the driving force of learning if it is meaningful, that is, makes sense in the eyes of students, and resolving the contradiction is a clearly recognized necessity by them.” It is this clarification that makes the contradiction formulated by the methodologist truly fundamental, i.e., revealing the essence, and the humanistic one, of the learning process.

In pedagogical science, the concept of “pedagogical system” was addressed relatively rarely (F. F. Korolev, V. P. Bespalko, Yu. K. Babansky, G. N. Alexandrov, etc.). Thus, after the appearance in the journal “Soviet Pedagogy” (1976) of F. F. Korolev’s article on the possibilities of using a systematic approach in pedagogy, the ideas he expressed were soon implemented by researchers in the field of education in two directions: 1) in the study of the team, considered as psychological and pedagogical system, and 2) in the systematic organization of educational work.

Until recently, two systems were distinguished in the practice of mass schools:

The system is didactic, covering the educational activities of schoolchildren and the methodological work of teachers;

A system of educational work, which was usually understood as a set of extra-curricular educational activities.

Often these two systems in real school life existed and developed in parallel, almost without intersecting.

In the 1980s There was a tendency to generally limit the activities of the school only to solving the problem of teaching, removing educational functions from the school. We have already begun to receive the results of this pedagogical misconception in the form of a low level of education among modern schoolchildren.

In the theory and practice of Russian and foreign “reasonable” pedagogy, it has been proven that the sphere of education - a special sphere - cannot in any way be considered as an addition to training and education. The tasks of training and education cannot be effectively solved without teachers entering the field of education. In other words, the didactic system of the school is an integral part of a broader system, namely the educational system of the school, which is an integral educational and educational process, united by a clearly formulated educational goal and the joint activities of teachers and students. The educational system of any school includes, first of all, a specific goal, comprehended and accepted by the teaching and student staff. If it is not there, then there is no system. The goal sets the system and determines the nature of the educational and educational activities of the school.

Recently, interest in this problem has grown significantly, and even in one of the pedagogy textbooks edited by P. I. Pidkasisty (1996), along with the generally accepted definition of the subject of pedagogy, the authors consider pedagogical systems to be its subject. This approach is completely justified and significant, especially in terms of the penetration of system analysis into the field of pedagogical theory and practice. And in a textbook on pedagogy in 2004, V. A. Slastenin, I. F. Isaev, A. I. Mishchenko and E. N. Shiyanov already propose a definition of a system given by T. A. Ilyina: “... a system - an ordered set of interconnected elements, identified on the basis of certain characteristics, united by a common goal of functioning and unity of control and acting in interaction with the environment as an integral phenomenon.” It also emphasizes that the pedagogical system is under the constant “control” of society, i.e., the social system of which it is a part. Society, forming a social order, builds an education system corresponding to it as the most general pedagogical system.

The generally accepted symbolic definition of a system looks like this:

where (M) is the set of system elements; (x) - many connections and relationships between them; F is a function (new property) of the system, characterizing its integrativeness and integrity.

Even V.N. Sadovsky emphasized the integrative nature of the systems approach, calling it “interdisciplinary in nature, which, in particular, means that we can get answers to our existing questions only by taking such a generalized, interdisciplinary point of view.” For all pedagogical systems, common properties have been established: flexibility, dynamism, variability, adaptability, stability, predictiveness, continuity, integrity.

Innovative processes in educational practice are often associated with systemic transformation of real pedagogical systems.

As the basic principles of the systems approach, a number of authors - V. A. Gubanov, V. V. Zakharov, A. N. Kovalenko (1988) - highlight some statements of a very general nature that generalize human experience with complex systems (these statements have a certain significance and in the field of system analysis of pedagogical phenomena):

The principle of the final goal: the absolute priority of the final (global) goal;

Principle of unity: joint consideration of the system as a whole and as a collection of parts (elements);

The principle of coherence: consideration of any part together with its connections, with the environment;

The principle of modular construction: it is useful to identify modules in the system and consider it as a set of modules;

The principle of hierarchy: it is useful to introduce a hierarchy of parts (elements) and (or) their ranking;

Functionality principle: joint consideration of structure and function, with function taking precedence over structure;

Principle of development: taking into account the variability of the system, its ability to develop, expand, replace elements, accumulate information;

The principle of decentralization: a combination of centralization and decentralization in decisions and management;

The uncertainty principle: taking into account uncertainty and randomness in the system.

Now let’s consider the concept of “pedagogical process” as an object of systemic research. The authors (G.N. Aleksandrov, N.I. Ivankova, N.V. Timoshkina, T.L. Chshieva) proceed from the generally accepted idea of a process as a set of system states corresponding to an ordered continuous or discrete change in some parameter that determines the characteristics ( properties of the system. V. N. Sadovsky calls a sequential set of states of a system its behavior.

Thus, the pedagogical process is understood as a process occurring in the pedagogical system and reflecting the changes occurring in the controlled object (student), assessed by the following indicators:

Quality of acquisition of knowledge, skills and abilities;

Indicators of mental development;

Indicators of education.

A clear definition of the pedagogical process was given by V. A. Slastyonin (2004): “... the pedagogical process is a specially organized, purposeful interaction between teachers and students, aimed at solving developmental and educational problems.” This definition emphasizes the system-forming factor of the pedagogical process - its goal, understood as a multi-level phenomenon.

Thus, the pedagogical system is organized with a focus on the goals of education and for its implementation, it is subordinate to the goals of education.

