Rozina O.V. “National traditions of Russian education: values and meanings

07.03.2020

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Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution of the Higher vocational education Krasnoyarsk State Pedagogical University. V.P. Astafieva

Faculty of Biology, Geography and Chemistry

Traditions in teacher education

Completed by a 1st year student

Tributs E.S.

Checked by: Zhuravleva O.P.

Krasnoyarsk, 2015

education pedagogical distance learning

Introduction

1. Traditional education

2. Innovation in education

Conclusion

Bibliography

Introduction

Traditions in education should be understood as the established elements of the content, means and technologies of training and education, which are transferred from one generation of educators to another.

Innovations are new phenomena in education that have arisen in the most modern (late) period of its development.

There are such conclusions when stability in education acts as a synonym for traditions, and, therefore, stability is a negative phenomenon in education. The incorrectness of such reasoning is obvious.

Thus, the study of traditions as well-established elements and innovations as new phenomena in pedagogy has identified the problem control work.

The relevance of this problem is the need to create a broad concept of education and upbringing, which would appeal to a living person, where the requirements to teach, develop the abilities of the mind, nurture and refine the moral sense of a person would merge together.

The problem and relevance made it possible to form a topic on pedagogy: "Traditions and innovations in education."

The purpose of the work is to study traditions and innovations in education.

The following tasks follow from this goal:

1) characterize traditional education;

2) reveal the essence of innovative education;

3) determine the criteria for pedagogical innovations.

1. Traditional education

Basic principle modern concept education is the interpretation of the ideal of education through knowledge and cognition. Proceeding from this, education is a way of transferring the socio-cultural experience of mankind, one of the main components of which is science. (5, p.186)

In any education, a lot is assigned to memory, to the process of knowledge, preservation and reproduction of tradition, to the repetition of the past.

Tradition, unlike memory, works with the historical past, with the past of the once former, with the past present. Tradition does not let the past pass, it blurs the line between the past and the present, it keeps the presence of the real past in the lasting present. (4, p.123)

The Soviet school focused on vocational training; it linked a person's success in life with the extent to which he is able to master a profession that is useful and society needs and realize themselves in social production. At the same time, the focus on knowledge was the dominant feature of the Soviet school. The school provided fundamental training that involved the development of universal abilities - thinking, creativity, collectivist qualities, which allows you to see the profession not in a narrowly operational way, but on a large scale, which means not to be a slave to the profession: Soviet specialists were "generalists", they easily mastered related professions . The Soviet school did not set the task of introducing the child into the life of tradition. Moreover, the ideology implemented in school education deliberately created barriers in the minds of new generations for the perception of those values, the source of which is the culture-forming tradition of Orthodoxy. So, for example, one of the most important categories of self-consciousness - human dignity - in the church tradition is associated with the education of such a quality as humility. This concept was excluded from the educational thesaurus of Soviet times, and human dignity was revealed through the category of pride - in the Orthodox tradition, this concept is opposite to humility, just as sin is opposite to virtue.

In post-Soviet Russia, two opposing processes can be observed. On the one hand, there is a reduction of the "knowledge" model of the school to the "information" model. The school is faced with the task of adapting students to the labor market. Orientation to the labor market displaces the understanding of the uniqueness of the human personality, its high purpose, its talents and abilities from the educational sphere. Only those abilities should be developed that will allow solving the problem of adaptation.

At the same time, there is a growing understanding that professional training is only part of the education system. The goals of education are much more significant and include a person's awareness of the purpose and meaning of life, his destiny in this world and responsibility for his life in the face of eternity. The task of education - to ensure the historical continuity of generations - is formulated among the main priorities of the National Doctrine of Education.

To ensure this priority, it is necessary to build new cultural foundations of national education, it is necessary to build the goals of education hierarchically, to consciously determine the goal of introducing new generations into the life of tradition as hierarchically dominant. It must be recognized that these culturally compatible foundations of education will necessarily be connected with the Orthodox tradition, open to the spiritual experience of the Church.

In order for the school to be able to solve the problem of mastering the tradition, it is necessary to ensure the development of the following content elements in the educational process:

1. Work experience;

2. Experience in creative activity;

3. Values and meanings of tradition;

4. Experience of interpersonal communication based on the values and meanings of tradition;

5. The experience of spiritual life, the conditions, the acquisition of which is transmitted in the forms of tradition.

If the school does not provide this, it does not fulfill the task of mastering the tradition. However, it should be understood that the school alone is not capable of accomplishing this task.

This task is not solved by the school and not even by the education system, understood institutionally, according to the wording of the Law on Education, as a system of institutions, educational programs and management.

A person is educated by culture - a set of forms developed in line with the main traditions that determined the historical life of the people. In the upbringing of a person, in addition to school, the most important role should be played by the family and the Church.

However, institutionalized education has a significant role to play here. After all, if a school puts up barriers to gaining experience of spiritual life, if it conveys not traditional, but some other values and meanings, all the more contrary to traditional ones, it becomes an instrument for destroying tradition.

The system of lifelong education is most adequate to the task of transferring tradition. The system of continuous education is interpreted as a continuous process of life, in which educational institutions are included at a certain point, from preschool to postgraduate. Not a person goes to school, but a school enters a person's life. The unity and continuity of the process is ensured by the goal of preserving the transmission of the development of tradition. In the system of continuous education, this goal is a backbone element. If this goal is not there, there is no continuity.

The system of continuous education built in this strategy should be aimed not only at providing a person with an educational minimum corresponding to his age and the interests of society, but also at creating conditions for the spiritual development of a person, which every citizen of the country can use. It should ensure the inalienable right of the individual to the accessibility of Russia's thousand-year-old spiritual heritage and the moral experience of generations for all citizens of the country, regardless of their family traditions and social status.

Summarizing this summary tendencies, searches, inevitable conflicts between the unknown and the familiar in the difficult and controversial process of transition to a new era in the development of Russian society and its educational sphere, it can be argued that this result is generally positive. Hope for the best is already supported by the fact that there is an opportunity to freely discuss and evaluate what is happening. More and more people, including teachers, come to the conclusion that much in the fate of the people and themselves depends on them - on their independence, professionalism, readiness for action. The time will come for a calm evolution, and the relationship between innovations and traditions in pedagogical science and practice will also stabilize.

2. Innovation in education

The word "innovation" is of Latin origin. In translation, it means renewal, change, the introduction of something new, the introduction of novelty. The concept of "innovation" (innovation) is defined both as an innovation and as a process of putting this innovation into practice. AI. Prigozhin, who studies the problems of the formation of innovations in pedagogy, considers innovation as a process of purposeful activity of people-innovators.

Studying the theoretical provisions of the innovation process, we can single out the concept of the "life cycle" of innovation, which proceeds from the fact that innovation is a process that takes place over time. This process goes through certain stages, which differ in the types of activities that ensure the creation and implementation of innovation. By now in scientific literature the following scheme of subdivision of the innovation process into stages has developed:

The stage of the birth of a new idea or the emergence of the concept of innovation; conventionally it is called the stage of discovery, which is the result, as a rule, of fundamental and applied scientific research(or instant "insight").

The stage of invention, that is, the creation of an innovation embodied in some object, material or spiritual product - a sample.

The stage of innovation, at which the resulting innovation finds practical application, its refinement; the stage ends with obtaining a sustainable effect from the innovation. After this, the independent existence of innovation begins, the process of innovation enters the next stage, which occurs only under the condition of susceptibility to innovation.

In the phase of using the innovation, further stages are distinguished:

The stage of dissemination of innovation, which consists in its widespread introduction into new areas.

The stage of domination of innovation in a particular area, when the actual innovation ceases to be such, losing its novelty. This stage ends with the appearance of an effective alternative or replacement of this innovation with a more effective one.

The downsizing phase of an innovation associated with its replacement by a New Product. (9, p.408)

Innovation, or innovation, is characteristic of any professional activity human and therefore naturally become the subject of study, analysis and implementation. Innovations do not arise by themselves, they are the result of scientific research, advanced pedagogical experience of individual teachers and entire teams. This process cannot be spontaneous, it needs to be managed.

