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Models of student-centered learning for younger students in primary school. Models of student-centered education “I give my heart to children”

Models of student-centered learning for younger students in primary school. Models of student-centered education “I give my heart to children”

Student-centered learning– a way of organizing training, during which full consideration of the capabilities and abilities of the trainees is ensured, and the necessary conditions are created for the development of their individual abilities. The essence of student-oriented pedagogy, according to I.S. Yakimanskaya, is “recognition of the student as the main active figure in the entire educational process.” Then the entire educational process is built on the basis of this main principle.

Personally-centered learning is based on the principle of subjectivity. A number of provisions follow from it. The learning material cannot be the same for all students. The student does not memorize the required material with predetermined conclusions, but selects it himself, studies, analyzes and draws his own conclusions. The emphasis is not on developing only the student’s memory, but on the independence of his thinking and the originality of his conclusions

Models of student-centered pedagogy.

Socio-pedagogical model fulfilled the requirements of society, which formulated a social order for education: to educate a person with predetermined properties. The educational process was focused on creating the same learning conditions for everyone under which everyone achieved the planned results.

Subject-didactic model personality-oriented pedagogy and its development are traditionally associated with the organization of scientific knowledge into systems taking into account their subject content. Didactics was based on subject differentiation aimed at identifying: 1) the student’s preferences for working with material of different subject content; 2) interest in its in-depth study; 3) orientation of the student to engage in different types of subject (professional) activities.

Psychological model until recently, personality-oriented pedagogy was reduced to the recognition of differences in cognitive abilities, understood as a complex mental formation caused by genetic, anatomical-physiological, social causes and factors in their complex interaction and mutual influence.

I.S. approach Yakimanskaya: the essence of the theory, requirements for didactic support of student-centered learning.

I.S. Yakimanskaya distinguishes processes of teaching and learning, understanding the latter as an individually significant activity of an individual subject, in which his personal experience is realized

I.S. Yakimanskaya emphasizes that the student does not become a subject of learning, but initially appears as a bearer of subjective experience.

For the disclosure, development and self-realization of personality, an educational environment that is diverse in content and accessible to every child is needed.

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

The educational material (the nature of its presentation) must ensure the identification of the content of the student’s subjective experience, including the experience of his previous learning;

The presentation of knowledge in a textbook (by the teacher) should be aimed not only at expanding its volume, structuring, integrating, generalizing the subject content, but also at transforming the existing experience of each student;

During training, it is necessary to constantly coordinate the student’s experience with the scientific content of the given knowledge;

Active stimulation of the student for self-valued educational activities should provide him with the opportunity for self-education, self-development, self-expression in the course of mastering knowledge;

The educational material should be organized in such a way that the student has the opportunity to choose when completing assignments and solving problems;

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

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

It is necessary to ensure control and evaluation not only of the result, but mainly of the learning process, i.e. those transformations that a student carries out while mastering educational material;

The educational process must ensure the construction, implementation, reflection, and evaluation of learning as a subjective activity.

1. Personally oriented model of education.

Currently, the model of personality-oriented education is becoming increasingly relevant. It belongs to the model of an innovative, developmental type. Working on the topic “Development of students’ mathematical abilities through individualization of learning,” I introduce elements of this model in my lessons (especially in the secondary level of education).

A personality-oriented approach involves looking at the student as an individual - the harmony of body, soul and spirit. The leader is not just training, i.e. the transfer of knowledge, skills, abilities, but education, i.e. the formation of the individual as a whole based on the integration of the processes of training, education, and development. The main result is the development of universal cultural and historical abilities of the individual, and above all, thinking, communicative and creative.

The principles of LOO are aimed at organizing joint productive activities of students and teachers. These are principles such as the principle of activity, development, the personally mediated nature of education, activity, problematic nature, systematicity, integrity, independence, dialogicality, variability of content and methods of activity, differentiation and individualization.