The main integrative property of the pedagogical process as a dynamic, changing system at the present stage is its ability to perform socially determined functions (social order). Society's interest in the high-quality fulfillment of its social order is possible only under the condition of the integrity of the pedagogical process, a quality that characterizes “the highest level of its development, the result of stimulating conscious actions and activities of the subjects functioning in it.” The integrity of the pedagogical process is considered in two main aspects:

2. In organizational terms, integrity is ensured through the unity of three relatively independent component processes:

The process of mastering and designing (didactic adaptation) the content of education and the material base;

The process of business interaction between teachers and students at the level of personal relationships (informal communication);

The process of students mastering the content of education without the direct participation of the teacher (self-education and self-education).

Goals in the pedagogical system. “In a social system, the goal is one of the leading system-forming factors.” Pedagogical systems and the processes occurring in them are aimed at achieving certain goals. Moreover, the goals that are realized in pedagogical systems form a hierarchy. The hierarchy of goals is as follows:

The goals of society (social order, according to V. P. Bespalko);

Personal position;

General goals of the functioning of the pedagogical system;

The goals of the functioning of the pedagogical system at different levels of its manifestation and existence;

The goals of the pedagogical process occurring in its elementary forms (lesson, lesson, educational act, educational event).

The relationship between the goals looks like this:

global control goals (social order of society)

contribute to the formation of the individual’s position,

which then have a decisive impact on the tasks of forming personality qualities both in each area of education (mental, labor, physical, moral, aesthetic) and in integrative ones.

Further development of personality traits occurs at the level of conventional forms of the pedagogical process associated with the acquisition of knowledge, skills and abilities. If we are talking about didactic systems (training systems), then there are usually three groups of goals: educational, developmental, educational.

Educational goals express the formation of knowledge, skills and abilities. Knowledge includes various components: facts, general concepts, cause-and-effect relationships, principles and rules, laws, patterns. Educational goals refer to various components of knowledge.

Knowledge about the same thing may have a qualitative difference. The qualities of knowledge manifest themselves in different ways. Their varieties are quite clearly expressed by I. I. Lerner (completeness and depth; meaningfulness or awareness; efficiency and flexibility; consistency and systematicity; convolution and expansion; specificity and generalization; strength). Improving the quality of knowledge is a long process, and at certain stages, goals may not apply to all, but only to some quality indicators. Knowledge can be expressed at various levels of cognitive activity, which are expressed in the following terms: recognize, recognize, reproduce, explain, transform, transfer, build, construct, create, etc.

Managing the pedagogical process requires that goals be expressed in specific learning outcomes and actions. Developmental goals are formed as private (elementary) tasks, primarily of mental development:

Master mental actions: isolate, correlate, grasp the essence (idea), etc.;

Identify features (properties), among them, which is especially important, essential features;

Transfer knowledge to changed situations;

Reformulate the task (conditions, requirements);

Find and highlight an auxiliary task;

Master mental operations: analysis, synthesis, generalization, classification, systematization;

Master generalized problem solving techniques;

Master the structures of intellectual processes (algorithmic, semi-algorithmic, semi-heuristic, heuristic).

Ultimately, the teacher must establish changes in the student’s development, reflected by one or another activity.

Approximate formulations of educational learning goals are as follows:

Development of moral and aesthetic feelings of students (cause empathy, sympathy, feelings of pride, admiration, joy, respect, contempt, indignation, etc.);

Formation of assessments (form an assessment..., lead to understanding..., lead to a conclusion, teach to evaluate various objects from the standpoint of a scientific worldview, etc.);

Form views (form., achieve., assimilate., lead to understanding., lead to an exit.);

In the sphere of interpersonal mutual agreement (make contact, express a thought, express agreement (disagreement), respond, thank, join, cooperate, take part, etc.).

Concluding our consideration of goal setting and goal formation in pedagogical systems, we emphasize that the meaning of self-regulation of activity necessarily involves the correction of the goals accepted by the subject of the activity. This occurs on the basis of diagnosing the discrepancy that has arisen (achieving the goal) between the goals of the adopted program of activities and the results of its implementation.

The pedagogical system interacts with the environment, especially the social one, in a complex manner. This interaction affects not only the characteristics (property of the system), but also the main system-forming factors. Analyzing the approach of V. N. Sadovsky, N. V. Blauberg, E. G. Yudin (Sadovsky, 1974; Blauberg, Yudin, 1973), we can name the following features of pedagogical systems: organic, goal-oriented, social, self-organizing, dynamic, probabilistic, open. In addition, based on the following factors, pedagogical systems can be classified as large, namely:

a) the impossibility of fully formalizing the management object;

b) instability of the structure and functioning of the control object itself;

c) multi-criteria management and unclear specification of the feasibility criteria themselves;

d) the presence in systems of people who have freedom of action within the framework of the functioning of the system.

The task of building a system of continuous (professional) education on the basis of an advanced secondary school, which will actively respond to the rapid change in production technologies, will, in our opinion, allow for effective communication with the promising labor market and adaptation of any member of our society in the modern world. The significance of the systematic approach in pedagogy and scientific systematization lies not simply in “sorting out” the studied particulars, but in

that it is assumed that the phenomena under study are located in such connections that reveal their essential relationships and deep foundations. In this regard, let us emphasize the significantly increasing role of the system-forming factor. Thus, in the field of interpersonal relations in the conditions of the formation of a team, such a factor becomes the activity of mediation (A. V. Petrovsky), in the psychology of experiences (F. Vasilyuk) - the level-by-level interaction of the individual with the outside world in the conditions of its tense state, in the occurring phenomena of anticipation - the principle of interaction between cognitive and regulatory functions of the psyche.

