Educator-innovator. Professional qualities of the teacher. The Person of the Teacher

A lot of scientific works have been written on the pedagogical theme. There is a constant study of teaching and educational processes, on the basis of which new methods are regularly introduced, and topical recommendations are given. At the same time, great importance is attached to the study of the problem of the development of the student's culture of personality.

The right approach

Many modern schools view the student as a means through which teachers implement approved programs and plans, in most cases have nothing to do with who they are implemented. Unlike such institutions, the student within the framework of the humanistic school is represented as a subject of his development. The learning process is based on respect for the personality of each individual, taking into account his requests, interests and goals. Proceeding from this, environment conditions are formed that have the most favorable impact on the child. The role of teachers in such a school is reduced not only to the preparation of pupils for further life in society, but also to the full living of each stage of growing up (childhood, adolescence). Each step takes into account the psychic abilities of the student.

The role of the modern teacher

The approach used in the humanistic school is now an exception to the general structure of education in our country. A lot of time will pass before the method of interaction undergoes significant changes. A special attention is deserved by the characterization of the teacher. Within the framework of the common system, each individual teacher has the right to carry out actions aimed at developing the spirituality of the child. The personality of the teacher should give examples of kindness, mercy, moral condemnation. However, without confirmation of the knowledge gained in the lessons in daily communication with the outside world, it is difficult for the trainee to learn the information obtained. Therefore, the surrounding people, including parents, teachers, should spiritually instruct the child in his aspirations. In this case , the professional qualities of the teacher are important . Teachers on the basis of theoretical and practical knowledge can give the child the necessary knowledge.

Education on human values

One of the most popular methods, the founder of which is VA Karakovskiy, is based on human values:

1. The earth is the basis for the life of all living things.

2. Family - the closest circle, which has the greatest impact on the development of the individual.

3. Homeland, unique for each person. It is subdivided into a common (country, state) and a small (edge, region). The process of cognition occurs in the form of studying the history of the territory.

4. Work in its various manifestations (mental, physical).

5. Culture, its types, properties, the importance that it brings to the development of mankind.

6. The world and place of man in it.

Education on the cultural approach

This process is based on the knowledge of traditions. Universal culture is regarded as the highest product produced by mankind. The main indicators of education is the breadth of the learner's outlook, the ability to apply the knowledge gained, as well as the level of his worldview. The main criterion for the development of a civilized society is the world of culture that he created, which is passed on from generation to generation. Every individual living in this society is characterized by creative activity. In the school years, the basic concepts of culture are taught:

1. The ability to absorb the acquired knowledge for further use in life is being formed.

2. There develops the ability to apply the knowledge gained, to create something new on their basis.

3. A person learns to react to events in the surrounding world, to know how to express their emotions, communicate with surrounding people.

Education in Soviet schools

Stagnation in Soviet society, characteristic of the late 70's and 80's, left its imprint on the school system. Everywhere there were cases of concealment of the discovered shortcomings of educational processes, and dignity was multiplied in every way, there was a general equation for assessing the work of teachers, teaching and educational work became uniform, subject to unified educational standards. In the USSR there was an authoritarian style of pedagogical management.

Reforming the education system

The changes that affected the pedagogical sphere in the USSR began in 1986. It happened as a result of the origin of pedagogy of cooperation. Its authors are teachers-innovators. By this time the existing teaching and upbringing process is morally obsolete. In this regard, teachers began to appear who sought to introduce certain innovations and improvements into it. Not only the teaching system has changed, but the personality of the teacher has also acquired new qualities. It is noteworthy that innovations in the process of learning arose not in any particular region, but immediately in many cities and regions of the country. They immediately covered all spheres of education, from primary to senior. Within a few years, innovation has been widely introduced into the teaching masses throughout the country. It became universal and universal. Educators-innovators were of different ages. Some of the most famous teachers who worked at that time are SN Lysenkova, MP Shchetinin, IP Volkov, VF Shatalov and others. Based on their tremendous practical experience, they developed new systems aimed at changing the overall process of schooling.

New learning process

VP Shatalov - an innovator pedagogue - believed that the primary task of the learning process is educational work. The student must first of all create a value motivation for the process of obtaining knowledge, awaken in him curiosity, identify his interests and needs, develop a sense of duty, educate the responsibility for the final result. Only after this can solve the second task - educational and cognitive. The main feature of the process of training Shatalov is a clear organization of the process. Each topic they studied was assigned a certain number, known to all students. At the same time, her study took place according to the same algorithm:

- the first stage was followed by a detailed, consistent explanation of the new topic by the teacher;

- on the second, support posters were introduced, with the help of which the topic studied earlier was given in a more concise form;

- at the third stage, the size of the supporting posters decreased to the level of the sheets with further study;

- the fourth included an independent homework of the student with a textbook and worksheets;

- the fifth stage consisted of the reproduction of reference signals in subsequent lessons;

- on the sixth pupil he answered at the board.

The basic meaning of Shatalov's theory was the initial study of theoretical material, after which practice was conducted. It is interesting that VV Davydov came to the same conclusions experimentally. VF Shatalov believed that acquaintance with the new material should be based on obtaining aggregated data. Only in this case will the students be able to see the picture of the whole process they are studying, not fragmentarily. At the same time, the overall success in mastering a large topic was achieved by rapid development rates, accompanied by repeated repetitions.

Features of the child

The special approach to the pupil was practiced by the teacher-innovator Amonashvili. His theory is to show faith in the capabilities of each child. Characteristics of the teacher should contain not only his working skills. The teacher should regard any deviations in the development of the child as a result of an incorrect approach to the general process of his learning. The student's natural failures should be taken lightly, they should not be emphasized. At the same time the collective is inspired with the idea of the ability to overcome all the difficulties that accompany the learning process.

Developing your own perception

EN Il'in is an innovator, a teacher of literature by education, and a developer of many methodological recommendations. His system is based on the principle of reverse study of a given topic. Literature as an object, in his opinion, carries in itself above all an educational function, and only then cognitive. This pedagogue-innovator excluded from the teaching methods "passive" techniques, the essence of which is reduced to the verbatim memorization of the topic of the textbook. Instead, they introduced incentives for learning, aimed at finding meaning on the part of the learner; Awareness and own evaluation of what has been read. Most of these techniques were aimed at the impact of works on the emotional background of the child. Much attention was paid to the behavior, conversations of the teacher at the lessons. The conversation should be aimed at ensuring that after reading the work the student has the opportunity to form his own point of view on new information. As a result, the child develops curiosity, he independently begins to study new literature. With this approach, not only the student learns, but also his teacher.