In the context of an innovative strategy for a holistic pedagogical process, the role of the school principal, teachers and educators as the direct carriers of innovative processes increases significantly. With all the variety of learning technologies: didactic, computer, problematic, modular and others - the implementation of the leading pedagogical functions remains with the teacher. With the introduction of modern technologies into the educational process, the teacher and educator are increasingly mastering the functions of a consultant, adviser, and educator. This requires special psychological and pedagogical training from them, since in the professional activity of a teacher not only special, subject knowledge is realized, but also modern knowledge in the field of pedagogy and psychology, technology of training and education. On this basis, a readiness for the perception, evaluation and implementation of pedagogical innovations is formed. (7, p.492)

The concept of "innovation" means innovation, novelty, change: innovation as a means and process involves the introduction of something new. In relation to the pedagogical process, innovation means the introduction of new goals, content, methods and forms of education and upbringing, the organization of joint activities of the teacher and the student. (7, p. 492)

In understanding the essence of innovative processes in education, there are two critical issues pedagogy - the problem of studying, generalizing and disseminating advanced pedagogical experience and the problem of introducing the achievements of psychological and pedagogical science into practice. Consequently, the subject of innovation, the content and mechanisms of innovation processes should lie in the plane of combining two interconnected processes, considered so far in isolation, that is, the result of innovation processes should be the use of innovations, both theoretical and practical, as well as those that formed at the intersection of theory and practice. All this highlights the importance management activities on the creation, development and use of pedagogical innovations. The point, therefore, is that the teacher can act as an author, developer, researcher, user and propagandist of new pedagogical technologies, theories, concepts. The management of this process ensures the targeted selection, evaluation and application in one's activities of the experience of colleagues or new ideas and methods proposed by science. The need for an innovative orientation of pedagogical activity in the modern conditions of the development of society, culture and education is determined by a number of circumstances. (6, p.215)

Firstly, the ongoing socio-economic transformations have necessitated a radical renewal of the education system, methodology and technology for organizing the educational process in educational institutions of various types. The innovative orientation of the activities of teachers and educators, which includes the creation, development and use of pedagogical innovations, acts as a means of updating the educational policy.

Secondly, the strengthening of the humanization of the content of education, the continuous change in the volume and composition of academic disciplines, the introduction of new subjects require a constant search for new organizational forms, learning technologies. In this situation, the role and authority of pedagogical knowledge in the teaching environment increases significantly.

Thirdly, a change in the nature of the attitude of teachers to the very fact of mastering and applying pedagogical innovations. Under the conditions of strict regulation of the content of the educational process, the teacher was limited not only in the independent choice of new programs, textbooks, but also in the use of new methods and methods of pedagogical activity. If earlier innovative activity was reduced mainly to the use of innovations recommended from above, now it is becoming more selective and exploratory in nature. That is why an important area in the work of school leaders and education authorities is the analysis and evaluation of pedagogical innovations introduced by teachers, the creation of conditions for their successful development and implementation.

Fourth, the entry of general educational educational institutions into market relations, the creation of new types of educational institutions, including non-state ones, create a real situation of their competitiveness. (7, p.494)

The modern school has accumulated rich pedagogical experience, which should be implemented in specific pedagogical activities, but often remains unclaimed, since most teachers and leaders do not have a need to study and apply it, there are no skills and abilities in its selection and analysis. In real practice, teachers often do not think about the need and expediency of analyzing their own pedagogical experience, the experience of their colleagues.

Pedagogical experience can be massive and advanced. Advanced pedagogical experience is historically limited, since at each new stage, with the expansion of the material, methodological, personnel and other possibilities of the school, new requirements for pedagogical activity arise. At the same time, advanced experience also carries some enduring elements that replenish the treasury of pedagogical science and practice. The position of the teacher plays an important role in the creation and transfer of best practices, therefore, when analyzing and disseminating the leading provisions of specific experience, it is important to take into account the influence of the subjective factor, predict options for its assessment and transmission to teaching staff. In pedagogical experience, as nowhere else, objectively valuable and individual are intertwined, but not everything deeply individual in pedagogical activity can become the property of mass practice. What remains is that which constitutes the realm of the unique and unrepeatable in the individual, which creates a new experience.

The innovative orientation of teachers' activities also includes the second component - the introduction of the results of psychological and pedagogical research into practical pedagogical activity. The results of scientific research in pedagogy and psychology for school workers often remain unknown due to the lack of timely information. In special works by V.E. Gmurman, V.V. Kraevskoro, P.I. Kartashova, M.N. Skatkin and others, it is shown that the implementation of the results of pedagogical research involves a special familiarization of practitioners with the data obtained, the rationale for the expediency of their implementation, the development on this basis of the need for application scientific results in practice. This is possible under the condition of specially organized training in the methods and techniques for implementing scientific recommendations with prompt methodological, advisory assistance from specialists.

In this regard, the question arises of who can and should be the distributor and propagandist of new pedagogical ideas and technologies. To study and disseminate the experience of an individual teacher and the experience of the school, the results of scientific research should be groups of trained teachers under the leadership of the deputy director for scientific work or the head teacher of the school.

The need to create such groups is explained by a number of circumstances. Firstly, the author of a pedagogical innovation, or any constructive pedagogical idea or technology, is not always aware of their value and perspective. Secondly, he does not always consider it necessary to implement his ideas, as this requires additional time. Thirdly, an innovation in the presentation of the author does not always receive sound scientific and methodological instrumentation. Fourthly, when the author presents his innovations and through their implementation on the part of teachers-colleagues, a reaction of "rejection" may appear due to personal characteristics, both of the author and his colleagues. Fifthly, this group is able to take on the functions of not only implementation, but also subsequent analysis and correction, both in relation to an individual teacher and the teaching staff. Sixthly, such a group carries out pedagogical monitoring - systematic selection, screening out of new ideas, technologies, concepts based on the materials of domestic and foreign press and the experience of universities. Management of implementation activities does not exclude the participation of the author himself in such work, on the contrary, it creates conditions for the maximum use and stimulation of his individual creative abilities. (7, p.496)

Thus, the teacher's innovative pedagogical activity can be considered as a complex, purposeful process of creating, disseminating and using pedagogical innovation, the purpose of which is to satisfy people's interests in new means, which leads to certain qualitative changes in the organization system. educational process in an educational institution and ways to ensure its effectiveness, stability and viability. In the conditions of the school, the efforts of the creators and distributors of pedagogical innovations are combined. In real practice, the nature of innovation processes is determined by the content of the results obtained, the degree of complexity and novelty of the proposed proposals, as well as the degree of readiness of practitioners for innovation.

3. Criteria for pedagogical innovation

The formation of an innovative orientation involves the use of certain criteria to judge the effectiveness of an innovation. Taking into account the existing experience of research in pedagogy, it is possible to determine the following set of criteria for pedagogical innovations: novelty, optimality, high performance, the possibility of creative application of innovation in mass experience.

The main criterion for innovation is novelty, which is equally relevant to both the assessment of scientific pedagogical research and advanced pedagogical experience. Therefore, for a teacher who wants to be involved in the innovation process, it is very important to determine what the essence of the proposed new is, what is the level of novelty. For one it may be really new, for another it may not. In this regard, it is necessary to approach the inclusion of teachers in innovative activities, taking into account voluntariness, characteristics of personal, individual psychological characteristics. There are several levels of novelty: absolute, local-absolute, conditional, subjective, differing in the degree of fame and scope. (7, p. 496)

The introduction of optimality into the system of criteria for the effectiveness of pedagogical innovations means the expenditure of effort and resources of teachers and students to achieve results. Different teachers can achieve equally high results with different intensity of their own work and the work of students. The introduction of pedagogical innovation into the educational process and the achievement of high results at the lowest physical, mental and time costs testify to its optimality.

Efficiency as a criterion of innovation means a certain stability of positive results in the activities of teachers. Manufacturability in measurement, observability and fixability of results, unambiguity in understanding and presentation make this criterion necessary in assessing the significance of new techniques, methods of training and education.

The possibility of creative application of innovation in mass experience is considered by us as a criterion for evaluating pedagogical innovations. In fact, if a valuable pedagogical idea or technology remains within a narrow, limited application, due to the peculiarities and complexity of the technical support or the specifics of the teacher's activity, then in this case we can hardly speak of a pedagogical innovation. The possibility of applying innovations in mass pedagogical experience at the initial stage is confirmed in the activities of individual teachers and educators, but after their approbation and objective evaluation, they can be recommended for mass implementation.

Knowledge of the above criteria and the ability to use them in assessing pedagogical innovations create the basis for pedagogical creativity.

An analysis of the specialized literature and the experience of schools indicates the insufficient intensity of the application of pedagogical innovations in the practice of educational institutions. There are at least two reasons for the lack of implementation of pedagogical innovations. The first reason is that an innovation, as a rule, does not pass the necessary professional examination and approbation. The second reason is that the introduction of pedagogical innovations is not previously prepared for either organizational, technical or psychological terms. (7, p.497)

Thus, a clear understanding of the content of the criteria for pedagogical innovations, possession of the methodology for their application allow both individual teachers and heads of educational institutions to objectively evaluate and predict their implementation. The haste in introducing innovations more than once led the school to the fact that the recommended, often from above, innovation after some time was forgotten or canceled by order or order.

Conclusion

The processes of memorization, preservation, reproduction and the process of forgetting and many other general psychological patterns are studied in a special section of psychology - the psychology of memory, which is currently one of the most developed areas of psychology. All of them, of course, are significant for any professional, including managerial activity.