The construction of LOSO is based on the following starting points:

1) the priority of individuality, self-worth, and originality of the child as an active bearer of subjective experience, which develops long before the influence of specially organized education at school (the student does not become, but is initially a subject of cognition);

2) education is the unity of two interrelated components: teaching and learning;

3) the design of the educational process should provide for the ability to reproduce learning as an individual activity to transform socially significant standards for mastering specified in training;

4) when designing and implementing the educational process, special work is required to identify the experience of each student, his socialization, control over the emerging methods of educational work, cooperation between student and teacher aimed at exchanging different contents of experience; special organization of collectively distributed activities between all participants in the educational process;

5) in the educational process there is a “meeting” of the socio-historical experience set by the training and the subjective experience of the student, realized by him in his studies;

6) the interaction of two types of experience should proceed through their constant coordination, the use of everything that has been accumulated by the student as a subject of knowledge in his own life;

7) the development of a student as an individual occurs not only through his mastery of normative activities, but also through constant enrichment and transformation of subjective experience as an important source of his own development;

8) the main result of the study should be the formation of cognitive abilities based on the mastery of relevant knowledge and skills.

Learning in LOSO is a subjectively significant comprehension of the world, filled for the student with personal meanings, values, and attitudes recorded in his subjective experience. The content of this experience should be revealed, used to the maximum, enriched with scientific content and, if necessary, transformed during the educational process.

2. Personally oriented technology.

The main principle of developing a person-oriented education system is the recognition of the student’s individuality, the creation of necessary and sufficient conditions for his development.

Personally-oriented technology presupposes maximum reliance on the subjective experience of each student, its analysis, comparison, selection of the optimal (from the standpoint of scientific knowledge) content of this experience; translation into a system of concepts, i.e. a kind of “cultivation” of subjective experience. So, when studying new figures in a geometry course, I first find out what students understand by this or that concept; Only after comparing the answers of each student, analyzing them, and then generalizing, do I provide an exact definition of the concept (more often than not, students formulate it themselves).

I try to carry out work taking into account subjective experience systematically, purposefully, but in high school it is not always possible, since new terms and concepts are encountered that do not evoke associations in students (for example, the logarithm). Students’ reasoning is considered not only from the position of “right or wrong”, but also from the point of view of originality, originality, individual approach, i.e., a different perspective on the problem under discussion.

Designing work to use the student’s subjective experience in the educational process involves the development of didactic material that provides:

1) identifying the student’s individual selectivity to the type, type, form of material;

2) providing the student with the freedom to choose this material when mastering knowledge;

3) identifying various ways to study educational material and constantly use them when solving various cognitive problems.

Personally-oriented technology should provide analysis and assessment, first of all, of the procedural side of the student’s work, along with the result.

3. Organization of a lesson in the LOO system. Primary requirements.

The lesson is the main element of the educational process, but in the educational system, its function and form of organization change significantly. In this case, the lesson is not subject to reporting and testing knowledge (although such lessons are needed), but to identifying the students’ experience in relation to the presented content. Of course, working in a lesson with the student’s subjective experience requires special preparation: not just a presentation of one’s subject, but an analysis of the content that students have on the topic of the lesson (the subjective experience of students is widely used in geometry lessons).

During the lesson in polylogue with the class, equal work is carried out to search and select the scientific content of knowledge that is to be assimilated. Under this condition, the acquired knowledge becomes personally significant.

Along with the teaching, developmental and educational goals of the lesson in the educational system, an important role is played by the creation of conditions for the manifestation of cognitive activity of students. There are some points that can help you achieve your goal:

1) the use of various forms and methods of organizing educational activities, allowing to reveal the subjective experience of students;

2) creating an atmosphere of interest for each student in the class;

3) encouraging students to make statements, use different ways to complete tasks without fear of making mistakes, getting the wrong answer, etc.

Example 1: “Straight. Ray. Line segment." - 5 grades

At the beginning of the lesson, based on the title of the topic, together with the students, we determine the main goal - to find out what these terms mean; what the figures look like, what are their similarities and differences.

Students know the words denoting these terms from preschool age; each has certain associations: a ray of sunshine, a straight road, etc. Therefore, before introducing these concepts from a mathematical point of view, we find out what content the children put into these concepts.

I ask questions: What do you imagine when you say these words? what shapes? How are they different, how are they similar?

I don’t require a clear answer from anyone specific. There is an exchange of opinions between all students, during which the characteristic features of each figure, their similarities and differences are highlighted (a straight line has neither a beginning nor an end; a ray has a beginning, but no end, a segment is limited on both sides).

Only after a conversation in which students comprehend past experience, together we translate it into the mainstream of mathematics - we fill these concepts with mathematical content. Then the guys look for the figures on the finished drawing and draw them in their notebooks; check each other, proving their point of view.

4) the use of didactic material during the lesson, allowing the student to choose the most significant type and form of educational content for him;

5) assessment of the student’s activity not only by the final result (right or wrong), but also by the process of achieving it.

