Shamonashvili's humanitarian and personal technology. “The use of methods of humane-personal technology in the implementation of control in the lessons of the French language. Personal qualities of a teacher

Amonashvili Shalva Alexandrovich - Academician of the Russian Academy of Education, well-known Soviet and Georgian teacher - scientist and practitioner. He developed and implemented in his experimental school the pedagogy of cooperation, personal approach, original methods of teaching language and mathematics. A peculiar result, the ideology of his pedagogical activity is the “School of Life” technology, set out in his “Treatise on the Primary Stage of Education, Built on the Principles of Humane-Personal Pedagogy”.

Classification parameters of Sh.A. Amonashvili's technology

According to the level of application: general pedagogical.

On a philosophical basis: humanistic + religious.

According to the main factor of development: sociogenic + biogenic.

According to the concept of assimilation: associative-reflex.

By orientation to personal structures: emotional and moral: 1) SEN + 2) ZUN.

By the nature of the content: teaching + educational, secular with elements of religious culture, humanitarian, general education, human-oriented.

By organizational forms: traditional class-lesson with elements of differentiation and individualization.

By approach to the child: humane-personal, pedagogy of cooperation.

According to the prevailing method: explanatory-illustrative, playful with elements of problematic, creativity.

Target Orientations

Contribute to the formation, development and education of a noble person in a child by revealing his personal qualities.

Ennoblement of the soul and heart of the child.

The development and formation of the cognitive forces of the child.

Providing conditions for an expanded and in-depth volume of knowledge and skills.

The ideal of education is self-education.

Conceptual Provisions

All provisions of the personal approach of pedagogy of cooperation (clause 4.1).

The child as a phenomenon carries a life mission, which he must serve.

The child is the highest creation of Nature and Cosmos and bears their features - power and infinity.

The holistic psyche of a child includes three passions: a passion for development, for growing up and for freedom.

Evaluation of children's activities. A special role in the technology of Sh.A. Amonashvili plays the evaluation of the child's activities. The use of marks is very limited, for marks are "crutches of lame pedagogy"; instead of quantitative assessment - qualitative assessment: characteristics, package of results, training in introspection, self-assessment.

Lesson. The lesson is the leading form of children's life (and not just the learning process), absorbing the entire spontaneous and organized life of children. Lesson - the sun, lesson - joy, lesson - friendship, lesson - creativity, lesson - work, lesson - game, lesson - meeting, lesson - life.

"Ecology and Dialectics" (L.V. Tarasov)

Tarasov Lev Vasilyevich - candidate of pedagogical sciences, professor.

The term ecology emphasizes the orientation of the educational process to real life, to the problems that humanity has to solve, in the first place, the ecological dilemma: either perish with nature, or find ways of co-evolution.

The term dialectics emphasizes the orientation of the school towards dialectical, developing, probabilistic thinking.

The technology "Ecology and Dialectics" uses in a complex many innovations in pedagogy and psychology, applicable to a wide variety of schools.

Technology classification parameters

According to the level of application: general pedagogical. On a philosophical basis: dialectical. According to the main factor of development: sociogenic. According to the concept of assimilation: associative-reflex. / By focusing on personal structures: COURT + ZUN + SEN. By the nature of the content: teaching + educational, secular, general education, technocratic.

By type of management: modern traditional.

By organizational forms: class-lesson, academic.

By approach to the child: personality-oriented + sociocentric.

According to the prevailing method: explanatory-illustrative + problematic.

Target Orientations

o Early and comprehensive development of children;

o Development of ecological and dialectical thinking;

o Completion of the general education stage of education by the 9th grade;

o The transition at the senior level to specialized education (lyceum), which provides serious professional training;

o Ensuring a high cultural level of graduates.

Principles

humanization: the use of the rich humanitarian potential of subjects of the natural cycle, their ecological and dialectical content, the natural science coloring of humanitarian subjects (dialectization) and the humanization of disciplines;

unity (integration) of natural science, humanitarian and artistic and aesthetic education;

implementation of developmental education through modern content, transmitted by modern methods;

synergetics: combining, harmonizing and using many innovative theories and technologies.

Content Features

The main feature of the technology "Ecology and Dialectics" is the redesign of the content of education in the directions of humanization, dialectic and integration.

For elementary school characterized by early learning foreign language, saturation of the elementary school with artistic and aesthetic classes (MHK).

In grades I-VI, the integrative subject " The world”, which absorbed a variety of information from many areas - geography, including local history, biology, geology, physics, astronomy, technology, chemistry, history, ecology. In fact, this is not one academic subject, but a sequence of six completely independent integrative subjects, each of which develops its own topic: in grade I - the world is familiar and unfamiliar, in grade II - the world is beautiful and ugly, in grade III - the world is changeable and constant, in the IV class - the world is mysterious and cognizable, in the V class - Four facets of the world, in the VI class - Our planet is the Earth.

In general, the "surrounding worlds" solve a number of very important tasks - they realize the early formation of many natural science concepts, give an idea of the picture of the world as a whole and the place of a person in it, provide serious preparation for the subsequent study of natural objects and, moreover, arouse interest in their study. . Let's pay attention to the fact that all four natural subjects - physics, chemistry, biology, geography - are studied synchronously (at the same time): this happens in grades VII - IX. The programs of these subjects have been significantly changed - all of them are completed in the IX grade.

The main school is distinguished by the early formation of natural science concepts (scientific developmental subject "The world around I-VI"), the development of variant and systemic thinking (subjects "Regularities of the world around", "Informatics and process modeling").

Completion of basic science subjects in the ninth grade requires a radical restructuring of the entire course of mathematics; this course should now end not in XI, but in IX grade (together with logarithms, trigonometric functions, elements of solid geometry). Let's also pay attention to the integrative subject "Patterns of the surrounding world" in grades VI - VIII. It's about probabilities. This subject introduces students to probabilities, probabilistic approaches, forms variant thinking.

Based on the interests of children, observational astronomy was transferred from grade XI (when it is no longer interesting to students) to the “World around” in grade V (when children are especially eager to comprehend the picture of the Universe). Atomic-molecular concepts, concepts of chemical elements, simple and complex substances, simple chemical reactions are formed in the fifth class. At the same time, children get acquainted with many physical concepts - force, energy, work, power. In the "World around" in the VI class, the concepts of the physical field (magnetic field and gravitational field) are introduced, ideas are given about the chemistry of the Earth's lithosphere, atmosphere and hydrosphere, photosynthesis and its role in the Earth's biosphere are considered.

The senior (lyceum) level is focused on ecologization, which allows one to deal with the problems of culture and morality (subjects "The Universe of Man", "Man and Nature", " Modern world”, “Lifestyle and human health”).

These courses are built in accordance with the ecological imperative, here a person (in particular, a student) is a part of nature itself, and not some abstract researcher, observing it as if from the outside.

In the technology "Ecology and Dialectics" the leading side is not the methodical, but the content side.

However, ZUN is not a goal, but a means of development. The most important method is problematic. The development of a child's personality includes 3 stages:

1. development of ZUN and SUD through the game - elementary school;

2. development of the search functions of the intellect, mastery of formal and dialogic logic through problem-based learning - V-IX grades;

3. development of the main phases of the creative process - X-XI classes. The holistic learning model is used:

harmonic education addressed to the student as a whole;

perception by all senses, work with the left and right hemispheres of the brain (example: drawing abstract concepts - current, sound), dramatization, visualization (in the imagination), emotionality, synectics - establishing connections, lateral thinking (humor, insight, creativity).

Student position:

orientation to the personal perception of everything around: not an outside observer, but an interested researcher;

personal responsibility for the consequences of their activities for other people and for nature;

participation: people have achieved this, which means that it is also available to me;

global perception: everyone needs it, and so do I;

consensus orientation: recognition of the right of others to have their own point of view;

The student is not required to memorize everything. Teacher position:

He is not a passive performer of a certain program, but represents a creative person who is distinguished by: erudition, love for a child, psychological literacy, relaxedness, environmental thinking.

Humane-personal technology

Amonashvili Shalva Alexandrovich - Academician of the Russian Academy of Education, well-known Soviet and Georgian teacher - scientist and practitioner. He developed and implemented in his experimental school the pedagogy of cooperation, personal approach, original methods of teaching language and mathematics. A kind of result, the ideology of his pedagogical activity is the technology "School of Life", set out in his "Treatise on the initial stage of education, built on the principles of humane-personal pedagogy."

Classification parameters of Sh.A. Amonashvili

According to the level of application: general pedagogical.

On a philosophical basis: humanistic + religious.

According to the main factor of development: sociogenic + biogenic.

According to the concept of assimilation: associative-reflex.

By orientation to personal structures: emotional and moral: 1) SEN + 2) ZUN.

By the nature of the content: teaching + educational, secular with elements of religious culture, humanitarian, general education, human-oriented.

By organizational forms: traditional class-lesson with elements of differentiation and individualization.