What is common to all these diverse processes, which are usually combined by the term memory, is that they reflect or reproduce the past, previously experienced by the individual. Thanks to this, the possibilities of reflecting reality are significantly expanded - from the present it extends to the past.

Unfortunately, when people talk about an innovative way of developing education (can there be any other development?), they often reject traditions as such. At the same time, traditions are identified with backwardness, inertia in education.

There are also such conclusions when stability in education acts as a synonym for traditions, and therefore stability is a negative phenomenon in education. The incorrectness of such reasoning is obvious.

Traditions, like innovations, are different, that is, both positive and negative. It is more correct and competent to speak about the dialectical unity of traditions and innovations in education.

More and more people, including teachers, come to the conclusion that much in the fate of the people and themselves depends on them - on their independence, professionalism, readiness for action. The time will come for a calm evolution, and the relationship between innovations and traditions in pedagogical science and practice will also stabilize.

The innovative pedagogical activity of a teacher can be considered as a complex, purposeful process of creating, disseminating and using pedagogical innovation, the purpose of which is to satisfy the interests of people in new means, which leads to certain qualitative changes in the system of organizing the educational process in an educational institution and ways to ensure its effectiveness, stability and viability. In the conditions of the school, the efforts of the creators and distributors of pedagogical innovations are combined. In real practice, the nature of innovation processes is determined by the content of the results obtained, the degree of complexity and novelty of the proposed proposals, as well as the degree of readiness of practitioners for innovation.

A clear understanding of the content of the criteria for pedagogical innovations, possession of the methodology for their application allow both individual teachers and heads of educational institutions to objectively evaluate and predict their implementation. The haste in introducing innovations more than once led the school to the fact that the recommended, often from above, innovation after some time was forgotten or canceled by order or order.

Distance learning as an innovation is increasingly developing in world educational practice, which is due to the transition from the informatization of education and other activities of society in its post-industrial period of development to the construction of an information society and is based on the success of the development of information and telecommunication technologies. It is safe to say that DL is in demand today and, therefore, will develop rapidly. After all, there are now all the possibilities for its development, both technically and intellectually.

Bibliography

1. E.K. Krasnukhina Innovations and education. Collection of conference materials. Series "Symposium", issue 29. St. Petersburg: St. Petersburg Philosophical Society, 2003 - p. 215

2. Internet magazine "Eidos". Kraevsky V.V. Innovation and tradition - two poles of the world of education - 2003.

3. Pedagogy: Proc. Handbook for student teacher. textbook institutions / V.A. Slastenin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov - 3rd edition. Moscow: School-Press, 2000 - 512 p.

4. T.I. Simonenko Innovations and education. Collection of conference materials. Series “Symposium”, issue 29. St. Petersburg: St. Petersburg Philosophical Society, 2003 - p.215

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Appeal to the consideration of the correlation of traditions and innovations in modern education is the result of awareness of the scope and dynamism of the transformations taking place in the modern school. We are eyewitnesses of the most interesting processes that reveal the capacity of culture for self-reproduction and internal self-movement. The most important signs of such cultural and creative processes in the field of education is the revival of the social and pedagogical movement in the 80s. of the twentieth century, which manifested itself in the emergence of a unique phenomenon of innovative teachers and "pedagogy of cooperation" and led to the question of the need for scientific development of pedagogical means of humanization and humanitarization of the school. Of no less interest in this regard is the period of the 1990s, marked by the flourishing of the activity of teachers - the creators of alternative and author's schools. Thus, the mode and mechanism of existence of the modern school is its self-development, the source of which is the creativity of teachers, their innovative activity implemented in the creation of schools of a new type, in the development and introduction into pedagogical practice of elements of the updated content of education and new educational technologies, in establishing closer ties between science and practice, and finally, in the study and fairly large-scale use of world pedagogical experience. As we can see, the modern educational situation reveals mass the nature of the application of the new. In this regard, there is an increasing need to understand the concepts of "innovation", "innovation", "innovation process", etc., as well as to comprehend the features of the process of dissemination of innovations in education.

The word "innovation" (innovatio) is of Latin origin, and in translation it means "renewal", "change", "update", "introduction of something new". The concept of "innovation" (innovation) is defined both as an innovation and as a process of introducing this innovation into practice (innovation process).

Innovation(innovation) in a particular area of human life and activity is a purposeful change associated with creation, distribution and use new relatively stable elements called innovations. The purpose of this innovation is to meet the needs and interests of people new means, which leads to certain qualitative changes systems and ways to ensure its effectiveness, stability and viability. It is important to note that the innovation process does not involve any changes at all; innovations for the sake of innovations, but only those that ensure the emergence qualitatively different state, revision of obsolete norms and regulations, methods of action, and often their complete revision. It should be emphasized that the essential characteristics of innovation are its derivative from human creative costs and the inconsistency of its content with the existing one. traditions representing a stable and significant component of culture.

The content of traditions in various fields human life is a basic characteristic of the culture of society. The most significant of them are mastered by each person in the process of socialization. The role of traditions in culture is determined by the fact that they are the bearers of the cultural wealth of society developed by previous generations. Traditions carry content that links times through the transfer of accumulated experience from generation to generation with the help of succession mechanisms. At the same time, tradition lives only in the activities of people who master it, “passing” previous experience through their own understanding of the world, their goals, aspirations, and values. This forms the basis for the emergence of certain contradictions with the existing tradition, since the creative and creative nature of a person cannot be satisfied only with the established order of things. Therefore, any innovation occurs only in the context of a deeply rooted tradition. At the same time, the tradition that gave rise to innovation never remains unchanged. Depending on the degree of creativity of a person's innovative efforts, a tradition can either be transformed, filled with new content, or branch out, giving rise to new traditions. As we can see, traditions and innovations are mutually necessary from the point of view of cultural development. Moreover, creative activity itself essentially acts as a creative development of traditions, ensuring their continuity and enrichment of culture.

What kind of innovation in education can be? The French scientist E. Brunswick distinguishes three possible types of pedagogical innovations that determine innovations in education:

completely new and previously unknown educational ideas and activities; there are very few such completely new and original ideas; as an example, we can cite the idea of human-machine interaction, which is being intensively developed today, and the resulting approaches to the organization of education based on the use of a new tool - computer technology;

the largest number of innovations are adapted, expanded and reformulated ideas and actions that become especially active in a certain socio-cultural and educational environment and in a certain period; for example, in this regard, we can talk about the idea of differentiation, which has significantly updated its significance and acquired updated methods of implementation (in particular, the technology of level differentiation or pedagogical support classes) today, in the context of increased attention of education to the interests of developing the child's individuality;

pedagogical innovations due to the educational situation, in which, in connection with the re-setting of goals in changed conditions, some pre-existing actions and technologies are updated, since new conditions guarantee their success and the success of educational ideas implemented in them; for example, a collective method of learning (V.K. Dyachenko) or learning in pairs of shifts, which was developed in the 20s. XX century by Alexander Riemann and is successfully used today in connection with the re-emerging need to solve the problems of teaching schoolchildren to cooperate in learning conditions.

Analysis of innovative processes in education requires Special attention that the use of innovations does not always give a positive result. So, for example, the use of seminars in high school instead of the expected improvement in the quality of the result of education - bringing students to the level of problematic development educational material, the expansion of the degree of cognitive freedom and the transition to the interactive nature of the discussion of the issues put forward for the seminar - in fact, often does not bring any qualitative changes or even turns into negative consequences. Because of this, some teachers, sometimes even imperceptibly, reduce the method of conducting seminars to the method of conducting a lesson, or often refuse seminars altogether, do not see their specific features compared to the lesson, and therefore cannot ensure their proper implementation. It seems to us that such a situation arises due to ignoring a number of circumstances, attention to which allows, if possible, to remove the difficulties that arise and to a greater extent predetermine the appearance of a positive result of educational innovations.

Firstly introduced innovations are not always a means of solving problems, relevant for this child, this class, this school. This is due to the fact that often the real contradictions that arise among schoolchildren are not the true cause of educational innovations. In this sense, the results of studies are not without interest, 27 which, in particular, fix that dominant The motive for updating the pedagogical strategy and tactics for many teachers is not the desire to solve the cardinal problems of children and the school that hinder their development, but the desire to test as such new methods and techniques of work, without a clear understanding of their purpose, without understanding the conceptual ideas and approaches implemented through them, etc. According to our data, more than a third of the teachers surveyed, when asked what dictated the choice of a particular educational innovation approximately the following answers: “I want to try…”, “head teachers demand innovations…”, “my colleague does this…”, “IU methodologists recommended to use…”, etc. Another equally common motive (about 36% of teachers according to the data of the study) is the desire to make learning interesting for children. At the same time, the most important thing is forgotten. Namely, that new approaches to the organization of education can be tested, but with their help, specific contradictions and imperfections are not eliminated, which should be the subject of special concern of the teacher. Or there are many pedagogical "tricks" with which the teacher has the opportunity to arouse the interest of schoolchildren in learning, but even more significant and important in pedagogical terms is the question of what means this was achieved. Indeed, it is possible to make learning situationally attractive for students without addressing the deep sides of their personality, when the manifestation of interest is due to the direct influence of the teacher’s special efforts (for example, the use of entertaining facts, emphasizing the “pragmatic” meaning of the material being studied, etc.). However, this cannot guarantee the transition of interest to the semantic level, its transformation into a characteristic of a student’s stable positive attitude towards learning and, consequently, quality updating his cognitive position. Therefore, carrying out innovative activities, the teacher must identify the real contradictions that characterize the manifestations of schoolchildren, and select innovations aimed at overcoming them.