System analysis allows us to identify some subsystems that are particularly important for the effective functioning of the pedagogical system. It is quite obvious that here the subsystem “teacher - student” comes first, then “student - content”, “student - means”, “teacher - content”, “teacher - means”, “student - student”. For example, if we take a closer look at the “teacher-student” subsystem, then the following factors, for example, appear most forcefully:

a) the degree of connection between the student and the teacher (from complete freedom of choice to strict determination);

b) interaction of biological (innate) circumstances with social (acquired) influences and properties;

All subsystems interact in a dialectically complex manner. System analysis guides the researcher to study possible types of interaction between subsystems and to identify the most favorable conditions for the functioning of the entire system. For example, you can see how, in the most general form, the interaction of the above subsystems can occur even without taking into account all kinds of internal and external influences (Fig. 1):

Rice. 1. Fragment of the relationships of some subsystems in the pedagogical system

subject - teacher - student, then in the new model of education the structure of the educational process becomes different: student - vocation - subject - lesson - student.

And this is understandable: the role of vocation as a leading property of a student’s developing personality is very relevant in connection with the profiling of the senior level of school.

In various author's systems, activities, connections and relationships between elements of the system acquire one or another expressed direction, special forms and types. The corresponding pedagogical systems are known: Ya. A. Komensky, K. D. Ushinsky, L. N. Tolstoy, V. A. Sukhomlinsky and many other systems of classical teachers. Modern author's didactic or educational systems include the didactic systems of L. V. Zankov, L. B. Elkonin, V. V. Davydov, M. M. Makhmutov, P. Ya. Erdniev and the educational systems of I. P. Ivanov, V. A. Karakovsky and others.

The main advantages of a systematic approach in the field of pedagogical phenomena are that thanks to it new problems arise, new tasks arise, and new directions of search are initiated.

Using a systematic approach in pedagogy (Kuzmin, 1980), it is necessary to use the developed general methodological procedures of this approach:

Laws of formation of the whole,

Laws of the structure of the whole,

The relationship of the system with the generic system,

Relationships of the system with other systems,

Relations of the system with the outside world.

What is the main shortcoming of our education system now? This is, first of all, a gap between theoretical, highly specialized knowledge in the field of natural sciences, divorced from practice, and children’s complete lack of understanding of why they, this knowledge, are needed and how they can be used. The situation is aggravated by the very poor equipment of the rooms for conducting experiments and the lack of instruments and materials. As a result, the process of acquiring knowledge as a means of developing thinking turns into a process of storing this knowledge in the memory of students.

What is offered in return? The task of the school education system is to prepare the new generation to receive vocational education. The ten-year comprehensive school program adopted in the CIS countries gradually swelled due to the overload of students with the introduction of additional subjects and hours, especially in high school - up to 40 per week. But even they were not enough. Specialized schools, lyceums and gymnasiums have emerged - physics and mathematics, humanities, law and others, in which in-depth study of some subjects occurs at the expense of superficial acquaintance with others. But the division into “physicists” and “lyricists” leads to a loss of a holistic perception of the world. The contradiction has been sharpened to the limit, extensive methods have exhausted themselves. The contradiction can only be resolved in one way - to change the existing education system, to transfer it to a new qualitative level. The creation of a system of integrated natural science education in secondary schools is based on the fact that the volume of basic knowledge that underlies the natural sciences and forms their backbone is increasing much more slowly than the total volume of knowledge. This makes it possible to resolve the existing contradiction by creating a special system for forming a natural scientific picture of the world, in which the system of general laws of nature is considered from the standpoint of a systems approach as a person’s need for knowledge - in order to understand the natural processes occurring around him and use them for survival and a more comfortable existence. Thus, in an attempt to find out the causes of natural phenomena and as specialized knowledge accumulates from the integrated course “The World Around us,” physics (the science of the properties and structure of matter, the forms of its movement and change, the general laws of natural phenomena) are organically born in the middle school level. chemistry (the science of the composition, structure, properties of matter and their transformations), biology (the set of life sciences)

nature, the laws of organic life), geography (a set of sciences that study the surface of the Earth with its natural conditions, the distribution of population and economic resources on it), ecology (the science of the relationship between man and nature), etc. In other words, in an attempt to find out the causes of natural phenomena, the student does not have enough existing knowledge, and he is forced to obtain new ones, repeating the historical development and division of sciences. The systematic approach also makes it possible to naturally introduce both the humanities and theoretical sciences into an integrated course - also as a consequence of the emergence of a person’s need to obtain a complete picture of the world and understand his place in it. Such an approach orients the student in the learning process towards awareness of each train of thought, and in general - towards the formation of a culture of thinking in him. As a result, students develop integrative thinking - thinking that is capable of operating with the most general fundamental laws, mastering the particular laws of various sciences on their basis and explaining the phenomena of the surrounding reality. And then, in senior specialized classes, the proposed integrated course “Natural Science” (especially in humanities classes) is a logical continuation of the previous work of teachers.

The most general analysis shows that the integrated course allows you to significantly relieve the curriculum of middle and high schools due to the time spent on presenting general topics in various subjects, breaking the sequence in their presentation, structuring knowledge, etc. According to our calculations, the program for studying natural sciences in Stage II (grades 5-9) can be completed in 4 years and even partially cover a number of topics in grades 1011.