By approach to the child: humane-personal, pedagogy of cooperation.

According to the prevailing method: explanatory-illustrative, playful with elements of problematic, creativity.

Target Orientations

Contribute to the formation, development and education of a noble person in a child by revealing his personal qualities.

Ennoblement of the soul and heart of the child.

The development and formation of the cognitive forces of the child.

Providing conditions for an expanded and in-depth volume of knowledge and skills.

The ideal of education is self-education.

Conceptual Provisions

All provisions of the personal approach of pedagogy of cooperation

The child as a phenomenon carries a life mission, which he must serve.

The child is the highest creation of Nature and Cosmos and bears their features - power and infinity.

The holistic psyche of a child includes three passions: a passion for development, for growing up and for freedom.

Subject-Oriented Learning Technologies

goal setting technology

The central problem of pedagogical technology is the process of goal formation. It is considered in two aspects:

diagnostics of goal formation and objective control of the quality of assimilation by students educational material;

overall development of the individual.

The method of setting goals, which pedagogical technology offers, is distinguished by increased instrumentality. It consists in the fact that learning objectives are formulated through learning outcomes expressed in the actions of students, and those that a teacher or some other expert can reliably identify. The difficulties that this idea faces are solved in two main ways:

1. the creation of a clear system of goals, pedagogical taxonomies, within which their categories and successive levels (hierarchy) are distinguished;

2. the creation of a specific, clear language for describing learning objectives, into which the teacher can translate insufficiently clear formulations.

"Taxonomy" (the concept is borrowed from biology) means such a classification and systematization of objects, which is built on the basis of their natural relationship and uses categories to describe, arranged sequentially, in increasing complexity, that is, in a hierarchy.

This system of goals has become widely known internationally. The author of the scheme of pedagogical goals was the American scientist B. Bloom. He published the first part of "Taxonomy" (1956). In subsequent decades, D. Kratvol and other scientists created the second part of "Taxonomy" (in the affective area). The first part describes the goal-cognitive (cognitive) area. Let us turn to the instrumental possibilities that taxonomy gives the teacher.

An ordered, hierarchical classification of goals is important primarily for a practicing teacher for the following reasons:

1. Concentration of efforts on the main thing.

2. Clarity and publicity in the joint work of the teacher and students.

3. Creation of standards for assessing learning outcomes.

The idea of the operational definition of educational goals was embodied in R. Tyler's two-dimensional method of concretizing learning goals. The method of concretizing learning objectives is a description of the objectives that outlines:

A) the type of behavior that needs to be formed in students;

B) the subject content or area of reality in which this behavior will manifest itself.

This method of concretizing goals is used in the technological design of the educational process for a large block of content (course, section, topic).

The technology for the complete translation of educational goals into the language of externally observed actions was formed under the influence of the ideas and methods of behaviorism (1950-60s), one of the leading areas of American psychology, which has a distinct applied, instrumental orientation. This approach presents learning as the development of a predetermined “observable behavior” in students, that is, a clearly defined set of observable actions.

The technology of complete assimilation (based on the materials of M.V. Klarin)

In the book by D.G. Levites "Teaching Practice: Modern Educational Technologies" describes the technology of complete assimilation according to M. Klarin. Here we propose an interpretation of the main ideas of the pedagogical system, developed precisely on the elements of the technological process of education.

Problem.

1. The spread of poor progress of schoolchildren in mastering the basic content of education is explained by the inability to organize the learning process in accordance with individual characteristics students.

2. The pace and way of presenting the material is often focused not on all students, but only on some.

3. Grades for mastering the basic content of education actually mean the differentiation of what cannot be differentiated by definition, since it must be fully assimilated by everyone.

4. A student's abilities are determined by his pace of learning under conditions that are optimally selected for a given child, but not averaged.

Conclusion: with the right organization of education, especially when time limits are removed, the vast majority of schoolchildren are able to fully assimilate the compulsory educational material.

According to the technology of complete assimilation, the difference in learning outcomes will take place outside the requirements for mandatory learning outcomes.

Within the framework of this technology, the construction of the educational process is aimed at bringing all students to a single, clearly defined level of mastering knowledge and skills.

All educational content is divided into separate educational units. Their main feature is that they are complete in meaning (content integrity) and small in volume (3-6 lessons). The student must constantly keep the planned, final result in the field of his activity and direct all his actions towards its achievement, receiving, in case of success, all kinds of encouragement (incentives), the main of which is the very successful progress towards the intended goal.

Diagnostic tests and correctional tests are developed for each educational unit. didactic material.

Diagnostic tests serve only as an indicative basis for progressing along the path of mastering the content and, as a rule, are not evaluated. The main purpose of current tests is to identify the need for corrective work.

Corrective didactic material is used for re-explanation after analyzing diagnostic tests and finding out which intellectual operations (memorization, understanding, application, analysis, synthesis, evaluation) are not mastered by schoolchildren.

This may include ready-made reference notes summarizing tables, diagrams, drawings, frames of filmstrips, fragments of video films, equipment for individual experiments, and so on up to the textbook (commented reading). These materials are designed for such an additional study of the unlearned material, which differs from the original way of studying it, and allows the student to choose the way of work that suits him.

Technology of the pedagogical process according to S.D. Shevchenko

The backbone component of the created S.D. Shevchenko pedagogical system is the technology of the pedagogical process.

Peculiarities of assimilation of the lesson topic (from the study of D.G. Levites):

1. All the mandatory stages of the learning process (perception, comprehension, consolidation, formulation of skills, application of new knowledge and skills in practice) are “not invested” in a separate lesson and cannot be “invested” in any way. In order for assimilation to occur, study time is needed from the middle of one lesson to the middle of the third.

2. The perception of new educational material is the first stage of teacher-student activity for assimilation learning topic where students first get acquainted with the content of the educational topic.

3. The second step is the first repetition. Determining the assimilation of the material (lesson topic). Perception correction.

S.D. Shevchenko believes that without homework there can be no complete assimilation. Feature of homework - pronunciation.

The most important regularity of the assimilation process is active memorization. Therefore, to pronounce the educational material should be based on the textbook. Shevchenko notes that with the help of speaking to oneself, an imitation is created collective activity(the student proves to himself, objects, etc.), which contributes to a strong assimilation.

In the process of speaking, students may make a mistake. It can be corrected in the process of frontal pronunciation. The correct answer is sure to sound. This stage lasts 10-12 minutes, and it completes the process of assimilation of the lesson topic.

This technology is an interpretation of the well-known active immersion method. Immersion is a learning method with elements of relaxation, suggestion and play. This method was used with varying depths by V.F. Shatalov, Sh.A. Amonashvili, A. Tubelsky and others. In 1995, G. Ibragimov successfully systematized the modified methods and gave them an accurate psychological justification.

The idea of creating a method of concentrated learning was updated by the lack of knowledge and skills in most students in certain academic disciplines, the lack of motivation and attachment to the subjects studied, the rapid forgetting of the studied material, the lack of demand for knowledge in practice, increased fatigue in the process of studying various subjects.

The assimilation of the academic discipline is built as follows: 3-6 heterogeneous subjects are studied daily in lessons for 45 minutes. With such an organization of training, the assimilation of a subject is stretched for long time. “There are facts,” notes D. Levites, “when subjects designed for 34 hours are studied for a whole school year because lessons on them are included in the schedule no more than once a week.

It is clear that such an organization of learning does not contribute to lasting assimilation, knowledge is quickly forgotten.

Task: in order to prevent forgetting the material learned in the lesson, it is necessary to work on consolidating it on the day of its perception.

A possible solution: the transition to such a system of organization of education, which would bring the educational process as close as possible to the natural psychological characteristics of human perception.

Concentrated learning is a special technology for organizing the educational process, in which the attention of teachers and students is focused on a deeper study of each subject by combining lessons into blocks, reducing the number of disciplines studied in parallel during school day, weeks.

The purpose of concentrated education is to improve the quality of education and upbringing of students through the creation of an optimal organizational structure of the educational process, the convergence of education with the natural psychological patterns of education.

The essence of concentrated learning is the continuity of the process of cognition and its integrity (starting with primary perception and ending with the formation of skills to use the information received); the one-time duration of the study of a topic, section or the entire academic discipline, ensuring their solid assimilation; reduction in the number of simultaneously studied disciplines; orientation of the educational process to the development of independence, responsibility, creative activity of students; variability and complexity of the applied forms and methods of teaching, adequate to the goals and content of the educational material and taking into account the peculiarities of the dynamics of the working capacity of students and teachers; collaboration between teachers and students.

Benefits of concentrated learning:

1. The construction of the educational process provides overcoming the disunity of the content and links the elements of learning into a single whole.

2. Provides perception, in-depth and lasting assimilation by students of holistic completed blocks of the studied material.