6) Encouraging the student’s desire to find his own way of working (solving a problem), analyze the methods of other students during the lesson, choose and master the most rational ones;

7) Creation of pedagogical situations of communication in the classroom, allowing each student to show initiative, independence, and selectivity in ways of working; creating an environment for the student’s natural self-expression.

Example 2: “Divide by a decimal”

Students already have experience dividing a decimal fraction by a natural number, so we consider division by a decimal fraction together using problems like:

How many times is a segment 1.15 dm long larger than a segment 0.5 dm long?

1.15 dm: 0.5 dm = 11.5 cm: 5 cm = 2.3

Answer: 2.3 times.

Having solved three similar problems, we solve the fourth without the possibility of converting one unit into another. Strong students do this at the blackboard, with the rest helping. During the discussion of the last problem, the children receive an algorithm for dividing by a decimal fraction. Then several students (optional) show how the algorithm works using examples from the textbook that they choose themselves. As practice shows, the guys choose those examples and tasks that raise questions for them. As a result, skills are developed in applying the resulting algorithm using examples of various types.

To consolidate the topic, we solve it from the textbook. However, students also choose their own assignments. Those students who find division examples difficult continue to solve them under the guidance of consultants. Those who do not experience difficulties in solving examples, having solved the most complex ones, move on to problems and equations (if desired, they solve elementary one-two-step problems or skip them). Problems are written on the board only after the majority have solved them, and all the methods proposed by the students are written down, then we find out which method is optimal.

Individual students choose the most difficult tasks, then complete tasks from cards or act as consultants - helping weaker ones master new material.

At the end of the lesson we summarize. We discuss whether we have achieved our goals; what difficulties arose; what you liked or didn’t like, etc.

Homework consists of two parts - mandatory and variable. The variable part, in turn, consists of tasks of different difficulty levels:

1- together with the mandatory part - “4”

3-tasks of increased difficulty.

The examples of lessons given, in my opinion, meet the principles of LOSO.

Criteria for the effectiveness of a lesson in the LOO system:

1) use of problem tasks;

2) the use of tasks that allow the student to choose the type, type and form of the material;

3) creating a positive emotional mood for the work of all students during the lesson;

4) discussion with children at the end of the lesson not only about what they learned (mastered), but also about what they liked (didn’t like) and why; what you would like to do again and what you would like to do differently;

5) encouraging students to choose and independently use different ways of completing tasks;

6) assessment (encouragement) when questioning not only the student’s correct answer, but also an analysis of how the student reasoned, what method he used, what is the dynamics of his progress in mastering the knowledge of knowledge;

7) the mark given to the student at the end of the lesson must be justified according to at least such parameters as correctness, independence, originality.

8) When assigning homework, not only the topic and scope of the assignment are named, but it is also explained in detail how to rationally organize your academic work when doing homework.

Taking into account all of the above, we can draw the following conclusions:

1. When planning a lesson, you must consider:

Individual characteristics of students’ processing of material (for some it is easier to perceive auditorily, for others visually, for others it is necessary to include motor skills);

An individual approach to completing a task (some quickly and easily grasp and retain all the features of a given material, others tend to isolate only the main idea);

Individual preferences in choosing the type of task (some put forward ideas, others justify these ideas, others implement them practically, i.e. perform the necessary calculations, etc.).

2. It is necessary to identify the individuality of each student (regardless of his academic performance) according to the following parameters:

Identification of the content of his subjective experience included in the educational process;

Providing the student with the opportunity to choose (independently, on his own initiative) methods of educational work with program material to be mastered, as well as choosing the form of work in the lesson (individual, group), type of answer (at the blackboard, from the seat), nature of the answer (written, oral , a detailed story, analysis of a friend’s answer, etc.);

Evaluation not only of the result, but mainly of the process of achieving it.

Sections: School administration

1. Introduction.

In recent years, significant changes have occurred in the country, due to a change in the social system, the integration of Russia into the world economic community and a fundamental change in the trajectories of social development. State policy in the field of education is gradually reoriented towards the ideas of humanism and democracy. Great changes in education followed: different types of educational institutions appeared, a new educational standard was developed, and forms and terms of study became more flexible and variable. An important subject of education is now parents, who place increased demands on the quality of teaching and provide material and financial support to the school.