To ensure the possibility of introducing such a course, it is necessary to work out the content of the methodology for applying the systems approach in pedagogy and the methodology for training teachers capable of using the systems approach. In the system we propose, the interconnected and complementary processes of integration and differentiation of sciences look like this (Fig. 2):

Rice. 2. The relationship between the processes of integration and differentiation of sciences

Thus, from the moment of its appearance in science, the systems approach meant a special angle of view on the object of research and the building on this basis of a special research program, the further concretization of this program in special methods.

Bibliography

1. Afanasyev V. G. Systematicity and society. M.: Politizdat, 1980. 368 p.

2. Kuznetsova A. G. Development of the methodology of a systematic approach in domestic pedagogy: monograph. Khabarovsk: Publishing house HC IPPK PK, 2001. 152 p.

3. Danilov M. A. General methodology of science and special methodology of pedagogy in their relationships. M.: APN USSR, 1971. 36 p.

4. Ilyin V. S. Formation of a schoolchild’s personality (holistic process). M.: Pedagogika, 1984. 144 p.

5. Pedagogy: textbook. manual for pedagogical students. textbook institutions / V. A. Slastyonin, I. F. Isaev, A. I. Mishchenko, E. N. Shi-yanov. 4th ed. M.: School Press, 2004. 512 p.

6. Sadovsky V. N. Foundation of the general theory of systems. M.: Nauka, 1974. 280 p.

7. Podlasy I. P. Pedagogy: 100 questions - 100 answers: textbook. manual for university students. M.: Publishing house VLADOS-PRESS, 2001. 368 p.

8. Averyanov A. N. Systematic knowledge of the world: methodological problems. M.: Politizdat, 1985. 263 p.

Kamaleeva A. R., Doctor of Pedagogical Sciences, Associate Professor, Professor of the Russian Academy of Economics. Institute of Pedagogy and Psychology of Vocational Education RAO.

St. Isaeva, 12, Kazan, Russia, 420038. E-mail: [email protected]

The material was received by the editor on January 27, 2015.

A. R. Kamaleeva SYSTEM APPROACH IN PEDAGOGICS

The article discusses development of methodology of system approach in domestic pedagogics in relation to the concept "pedagogical system" on the basis of the basic principles of the system approach: an ultimate goal, unity, connectivity, modular construction, hierarchy, functionality, development, decentralization, uncertainty, taking into account that the purpose (training, bringing up and developing) is one of the leading backbone factors of any public system. The attention is paid to the need of close interrelation of the system of didactic, covering educational activity of school students and methodical work of teachers and the system of educational work which is usually understood as a set of extra-curricular educational activities. Considers the concept "pedagogical process" (as object of system research) in a new model of education, the structure of educational process became different: pupil -vocation - subject - lesson - pupil.

Key words: system approach in pedagogics, pedagogical system, pedagogical process.

1. Afanas"ev V. G. Sistemnost"i obshchestvo. Moscow, Politizdat Publ., 1980. 368 p. (in Russian).

2. Kuznetsova A. G. Razvitiye metodologii sistemnogo podkhoda v otechestvennoy pedagogike: monografiya. Khabarovsk, HK IPPK PK Publ., 2001. 152 p. (in Russian).

3. Danilov M. A. Vseobshchaya metodologiya nauki i spetsial"naya metodologiya pedagogiki v ikh vzaimootnosheniyakh. Moscow, APN SSSR Publ., 1971. 36 p. (in Russian).

4. Il "in V. S. Formirovaniye lichnosti shkol"nika (tselostnyy protsess). Moscow, Peda-gogika Publ., 1984. 144 p. (in Russian).

5. Pedagogika: uchebnoye posobiye dlya studentov pedagogicheskikh uchebnykh zavedeniy. Ed. by V. A. Slastenin, I. F. Isaev, A. I. Mishchenko, E. N. Shiyanov. 4th edition Moscow, Shkol"naya Pressa Publ., 2004. 512 p. (in Russian).

6. Sadovskiy V. N. Osnovaniye obshchey teorii system. Moscow, Nauka Publ., 1974. 280 p. (in Russian).

7. Podlasyy I. P. Pedagogika: 100 voprosov - 100 otvetov: uchebnoye posobiye dlya studentov vuzov. Moscow, VLADOS-PRESS Publ., 2001. 368 p. (in Russian).

8. Aver "yanov A. N. Sistemnoye poznaniye mira: metodologicheskiye problemy. Moscow, Politizdat Publ., 1985. 263 p. (in Russian).

Institute of Pedagogy and Psychology of Professional Education of Russian Academy of Education.

Ul. Isaeva, 12, Kazan, Russia, 420038. E-mail: [email protected]

Russian education has undergone many changes in recent years. The government is carrying out numerous reforms in this area. The amount of information that students receive is significantly expanding, and the methodological basis of pedagogy is changing.

Modern educational institutions widely use interactive methods, as well as modern means of obtaining information: computers, the Internet, interactive whiteboards and much more. In such conditions, it is important to actively put into practice new approaches to learning. Among them, the most effective and long-proven one is the system-activity approach to education. Currently, it is taken as the basis of the Federal State Educational Standard.

The concept of a system-activity approach and its goals

The system-activity approach is a method in which the student is an active subject of the pedagogical process. At the same time, it is important for the teacher to have the student’s self-determination in the learning process.