3. Beneficial effect on the motivation of learning.

4. A favorable psychological climate is being formed.

Back forward

Attention! The slide preview is for informational purposes only and may not represent the full extent of the presentation. If you are interested in this work, please download the full version.

About pedagogical technologies

The basis of pedagogical activity is the possession of pedagogical technologies of methods and means aimed at studying and activating the educational activities of each student.

Any educational activity consists of a set of educational processes. From the teacher's knowledge and understanding of how the student is able to participate in the educational process and is able to practically apply the knowledge and acquired skills and skills, the result of learning depends. The learning process is repeated over and over again. This is the basis for the repetition and consolidation of theoretical knowledge and practical skills. Individual forms and methods of teaching are being replaced by system pedagogical technologies. Pedagogical technologies should be aimed at the development by each teacher of individual conditions based on the study of the educational capabilities of each student and, on this basis, the creation of a system of humane pedagogical relationships between teachers and students, aimed at enhancing educational activities, through the introduction of adequate pedagogical and methodological support, which allows to reveal educational engines of human consciousness and spiritual.

Pedagogical technology is a thoughtful system that allows you to discover the possibilities of achieving positive results in educational activities.

In pedagogy, there are a large number of authors involved in the development of pedagogical technologies: Amonoshvili Sh.A., Bespalko V.P., Selevko G.K., Shatalov V.F., Shchurkova N.E., Yakimanskaya I.S. and etc.

Pedagogical technology is a project of the content and application in practice of a system of educational and educational technological means that study and develop schoolchildren: techniques and methods for organizing teaching based on accounting and psychological and pedagogical study of the educational capabilities of schoolchildren to stimulate their creative activity and develop independent educational and labor activities. Through introduction of special adequate pedagogical support. The concept of pedagogical technology is difficult to enter into pedagogical practice. It is difficult to deviate from the established system of frontal application of teaching methods and techniques. Pedagogical technologies are a consistent system of techniques, means and methods for the practical implementation of the educational process, taking into account the potential features of development and technological means of purposeful influence on each student.

Thus, under the pedagogical technologies of correctional and developmental education we mean a system of technological conditions aimed at studying the developmental features and activating the educational process of schoolchildren with reduced educational opportunities, through the practical application of developing educational pedagogical techniques and methods of organizing teaching, which allow stimulating, activating and developing a conscious learning activities every student.

The subject of pedagogical technology is the practical interaction of a teacher and students at different stages of educational activities, organized on the basis of diagnosing and taking into account educational opportunities that should be developed in the process of teaching and education with the help of means, methods and techniques for studying and enhancing the education and upbringing of schoolchildren.

The following tasks of pedagogical technologies can be singled out: creating conditions for the perception, assimilation and consolidation of strong theoretical knowledge by schoolchildren; creation of conditions for the formation and conscious application of practical skills and abilities in solving educational problems based on phased thinking; creating conditions for the study, understanding and observance by schoolchildren of a system of social norms, rules and habits of behavior.

The transition to the practical implementation of a particular pedagogical technology begins with determining the goals of its application to improve the quality of the educational process.

The meaning of pedagogical technology is that all students in the process of the lesson can achieve a positive result in accordance with their learning capabilities. The solution to this problem is possible on the basis of:

Diagnostics (monitoring) of the quality of knowledge at each stage of training.
Creation of conditions for the activation of the educational activities of each student.
Humane psychological and pedagogical assessment of the educational work of schoolchildren.

This is facilitated by the adequate application of teaching methods and means. Methods of application of pedagogical technologies is a system of methods of activity of the teacher and students, aimed at the development, education of students in the process of acquiring knowledge and the formation of practical skills. The means of using pedagogical technologies is a specially developed adequate methodological support aimed at studying and activating the educational and labor activities of each student.

The main ideas of humane-personal pedagogy

Humane-personal pedagogy is based on the following postulates:

1. Humane pedagogical thinking is not a discovery of modern theory and practice. It is based on the classical heritage and finds its origins in the leading religious, philosophical and pedagogical teachings.

2. Pedagogy is essentially a universal form and culture of thinking, the tendencies of which are embedded in the natural functions of a person. It is developed not only by scientific achievements, regularities discovered by science, but by the level and quality of human culture, the origins of spirituality and the motivation of activity. This is the benefit of pedagogical thinking as a constant source of creativity and creation. This is the difference between it and science in the strict sense of the word.

3. Humane-personal pedagogy puts the upbringing of the individual through the development of his spiritual and moral potential at the forefront, contributing to the disclosure and creation in the child of the traits and qualities of nobility. The upbringing of a noble person is the leading goal of the humane-personal educational process.

4. Humane-personal pedagogy accepts the ideas of classical philosophy and pedagogy that the child is a phenomenon in earthly life, he is the bearer of his life mission and is endowed with the highest energy of the spirit.

5. The humane-personal educational process is based on understanding the integrity of the nature of the child, its driving forces, revealed and scientifically substantiated by modern psychology and defined by us as spontaneous aspirations, passions of the child's personality in his desire for development, maturation, freedom.

6. The essence of the humane-personal educational (pedagogical) process, the humane-personal approach to the child is that the teacher, being the creator of this process, bases it on the movement of spontaneous passions in the child; directs him to the full development of the forces and abilities that appear in the many-sided activity of the child; aims it at identifying and asserting the personality of the child; saturates it higher images beautiful in human relationships, in scientific knowledge, in life (education).

Humane-personal pedagogy, implemented in the “School of Life of Sh.A. Amonoshvili”, based on the real conditions of Russian reality, does not deny subject education, class-lesson system, but seeks to enrich learning activities with the “Light of Spirituality and Knowledge”, turn the lesson into “Life itself” children." Hence the corresponding accents.

This is what the main cycle of educational courses looks like primary school"Schools of Life":

Lessons of cognitive reading.
Lessons of written and speech activity.
Native language lessons.
Lessons in Mathematical Imagination.
Spiritual lessons.
Beauty lessons.
Lessons of planning and activity.
Lessons in courage and endurance.
Nature lessons.
Lessons about the world of sciences.
Communication lessons.
Lessons of foreign speech.
Chess lessons.
Computer literacy lessons.

Obviously, not only a believer in the ideas of humane pedagogy, but also a purposefully prepared teacher can work in the mode of such a curriculum.

7. Humane pedagogical thinking requires adequate concepts, it is directly related to the convictions of the person involved in its theoretical enrichment or practical implementation. That is why the reorientation of teachers from traditional authoritarian approaches to humane pedagogical thinking is the most important problem in the development of education in modern conditions.

8. Humane-personal approach to education in modern Russian school relies on the deep wisdom of the Russian mentality from Sergius of Radonezh to V.I. Vernadsky; it feeds on the vital source of world pedagogical thought from Confucius and Socrates to J. Dewey and M. de Montaigne; it carries the purity of the ideas of modern thinkers from L.S. Vygotsky and D.N. Uznadze to J. Korchak and V.A. Sukhomlinsky.

Mastering the basics of humane pedagogical thinking is an indispensable part of the formation of a teacher of the third millennium.

The technique of Shalva Alexandrovich Amonashvili

Doctor of Psychological Sciences, Professor.

Corresponding member of the APS of the USSR since May 23, 1985, full member of the APS of the USSR since January 27, 1989, honorary member of the Russian Academy of Education since March 21, 1993, full member of the Russian Academy of Education since May 30, 2001. Member of the Department of Psychology and Developmental Physiology.

Books by Shalva Alexandrovich Amonashvili

Fundamentals of the formation of writing skills and the development of writing. speech in the beginning. classes - Tb., 1970;
Education. Grade. Mark - M., 1980;
Creating a person - M., 1982;
Hello children! - M., 1983;
Educate and educate the function of assessing the teaching of schoolchildren - M., 1984;
To school - from the age of six - M., 1986;
How are the children? - M., 1986;
Unity of purpose - M., 1987;
Personal and humane basis of the pedagogical process - Minsk, 1990.

Shalva Aleksandrovich Amonashvili is one of the innovative teachers who proclaimed the pedagogy of cooperation. He graduated from the Faculty of Oriental Studies of Tbilisi University, worked at school, studied at graduate school, defended candidate and doctoral dissertations. In the 1960s and 1970s, he led a massive experiment in Georgian schools, which had a wide response around the world due to the justification of a new pedagogical direction, which gained fame under the name "Humanistic-personal approach to children in the educational process." Currently lives in Moscow (Russia). His system "School of Life" (humane-personal approach) is recommended by the Ministry of Education of the Russian Federation for practical application. According to the philosophical system he created - "A humane-personal approach to children in the educational process" School of Life "teachers work and study in different countries near and far abroad.