The humanization of education is aimed at designing the content, form of teaching and upbringing methods that ensure the effective development of the individuality of each student, his cognitive interests and personal qualities, creating conditions under which the student can and wants to study well.

What are the goals and values of a modern comprehensive school?

I.S. Yakimanskaya answers the question this way: “This is the creation of the most favorable conditions for the development of the student’s personality as an individual. School is a social institution where every child should reveal himself as a unique, inimitable individual. The purpose of such training is to create a system of psychological and pedagogical conditions that make it possible to work in a single class team with a focus not on the “average” student, but with each individual, taking into account individual cognitive abilities, needs and interests.”

Let us note that in personality-oriented education, the personality of the student occupies an important place. In pedagogy, psychology and philosophy, the concepts of “personality”, “individual”, “subject” are adjacent, although each of them has certain specifics.

L.I. Bozovic believes that “a personality is a person who has reached a certain, fairly high level of his psychological development.

Firstly, the student’s personality is formed in the process of educational and other activities, and manifests itself in the form of psychophysiological characteristics. Secondly, the student is a subject of educational activity, where he has the opportunity to demonstrate his personal qualities, creative and cognitive activity, will, and ability to achieve his goal. Thirdly, the student’s personality manifests itself at the intellectual and volitional level in the process of communication with participants in the educational process. Fourthly, the student’s personality manifests itself as a subject of self-awareness. In the educational process, the student’s self-determination, “discovery” of his own “I,” inevitably occurs, self-expression and personal realization.

2. Modern models of education and humane, personality-oriented psychological and pedagogical theories.

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

Let us note that the personal orientation of education should be aligned with the natural development of the student’s abilities. Similar concepts of natural growth were laid down by J. J. Rousseau and further developed by D. Dewey and other humanist educators. Nowadays, their theories have received a new meaning, when the student is put at the center of the modern pedagogical system. In accordance with the concept of natural growth, the content of curricula and programs should take into account the individual needs of students in the discovery and active development of the surrounding world. Teachers are given a certain freedom in choosing the sequence of educational actions and in choosing the pace of work during the lesson. But students are given freedom, not permissiveness. Therefore, the practical implementation of a personality-oriented model should be accompanied by regular, objective monitoring of learning outcomes and unobtrusive management of the educational process on the part of the teacher.

Humanistic principles and the personal orientation of education were also promoted in the works of famous Soviet teachers V.A. Sukhomlinsky. and Makarenko A.S. they differed from social ideas and were deeply democratic and humane in their essence.

Among the well-known pedagogical theories that should be taken as a basis when developing the concept of personality-oriented education, we highlight the method of problem-based learning, differentiated learning by J. Conant, the system of developmental education by L.V. Zankova, D.B. Elkonina, V.V. Davydov and the system of “humane pedagogy” T.A. Amonashvili. You are all familiar with these methods, I will not dwell on them, they were discussed in detail at previous pedagogical councils, I just want to note that Yakimanskaya I.S., Panyukova S.V., Yakunina Y.S. and others conclude that the existing approach to designing the content of education does not meet the requirements of modern society for the individual and the level of development of his cognitive capabilities. Consequently, there is an objective need to create and implement a new personality-oriented approach to education. Moreover, it is an approach that does not discard everything that has been accumulated in the theory of pedagogy and psychology, but takes as a basis some of the well-known pedagogical concepts, develops them and complements them.

Personally oriented education should include the following aspects of the above pedagogical systems and theories:

During the learning process, a humane, respectful attitude towards the learner must be ensured.
The student is defined as the highest independent value; the entire educational process is aimed at developing his intellectual and spiritual abilities.
The main priorities of the educational process are: development of the student’s personality, his unique individuality, creative abilities, thinking, open-mindedness, formation of the ability for active and independent activity, implementation of the natural, free development of students.
In the process of training and education, the teacher must rely on the subjective experience of the individual, which will allow him to provide targeted assistance to the student, individualize and differentiate training.

The conducted research made it possible to identify a number of problems that were not explored in the psychological and pedagogical theories discussed above.

Priorities of the intellectual and spiritual principles of the individual.
Identification of conditions conducive to the functioning of the student as a subject of cognition.
Identifying the requirements of modern society for the level of personal development, the formation of personal qualities that contribute to the successful adaptation of a young person in society.
Conditions for the development of an individual's social and communicative capabilities.

3. Modern approaches to the theory of student-centered education.

The theoretical model of person-centered education includes goals, objectives, purpose, features and didactic principles.