Secondly, it is impossible not to take into account that each new tool is born in very specific conditions and is aimed at solving quite specific problems. That's why it is impossible to choose the means of updating the educational process on the basis of only personal tastes, sympathies, according to the principle "like - dislike". Instead, a competent professional analysis of the situation and an analysis of the pedagogical possibilities of the proposed means of updating it are required..

Thirdly, it should be emphasized that any pedagogical tool has two sides: actually technological associated with the specifics of the actions and operations used, and personal which manifests itself in the fact that the individual characteristics of the teacher (the level of his professional competence, the degree of sociability, the level of charm and emotionality, etc.) affect the effectiveness of his introduction into the educational process. Moreover, there were cases when the development of a new idea with unexpressed pedagogical possibilities gave a much greater effect than expected if this was done by a master teacher with a powerful internal potential and personal scale. And, on the contrary, it happens that a potentially rich educational idea perishes, falling into the hands of a shallow professional and a dull personality. For example, the implementation of the ideas of developing education at school requires not only mastering the appropriate technology, but also completely different personal manifestations of the teacher compared to informing education - readiness to cooperate with the child, personal openness of the teacher, natural emotional manifestations, readiness for multivariance, flexibility in restructuring the real world. the course of the educational process, etc. Experience shows that if, at the same time, the technological aspect of developmental education is not enhanced by its personal component, then as a result we observe a minimal educational effect that does not allow us to talk about the full implementation of the pedagogical possibilities of developmental education. Therefore, using pedagogical innovations, it is necessary to take into account the correspondence of the personal characteristics of the creators of innovations and their users, because the personal side of pedagogical tools has a significant impact on the effectiveness updating the educational process.

Thus, an analysis of the circumstances that determine the competent use of innovations in the educational process convinces us that it is not advisable to identify everything new with progressive and modern. This conclusion turns out to be extremely significant for us today, when the school and the entire education system are literally covered by an innovative “rise”. Under such conditions, it is important for the teacher to understand that such methods, forms and means of education are progressive and modern, which are effective in terms of their influence on the development of the student's personality. In other words, modern are all those pedagogical tools that allow the teacher to raise them to a higher level of education in an optimal way for schoolchildren, while proceeding from the need to provide the child with reliable pedagogical assistance and support in overcoming the contradictions that arise in the course of his personal development. Therefore, we can say that in its meaning the concept of "innovation" is associated not so much with the creation and dissemination of innovations as with changes in the way the teacher works, in the style of his professional thinking, in the system of his pedagogical values requiring conscious renewal pedagogical methods of action. In this context, the question of the relationship between traditions and innovations in education acquires a special meaning: in relation to what the change is taking place, what professional priorities we start from when starting a creative pedagogical search, what are the starting points and the basic scheme of our innovative action. Answering these and other similar questions in the most general way, let us state that traditions in education are associated with viewing and interpreting it through the prism of the Enlightenment educational paradigm, which represents education as a process of human socialization, the core of which is the transfer of social experience necessary for life to the younger generations. At the same time, the source of innovative educational opportunities today lies in the plane of the humanistic educational paradigm, which orients the pedagogical community towards emphasizing not so much the adaptive as the cultivating mission of education, the center of which is the enrichment of the spiritual and creative creative capabilities of a person.

INTRODUCTION 3

1 Mnemic processes 5

1.1 Essence and types of memory 5

1.2 The concept of mnemonic processes and their composition 7

2 Traditions and innovations in education 14

2.1 Traditional education 14

2.2 Innovation in education 17

2.3 Criteria for pedagogical innovation 23

2.4 Distance learning as an innovation 25

CONCLUSION 29

REFERENCES 31

INTRODUCTION

In the course of our lives and activities, resolving the problems that confront us practical tasks and more or less deeply experiencing what is happening, a person, without specifically setting such a goal or task for himself, remembers a lot, a lot is involuntarily imprinted on him. As the human activity in which it is performed becomes more complex, one has to not rely on the random luck of involuntary memorization, to set oneself special task memorization.

If we talk about memory not only as a collective term for a certain set of processes, but as a single function, then we can only talk about some very general and elementary ability to imprint and - under appropriate conditions - restore sensitivity data, that is, that can be called a mnemonic function. Memorization, recall, reproduction, recognition, which are included in memory, are built on this basis, but are in no way reduced to it. These are specific processes in which thinking in a more or less complex and sometimes contradictory unity with speech and all aspects of the human psyche are very significantly included.

The study of mnemonic processes as the main components of cognitive activity in psychology determined problem control work. The relevance of this problem is caused by the need to study memory as an ability nervous systems perceive the surrounding reality, store the perceived information in the form of impressions, and, as necessary, reproduce the necessary exactly or in your own words.

The problem and its relevance made it possible to form a topic in psychology "Mnemic processes (memory: memorization, preservation, forgetting, recognition, reproduction)".

The purpose of the control work is to study mnemonic processes. The following tasks follow from the set goal: 1) to consider the essence and types of memory, 2) to study the concept of mnemonic processes and their composition.

Now there is a lot of talk about the innovative development of education, about the priorities of innovation. It is difficult to argue against this, and it should not be. It is appropriate not to lose good, effective traditions.

Innovations are new phenomena in education that have arisen in the most modern (late) period of its development.

Thus, the study of traditions as well-established elements and innovations as new phenomena in pedagogy determined the problem of control work.

The problem and relevance made it possible to form a topic on pedagogy: "Traditions and innovations in education."

The purpose of the test is to study the traditions and innovations in education.

The following tasks follow from the set goal: 1) to characterize traditional education; 2) reveal the essence of innovative education; 3) determine the criteria for pedagogical innovations; 4) consider distance education as an innovation.

1 MNEMIC PROCESSES

1.1 Essence and types of memory

Along with other cognitive processes, perceptual and intellectual, mnemonic processes are distinguished (from the Greek "mnema" - memory). Mnemic processes act as components of a person's cognitive activity and are inextricably linked with his intellectual activity and perceptual processes.

Memory - the process of preserving past experience, making it possible to reuse it in activity and return to the sphere of consciousness. Memory connects the subject's past with his present and future and is the most important cognitive function underlying development and learning. (10, p.115)

The essence of memory, its great importance in human life and activity, as well as the scope of phenomena included in this concept, are quite obvious. IN general psychology memory is defined as a person's reflection of experience through memorization, storage and subsequent reproduction. From this definition it follows that memory includes a whole system of processes - the processes of memorization, preservation, reproduction, and, which must also be taken into account, the process of forgetting. They are different in their orientation, functional role and basic patterns.

Like any other mental phenomenon, memory is divided into a number of main types. Firstly, share voluntary and involuntary memory. They differ, respectively, in the presence or absence of a special - conscious goal to remember something. If there is such a goal and it is realized by a person, then there is arbitrary memory; if it does not exist and memorization occurs in addition to awareness, along with the solution of any other tasks and the performance of other actions, then memory acquires involuntary(mechanical, "automatic") character. Secondly, memory is divided into motor, emotional, figurative, verbal-logical. motor memory- this is the memorization, preservation and reproduction of various movements and their systems. emotional memory- memory for feelings, emotions, evaluative attitudes to reality. figurative memory- this is a memory for integral visual representations, for images and pictures of the outside world. A special variety and the highest manifestation of figurative memory is eidetic memory. At the same time, a person not only remembers any image, but also, as it were, sees it in all the smallest details. Verbal-logical memory as its most important type - it is a memory for verbal, semantic, sign information. Thirdly, memory is divided according to the attribute of the analyzer that provides information for memorization, and allocate visual, auditory, tactile, olfactory, gustatory, kinesthetic memory. IN- fourth, according to the time of storing information, memory is divided into long term and short term. Unlike long-term memory, which is characterized by long-term retention of information after repeated repetition, short-term memory is characterized by a very short retention time after a single and very short presentation, as well as immediate reproduction.