Shalva Alexandrovich himself claims that he learned all the principles of a humane-personal approach to a child from the classics of world pedagogy - K.D. Ushinsky, V.A. Sukhomlinsky, Janusz Korchak, A.S. Makarenko and many others. That, having collected the multi-colored bricks of their experience, he only combined them into a single whole. Let us pay tribute to the modesty of Shalva Aleksandrovich, but note, however, that in order to see a complete picture in the pedagogical mosaic scattered over the centuries, one must not only be a highly educated specialist, but also have a unique quality of synthesis. It is due to the fact that Sh.A. Amonashvili, as a true sage, has the rare gift of synthetic thinking, he managed to create a solid monolithic foundation on which a new philosophy of pedagogy, called humane, is built.

Shalva Alexandrovich calls on teachers to constantly enrich their pedagogical skills, drawing from the purest and richest source of pedagogical wisdom. He claims that "the classics are not from the past, they came to us from the future." It is them, the giants of pedagogical thoughts, that are repeatedly quoted by Sh.A. Amonashvili and calls his teachers. One can say about Shalva Aleksandrovich by paraphrasing the well-known aphorism of Isaac Newton: "He sees further than others, because he stands on the shoulders of giants."

Despite his venerable age, Shalva Aleksandrovich leads an active creative life: he conducts seminars and master classes with teachers from Russia and the CIS countries, the Baltics, and Ukraine. Works with undergraduate and graduate students. He is the scientific director of a number of laboratories and centers in different countries of the world, as well as experimental schools in Moscow and St. Petersburg; directs the International Center for Humane Pedagogy and the All-Ukrainian Center for Humane Pedagogy in Ukraine. He is the initiator of the annual International Pedagogical Readings in Moscow.

Currently, Sh.A. Amonashvvili - Doctor of Psychology, Professor, Academician of the Russian Academy of Education, Laureate of the State Prize of the Russian Federation, foreign member of the Ukrainian Academy of Pedagogical Sciences. In addition, he is an honorary doctor of the Sofia University. St. Clement of Ohrid (Bulgaria); Honored Professor of the Moscow City Pedagogical University; honorary professor at a number of universities in different countries.

Despite the enormous emotional and physical activity, he is extremely attentive and friendly to people, no one saw him irritated or rude. He embodies that creative patience that is one of the cornerstones of his pedagogical philosophy.

Many teachers in their practice face the problem of the need to humanize the pedagogical process. Humanism is a system of views that recognizes the value of a person as a person, his right to freedom, happiness, development and manifestation of all abilities. This is a system that considers the good of a person as a criterion for evaluating social phenomena, and the principles of equality, justice, humanity - the desired norm of relations in society. Invaluable benefits for them are the works of innovative teachers Sh.A. Amonashvili and V.A. Sukhomlinsky.

The influence of the personal qualities of a teacher in the system of teaching children of primary school age

Shalva Alexandrovich Amonashvili in the manual for teachers "Hello, children!" summarizes the results of his pedagogical activity, his observations on the formation of the personality of the youngest schoolchildren. The book is written in the form of a story and reflections of a teacher who became the organizer of the exciting school life of kids. It reveals psychological features this age group, the specifics of the content, forms and methods of teaching and educating six-year-olds.

"My practice of working with children and the scientific search for the organization of their joyful and exciting life at school, the creative and scientific community for a long time with many teachers of experimental classes contributed to the fact that I had some pedagogical convictions based on optimistic, humanistic principles of learning and education" - writes Sh. Amonashvili in the preface.

A. V. Petrovsky, Academician of the Academy of Sciences of the USSR, called this book a "pedagogical symphony", the leitmotif of which invariably remains love for children, a sensitive attitude towards the tender soul of a child. This characteristic can also be attributed to the book of Sh. Amonashvili "To school - from the age of six." Sh. Amonashvili believes that the effective implementation of the system of upbringing and education of children of primary school age depends entirely on the personality of the teacher. He draws attention to the following personal qualities, which seem to him the most important.

First, love children for who they are. We must equally love the naughty, and obedient, and quick-witted, and slow-witted, and lazy, and diligent. Kindness and love for children will not allow them to be treated rudely, to infringe on their pride and dignity, not to rejoice at the success of everyone.
Secondly, to be able to understand children, that is, to take their position, take their worries and deeds as serious and reckon with them. These concerns and deeds should be treated not with indulgence, but with respect. To understand children means not to subject them to our power, but, relying on their today's life, to nurture the sprouts of their tomorrow's life. Understanding the movements of the soul and the experiences of the child's heart, his feelings and aspirations, the teacher will be able to engage in deep education, when the child himself becomes his companion in his own upbringing.
Thirdly, it is necessary to be optimistic, to believe in the transformative power of education. This is not about philanthropic optimism, when, with folded arms, the teacher waits with hope for the child to grow wiser, show the ability to think, in order to then engage in his upbringing, begin to develop his consciousness. We are talking about active optimism, when the teacher deeply delves into the inner world of the child - and, depending on this, looks for ways of education, training and development.
Fourthly, the teacher should have all the best that people like in a person: a smile, and severity, and restraint, and modesty, and sensitivity, and sincerity, and intelligence, and sociability, and love of life.

Strives to be such a teacher is very important. He is an intermediary between the child and the spiritual values of past and present generations. These values, knowledge, moral and ethical norms do not reach children in a sterilized form, but carry the personal traits of the teacher, his assessment. A humane teacher, introducing children to knowledge, at the same time conveys his character to them, appears before them as a model of humanity. For a child, knowledge does not exist without a teacher, only through love for his teacher does a child enter the world of knowledge, master moral values society. At primary school age, the highest authority for children is the teacher.

Concepts: humanity of the teacher, student. The idea of humanization of schools.

Firstly, the humanity of a teacher is a position that is expressed in the ability to see behind any external manifestations of a child the features of a living, but complex person who has the right to individuality, in the ability not to suppress human professionalism, to show and understand the mood of children, a child, colleagues, parents, as well as relate your state of mind with specific circumstances.

Secondly, the humanity of the student is an internal attitude towards a good start, mainly expressed, depending on the age of the child, first in the ability to regret, empathize, help, in adolescents - in a motley mixture of sometimes contradictory values, like the children themselves, in the desire to communicate with elders, in the design of personal interests and occupations, for elders - in respect for the judgments and lifestyles of peers, in decency, respect for the peace of mind - one's own and others, independence of decisions made, self-esteem and dignity of others, in life self-determination (choice of decisions).

At the same time, it is known that all progressive educational systems of the past and present have always been built and are built on the recognition of the student's right to be a person and develop, first of all, spiritually. Spiritual means humanely. After all, humanization itself is nothing more than an increase in the teacher's faith in the potentials of the individual and the possibility of their disclosure and enrichment.

The humanistic concept sees the main reserve of influence on the development of the individual not in the improvement, the growth of external influences on it, but in the search for and realization of internal potentials given by nature and acquired in the course of socialization in the process of education and upbringing.14 At the same time, it should be noted: no one, of course, can deny the best that the former school accumulated, often contrary to the prevailing ideological schemes, just as no one can deny that this best has become the golden fund of our pedagogy and school.

The ideas of humanization have affected schools, causing significant changes in it, which can be assessed as trends that can give the school a new look. They are united by common features: respect for the child and his own “I”, recognition of the student’s right to be an active subject of the educational and educational process.

Along with this, the principle of openness gives the school a new look and, often, a new structure. In this case, the rigidity of the school structure disappears, the program becomes more flexible, diverse and adapted to the needs of children.

The humanistic climate of the school is important and the most difficult to implement. It requires from teachers and other professionals working with children competence, devotion to children and the goal, dedication and professional harmony. S. Frenet notes that it is necessary to “understand the soul of the child, his psychology. Everyone will choose his own path that meets individual inclinations, tastes and needs.”

Conclusion

“... Humane pedagogical thinking, as an eternal truth and as the core of any higher pedagogical teaching and heritage, is fraught with the opportunity for constant renewal of the life of the school, for a multifaceted creative activity teachers and teaching teams ... It "ignites sparks for the birth of different and new pedagogical systems, depending on specific historical, social, national and economic conditions ... Humane pedagogical thinking is in constant search of its" moment of truth ", in view of which the boundaries of its more extended than the boundaries of relevant practice.”
(Amonashvili Sh.A.)

Bibliography:

Amonashvili Sh.A. Pedagogical symphony. - Yekaterinburg, 1993. T. 3. p. 140.
Amonashvili Sh.A. School of Life. - M., 2000.
Amonashvili Sh.A. Reflections on humane pedagogy. - M., 2001.
Amonashvili Sh.A. How are you, children? - M., 1977.
Babansky Yu.K. Optimization of the learning process. General didactic aspect. - M., 1977.
Bespalko V.P. Components of pedagogical technology - M., Pedagogy, 1989.
Vygotsky A.S.: Anthology of humane pedagogy - M., 1996. p. 19.
Galperin P.Ya. Methods of teaching and mental development of the child - M., 1985.
Guzeev V.V. Lectures on pedagogy - M., Knowledge, 1992.
Korchak Ya. Anthology of humane pedagogy - M., 1997. p. 39-40
Lerner I.Ya. Attention to learning technology / / Sov. Pedagogy - No. 3, 1990. p. 138-141.
Selevko G.K. Modern educational technologies: Textbook. - M .: National education, 1998.
Sukhomlinsky V.A. Anthology of humane pedagogy - M., 1997. p. 19.
Shatalov V.F. Pedagogical prose. - M., Education, 1980.
Shchurkova N.E. Pedagogical technology as an academic discipline / / Pedagogy. - No. 2, 1993. pp. 66-70.
Yanushkevich F. Teaching technology in the system of higher education - M., 1986.