Let us determine the essence, goals, objectives and features of personality-oriented education and training based on the works of B.M. Bim-Bada, A.V. Petrovsky, V.V. Serikova, I.S. Yakimanskaya.

According to the theory of B.M. Bim-Bada, A.V. Petrovsky, we note that replacing the outdated educational and disciplinary model of education, the person-oriented model is centered around the approach to students as full partners in conditions of cooperation and denies the manipulative approach to them. Education is returning to the formula “we study not for school, but for life.”

When visiting the lessons of teachers at our lyceum, one can see an emphasis on a personality-oriented approach to communication, namely, teachers plan a lesson so that it is aimed not at finding out what the student knows, but at how developed his “power of mind” and inclinations are and the ability to reason, think critically, find the right solution, and apply knowledge in practice.

According to the theory of V.V. Serikov, personality-oriented education does not set itself the task of forming a personality with given properties, but creates such conditions for the development and manifestation of the personality of students that make it possible to more fully realize the student’s capabilities in accordance with his abilities, to reveal the intellectual potential of the individual.

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

selectivity function (a person’s ability to choose);
reflection function (a person must be able to reflect and evaluate his life);
the function of beingness, which consists in searching for the meaning of life and creativity;
formative function (formation of the image of “I”);
responsibility function (in accordance with the formulation “I am responsible for everything”);
function of personal autonomy (as it develops, it becomes increasingly freed from other factors).

4. Models of personality-oriented learning proposed by I.S. Yakimanskaya.

In the studies of I.S. Yakimanskaya identified three complementary models of person-centered learning: socio-pedagogical, subject-didactic and psychological models.

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

The technology of the educational process was based on the idea of pedagogical management. The direction of such technology can be described as follows: “I’m not interested in what you are like now, but I know what you should become and I will achieve it.” Hence the well-known pedagogical optimism, authoritarianism, uniformity of programs, methods, forms of teaching, education of what we called a harmonious, comprehensively developed personality.

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

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

Until recently, the psychological model of personality-oriented pedagogy was reduced to the recognition of differences in the cognitive abilities of an individual, understood as a complex mental formation caused by genetic, anatomical-physiological, social reasons and factors in their complex interaction. I.S. Yakimanskaya, exploring personality-oriented training, notes that reorienting training towards the goals of personal development involves taking into account the recommendations of psychologists in the field of personal development and interpersonal differentiation. Indeed, until now, training has not adequately taken into account the recommendations of psychological science on the problem of developing the personal qualities of the student. The student’s personality is too complex and multifaceted in the manifestation of its characteristics and properties, therefore it is necessary to consider it not only from different points of view, but also in the dynamics of development.

I.S. Yakimanskaya believes that “the implementation of a student-oriented learning system requires a change in “vectors” in pedagogy: from learning as a normally structured process (and strictly regulated) to learning as an individual activity of a student, its correction and pedagogical support. Education does not so much set the vector of development as create all the necessary conditions for this. His task is not to plan a general, unified and obligatory line of mental development for everyone, but to help each student, taking into account his existing cognitive experience, improve his individual abilities and develop as a person. The “vector” of development is built not from teaching to teaching, but on the contrary, from the student to the determination of pedagogical influences that contribute to his development.

Designing a person-centered system involves

recognition of the student as the main subject of learning;
determination of the design goal - the development of the student’s individual abilities;
determining the means to ensure the implementation of the set goal by identifying the student’s subjective experience and his directed development in the learning process.

The implementation of personality-oriented learning requires the development of educational content that includes special forms of interaction between participants in the educational process (students, teachers, parents).

Special procedures for monitoring the nature and direction of student development and creating a model of the student are also necessary. We have already created them, they lie on the tables in front of you, it is necessary that everyone gets to know them. But the process of tracking the character and direction of a student’s development is still behind us.

From the beginning of the school year, the experimental laboratory “Individualization and differentiation of students based on psychological and pedagogical diagnostics” began work, the purpose of which will be to create an individual student development map. It will focus on the dynamics of development under normal conditions, data on the relationship between the student’s training and development; his stable orientation towards mastering individual subjects, which is expressed in educational productivity, independence, increased and sustainable interest in mastering relevant knowledge.

What should a student-oriented lesson be like and what should the teacher’s activities be like in a lesson with a student-oriented focus?

The lesson was and remains the main element of the educational process, but in the system of student-centered learning its function and form of organization change significantly.