The main goal of the system-activity approach to teaching is to awaken a person’s interest in the subject and the learning process, as well as to develop self-education skills. Ultimately, the result should be the education of a person with an active life position not only in learning, but also in life. Such a person is able to set goals, solve educational and life problems and be responsible for the results of his actions. To achieve this goal, teachers must understand: the pedagogical process is, first of all, a joint activity of the child and the teacher. Educational activities should be based on the principles of cooperation and mutual understanding.

Basis of the Federal State Educational Standard

The Federal State Educational Standard is based on a system-activity approach. The Federal State Educational Standard sets new tasks for teachers.

Personal development and education in accordance with the requirements of the modern information society.
Developing in schoolchildren the ability to independently receive and process information on educational issues.
Individual approach to students.
Development of communication skills in students.
Focus on the use of a creative approach when carrying out teaching activities.

The system-activity approach as the basis of the Federal State Educational Standard helps to effectively implement these tasks. The main condition for implementing the standard is the inclusion of schoolchildren in such activities, when they will independently carry out an algorithm of actions aimed at obtaining knowledge and solving the educational tasks assigned to them. The system-activity approach as the basis of the Federal State Educational Standard helps develop children's abilities for self-education.

Basic principles

The system-activity approach in school will be effective only if certain methods are used, a list of which is given below. These are the methods:

activities;
systematic;
minimax;
psychological comfort;
creativity.

Each of them is designed to form the versatile qualities of a child’s personality necessary for successful learning and development.

Operating principle

The system-activity approach to education is based precisely on this principle. To implement it, the teacher must create conditions in the lesson under which students not only receive ready-made information, but obtain it themselves.

Schoolchildren become active participants in the educational process. They also learn to use various sources of information and apply it in practice. Thus, students not only begin to understand the volume, form and norms of their activities, but are also able to change and improve these forms.

Systematic principle

The second most important principle of the system-activity approach is the principle of consistency. Its meaning is that the teacher gives students holistic, systematic information about the world. For this purpose, it is possible to conduct lessons at the intersection of sciences.

As a result of the implementation of this principle, students develop a holistic picture of the world.

Minimax principle

To implement the minimax principle, an educational institution must provide the student with maximum opportunities for learning and ensure that the material is mastered at the minimum level specified in the Federal State Educational Standard.

Principles of psychological comfort and creativity

It is important to have psychological comfort in the classroom. To do this, the teacher must create a friendly atmosphere in the classroom and minimize possible stressful situations. Then students will be able to feel relaxed in class and perceive information better

The teacher's adherence to the principle of creativity is of great importance. To do this, it must stimulate creative approaches to learning and give students the opportunity to gain experience of their own creative activity.

Core Technologies

In order for the system-activity method to work effectively, various technologies have been developed in pedagogy. In practice, teachers use the following technologies of the system-activity approach.

Problem-dialogical technology is aimed at posing an educational problem and finding a solution. During the lesson, the teacher, together with the children, formulates the topic of the lesson and they, in the process of interaction, solve the assigned educational tasks. As a result of such activities, new knowledge is formed.
Thanks to the use of assessment technology, students develop self-control, the ability to evaluate their actions and their results independently, and find their mistakes. As a result of using this technology, students develop motivation for success.
The technology of productive reading allows you to learn to understand what you read, extract useful information from the text and form your position as a result of becoming familiar with new information.

Thus, these technologies develop many important qualities: the ability to independently receive and process information, form an opinion based on the information received, independently notice and correct your mistakes. It is important for a modern teacher to master these technologies, as they help to implement the requirements for the implementation of the pedagogical process, prescribed in the Federal State Educational Standard.

Implementation of the system-activity approach in practice

The use of this approach is effective only if its principles are correctly implemented in practice. The teacher must draw up a lesson plan and conduct it in accordance with the basic principles of the systemic activity approach to teaching. The lesson should consist of several stages.

During the first stage, the teacher formulates the content and developmental purpose of the lesson. He must clearly indicate what exactly the student will learn in a particular lesson and how he will do it, and also explain what activities the student must carry out to obtain and assimilate new knowledge.

The next stage is motivational. The teacher actively uses methods and techniques aimed at enhancing the cognitive activity of students, creates conditions for independent cognitive activity of children, promotes the creation of an atmosphere of cooperation in the lesson and a “success situation” for each student individually.

This is followed by a stage at which the teacher selects the content of the educational material that corresponds to the topic and developmental goals of the lesson. Together with students, he designs a method, diagram and algorithm for solving the problem posed in class.

At the next stage, the teacher organizes cognitive activity and cooperation between children, as well as the individual work of each student.

At the stage of selecting teaching methods, the teacher applies the latest teaching methods and shows students how to obtain information from books, the Internet and other sources. It also teaches them to systematize the information received: draw up charts, tables, graphs and diagrams. The teacher must use the latest interactive teaching methods and non-traditional forms of lessons.

The last stage is reflection. At this time, the teacher, together with the students, sums up the lesson, analyzes their activities during the lesson and teaches them to independently evaluate the results of their work according to pre-prepared criteria. Depending on the results of the activities in the lesson, the teacher gives students homework.

In order for the implementation of the system-activity approach to be complete, it is necessary not to study each subject separately, but to engage in interdisciplinary study. If during lessons students are given practical problems from real life at the intersection of sciences, the learning process will be more memorable and interesting for them. Accordingly, the program will be absorbed more actively. Students will also better understand the relationships between different scientific disciplines.