Library
materials

MINISTRY OF EDUCATION AND SCIENCE, YOUTH AND SPORT OF THE REPUBLIC OF CRIMEA

STATE BUDGENT EDUCATIONAL INSTITUTION OF HIGHER EDUCATION OF THE REPUBLIC OF CRIMEA

"CRIMEAN ENGINEERING AND PEDAGOGICAL UNIVERSITY"

FACULTY OF PSYCHOLOGY AND PEDAGOGICAL EDUCATION DEPARTMENT OF PRIMARY EDUCATION

Lecture

on the topic:

“Humanistic and personal technology of Sh.A. Amonashvili”

Prepared by undergraduate

Faculty of Psychology

and teacher education

MNO-16 groups

Bekmambetova Zulfiya

2017

slide 2

Lecture plan

Introduction

2. The main ideas of humane-personal pedagogy.

4. Pedagogical techniques of Sh. A. Amonashvili used in the educational process

conclusions

slide 3

FURTHER READING LIST

Amonashvili Sh.A. School of Life. - M.., 2000.

Amonashvili Sh.A. Reflections on humane pedagogy. - M., 2001.

Amonashvili Sh.A. How are you, children? - M., 1977.

Bogolyubov V.I. Pedagogical technology: the evolution of the concept//Soviet Pedagogy. -№9, 1991.

Bukhvalov V.A. Methods and technologies of education. - Riga, 1994.

Wentzel K.N.: Anthology of humane pedagogy. - M., 1999. p. 195-196.

Vernadsky: Anthology of humane pedagogy. - M., 2001. p. 5.

Vygotsky A.S.: Anthology of humane pedagogy. - M., 1996. p. 19. Galperin P.Ya. Methods of teaching and mental development of the child. - M., 1985.

slide 4

Introduction

“The school must love the child, then he will love the school”

V.A. Sukhomlinsky

slide 5

Do you know what educational technology is?

How do you understand humane-personal technology?

What do you know about teacher Sh.A. Amonashvili?

The basis of pedagogical activity is the possession of pedagogical technologies of methods and means aimed at studying and activating the educational activities of each student.

Pedagogical technology is a thoughtful system that allows you to discover the possibilities of achieving positive results in educational activities.

slide 6

1. Sh.A. Amonashvili. short biography

Sh.A. Amonashvili is a famous Soviet, Russian teacher and psychologist, researcher and innovator in the field of educational psychology. He works with children according to the system of a humane-personal approach, which is created on the synthesis of philosophy, the foundations of being and the pedagogy of cooperation. His methods of education and training are aimed at personal development child, building respectful trusting relationships between children, teachers and parents. They provide a powerful impetus to knowledge and spiritual development child.

Born March 8, 1931 in Tiflis (now Tbilisi, Georgia). Graduated from Tbilisi State University, Faculty of Oriental Studies. He began his teaching career as a pioneer leader in 1952, as a second-year student. In 1958, he completed his postgraduate studies at the Research Institute of Pedagogy. Ya. S. Gogebashvili and defended his Ph.D. thesis in pedagogy in 1960.

He graduated from the Faculty of Oriental Studies of Tbilisi University, worked at school, studied at graduate school, defended candidate and doctoral dissertations. In the 1960s and 1970s, he led a massive experiment in Georgian schools, which had a wide response around the world due to the justification of a new pedagogical direction, which gained fame under the name "Humanistic-personal approach to children in the educational process." Currently lives in Moscow (Russia). His system "School of Life" (humane-personal approach) is recommended by the Ministry of Education of the Russian Federation for practical application. According to the philosophical system he created - "A humane-personal approach to children in the educational process" School of Life "teachers work and study in different countries of near and far abroad.

Slide 7

Currently, Sh.A. Amonashvili - Doctor of Psychology, Professor, Academician of the Russian Academy of Education, Laureate of the State Prize of the Russian Federation, foreign member of the Ukrainian Academy of Pedagogical Sciences. In addition, he is an honorary doctor of the Sofia University. St. Clement of Ohrid (Bulgaria); Honored Professor of the Moscow City Pedagogical University; honorary professor at a number of universities in different countries.

Slide 8

Dozens of pedagogical, psychological and artistic works belong to his pen, many of which have been translated into different languages. Sh.A. Amonashvili heads the Publishing House of the same name and together with Academician D.D. Zuev publishes a hundred-volume Anthology of Humane Pedagogy. Despite the enormous emotional and physical stress, he is extremely attentive and friendly to people, no one saw him irritated or rude. He embodies that creative patience that is one of the cornerstones of his pedagogical philosophy.

Proceedings of Sh.A. Amonashvili

Amonashvili Sh. A. Education. Grade. Mark. - M., 1980

Amonashvili Sh. A. Hello, children!: A guide for the teacher / Foreword. A. V. Petrovsky. - M., 1983.

Amonashvili Sh. A. How do you live, children? - M., 1986

Amonashvili Sh. A. Unity of purpose. - M., 1987

Amonashvili Sh. A. The upbringing and educational function of assessing the teaching of schoolchildren. - M., 1984

Amonashvili Sh. A. In school - from the age of six. - M., 1986

Amonashvili Sh. A. Reflections on humane pedagogy.- M., 1996

Amonashvili Sh. A. School of Life. - M., 1996.

Amonashvili Sh. A. Faith and love. - M., 2009.

Amonashvili Sh. A. The Truth of the School. - M., 2006.

Amonashvili Sh. A. Hurry, children, we will learn to fly! .- M ..2005.

Amonashvili Sh. A. In order to give a Child a spark of knowledge, the Teacher must absorb the sea of Light. - Donetsk, 2009.

Amonashvili Sh. A. How to love children (the experience of introspection). - Donetsk, 2010.

Amonashvili Sh. A. Amon-Ra: The Legend of the Stone. - Artemovsk, 2010.

Slide 9

What is Humane Pedagogy?

"This pedagogy accepts a child as he is, agrees with his nature. She is sees in the child his infinity , realizes its cosmic nature and leads, prepares him for the service of mankind throughout life. She is establishes personality in the child by revealing his free will and building pedagogical systems, the procedural nature of which is predetermined teacher's love, optimism, high spiritual morality . She encourages pedagogical creativity and calls for pedagogical art. Humane pedagogical thinking seeks to embrace the immensity, and this is the strength of educational systems and processes born in its depths.

Amonashvili Sh. A.

Slide 10

The main ideas of humane-personal pedagogy

The main ideas of humane-personal pedagogy

1. Education of a personality through the development of its spiritual and moral potential, contributing to the disclosure and creation in the child of traits and qualities of nobility.The upbringing of a noble person is the leading goal of the humane-personal educational process.

2. Ideas of classical philosophy and pedagogy that the child is a phenomenon in earthly life, he is the bearer of his life mission and is endowed with the highest energy of the spirit.

3. The educational process is based on understanding the integrity of the nature of the child, its driving forces, revealed and scientifically substantiated by modern psychology and defined by us as spontaneous aspirations, passions of the child's personality in his desire for development, maturation, freedom.

slide 11

Humane-personal pedagogy is based on the following postulates:

6. The essence of the humane-personal educational (pedagogical) process, the humane-personal approach to the child is that the teacher, being the creator of this process, bases it on the movement of spontaneous passions in the child; directs him to the full development of the forces and abilities that appear in the many-sided activity of the child; aims it at identifying and asserting the personality of the child; saturates it with the highest images of beauty in human relationships, in scientific knowledge, in life (education).

Humane-personal pedagogy, implemented in the “School of Life” by Sh.A. Amonoshvili, based on the real conditions of Russian reality, does not deny subject education, class-lesson system, but seeks to enrich learning activities with the “Light of Spirituality and Knowledge”, turn the lesson into itself “ Children's life. Hence the corresponding accents.

slide 12

This is how the main cycle of educational courses for the elementary grades of the "School of Life" looks like:

Lessons of cognitive reading.

Lessons of writing and speech activity.

Native language lessons.

Lessons in Mathematical Imagination.

Spiritual lessons.

Beauty lessons.

Lessons of planning and activity.

Lessons in courage and endurance.

Nature lessons.

Lessons about the world of sciences.

Communication lessons.

Lessons of foreign speech.

Chess lessons.

Computer literacy lessons.

Obviously, not only a believer in the ideas of humane pedagogy, but also a purposefully prepared teacher can work in the mode of such a curriculum.