In this case, the lesson is not subject to reporting and testing knowledge, but to identifying the students’ experience in relation to the content presented by the teacher. Students do not just listen to the teacher’s story, but constantly collaborate with him in dialogue, express their thoughts, share their content, discuss what their classmates offer, and, with the help of the teacher, select the content that is reinforced by scientific knowledge.

The teacher should not force, but convince students to accept the content that he offers from the position of scientific knowledge. Scientific content is born as knowledge that is owned not only by the teacher, but also by the student; There is a kind of exchange of knowledge, a collective selection of its content. The student is the creator of this knowledge; participant in his generation.

This is exactly what we call a student-centered lesson. What exactly should a lesson be and how should a teacher act in conditions of personally oriented learning? As an answer to this question, you are offered two reminders that you will use when planning your lessons.

Developmental training.

An integral component of student-centered education is developmental education.

The most essential and general condition for the success of developmental education is the preservation of the search and research nature of students' educational activities, which is possible only if a system of theoretical concepts is specified as the subject of mastery. Of course, defining such a system of concepts in the absence of special programs designed for this stage of developmental education is not a simple task. In the conditions of developmental education aimed at mastering concepts, the traditional formula “I know, but I still don’t know how” is transformed into the formula “I don’t know how, which means I don’t know.”

A number of scientists (L.S. Vygodsky, V.V. Davydov, P.Ya. Galperin, etc.) formulated principles by following which learning can be made developmental. Here are the most important ones:

The educational process should arouse the student’s personal interest in mastering the material and this type of activity;

When developing the content of classes, it is necessary to design the educational process so that the student solves tasks and problems based on the zone of his actual development, and the completion of work would transfer him to the zone of proximal development (the zone of actual development is the area of the child’s current capabilities, the zone of proximal development is the zone potential opportunities, prospects);

For the effective development of students, it is important to provide for each of them a “success situation,” i.e. offer tasks that the child can certainly cope with;

The grade is given not for the final result, but for the process of obtaining it, and the student must be compared not with another, but with himself, but yesterday.

And the last question that I would like to highlight: “How can a developmental type of educational process be organized?” A group of scientists has identified a number of approaches:

1. Research approach to teaching. Its characteristic feature is the implementation of the idea of “learning through discovery”. Within the framework of this approach, the student must himself discover a phenomenon, a law, a method of solving a problem not previously known to him. In doing so, it can rely on the cycle of cognition.

2. Communicative or discussion approach. For some time, the student becomes the author of some point of view on a certain scientific problem. When implementing this approach, the ability to express one’s opinion and understand someone else’s is formed, to conduct criticism, to look for positions that combine both points of view, and to find a compromise, “to get to the bottom of the truth.”

3. Simulation approach. The class is divided into teams or groups, each of which independently works on a common task, imitating a particular institution or company. The results of the activities are discussed, evaluated, and the best and most interesting are determined. An example of this approach in the classroom could be a lesson in protecting projects.

So, the new living conditions in which we are all placed put forward their own requirements for the formation of young people entering life: they must be not only knowledgeable and skillful, but thoughtful, proactive, and independent. Raising just such people is the order of our modern society.

And I want to end my speech with the words of A. Disterweg: “A bad teacher presents the truth, a good teacher teaches to find it.”

It should be noted that in recent years the problem of student-centered learning has been widely considered in pedagogy and psychology. A number of pedagogical studies provide an interpretation of the main categories of student-centered learning and reveal its functions. Reforming the education system in order to achieve its qualitative compliance with the development prospects of the Republic of Kazakhstan, which is actively entering the global educational space, requires changes in both scientific and methodological support and organizational and technological...