A specific type of memory that has features of both short-term and long-term memory is RAM. This is a system of mnemonic processes that ensure the memorization, preservation and reproduction of information that comes in the course of performing actions and which is necessary only to achieve the goal of this particular action. Finally, depending on individual differences in mnemonic processes, there is a division into types of memory - visual-figurative, verbal-logical and combined (intermediate) types. The first of them is characterized by the best development of visual-figurative memory. It is more common in people of the so-called artistic type (more emotional, impressionable, prone to direct and concrete perception of reality). The second is characterized by better development of verbal-logical memory. It is more common in people of the “thinking” type (prone to a rational, objective and generalized perception of the world). The combined type includes elements of the first two, both of which are quite strongly expressed, and is therefore optimal.

Thus, all these and many other general psychological patterns are studied in a special section of psychology - the psychology of memory, which is currently one of the most developed areas of psychology. All of them, of course, are significant for any professional, including managerial activity. (1, p.465)

1.2 The concept of mnemonic processes and their composition

Mnemic processes act as components of human cognitive activity and are inextricably linked with perceptual and intellectual processes. Memory images are called representations.

Memory- the process of fixing, preserving, subsequent recognition and reproduction of past experience, making it possible to reuse it in activity or return to the sphere of consciousness. Memory as the basis mental activity takes special place among mental cognitive processes, ensuring their continuity and uniting them into a single whole. It connects the subject's past with his present and future. Lack of memory - amnesia. (8, p.37)

The main processes of memory: memorization (imprinting), preservation, reproduction, recognition, forgetting.

memorization- a generalized name for the processes that ensure the retention of material in memory. There are two types of memory: voluntary and involuntary. (8, p.37)

In the case of involuntary memorization, a person does not set himself the task of remembering this or that material. Memory-bound processes perform operations here that service other activities. As a result, memorization is relatively immediate and is carried out without special volitional efforts, pre-selection material and the conscious use of any mnemonic techniques. At the same time, the dependence of memorization on the purpose and motives of the activity remains in this case as well.

Arkhipova Olga Valerievna, Doctor of Philosophical Sciences, Associate Professor of the Department of Hotel Business, St. Petersburg State University of Economics (SPbSUE), St. Petersburg [email protected]

Zakharova Marina Valentinovna, candidate of pedagogical sciences, teacher in English GBOU school number 300, St. Petersburg [email protected]

Ilyina Yuliya Borisovna, director of GBOU school No. 300, St. Petersburg [email protected]

Traditions of national education: understanding ideas through the prism of modernity

Annotation. The article deals with the problems of modern Russian liberal education, comprehends the traditions Russian education and ways of development in modern culture.

Key words: education, ideas of education, humanitarianism, identity. Section: (01) pedagogy; history of pedagogy and education; theory and methodology of training and education (by subject areas).

Education is an organic part of human culture and at the same time creates culture. Culture and education are a complex whole. Comprehension of the phenomenon of education, determination of its specifics and disclosure of the potential for solving a complex of problems of our time acquire a special meaning today. One of the most important tasks is the task of comprehending the very essence of education in the broad context of the culture of society and its reproduction. The value and significance of education for modern culture is unconditional. "Modern technocratic computer civilization, the development of the market, consumption, success, the external arrangement of a person inevitably crowd out what we designate as a humanitarian principle." Humanitarian education is also being squeezed... Today, we note with annoyance the presence of negative trends and facts in the system of education at all levels. The deep crisis that struck the most important spheres of the spiritual life of mankind - education, art and science, led to the actual split of the single material and spiritual space of civilization, exerting a particularly strong influence on the state and development of education, which is increasingly losing its culture-forming functions, its influence on moral components. individual and social mentality. Such is the reality. And one cannot be angry with reality; one must study it, “do not cry, do not laugh, do not curse, but understand” (B. Spinoza). And today there is a need to comprehend the essence and specifics of liberal education in modern culture from the positions of analytical, research, conceptual. The peculiarity of the position of humanitarian education in modern culture lies in the fact that the old system of dominant features and values is a thing of the past, and the new one has not yet taken shape. Now we are in a state where the old idea of education has been shaken, has become unsteady, has become fundamentally permeable to various, often multidirectional influences, and the new one has not been found or has not yet received its distinct sound. Because of this, transformations are difficult, theoretical and methodological trajectories of reforms and modernization of the education sector have not been formed. At present, it is still extremely difficult to rely on the emerging idea of a liberal arts education. But it is necessary. Today, “the idea of education alone can hold everything together. Not only the specific form of education, but the idea itself is the answer to the question posed by history. And there comes a moment when you can no longer answer new questions, relying on old methods of action. Modern culture is undergoing global changes. According to Yu.M. Lotman, “this truth might seem trivial if the frequency of repetitions were proportional to the depth of understanding... We have to learn to live in a world that is unusual for us, a world that is rapidly changing, compared to which the dynamic XX century will seem comfortably still” . Yes, today, having lived one tenth of the 21st century, one cannot but agree with this statement.

The cultural situation of modernity is a picture of the constant birth of many and many forms, phenomena, innovations, phenomena, both mental and spiritual, both real and virtual. The world is changing rapidly, sometimes allowing even reflection on what is happening. Transformations in modern culture are both global and local in nature and, as a rule, affect the “world around a person”, significantly change the external, formal, technological side of life, often leaving the person himself at a loss, inability, unpreparedness for such changes. Today, thanks to the development of technology and technology, a person knows the answer to the question "how?", but often does not find answers to the questions "what?" and “why?”, “for what?” in his life. Significant changes are taking place in the education system today. Undoubtedly, there is a growing interest in education issues, there are tendencies to popularize the concept of lifelong education, the emergence of multivariate educational models and technologies. At the same time, the pragmatic trend is growing, when education is primarily oriented towards the training of a qualified, competent specialist, a professional. It must be said that this idea is popular today both among young students and among the pedagogical community. It is expressed in the desire to make education focused primarily on market demands, highly specialized, applied. The new systems and models of education offered to society today are largely formed spontaneously. The education system, pedagogy, like others humanitarian sciences, in most cases are deprived of the possibility of direct practical verification of their theoretical conclusions, or such verification requires considerable time. The more important are the indirect methods of determining the degree of persuasiveness of concepts and the viability of educational models. Among these methods is the theoretical understanding of the essence and specifics of liberal education in modern culture, as well as the correlation of the assumptions, concepts, theories and models put forward with the history of thought and culture. I think it can be argued that in general education is humanitarian in nature. “Real education is valid to the extent that it is humanitarian,” says Yu.V. Senko". We are in solidarity with this position and believe that a genuine education cannot be non-humanitarian. And the so-called "humanitarian component" is nonsense, which has become a commonplace of educational concepts. There is no "humanitarian component"; education is essentially humanitarian. Not only humanitarian education, but also medical, technical, natural science, military. Or it's not education, but something else.

One of the most important features of humanitarian education is its ideological orientation. Humanities education, in contrast to pragmatic education, is intended not only and not so much to convey and interpret the system of knowledge about the world according to current ideas, but to form a person’s personal worldview, to build the world of the individual. It is no coincidence, apparently, the metaphor often used in the history of pedagogical thought, when education is compared with the erection of a building, construction. In the humanitarian sense, true education is a truly creative activity for the "building" of the individual and the world as a space for revealing and realizing the inner meaning of human existence.

