The productivity and structure of the pedagogical activity of the teacher are interrelated components

Self improvement

Productivity and structure of pedagogicalactivities are two phenomena that are closely interrelated. Only from compliance with the basic rules and principles will the success of the teacher depend. It is necessary to consider the main components that were singled out by N. Kuzmina.

The structure of pedagogical activity includes:

  1. The cognitive (gnostic) component can beattributed to the sphere of knowledge of the teacher. Moreover, in this case it is not necessary to narrow it down to objective data. Important are also: self-knowledge of one's own activity and personality; age-anatomical and psychological characteristics of pupils and features of communication in the pedagogical process.
  2. The design component includes tactical and strategic ideas about the tasks of education and training. Important is also the knowledge of how to achieve them.
  3. The constructive component implies thatthe educator should be able to build not only his own activity, but also the activity of the students, taking into account the near and far goals and tasks of teaching. Moreover, it does not matter what "pieces" the subject is talking about: a separate lesson, a topic, a thematic block, a cycle of classes, and so on.
  4. The communication component of the teacher isone of the most basic. Since even a very good specialist who does not take into account its importance, the professional activity of the teacher can not bring success. It implies the nature of communication and the specifics of its interactions with the class and students.
  5. The organizational component means the character of the teacher's skills system, which helps to organize their activities, class activity and pupils.

Structure of pedagogical activityis not so much a system of interconnected components, but it also "dictates" the basic functions and tasks that are presented to it. In accordance with this we distinguish: organizational, communication, constructive, design and gnostic functions. The learning process should be aimed at uniformly providing each of them.

In addition to the classical scheme, the structure of pedagogical activity can be presented somewhat differently, more simply, but having significant practical significance.

In this approach, the framework is based on the structurepedagogical psychology, which includes the psychology of education, the psychology of upbringing and the psychology of the professional activity of the teacher. Such a balanced learning process can become productive.

Proceeding from this, we shall single out special components interconnected among themselves.

  • Educational component, which includesa system of transferring theoretical knowledge and skills. However, as a rule, this process is aimed at the mechanical memorization of the material. At the same time, the correct approach is the formation of a logical component of the basic cognitive processes (thinking and memory). In addition, the main attention should be paid to the development of imagination, intellect and voluntary attention.
  • The educational component is very often"forgotten", as well as the fact that you need not only to transfer knowledge and skills, but also to form a versatile personality. The teacher should keep in mind that teaching in the classroom is an educational process that should take advantage of the potential of the classroom.
  • The block of professional and personal qualities of the teacher is presented in more detail in N. Kuzmina's classification.

But the structure of pedagogical activity must be constantly adjusted, proceeding from the demands of modern psycho-pedagogical science and the demands of society.

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