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	The concept of modernizing Kazakhstani education places new social demands on the education system and, in particular, on the preparation of students in primary school, which lays the foundation for further education. Russian language lessons in primary grades have great opportunities for using visualization. Currently, variable educational and methodological complexes have been developed, the main components of which are: a textbook, a notebook with a printed basis, and methodological instructions for the teacher. What are the possibilities of funds...
18122.		Using verbal teaching methods in labor lessons in primary school	316.62 KB
	Theoretical foundations of the problem of verbal teaching methods. The problem of teaching methods and their classification in modern psychological and pedagogical literature. Verbal teaching methods and their use in the educational process of primary school. Experimental pedagogical work in labor training lessons using verbal methods in grade 3 using the example of working paper with cardboard.
11008.		The process of development of junior schoolchildren in literacy lessons in primary school	181.76 KB
	The subject of the study is the pedagogical conditions for using didactic games as a means of developing creative abilities in literacy lessons for primary schoolchildren. The study posed a hypothesis according to which the process of developing the creative abilities of younger schoolchildren will proceed more effectively if didactic games are used in literacy lessons in primary school. In accordance with the goal and hypothesis, the research objectives were set: To study the state of the influence of didactic games on primary schoolchildren in pedagogical...
11223.		Implementation of a student-oriented educational process in the context of specialized education	5.79 KB
	Already in 1991, classes for humanitarian and aesthetic development were created at the school; in 1998, the status of a gymnasium was obtained, which in essence is a humanitarian educational institution. Finally, in 2002, work began on the formation of a model of a Russian gymnasium in a multi-ethnic environment. The goal orientations of such a gymnasium, in our opinion, are, firstly, the formation of a highly moral, spiritually rich, educated citizen who loves his fatherland, and secondly, the inclusion of students in ethnocultural traditions as its bearers...
5363.		Characteristics of a junior schoolchild	42.44 KB
	The word “character” translated from Greek means “trait”, “seal”, “sign”. A person’s character, as it were, leaves a certain imprint on his behavior, on relationships with other people, and is a certain sign of his personality.
18075.		The influence of telecommunications projects on the development of primary schoolchildren	92.19 KB
	They express the opinion that the main condition that contributes to the greatest impact of the media on children is how quickly the programs are watched for entertainment purposes and how quickly the children perceive their content as realistic, probably due to the inability to think critically during the viewing period. Children's perception of the realities of the culture in which they live is considered partly the work of the media. This socializing role of TV can be extremely valuable when the child soon lives in a community different from the one in which he appeared. This is why they...

The author of the model is Nikolai Alekseevich Alekseev. In this model, the essence of personality-oriented learning is associated with the uniqueness and originality of students and with the uniqueness of the teacher’s personality, with the concept of a “cultural act”, the meaning of which is the creation of a student himself, his personality through self-affirmation in culture.

Pedagogical technology is considered as:

opportunities);

– fundamentally non-invariant, since it assumes

own “additional definition” in specific learning conditions. The teacher takes designer position

training.

Designing student-centered learning is a special type of pedagogical activity, the content and organizational design of which is focused on taking into account:

– type of mental development of students;

– personal capabilities and characteristics of the teacher;

– psychologically adequate presentation of the specifics of the subject for students.

The type of mental development (according to N.A. Alekseev) is determined by the orientation of training:

Instrumental Cultural

This is how the difference appeared

subject-oriented and personality-oriented

training.

When designing a personally oriented process, the teacher works with the content of learning. ON THE. Alekseev identifies three groups of objects:

structurally	positionally
orientation
	orientation	orientation


(mathematics,
	(history, native	(literature,

	and foreign	items

	languages, law)	art)
biology)

Mechanisms of absorption

6. Culturological concept of personality-oriented education

Author E.V. Bondarevskaya. The main method of design and development should be a cultural approach, which focuses all components of education on culture and man as its creator and subject capable of cultural self-development.

The main components of the cultural approach in personality-oriented education:

– attitude towards the child as a subject of life, capable of cultural self-development and self-change;

– attitude towards the teacher as a mediator between the child and culture;

– attitude towards education as a cultural process;

– attitude towards the school as an integral cultural and educational space where cultural patterns of joint living live and are recreated

lives of children and adults. Culturological personality-oriented education is education, the epicenter of which is a person who learns and creates culture through dialogical communication, exchange of meanings, and the creation of “works” of individual and collective creativity. This is an education that ensures the personal and semantic development of students, supports the individuality, uniqueness and uniqueness of each child’s personality,

relying on its ability to self-change and cultural self-development.

In relation to the student, it performs the following cultural functions:

– helps to find values and meaning in life;

– carries out his development as a human being, culture and an integral personality;

– supports his individuality and creative originality.

Values of humanistic pedagogical culture:

- not knowledge, but personal meanings of teaching and the life of the child;

– not individual (subject) skills and abilities, but individual abilities, independent study

activity and life experience of the individual;

– not pedagogical requirements, but pedagogical support and care, cooperation and dialogue between teacher and student;

– not the amount of knowledge, not the amount of information learned, but the holistic development, self-development and personal growth of the student.