In education today there are ambiguous processes. And modern researchers give them their assessment. Thus, it is emphasized that the goals of the Bologna Agreement are focused on the creation of a large pan-European educational community, on improving the quality and attractiveness of the European higher education. However, in some cases it will be more correct to follow your own path of development. In addition, the educational models of foreign countries should be used more carefully, since these countries have a fundamentally different socio-economic environment and a completely different mentality of society. Determining one's own path of development of Russian education is not a declaration, not a slogan, not a search for originality for the sake of originality. This is an urgent need, because historically “Russian culture did not take over, but creatively disposed of the world's cultural wealth. A huge country has always owned a huge cultural heritage and disposed of it with the generosity of a free rich person. Yes, precisely individuals, for Russian culture, and with it the whole of Russia, is a personality, an individuality. Today's examples of direct borrowing, blind copying of samples alien to Russian pedagogy have nothing to do with creative interpretation. The Russian and European humanities and education are closely related, but their approaches to education differ significantly. Today, an ill-conceived and insufficiently substantiated policy in the field of reforming domestic education can give rise to irreversible and even catastrophic consequences. Modern reforms of domestic higher education largely show their failure due to the lack of development of the theoretical and methodological foundations of reform, underestimation of the influence of socio-cultural factors on the field of education, total disregard for taking into account the specifics of the historical development of domestic higher education education. The system of higher education of the “market” type has been chosen as the main guideline of the modern reform policy. This system operates in most industrialized countries of the world. Education in this tradition is understood as a sphere of educational services to meet the needs of the population and production structures, focused on personal choice depending on individual goals, social aspirations and financial capabilities of citizens. An educational institution of a "market type" becomes basically a management structure, an enterprise. And this enterprise is characterized primarily by "methods of finding means to achieve some specific goals." The Western model of education, the Western approach to education are based on the practical needs of modern society and are oriented towards the training of applied specialists. characteristic feature is a practical orientation of training, where the main emphasis is on special education . Russia has no such traditions. On the contrary, its education system has never been only a sphere of production, a tool for the functional "processing" of a human resource, a service. Education in Russia has traditionally been a matter for the state and the church, determined by the idea of educating a “perfect person”, the spiritual education of a citizen. This tradition is rooted in Russian culture. In our country, education has always meant immeasurably more than learning. Real genuine education in Russia is, first and foremost, enlightenment in the deepest and most precise sense of the word. Note that the very concept of “education” is not a copy of the English “education” or the German “bildung”. This word comes from the Old Slavonic “image” to give a face, create an image, i.e. already in its semantics it carries the idea of education aimed at the creation of man. The peculiarity of domestic education lies in the creation of a special concept of the personality's orientation towards the formation of a holistic scientific-materialistic worldview. Another striking cultural and anthropological feature of Russian education is associated with the archetype of the integrity of education, understood as a combination of educational, applied teaching, culturally identifying educational and anthropological developmental functions. Traditional for Russian culture has always been the consideration of culture as "an environment that grows and nourishes the personality" (Father Pavel Florensky). Unlike Western European thought, Russian humanitarian thought solved the problem of the meaning of human existence, freedom, love, and so on in a different way. The significance of education in Russian culture was determined by the focus not so much on “intellect”, “knowledge”, “learning”, but on “the construction of human souls and conscience” (G. Florovsky). The very same culture as a process "individual and going deep" initially "associated with personality and spirit...Culture means the processing of material by an act of the spirit..." (N.A. Berdyaev). The humanitarian principle was at the center of attention of Russian pedagogy, humanitarian principles were implemented in it, which involved the education of reason, conscience, a sense of citizenship and responsibility. Education was understood as a culture presented in the form of a pedagogically adapted experience. The specific features of the national culture are anthropocosmism, existentiality, “ontological realism”, integrity and catholicity, its values and potentials are determined by its anthropological orientation, as well as the nature of the ideal, which is the basis of personal self-improvement. This direction of Russian thought, terminologically defined as the "Russian idea", unites into one philosophical tradition thinkers who belonged to the most diverse areas of humanitarian thought in Russia, Slavophiles, Westerners, Eurasians, revolutionary democrats, etc. The anthropological orientation of the philosophical searches of Russian philosophers (expressed in anthropocentric model of man, developed in the fundamental works of V. S. Solovyov, N. F. Fedotov, V. I. Nesmelov, N. A. Berdyaev, P. A. Florensky, S. N. Bulgakov, V. Ivanov, I. A. Ilyin, S. L. Frank, V. V. Rozanov and others) was also characteristic of Russian pedagogical thought, expressed in various educational theories and concepts. understanding of the special mission of the teacher as a carrier of not only knowledge, but also a moral model. Education in the domestic tradition was understood holistically, universally, it included both upbringing, and teaching, and training. Upbringing inescapably accompanied the process of education, since the very activity of the teacher, his words, deeds, and thoughts always willy-nilly have an educational impact on the student. Another thing is how this upbringing becomes. It should not be forgotten that genuine education, which implies the synthesis of training and education, has its own laws. Education and upbringing proceed in different ways, are carried out in different ways and require different abilities and skills from the teacher, understanding the idea of education. M.S. Kagan notes that “the very concept of “Teacher” has two meanings: “one who teaches the knowledge of something” and “one who teaches to live in a certain way”. The effectiveness of these forms of pedagogical activity is due to the specific means immanent in each: communication, in one case, and communication in the other, or monologic and dialogic forms of communication between the teacher and the student. In the most abstract philosophical language, this difference is formulated as a connection between the subject and the object and the subject-subject (inter-subject) relationships of people. Thus, learning to know requires a special means of communication (connection of the subject with the object), and learning to live requires communication, dialogue between the teacher and the student (connection of the subject with the subject). Unfortunately, the very idea of dialogue has been impoverished in our country. Everything turned out to be a "dialogue". In fact, the dialogue is a dramatic, internally contradictory form, it is both polyphony, and dissonance, and merging, and opposition, and unity, and disunity. It does not lead to an unambiguous interpretation, but to the formation of some very complex “single field”, in the space of which understanding is possible.

It should be noted that the Russian tradition is especially characterized by a special kind of patriarchy, the perception of an educational institution - a school, a university, an institute - as a Home. Warm relations develop in it, a sense of identity and belonging to common ideals and values arises, self-identification with achievements occurs, worries about difficulties and shortcomings arise, a kindred attitude towards teachers, brotherhood and camaraderie. For Russian culture and domestic education, the essential issue has always been the question of the formation and preservation of the integrity of the spirit. This integrity was largely determined by the normative value orientations of culture and included an understanding of the humanitarian essence of pedagogy, the priority of the tasks of forming a holistic personality through the educational process. Man as a spiritual integrity was the subject of Russian pedagogy, and therefore special attention was paid not only to the intellectual and professional, but also to the moral and physical development of the individual. Let us conclude that, in general, the national culture is characterized by a tradition that unites the vectors of education and culture. A tradition that can be interpreted as a tradition of the “single field of the domestic cultural and educational space”.

most Russian culture values of a humanitarian nature are organically inherent. And today the task is to fully revive the humanitarian values of our culture, their caring cultivation and preservation. Ultimately, the fate of Russian education is determined by the scale and degree of actualization of our cultural memory.

Links to sources1. Shor Yu.M. Humanitarian culture and the problem of Russian identity // Dialogue of Cultures and Civilizations in the Global World: VII International Likhachev Readings, May 24-25, 2007. St. Petersburg: Izdvo SPbGUP, 2007. P. 152.2. Alexandrova V.G. Christian doctrine and the development of pedagogical thought. M.: Izdvo MGU, 2003. S. 5.3. Nikitin V.A. The idea of education or the content of educational policy. Kyiv: Optima, 2004. S. 10.4. Lotman Yu.M. Soul education. SPb.: "IskusstvoSPb", 2005. S. 174.5. Senko Yu.V. Humanitarian Foundation of Higher Education Standards // Dialogue of Cultures and Civilizations in the Global World: VII International Likhachev Readings, May 24-25, 2007. St. Petersburg: Izdvo SPbGUP, 2007. P. 377.6. Gushchin V.V., Gureev V.A. To the question of state of the art autonomy of universities in Russia//Almamater. 2010. No. 1. FROM. 89.7. Likhachev D.S. Book of anxiety. M., 1991. S. 12.8. Afanasiev Yu.N. Can education be non-humanitarian? //Questions of Philosophy. 2000.№7.S. 39.9. Bermus A.G. Modernization of education: philosophy, politics, culture. M.: "Kanon +", 2008.S. 232.10. Kagan M.S. Systemic synergetic approach to the construction of modern pedagogical theory

// Synergetic paradigm. Synergetics of education. M .: Progresstradition, 2007. P. 222.11. BimBad BM Anthropological foundation of the theory and practice of modern education. Essay on problems and methods of their solution. M., 1994. P. 1720.

Olga Arkhipova,Doctor of Philosophical Sciences, Associate Professorat the chairof Hotel Managemet, St.Petersburg State Economic University, St.Petersburg [email protected] Zakharova, Candidate of Pedagogic Sciences, English teacher, School# [email protected] ilina,

Head, School No. [email protected] of domestic education: ideas consideration through themodern perspectiveAbstract.The paperdeals with the problems of the contemporary Russian humanitarian education, Russian educational traditions and their development in modern culture are overviewed.Keywords: education, educational ideas, humanitarity,identity.References1.Shor,Ju . M. (2007) “Humanitarnost" kul "tury i problema rossijskoj samobytnosti”, Dialog kul "tur i civilizacij v global" nom mire: VII Mezhdunarodnye Lihachevskie chtenija, 2425 maja 2007 goda, Izdvo SPbGUP, St. Petersburg, p. 152(in Russian).2.Aleksandrova,V. G. (2003) Hristianskoe uchenie i razvitie pedagogicheskoj mysli, Izdvo MGU, Moscow, p. 5(in Russian).3.Nikitin,V.A. (2004) Ideja obrazovanija or soderzhanie obrazovatel "noj politiki, Optima, Kiev, p. 10 (in Russian). 4. Lotman, Ju. M. (2005) Vospitanie dushi, “IskusstvoSPb”, St. Peterburg, p. 174 ( in Russian).5.Sen "ko,Ju. V. (2007) “Humanitarian osnovanie standartov vysshego obrazovanija”, Dialog kul "tur i civilizacij v global" nom mire: VII Mezhdunarodnye Lihachevskie chtenija, 2425 maja 2007 goda, Izdvo SPbGUP, St. Petersburg, p. 377(in Russian).6.Gushhin,V. V., Gureev, V. A. (2010) “K voprosu o sovremennom sostojanii avtonomii vuzov v Rossii”, Alma mater, no. 1, pp. 89(in Russian).7.Lihachev,D. S. (1991) Kniga bespokojstv, Moscow, p. 12(in Russian).8.Afanas "ev, Ju. N. (2000) “Mozhet li obrazovanie byt" negumanitarnym?”, Voprosy filosofii, No. 7, p. 39(in Russian).9.Bermus,A. G. (2008) Modernizacija obrazovanija: filosofija, politika, kul "tura, “Kanon +”, Moscow, p. 232 (in Russian). 10. Kagan, MS (2007) Sinergetika obrazovanija, Progresstradicija, Moscow, p.222(in Russian).11.BimBad, BM (1994) .