8. The humane-personal approach to education in the modern Russian school is based on the deep wisdom of the Russian mentality from Sergius of Radonezh to V.I. Vernadsky; it feeds on the vital source of world pedagogical thought from Confucius and Socrates to J. Dewey and M. de Montaigne; it carries the purity of the ideas of modern thinkers from L.S. Vygotsky and D.N. Uznadze to J. Korchak and V.A. Sukhomlinsky.

Mastering the basics of humane pedagogical thinking is an indispensable part of the formation of a teacher of the third millennium.

slide 13

3. Shavla Alexandrovich Amonashvili - the author of humane-personal technology

Amonashvili Shalva Alexandrovich - Academician of the Russian Academy of Education, scientist-practitioner. He developed and implemented in his experimental school the pedagogy of cooperation, personal approach, original methods of teaching language and mathematics. He is the author of humane-personal technology, which by its nature is educational and educational.

Slide 14

In its organizational form, it is a traditional classroom technology with elements of differentiation and individualization. The main methods are explanatory and illustrative, playful with elements of problematic, creativity. The conceptual provisions of humane-personal technology are the provisions of the personal approach of cooperation pedagogy, which is interpreted as the idea of joint developmental activities of children and adults, sealed by mutual understanding, penetration into each other's spiritual world, joint analysis of the course and results of this activity.

slide 15

Let's single outmain target orientations technology:

Contribute to the formation, development and education of a noble person in a child by revealing his personal qualities.

Ennoblement of the soul and heart of the child.

The development and formation of the cognitive forces of the child.

Providing conditions for an expanded and in-depth volume of knowledge and skills.

The ideal of education is self-education.

To analyze the methods used by the author, let's turn to his main publications "Hello, children!", "How are you, children?", "Unity of Purpose".

slide 16

Amonashvili Sh. A. categorically opposes marks. “Marks are the crutches of a lame pedagogy or a rod that personifies the imperative power of a teacher.” Instead of a quantitative assessment, it offers a qualitative assessment: a characteristic, a package of results, training in introspection, self-assessment.

Slide 17

“Children do not need grades, they will learn without them if we turn learning into a process of developing cognitive aspirations” - the teacher says and creates all the conditions for this.

Slide 18

Amonashvili Sh. A. speaks about the education of humane feelings in children , which connects with the development of the ability to empathize and experience in general. “Yes, I want my children to be strongly impressed from time to time ... Spiritual world a child can be enriched only if he absorbs this wealth through the palaces of his emotions, through feelings of experience, joy, pride ... "

The medium that actively influences the feelings and mind of the child is literature. At the reading lessons, there is a casual conversation about books, about the actions of people, about the relationship between them, about good and evil. He does not impose his assessments on the children, he simply “on a par with them” thinks aloud what he likes, what he does not like, why. Gives children the opportunity to argue with him, to reflect. The conversation is conducted in accordance with the norms of communication, the expressions are used: “In my opinion ... It seems to me ... Sorry, but I think differently ... Forgive me for interrupting ...” Children play the “hero”: Tom Sawyer, Pippi, the Little Prince. Everyone plays the hero as they imagine, and all the children look after him like a real hero, no joke - that's the deal.

Slide 19

The lesson in this technology is the leading form of children's life, and not just the learning process: lesson-sun, lesson-joy, lesson-friendship, lesson-creativity, lesson-work, lesson-game, lesson-meeting, lesson-life.

In a mathematics lesson, the teacher introduces “3 minutes of poetry”, in writing - “3 minutes of music”, when “you can put your head on the desk, delve into yourself and think about how to write interesting essay". The life of children in and out of school, and this is very important, should be bright, colorful, rich in play, romance, humor, so that they are surrounded by works of art, music ... Children's laughter, applause in the classroom, even tears when children empathize with the hero, at lessons are not allowed. But the children themselves came up with posters and hung them in the classroom: “Your laughter should not offend someone else’s dignity!”, “You need to cry from compassion and sympathy, and not because your tooth hurts!”

Slide 20

Essential Skills and Abilities and their Corresponding Lessons

Chess

Informative reading

Comprehension of the beautiful

Spiritual life

Written and speech activity

Lessons about nature

Activity planning

Comprehension of high spiritual matters and values

Linguistic flair

Courage and endurance

Spirit, Soul, Heart, Good, Love, Life, Death, etc.

Mother tongue lessons

Communication

mathematical imagination

Awareness of the beauty of everything around

Foreign language speech

Music, visual arts, ballet, theater, etc.

Comprehension of high mathematical concepts

Infinity, eternity, universe, diversity, etc.

slide 21

The author emphasizes an important idea: “In order for the child to rebuild his behavior, he needs not only a solid knowledge of moral and ethical rules, but the need to live and communicate with people who live by these rules.If we want our children to be kind and sympathetic, we must be humane ourselves; fair - they must not allow any injustice against the child, they must ensure that the relations between the children among themselves, with the teachers are warm, respectful.

Amonashvili Sh.A. is sure that every child is worthy of respect. And the author expresses joy in connection with the success of children. “Thank you for thinking! You made me very happy! Let me shake your hand!" - These words can be heard in the classroom. “I tell the child“ Thank you! ”If he shows interest in knowledge, glimpses of independence and thoughtfulness, courage and perseverance; it is necessary to encourage any effort of the child, his attempts to climb one more step of his development, formation. I do not find a better pedagogical way than to express my joy and gratitude, my friendly attitude towards him. Children should feel pride for the teacher, for their class, for each student. But, expressing joy in relation to an individual student, the teacher must find such a form of expression of his feelings so that the achievements of individual students are perceived as a joyful event for everyone.

Communication between people, the author believes, is not only a means to achieve goals, but also an independent value of human life. Therefore, it is very important in the classroom to create a process of not only transferring knowledge, but also a process of communication between the teacher and children. “I don’t need lessons in the transfer of knowledge, and in general, I can’t stand this soulless concept. In my opinion, it sets the teacher in advance to take a prominent and elevated place in the classroom. What is needed is not a process of transferring and receiving knowledge, but a process of joint spiritual life of a student and mentor,” says Amonashvili.

The author believes that children should be taught to argue, moreover, reasoned, logical. The sooner the child realizes his right to disagree even with the teacher for the sake of establishing the truth, asserting his point of view, the more skillfully pedagogical conditions are created so that the child can boldly use this right, the more fruitfully creative, critical, independent thought will develop in children. . A good argument becomes an important way of self-affirmation of the child. It can be considered good when intellectual confrontation develops with varying degrees of success.

Amonashvili Sh. A. creates situations in which children need to prove their case: “Who is right? And what do you think?" The goal is to teach children to say “Yes!” in chorus. without prior understanding of what requires consent, thereby he develops the independence of children, the ability to critically assess the situation, listen to the opinion of comrades.

slide 22

For the formation of self-esteem, the development of self-criticism, self-education Amonashvili Sh. A. introduces "written speech" - nothing more than an essay. But not just an essay, but “compositions that help the child to know his personality through the ability to convey his experiences and impressions in writing.” Hence the themes of the essays: “What makes me happy, what makes me sad”, “My idea of happiness”, “What am I and what can I become”, “When I become big”, “Am I polite”. To stimulate interest in writing, children compose volumes of their own compositions, publish newspapers and books. In the 2nd grade, each student has a notebook "I am among people." In special lessons, children analyze their actions, reflect on different life problems and write about everything in a notebook. These notebooks are not shown to anyone; they contain secret revelations. The principle that Amonashvili Sh.A. adheres to: “A person is born in a struggle with himself in the process of self-knowledge and self-determination; upbringing and education should be aimed at directing the child on this path of his development and helping him win this difficult struggle.

slide 23

The humanistic position of the teacher is to accept the child as he is, include in the content of his communication and relations with him his life in all its manifestations and become its accomplice. Amonashvili Sh. A shows interest in the life of children, even organized a "reception on personal issues." Acting from such a position, the teacher has the opportunity to get to know the children, see the world through their eyes, understand their aspirations and direct the life and teaching of each child to the knowledge of the world and the affirmation of goodness.

slide 24

Thus, we single out the main installations in the humane-personal technology of Amonashvili Sh. A.:

The attitude of kindness, responsiveness, empathy, friendship, mutual assistance, respect for the individual is the basis joint work teachers and children.

Faith in the capabilities of each student, encouraging children.

Rejoice with children, show interest in their life, take into account their opinion.

To teach the ethics of communication, the art of arguing, to achieve thoughtful decisions from children.

To create situations of moral choice, to use in practice the acquired moral and ethical knowledge and moral convictions.

The laws of the teacher: to love the child, to understand the child, to be replenished with optimism for the child.

Principles: humanization of the environment around the child, respect for the personality of the child, patience in the process of becoming a child.

Commandments: to believe in the infinity of the child, in pedagogical abilities, due to the humane approach to the child.