Features of the system-activity approach in primary school

Primary school is the most important stage of schooling, where the foundation of a child’s personality is laid. As a rule, during this period his communication abilities and the ability to obtain information from various sources are formed. The student’s self-esteem and his attitude towards the educational process also develop.

An elementary school teacher must carefully plan lessons, taking into account the following psychological characteristics of younger schoolchildren:

children at this age perceive information more easily in a playful form;
younger schoolchildren have poorly developed communication skills;
Children in primary school do not have self-education skills.

Taking into account these personality traits of a junior schoolchild, the teacher must take a creative approach to teaching the lesson and include play elements into educational activities as much as possible. The teacher should organize dialogue between students during the lesson to develop communication skills. It should be taken into account that it may be difficult for children to work with several classmates at the same time. Therefore, when forming groups, it is worth dividing children into pairs. It is important to introduce children to ways to independently obtain information. However, it is worth remembering that they are not yet capable of full-fledged independent learning activities and often need tips from the teacher.

If the teacher takes into account the psychological characteristics of children, the system-activity approach in primary school will yield positive results and help schoolchildren acquire the skills necessary for further education.

System-activity approach in school subjects

Children master the school curriculum with varying degrees of intensity. Some are more inclined towards humanities subjects. It is easier for these children to master subjects such as literature, history, social studies, etc. Others find it easier to master exact disciplines. A systems-activity approach helps smooth out these differences. Mathematics, physics, chemistry and other exact sciences will be more understandable to children in the humanities if they themselves find the necessary material, systematize it, and discuss problematic issues during educational discussions. It is when using active methods that the integration of various areas of knowledge is carried out. Also, the system-activity approach and its methods will help those students who have a mathematical mindset and prefer the exact sciences to master humanitarian subjects. Thus, new methods and technologies allow each schoolchild to master the mandatory minimum of knowledge provided for by the Federal State Educational Standard.

Application results

The results of applying the system-activity approach can be divided into 3 groups: personal, meta-subject and subject.

Personal results include students’ ability to learn and self-develop, the development of children’s motivation to acquire new knowledge, and the formation of their individual views and values.

Meta-subject results include mastering basic learning activities: the ability to learn science, regulate one’s learning activities, and communicate with classmates and teachers during the learning process.

The subject results are the acquisition of basic knowledge in basic subjects, the ability to transform the acquired knowledge, and apply it in practice. Also, the substantive result of the approach is a formed holistic picture of the world, based on modern scientific knowledge.

Thus, the system-activity approach to teaching allows you to effectively achieve results that are the basis for the harmonious personal development of the child.

The importance of the system-activity approach in modern education

The system-activity approach helps to solve an important educational problem of our time - the development of children, the formation of active individuals and competent professionals. As a result of such training, children not only master the school curriculum, but also acquire many useful skills that will help them in life and professional activities. Also, in the process of such learning, a person’s system of cultural values is formed.

All these qualities are very important in conditions of constant updating of information. The Internet, the press, and television operate with a huge amount of information. It is important for a person to be able to find relevant knowledge, systematize and process it. A person with such qualities is in demand in modern society and will contribute to its development.

That is why the system-activity approach is the basis of modern Russian education.

DEVELOPMENT TRENDS OF THE RUSSIAN EDUCATIONAL SYSTEM

UDC 37.01-024.84:37.026 BBK 74.00

L. P. Nazarova

Systematic approach as a methodological basis for the process of interaction between didactic education systems at a university

The article examines the interaction of two didactic systems: the teaching one, which students master at the university, and the learning one, which they will implement at school. The methodological approach to interaction is systemic.

The article deals with the interaction of two didactic systems - training one which students become proficient in at university and trained one which they will fulfill at school. The methodological approach of interaction is the systematic one.

Key words: system approach, interaction, didactic system, methodological approach.

Key words: systematic approach, interaction, didactic system, methodological approach.

Modernization of the education system is invariably associated with a rethinking of theoretical and methodological ideas, principles, content and methods of pedagogical activity. It was this process that confronted us with the need to understand the interaction of existing systems and a special didactic system for the development of auditory perception, which is based on a systematic approach to teaching.

In this regard, in our study, as a starting point

The methodological position is a systematic approach. In this logic we will consider the interaction of both didactic systems. Classical systems theory contains the idea that all systems, mechanical and organic, are composed of a set of interacting systems.

The development of modern science represents an urgent task of the time. Any science cannot develop without a system. Therefore, the various fields of science that use systems research represent a broad and constantly evolving field of scientific knowledge.

However, the system is not a product of modernity. System, systematicity, systematic approach arose in the history of human thought along with the development of society, its culture, as

believes the founder and theorist of general systems theory L. von Bertalanffy. He argues that systems theory is applicable in modeling, in particular in biophysical and other processes. In line with these systems, the development of cybernetics, social sciences, information theory, game theory and decision theory took place. This means that general systems theory is a conceptual analogue of any science and pedagogy, in particular. Any model cannot be created haphazardly. Therefore, modeling and the system are inextricably linked. General systems theory, the systems approach represents the methodology of any modeling.

Philosophers note that there are differences between general systems theory and the systems approach. With the help of general systems theory, the foundations of system research of any type are formed, when general laws and universal principles that can apply to any system are substantiated. At the same time, general systems theory is not always applicable to a separate real phenomenon, to a smaller system, or to a subclass of systems. In this case, it is advisable to use a systems approach as a methodology.