Nekrasova G. N., Doctor of Pedagogical Sciences, member of the editorial board of the magazine "Concept"

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Introduction
Education as a way of organizing the pedagogical process
Learning Functions
The role of innovation in school development
New pedagogical technologies
Conclusion
Bibliography

Introduction

Currently, our country is undergoing significant changes in the national education policy. This is due to the transition to the position of personality-oriented pedagogy. One of the tasks of the modern school is to unlock the potential of all participants in the pedagogical process, to provide them with opportunities to manifest creativity. The solution of these problems is impossible without the implementation of the variability of educational processes, in connection with which there are various innovative types and types of educational institutions that require deep scientific and practical understanding.

The modern Russian school is the result of huge changes that have taken place in the national education system over last years. In this sense, education is not just a part of the social life of society, but its avant-garde: hardly any other subsystem of it can confirm the fact of its progressive development with such an abundance of innovations and experiments to the same extent.

The search for a solution to the pedagogical problems of innovation is associated with the analysis of the available results of the study of the essence, structure, classification and features of the flow of innovative processes in the field of education. At the theoretical and methodological level, the most fundamental problem of innovations is reflected in the works of M.M. Potashnik, A.V. Khutorsky, N.B. Pugacheva, V.S. Lazarev, V.I. Zagvyazinsky from the standpoint of a system-activity approach, which makes it possible to analyze not only individual stages of the innovation process, but also move on to a comprehensive study of innovations.

Today, innovative search has entered the “calm channel”, has become part of the image of any self-respecting school, an element of the “regular situation” in the system of life of many educational institutions in the region. But there is a huge variety of innovations applicable to education in general and to schools in particular. They play a huge role in the existence and further development schools.

Purpose of the work: to study and characterize the traditions and innovations in Russian education.

Education as a way of organizing the pedagogical process

Education is the most important and reliable way to receive systematic education. Education is nothing but a specific process of cognition, managed by the teacher. It is the guiding role of the teacher that ensures the full assimilation of knowledge, skills and abilities by schoolchildren, the development of their mental strength and creative abilities.

Learning is a two-way process. The activity of the teacher is usually called teaching, and the activity of the student is called teaching. The term teaching should be considered conditional, since the teacher not only teaches (presents) knowledge, but also develops and educates students. Teaching is not only a process of mastering what is given by teaching, it is a complex process of cognitive activity, in which the generalized experience accumulated by mankind in the form of knowledge is mastered, it is also the acquisition of individual experience of cognition with the help of independent operation of knowledge, mastering the necessary actions and methods.

Cognitive activity is the unity of sensory perception, theoretical thinking and practical activity. It is carried out at every step of life, in all types of activities and social relationships of students (productive and socially useful work, value-oriented and artistic and aesthetic activities, communication), as well as by performing various subject-practical actions in the educational process (experimenting, designing , solving research problems, etc.).

But only in the process of learning, knowledge acquires a clear form in a special educational and cognitive activity inherent only to a person, or teaching.

The process of cognition of students takes place in joint activity with the teacher, under his guidance. The teacher directs this process in accordance with the age capabilities and characteristics of the students, he systematizes, concretizes the content of training, gives a logical justification to the knowledge that students master, he seeks the most rational ways to equip his students with the skills needed in independent cognition, develops skills.

The cognitive activity of students also takes place in communication with peers. On the basis of this, diverse relationships are created, which, although indirectly, have a significant impact on learning through the exchange of scientific information, support and mutual assistance in the search, public evaluation of the results of educational work.

In the modern sense, learning is characterized by the following features:

Purpose (general as an adaptation to life), tasks;

Joint activities of teachers and students;

Teaching (guidance by the teacher);

Teaching ( independent work students);

Organization of the process;

Compliance with the laws of age development of students;

The combination of manufacturability and creativity of teachers and students;

Compliance with the requirements of life;

Simultaneous implementation of education, development, formation of students.

The success of learning is ultimately determined by the attitude of schoolchildren to learning, their desire for knowledge, the ability to consciously and independently acquire knowledge, skills, and activity. The student is not only the object of teaching influences, he is the subject of specially organized cognition, the subject of the pedagogical process.

Since the development of the student occurs only in the process of his own activity, the basis of learning should be considered not teaching, but learning.

Learning Functions

learning innovation pedagogical cognitive

The need for a comprehensive implementation of all components of the content of education and the focus of the pedagogical process on the comprehensive creative self-development of the student's personality determine the functions of learning: educational, nurturing and developing. At the same time, the educational function is associated with the expansion of the volume, developing - with structural complication, and educating - with the formation of relations (V.V. Kraevsky).

educational function. The main meaning of the educational function is to equip students with a system of scientific knowledge, skills and abilities in order to use them in practice.

Scientific knowledge - the main component of education includes facts, concepts, laws, patterns, theories, a generalized picture of the world. In accordance with the educational function, they should become the property of the individual, enter the structure of her experience. The most complete implementation of this function should ensure the completeness, systematicity and awareness of knowledge, their strength and effectiveness.

The end result of the implementation of the educational function is the effectiveness of knowledge, expressed in the conscious operation of them, the ability to mobilize previous knowledge to obtain new ones, as well as the formation of the most important both special (in the subject) and general educational skills and abilities.

Skill as a skillful action is directed by a clearly realized goal, and a skill, that is, an automated action, is based on a system of established connections. Skills are formed as a result of exercises that vary conditions learning activities and provide for its gradual complication. To develop skills, repeated exercises in the same conditions are necessary.

educational function. The educational function follows from the content, forms and methods of teaching, but at the same time it is also carried out through a special organization of communication between the teacher and students. Objectively, training cannot but bring up certain views, beliefs, attitudes, qualities to the personality. The formation of personality is generally impossible without the assimilation of a system of moral and other concepts, norms and requirements.

developmental function. Properly delivered education always develops, however, the developmental function is carried out more effectively with a special focus on the interaction of teachers and students for the comprehensive development of the individual. In the context of traditional approaches to the organization of learning, the implementation of the developmental function, as a rule, comes down to the development of speech and thinking.

The role of innovation in school development

Once the situation in the school has been comprehensively analyzed, and what school results need to be improved have been determined, naturally, there is a need for an informed choice of ideas with which this could be done in the best way. The choice of ideas is inevitable because different innovations can be selected to achieve the same goals, certain results, each of which has its own strengths and weaknesses. It would seem that such a logic of thinking is obvious, but in real practice it is often not maintained. Instead of a reasoned approach to choosing ideas, we see:

- the desire to introduce almost without any choice, to master literally everything that did not exist before, that they heard somewhere, saw it (it is no coincidence that they say about such schools that they are developing so “madly” that they do not have time to function normally);

- the desire to try, learn new things in a row, in order to find the best idea for your school. This is, in fact, a blind work (blind trials and, of course, numerous errors);

- the desire to master by all means what neighbors from neighboring schools master in order to withstand competition in the struggle for a contingent of students, for the good opinion of parents, heads of educational authorities of their district;

- there is a clear desire to keep up with fashion at any cost, to be on its crest, and therefore they are headlong striving for the status of an innovative school and, of course, with an elaborate, complex name;

- willingness to accept for implementation any recommendation, any indication of local education authorities regarding the development of a particular new idea.

It is easy to understand that all these approaches to innovations at school are fraught with serious costs, such as colossal overloads of children and teachers, a decrease in academic performance in those subjects that are not covered by “experimental” work, since the development of an irrelevant, non-optimal someone else's idea, and even the development of an illiterate takes away from the teachers involved in this activity, all the strength and time, which inevitably leads to the destabilization of the pedagogical process.

The choice of ideas is implemented by discussing them, thinking through a group of competent persons - experts (these are the most mature and progressive employees of the school, invited experts). It involves a comparative evaluation of ideas on a number of parameters and is a creative act. Evaluation of ideas can be carried out both with the help of mental experimentation and on the basis of the development of projects for the activities of the alleged participants in the transformation.