Support in the child: the desire for development, for growing up, for freedom.

Personal qualities of a teacher: kindness, frankness and sincerity, devotion

Slide 25

“At school, in the classroom, the child should be in the thick of life, enjoy participating in collective cognitive activity, see how attentively they listen to his ideas, how the team needs him, what respect they show for his personality. He should bring the joy of communicating with the teacher and comrades, their successes, in which he will see the result of his participation and his prospects.

slide 26

Basic principles of technology

love a child

A teacher should radiate human kindness and love, without which it is impossible to bring up a humane soul in a person.

Humanize the environment in which the child lives

Not a single sphere of communication should irritate the child, give rise to fear, insecurity, despondency, humiliation in him. The teacher must bring clarity to all these areas, transform them in the interests of educating the child.

Lives in a child his childhood

A deep study of the child's life, the movements of his soul is possible only when the teacher recognizes the child in himself.

The child, as a social being, is inherent in the desire for knowledge, communication, self-affirmation, self-giving. The task of the teacher is to create conditions conducive to the comprehensive manifestation of these aspirations.

Slide 27

The main attitudes of the teacher of the humane pedagogical process

Supports in a child

Teacher Guiding Principles

Striving for development;

the desire to grow up;

desire for freedom

The principle of humanizing the environment around the child;

the principle of respect for the personality of the child;

the principle of patience in the development of a child

Personal qualities of a teacher

Commandments of the teacher

Kindness, frankness and sincerity, devotion

Believe in the infinity of the child;

believe in your teaching abilities;

believe in the power of a humane approach to the child

Teacher's Laws

To love a child, to understand a child, to be replenished with optimism for a child.

Basic rules of the teacher

1. Show keen interest to the child's life, to his joys, sorrows, aspirations, successes, failures, to his personal experiences; if necessary, assist, help, express “joy”, sympathy to him.

2. Treat your child like an adult from which they expect mutual trust, respect, understanding.

3. Make every child's birthday a celebration in the classroom , express your wishes to him, let him feel how he is loved, respected by the teacher and comrades, what success they expect from him.

4. Establish a personal, trusting relationship with each child , inspire the child's trust and sincerity in you with your trust and sincerity towards him.

5. Love to laugh with the kids , have fun, play, play pranks with them .

6. Speak to your children in a calm, inviting voice.

7. Express your irritability with a hint of a child’s behavior to the fact that you did not expect this from him, that you have a higher idea of \u200b\u200bhim.

8. Express a keen interest in the hobbies (hobbies) of individual children participate in them.

Slide 28

4. Pedagogical techniques of Sh. A. Amonashvili used in the educational process

Slide 29

Methods and techniques for stimulating children's initiatives

1. Receptions of support and assistance to children (gestures, choral responses, clue resolution, approving touches to children).

2. Reception "Secrets", which have yet to be revealed.

3.Individual preliminary work with children who are not successful.

4. Begin each lesson with the “mystery of communication”, with “meditation” teachers and students, praise the sun, day, nature.

5. Reception "Whispering answers in the ear."

6. Reception "Lower your heads!". Purpose: to develop students' thinking without relying on visualization.

8. "Words are gifts", words that call for something good, kind, moral, humane, spiritual, intelligent, wise.

7.Intentional error acceptance, when the teacher gives the students the opportunity to reprimand him, help the teacher, sympathize and regret.

slide 30

Methods and techniques for stimulating independent (creative) manifestation of initiative

1. "Lessons - dramatizations." The best "productions" are recommended by the "spectators" for showing on "tours", that is, in other classes.

2. "Co-authorship of the textbook", when children can make corrections with their own hand in the textbook or put their own rules, assignments, poems, stories for students in the next grades.

3. Independent creative drafting of tasks (come up with difficult tasks yourself).

4.Microteaching (the teacher gives the children the opportunity to independently conduct part of the lesson - “Who should be the teacher today”).

5. Transferring the content of the lesson to all extracurricular forms of work with children, including for home discussion with parents.

7. Methods of advanced learning.

Slide 31

Federal component state standard primary general education is aimed at the implementation of personal- oriented developing model of a mass primary school and is designed to ensure, among other main goals, the fulfillment of such a goal as the orientation of education not only to the assimilation of a certain amount of knowledge by students, but todevelopment of his personality, cognitive and creative abilities. This goal is best suited to the philosophical system of Sh.A. Amonashvili "Humanity - personal approach to children in the educational process" School of Life ".

slide 32

conclusions

In the modern general education school in Russia, the pedagogical process is carried out mainly on the basis of authoritarian-imperative pedagogy. Its antipode is humane-personal pedagogy, which received worldwide recognition at the end of the 19th and 20th centuries. In Russia (USSR), such outstanding figures as S.T. Shatsky, P.P. Blonsky, A.S. Makarenko, V.A. Sukhomlinsky and others stood at the origins of this pedagogy. Russian scientist-psychologist and teacher Shalva Alexandrovich Amonashvili, whose work flourished in the 70-90s of the XX century and successfully continues today, at the beginning of the XXI century.

In the works of Sh.A. Amonashvili, from the point of view of philosophy, psychology and pedagogy, a holistic concept of a new type of education is deeply substantiated and the ways of its implementation are outlined, the foundations of the art of humanistic education are revealed. The scientist called his pedagogical concept a step of humane pedagogy, leading the teacher upwards. Its concept incorporates scientific and spiritual knowledge, advanced teaching experience, generalized and systematized personal professional and pedagogical experience, and the results of thirty years of research activity. The pedagogical concept of Sh.A. Amonashvili as the fruit of a new, humane pedagogical thinking includes truths and ideas that open up the possibility of continuous renewal of the pedagogical process, improvement of creativity, teacher professionalism. The leading postulate of his concept is faith in the child's abilities, the disclosure of the original nature of the latter, respect and affirmation of the personality, directing it to the path of serving goodness, truth, beauty, and justice. This concept also includes the idea of the unity of the material and spiritual, rational and irrational, scientific and religious, earthly and cosmic, the eternity of the spirit and aspires a person to such earthly life, which is unthinkable without the development and improvement of the spirit. The provisions of this concept are aimed at ennobling the soul and heart of the child, and knowledge is considered as necessary condition creation, creation of good. The concept is aimed at raising children by life itself. Sh.A. Amonashvili sees the essence of humane-personal pedagogy not only in the new goals and objectives of the educational process, but also in the means by which they must be achieved. The main means of the pedagogical process in the concept of Sh.A. Amonashvili are the versatile activities of children and communication, which bring them everyday joy, provide free choice, the possibility of cooperation, creativity (See: Amonashvili Sh.A. School of Life. - M .: Ed. House of Shalva Amonashvili, 2000, pp. 96-97).

Creative, high-quality implementation of the goals and objectives, means and methods of education, training and upbringing, disclosed in the concept of Sh.A. Amonashvili, contributes to the achievement of a high level of spiritual, moral, intellectual development personality of each child. This has been proven by many years of practice of the national school. The author of the concept generalized and applied his theoretical and methodological provisions, postulates, principles and patterns of humane-personal pedagogy and applied to primary education. However, its concept can basically be put into practice in all classes of the secondary general education school.

Sh.A. Amonashvili showed that in humane-personal pedagogy, the goal, objectives, content, means and methods of personality formation are successfully implemented if the teacher embodies such higher universal qualities as love for children, respect for the personality of the child, justice, kindness, patience, modesty, courage, optimism, intelligence, striving for creativity, spirituality, wisdom, devotion to teaching, understanding of one's own greatness as a teacher. The teacher's creative search should be based on the education of schoolchildren from their own position. As a "man from the future", the teacher deeply believes in the cognitive abilities of children, makes their life healthy and joyful, strives to ensure that students are partners in their upbringing and education.

List of used literature

1. Amonashvili Sh.A. The upbringing and educational functions of assessing the teaching of a schoolchild. -M., 1984.

2. Amonashvili Sh.A. Unity of purpose. - M., 1988.

3. Amonashvili Sh.A. Hello children! - M., 1988.

4. Amonashvili Sh.A. How are you, children? - M., 1988.

5. Amonashvili Sh.A. Personal and humane basis of the pedagogical process. - Minsk, 1990.

6. Amonashvili Sh.A. Education. Grade. Mark. - M.: Knowledge, 1980.

7. Amonashvili Sh.A. Reflections on humane pedagogy. - M., 1996

8. Amonashvili Sh.A. Creating a person. - M., 1982.

9. Amonashvili Sh.A. School of life // Teacher's newspaper. -1996. - No. 15 - 23.

10. Pedagogical search / Comp. I.N. Bazhenova. - M., 1987.

11. Lessons from Shalva Amonashvili // Soviet Union. -1987. - No. 7.

“The school must love the child, then he will love the school”

V.A. Sukhomlinsky

1. Introduction.

2. The main part.

2.1 Biography of Sh.A. Amonashvili.

2.2. What is Humane Pedagogy?

3. Practical results.

4. Conclusion.

5. List of references.

Humane-personal technology

Amonashvili Sh. A.