The systems approach, according to E.G. Yudin, is a general scientific, and not a special scientific methodology. At the same time, the methodological effectiveness of the systems approach, like any general scientific methodology, is measured by how capable it is of playing a constructive role in the construction and development of specific subjects of research, i.e., its applicability to a certain type of objects of study.

An example is the interaction between a teacher training system and a special system for children with hearing disabilities.

The systems approach is increasingly penetrating pedagogy. There is not a single significant phenomenon in pedagogy that is not considered from the perspective of a systems approach. In the field of deaf pedagogy, the systemic approach has not yet been sufficiently reflected. Therefore, a systematic approach to creating and understanding a didactic system for the development of auditory perception determined the methodology of our research.

The significance of the systems approach is that it allows us to identify components and connections, the structure of the system, the interaction of parts and the whole, and the development of the phenomenon as a whole. Hence, the interaction of elements in the system represents a form of interconnection, interaction, relationship. Without this, the system cannot exist. This means that the system and the interaction are interconnected. They directly and indirectly influence each other.

The objective and universal form of movement and development determines the existence and structural organization of any material system.” This understanding of the category of interaction is reflected in the Universal Encyclopedic Dictionary.

A more detailed formulation of this category is offered in the Philosophical Dictionary, where interaction is considered as a process of mutual influence of bodies on each other through the transfer of matter and motion, universal form and changes in the states of bodies. Interaction determines the existence and structural

organization of any material system, its properties, its

unification along with other bodies into a system of greater order. Without the ability to interact, matter could not

exist. In any integral system, interaction is accompanied by mutual reflection of each other’s properties by bodies, as a result of which they can change. There are many forms of interaction in the objective world. These include “General Sphere of Phenomena”, “Movement”, “Change”, “Functional Dependence”.

Scientists characterize interaction in different ways. V. G. Afanasyev considers this phenomenon as a form of communication between systems. This point of view appeals to us, since we are interested in the interaction of two systems - the learning one, aimed at preparing the future teacher, and the teaching one, related to the system that the future teacher will implement in his practical activities when working with children with hearing disabilities.

In the works of A. N. Averyanov, I. I. Zhbankova, Ya. L. Kolomensky, interaction is considered as a process. The interaction process is characterized by the presence of natural connections between systems, the coexistence of two systems, and the influence of coexisting systems on each other.

N.F. Radionova considers interaction as a relationship of actions, which assumes that the action of one side generates the action of the other, and those, in turn, again the action of the first.

According to E. S. Zair-Bek, pedagogical design is associated with human relationships, which are realized in the process of pedagogical interaction.

Analysis of existing formulations allows us to conclude that interaction relates to both material and conditional phenomena, both static and dynamic processes, both long-term and short-term relationships, both living and inanimate worlds . Interaction is characterized and always associated with wholeness, unity, a system, with its structure, properties, movement, development, influence. At

In this case, interaction is seen as both a process and an activity, when both of these moments organically merge. Hence, it is legitimate when in literature (philosophical, pedagogical) interaction is understood as interaction,

relationship, interconnection.

The regularity of interaction as a process is determined by the presence of objective properties in material systems. Signs, conditions; the presence of certain conditions, one of which is a real interaction transmission channel; the repeating nature of the process (beginning, steps, pace, scope of implementation, time of implementation) and the presence of a sustainable repeating result.

In contrast to the philosophical understanding of interaction, which is understood as the interaction of natural, social phenomena, patterns, processes that determine human behavior, ways of thinking, communication, learning, education, personal development, pedagogical interaction covers only subjective mutual influences.

Thus, pedagogical interaction characterizes only one of the aspects of the philosophical understanding of interaction. Interaction processes are observed in both living and inanimate nature. But, one way or another, they are influenced by a person in those forms, types, conditions that a person needs. But at the same time, interaction can be carried out without human intervention. We are interested in pedagogical interaction.

In our study, pedagogical interaction

is considered as a process of mutual influence of subjects, their

activity and interrelation of didactic systems.

The greatest contribution, from our point of view, to the theory

interaction was introduced by N.F. Radionova, who believes that the interaction between teachers and schoolchildren should be considered as developing and developing. According to N.F. Radionova, to organize interaction “means to streamline, to connect in a certain way all its components (goal, content, methods, forms of organization, results and positions of teachers and schoolchildren in relation to the specified elements of the process to each other), to bring them into a unity that ensures the achievement of goals. This ordering can be carried out in the form of interconnected actions, interconnected activities,

joint activities and interpersonal communication at the level of the school community, its individual associations, and the personal level. It can be spontaneous and purposeful, external and internal.

Thus, pedagogical interaction is a process, activity, mutual influence of two subjects of the educational process.

N. F. Radionova considers interaction as an interconnection of activities, where the subject of activity is interaction. Interaction can be built on the basis of different types of relationship: joint activity, “division of labor”, cooperation, subject-subject relationship. At the same time, the relationship between the teacher and the student can be built from the position of functional-role and personal relationships. Interaction can take various forms (individual, group, collective) and options (teacher - group of students, group of teachers - group of students, etc.). Interaction as a special type of relationship appears in the form of a process of information exchange, which represents the content of interaction in the form of practical.

We are interested in the interaction of two systems - the teaching one, which is implemented by the future teacher, and the learning one, which the student masters during the learning process at a higher educational institution.