It is necessary to think over the entire organizational mechanism for choosing ideas, including collecting suggestions from teachers, children and parents through interviews and questionnaires, identifying the preferences of all groups of people participating in the innovation process, discussing selected innovations at meetings of methodological associations, creative microgroups, departments, and, if necessary, - at a board meeting. To achieve the goal, the leader must go not only and not so much from himself, but from others - performers, implementers of future innovations. It is very important that they themselves participate in the search, evaluate and select new ideas for development. Otherwise, their work will not be motivated and there will be no update in the way innovation is managed in the school.

An analysis of the specialized literature and the experience of schools indicates the insufficient intensity of the application of pedagogical innovations in the practice of educational institutions. There are at least two reasons for the lack of implementation of pedagogical innovations. The first reason is that an innovation, as a rule, does not pass the necessary professional examination and approbation. The second reason is that the introduction of pedagogical innovations has not been previously prepared either organizationally or technically, or, most importantly, in a personal, psychological sense.

A clear understanding of the content and parameters of pedagogical innovations, possession of the methodology for their application allow both individual teachers and heads of educational institutions to objectively evaluate and predict their implementation. The haste in introducing innovations more than once led the school to the fact that the recommended, more often from above, innovation after some (short) time was forgotten or canceled by order or order.

One of the main reasons for this situation is the lack of an innovative environment in schools. - a certain moral and psychological environment, supported by a set of organizational, methodological, psychological measures that ensure the introduction of innovations in the educational process of the school. The absence of such an innovative environment is manifested in the methodological unpreparedness of teachers, in their poor awareness of the essence of pedagogical innovations. The presence of a favorable innovation environment in teaching staff reduces the coefficient of "resistance" of teachers to innovations, helps to overcome the stereotypes of professional activity. The innovative environment finds a real reflection in the attitude of teachers towards pedagogy.

New pedagogical technologies

Innovations in the field of education are aimed at shaping the personality, its ability for scientific, technical and innovative activities, at updating the content of the educational process.

Each pedagogical era has generated its own generation of technologies. The first generation of educational technologies were traditional methodologies; technologies of the second and third generations were modular-block and whole-block learning systems; integrated technology belongs to the fourth generation of educational technologies.

The introduction of non-traditional pedagogical technologies has significantly changed the educational and developmental process, which allows solving many problems of developing, student-centered learning, differentiation, humanization, and the formation of an individual educational perspective of students.

All technologies are characterized by certain common features: awareness of the activities of the teacher and students, efficiency, mobility, valeology, integrity, openness, projectability; independent activity of students in the educational process is 60-90% of the study time; individualization.

Computer technologies not only help to organize the learning process using game methods, but also to get stronger feedback.

Multimedia tools make it possible to provide the best, in comparison with other technical teaching aids, implementation of the principle of visibility, to a greater extent contribute to the strengthening of knowledge and practical exercises- skills. In addition, multimedia tools are given the task of providing effective support for game forms lesson, active dialogue “student-computer”.

The analysis of the existing experience shows that conditionally the system of using a computer in a technology lesson can be divided into three stages (stages).

The first is computer support for lessons. Here the computer is used only by the teacher as a means of visualizing lesson materials.

The second is computer support for technology lessons. At this stage, in addition to using the computer by the teacher as an effective means of presenting or illustrating lesson materials, the computer can be used by students as a means of repeating previously studied material (for example, the device of a machine tool or sewing machine, the properties of materials, the choice of decorative finishes, assistance in selecting an object work for thematic creative work etc.). Here the computer can be trusted current control knowledge of students, for example, in order to allow a student to work on a particular machine, etc. Since students are allowed to work with a computer, the teacher must know and follow the rules for organizing the safe work of students with computer equipment, and workplace, equipped with a computer, should be organized accordingly.

The third stage is the use of modern computer programs in teaching. A feature of this stage is the conduct of technology lessons with the work of all students on computers under the guidance of a teacher. The role of using the technology of various electronic reference books, encyclopedias, and programs in the classroom is high.

The use of Internet resources and services significantly expands the possibilities of both the teacher and the student in all types of activities.

Project activity is also a method of enhancing educational and cognitive activity. This is facilitated by the high independence of students in the process of preparing the project. The teacher, acting as a coordinator, only directs the activity of the student, who explores the chosen topic, collects the most complete information about it, systematizes the data obtained and presents them using various technical means including modern computer technology.

The integration method, which contributes to the formation of interdisciplinary concepts, determines the nature of interdisciplinary connections by the time factor (previous connections, promising, synchronous), allows for interdisciplinary coordination of the content of educational material in order to optimize it (eliminate duplication, discrepancy, chronological inconsistency). This method allows you to adapt the content curricula to the capabilities of specific students, creates favorable conditions for the development of the personality of each student, the formation of positive motivation for learning, the adequacy of self-esteem, the maximum possible success in learning.

Integrated lessons occupy a special place in the system of our pedagogical activity. They help to develop the cognitive and creative activity of students, increase the motivation for learning. Conducting such lessons is one of the ways to improve the efficiency of the educational process based on the implementation of the principles of the activity approach in teaching.

Inclusion of students in the active academic work, the use of various forms, methods of cognitive activity significantly expands the educational opportunities of the lesson, which is the leading form of organization of educational activities.

Innovative methods in teaching are new methods of communication with students, a position of business cooperation with them and familiarizing them with current problems. Innovative methods are methods that allow students to assert themselves. And self-affirmation is the way to the right choice of your profession.

Conclusion

In the modern learning process, both traditional and innovative teaching methods are used. It is necessary not only to promote innovative methods, but also not to forget about traditional methods, which are no less effective, and in other cases they simply cannot be dispensed with.

A. Adamsky argued that: "Only a naive or deluded person can believe that innovative pedagogy is a universal replacement for traditional teaching methods."

It is necessary that traditional and innovative teaching methods be in constant relationship and complement each other. These two concepts must exist on the same level.

The modern concept of "education" is associated with the interpretation of such terms as "training", "education", "education", "development". However, before the word "education" was associated with enlightenment, it had a broader meaning. Dictionary meanings consider the term "education" as a noun from the verb "form" in the sense: "create", "form" or "develop" something new. Creating something new is innovation.

Thus, education is inherently already an innovation.

Bibliography

1. Slastyonin, V.A. Pedagogy / V.A. Slastyonin. - M.: School-Press, 2010.

3. Rapatsevich, E.S. Pedagogy. Great modern encyclopedia / E. S. Rapatsevich. - Minsk: modern word. - 2005

4. Tyunnikov Yu.S. Analysis of innovative activities of educational institutions: scenario, approach / Yu.S. Tyunnikov// Standards and monitoring in education. - 2008. - № 5. Lazarev, V.S. The concept of the pedagogical and innovative system of the school / V.S. Lazarev// Rural school. - 2007. - No. 1.

5. Orlova, A.I. Revival of education or its reform? / A.I. Orlova // Teaching history at school. - 2006 - No. 1.

6. Erofeeva, N.I. Project management in education / N.I. Erofeeva//People's education.-2010.-№ 5

7. Zagvyazinsky, V.I. Innovative processes in education and pedagogical science / V.I. Zagvyazinsky//Innovative processes in education: Collection of scientific papers. - Tyumen: 2009. - p. 8.

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Rozina O.V. “National traditions of Russian education: values ​​and meanings

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Introduction

Education as a way of organizing the pedagogical process

Learning Functions

learning innovation pedagogical cognitive

The role of innovation in school development

- the desire to introduce almost without any choice, to master literally everything that did not exist before, that they heard somewhere, saw it (it is no coincidence that they say about such schools that they are developing so “madly” that they do not have time to function normally);

- the desire to try, learn new things in a row, in order to find the best idea for your school. This is, in fact, a blind work (blind trials and, of course, numerous errors);

- the desire to master by all means what neighbors from neighboring schools master in order to withstand competition in the struggle for a contingent of students, for the good opinion of parents, heads of educational authorities of their district;

- there is a clear desire to keep up with fashion at any cost, to be on its crest, and therefore they are headlong striving for the status of an innovative school and, of course, with an elaborate, complex name;

- willingness to accept for implementation any recommendation, any indication of local education authorities regarding the development of a particular new idea.

New pedagogical technologies

Bibliography

6. Erofeeva, N.I. Project management in education / N.I. Erofeeva//People's education.-2010.-№ 5

7. Zagvyazinsky, V.I. Innovative processes in education and pedagogical science / V.I. Zagvyazinsky//Innovative processes in education: Collection of scientific papers. - Tyumen: 2009. - p. 8.

Similar Documents

Rozina O.V. “National traditions of Russian education: values and meanings