Give yourself to children!

From the “Commandments” of Amonashvili Sh. A.

Amonashvili Shalva Alexandrovich - a well-known Soviet and Georgian teacher - scientist and practitioner. Developed and implemented in his expert mental school the pedagogy of cooperation, personal approach, original methods of teaching language and mathematics. A peculiar result, the ideologist of his pedagogical activity is technology "School of Life", set out in his "Treatise on the Primary Stage of Education, Built on the Principles of Humane-Personal Pedagogy".

What is Humane Pedagogy?

"This pedagogy accepts a child as he is, agrees with his nature. She is sees in the child his infinity , realizes its cosmic nature and leads, prepares him for the service of mankind throughout life. She is establishes personality in the child by revealing his free will and builds pedagogical systems, the procedural nature of which is predetermined teacher's love, optimism, high spiritual morality . She encourages pedagogical creativity and calls for pedagogical art. Humane pedagogical thinking seeks to embrace the immensity, and this is the strength of educational systems and processes born in its depths.

Amonashvili Sh. A.

The main ideas of humane-personal pedagogy

1. Education of a personality through the development of its spiritual and moral potential, contributing to the disclosure and creation in the child of traits and qualities of nobility. The upbringing of a noble person is the leading goal of the humane-personal educational process.

2. Ideas of classical philosophy and pedagogy that the child is a phenomenon in earthly life, he is the bearer of his life mission and is endowed with the highest energy of the spirit.

Classification parameters of technology Sh. A. Amonashvili

By application level:

general pedagogical

On a philosophical basis:

humanistic + religious

According to the main factor of development:

sociogenic + biogenic

According to the concept of assimilation:

associative-reflex

By orientation to personal structures:

emotional and moral

teaching + educational, secular with elements of religious culture, humanitarian, general education, human-oriented

By the nature of the content:

By type of management:

small group system

By organizational form:

traditional class-lesson with elements of differentiation and individualization

Approaching the child:

humane-personal, pedagogy of cooperation.

According to the prevailing method:

explanatory and illustrative, playful with elements of problematic, creativity

mass and advanced based on a personal approach to children

Target Orientations

Contributing to the formation, development and education of a noble person in a child by revealing his personal qualities

Ennoblement of the soul and heart of the child

The ideal of education is self-education

The development and formation of the cognitive forces of the child

Providing conditions for an expanded and in-depth volume of knowledge and skills

Basic principles of technology

love a child

Humanize the environment in which the child lives

A teacher should radiate human kindness and love, without which it is impossible to bring up a humane soul in a person.

Lives in a child his childhood

A deep study of the child's life, the movements of his soul is possible only when the teacher recognizes the child in himself.

The main conceptual provisions of the technology

All provisions of the personal approach of pedagogy of cooperation.

The child as a phenomenon carries within itself the line of life that he must serve.

The child is the highest creation of Nature and Cosmos and carries their features - power and infinity .

The holistic psyche of a child includes three passions: a passion for development, for growing up, for freedom.

Technology content features

Lesson- the leading form of children's life (and not just the learning process), absorbing the entire spontaneous and organized life of children.

Lesson-creativity

Lesson-labor

lesson-joy

lesson game

friendship lesson

Lesson-meeting

lesson-sun

life lesson

Essential Skills and Abilities and their Corresponding Lessons

Chess

Informative reading

Comprehension of the beautiful

Spiritual life

Written and speech activity

Lessons about nature

Activity planning

Comprehension of high spiritual matters and values

Linguistic flair

Courage and endurance

Spirit, Soul, Heart, Good, Love, Life, Death, etc.

Mother tongue lessons

Communication

mathematical imagination

Awareness of the beauty of everything around

Foreign language speech

Music, visual arts, ballet, theater, etc.

Comprehension of high mathematical concepts

Infinity, eternity, universe, diversity, etc.

Features of the technique

Humanism

Individual approach

Reserves of family educators

Learning activities

Communication Mastery

Evaluation of children's activities

The use of marks is very limited, because marks are “crutches of lame pedagogy”.

Qualitative assessment

Characteristic

Results package

Self-esteem

Teaching introspection

The main attitudes of the teacher of the humane pedagogical process

Supports in a child

Teacher Guiding Principles

Striving for development;
the desire to grow up;
desire for freedom

The principle of humanizing the environment around the child;
the principle of respect for the personality of the child;
the principle of patience in the development of a child

Personal qualities of a teacher

Commandments of the teacher

Kindness, frankness and sincerity, devotion

Believe in the infinity of the child;
believe in your teaching abilities;
believe in the power of a humane approach to the child

Teacher's Laws

To love a child, to understand a child, to be replenished with optimism for a child

Basic rules of the teacher

1. Show keen interest to the child's life, to his joys, sorrows, aspirations, successes, failures, to his personal experiences; if necessary, assist, help, express “joy”, sympathy to him.

2. Treat your child like an adult from which they expect mutual trust, respect, understanding.

3. Make every child's birthday a celebration in the classroom , express your wishes to him, let him feel how he is loved, respected by the teacher and comrades, what success they expect from him.

4. Establish a personal, trusting relationship with each child , inspire the child's trust and sincerity in you with your trust and sincerity towards him.

5. Love to laugh with the kids , have fun, play, play pranks with them .

6. Speak to your children in a calm, inviting voice.

7. Express your irritability with a hint of a child’s behavior to the fact that you did not expect this from him, that you have a higher idea of \u200b\u200bhim.

8. Express a keen interest in the hobbies (hobbies) of individual children participate in them.

Methods and techniques for stimulating children's initiatives

1. Receptions of support and assistance to children(gestures, choral responses, clue resolution, approving touches to children).

2. Reception "Secrets", which have yet to be revealed.

3.Individual preliminary work with children who are not successful.

4. Begin each lesson with the “mystery of communication”, with “meditation” teachers and students, praise the sun, day, nature.

5. Reception "Whispering answers in the ear."

6. Reception "Lower your heads!". Purpose: to develop students' thinking without relying on visualization.

8. "Words are gifts", words that call for something good, kind, moral, humane, spiritual, intelligent, wise.

7.Intentional error acceptance, when the teacher gives the students the opportunity to reprimand him, help the teacher, sympathize and regret.

Methods and techniques for stimulating independent (creative) manifestation of initiative

1. "Lessons - dramatizations." The best "performances" are recommended by the "spectators" for showing on "tours", that is, in other classes.

3. Independent creative drafting of tasks(come up with difficult tasks yourself).

4.Microteaching(the teacher gives the children the opportunity to independently conduct part of the lesson - “Who should be the teacher today”).

5. Transferring the content of the lesson to all extracurricular forms of work with children, including for home discussion with parents.

7. Methods of advanced learning.

The federal component of the state standard of primary general education is aimed at implementing a personality-oriented developing model of a mass primary school and is designed to ensure, among other main goals, the fulfillment of such a goal as orienting education not only to mastering a certain amount of knowledge by students, but to development of his personality, cognitive and creative abilities. This goal is best suited to the philosophical system of Sh.A. Amonashvili "Humanity - personal approach to children in the educational process" School of Life ".

Bibliography

1. Amonashvili Sh.A. The upbringing and educational functions of assessing the teaching of a schoolchild. -M., 1984.

2. Amonashvili Sh.A. Unity of purpose. - M., 1988.

3. Amonashvili Sh.A. Hello children! - M., 1988.

4. Amonashvili Sh.A. How are you, children? - M., 1988.

5. Amonashvili Sh.A. Personal and humane basis of the pedagogical process. - Minsk, 1990.

6. Amonashvili Sh.A. Education. Grade. Mark. - M.: Knowledge, 1980.

7. Amonashvili Sh.A. Reflections on humane pedagogy. - M., 1996

8. Amonashvili Sh.A. Creating a person. - M., 1982.

9. Amonashvili Sh.A. School of life // Teacher's newspaper. -1996. - No. 15 - 23.

10. Pedagogical search / Comp. I.N. Bazhenova. - M., 1987.

11. Lessons from Shalva Amonashvili // Soviet Union. -1987. - No. 7.

Shamonashvili's humanitarian and personal technology. “The use of methods of humane-personal technology in the implementation of control in the lessons of the French language. Personal qualities of a teacher

Conceptual Provisions

"Ecology and Dialectics" (L.V. Tarasov)

Humane-personal technology

Subject-Oriented Learning Technologies

About pedagogical technologies

The technique of Shalva Alexandrovich Amonashvili

Books by Shalva Alexandrovich Amonashvili

The influence of the personal qualities of a teacher in the system of teaching children of primary school age

Concepts: humanity of the teacher, student. The idea of ​​humanization of schools.

Conclusion

Concepts: humanity of the teacher, student. The idea of humanization of schools.