In this aspect, we consider didactic interaction from the position of preparing a future teacher as a learner in the context of mastering general pedagogical and special didactic systems, i.e., both as an object of professional training and from the position of a teacher who is able to implement didactic interaction with students according to the content of the special didactic system .

Thanks to this form of movement and development of matter as interaction, a person learns the phenomena of the surrounding reality, realizes the needs for self-development, self-education and education in general.

So, interaction is understood as the process of people influencing their relationships with each other in various types of life activities.

To reveal the interaction of systems, it is necessary to consider the concept of “system”. A system as a phenomenon of a dialectical process represents interaction, interconnection of elements characterized by internal orderliness and relative stability. The relative stability of the system is maintained within certain boundaries of its development. The connection between the elements of a system represents its structural structure. Therefore, any system can act in the form of its element, i.e., a subsystem or, in a more expanded form, a system.

The role of dialectics in the development of systems research is to create a theory of systemic opposites and a theory of interaction between the existence and change of various systems. So,

Yu. A. Urmantsev uses the law of unity and “struggle” of opposites as the initial methodological principle, as well as dialectics in general as a doctrine of development. His theory of systemic opposites is based on categories such as system and chaos. Harmony and disharmony, symmetry and asymmetry, polymorphism and isomorphism, change and preservation, dependence and independence, nationality and rationality, etc. .

We consider the pedagogical system as the interaction of two didactic systems through the activities of subjects of the educational process in the form of teachers and future teachers, the probabilistic and dynamic nature of which is determined by the motivational determination of the behavior of its participants. The nature of this determination is determined by the substantive content of the motives of the participants in pedagogical interactions.

For the existence of educational activities, certain organizational and technological structures are required that interact with each other. Maintaining the organizational subsystem requires the interaction of its components, which includes the relationship of four internal components:

The goals of the organization are the planned results of the participants’ activities that are adequate to the learning goals;

Structures for organizing a system of actions ordered in a certain way, representing a set of interconnected roles, ordered relationships;

Technologies of organization that determine the program-target coordination and sequence of operations of the educational process;

Organization of employees performing specific job responsibilities.

The basis of the pedagogical system is the interaction of participants in the pedagogical process, the pedagogical activity of a particular teacher, educator, student. This activity is purposeful in nature and is based on the laws and regularities of the pedagogical process, and is implemented through content using certain methods, special and specific techniques and teaching aids.

For our research, it is important to reveal the systemic, procedural nature of the phenomenon “Development of auditory perception,” which includes two mental categories - development, perception.

In pedagogy, development is understood as the accumulation of quantitative changes and their transition to qualitative ones; improvement of existing and acquired personality qualities, implementation of the genetic fund and mental activity in

the result of training and education in the narrow and broad pedagogical and social senses.

Auditory perception is the perception of speech and surrounding sounds by the human auditory analyzer. Hearing in the pedagogical process acts as a diverse and multifunctional systemic phenomenon. It can serve as a source of knowledge, the basis for mastering speech and its production, it is the basis for the functioning of teaching technology, for mastering content. In the case where there is a hearing impairment, which represents a systemic disorder, the activity of the auditory analyzer is possible by mastering special techniques for the perception of speech and environmental sounds. We believe that auditory activity as a systemic phenomenon is a set of actions to activate one’s auditory potential, physical (genetic) code in combination with the assimilation of specific techniques for accepting speech and surrounding sounds by an individual with hearing loss. This is the formation of a new principle of activity of the auditory analyzer for the auditory perception of speech sounds and the environment. This operating principle is based on the active participation of intact hearing in the process of speech perception and support of this process by the visual analyzer. Auditory-visual perception with an increase in the share of auditory perception is the most effective process that ensures the life of children with hearing loss.

Thus, by the development of auditory perception, we understand the complex act of perceiving speech and sounds of the environment by a disturbed auditory analyzer as auditory activity, as a result of which a qualitative change occurs in the perceived objects (speech, non-speech sounds), clarification and improvement of these objects through the consistent differentiation of sounds from simple to complex, developing the act of listening and cultivating auditory attention to the sounds of speech and sounds of the environment.

The development of auditory perception is purposefully carried out in the educational process, an essential part of which is a special didactic system for the development of auditory perception. This system is organically included in the pedagogical system of teaching children with hearing disabilities.

Currently, the most common definitions in regulatory documents are “a person with disabilities.”

From the perspective of a systems approach, a special didactic system is part of the pedagogical system, has all its features, but solves narrower specific goals and objectives.

The didactic system for the development of auditory perception is characterized by its own goals, objectives, principles,

In our opinion, a special didactic system for the development of auditory perception in children with limited hearing abilities is a system of scientific and practical concepts that cover the learning process with its inherent object, subject, content, unique teaching principles, specific technology for implementing the content, with the distinctive feature of using generally accepted methods and forms of organizing the learning process.

A special didactic system for the development of auditory perception in children with limited hearing abilities has a system-forming quality. It is associated with the development of hearing acuity, expanding the ability to accept information, and the development of the student’s mental activity. The development of auditory perception as a special didactic system “permeates” the entire educational process of type II correctional school, as it is implemented in special classes, general education lessons, and educational events. In the system of additional education, the development of auditory perception is not targeted. However, an informal way of developing hearing acuity is possible, especially in cases where acquired skills are consolidated during the learning process.

Pedagogical and special didactic systems operate in a single educational space.

Thus, we believe that the systems approach represents the methodological basis for modeling the interaction of teaching and learning didactic systems, implemented in the process of training a teacher-defectologist at a university.

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