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SITUATION OF COOPERATION AND THE PROBLEMS SOLVED IN IT
N. Dilova
This article deals with the organization of pedagogical collaboration and consideration of ways of involving students into joint activities. The article highlights the function of a teacher to create an environment favouring the development of personal qualities of students, formation of their communication skills in the process of interaction, and defines the didactic, educational and developmental objectives of the education process based on the pedagogy of cooperation.
Key words: situation of cooperation, overcoming contradictions, communication, communication, gaming technology, personal qualities, mutual respect, establishment of friendly relations.
Joint overcoming of internal contradictions in conflict situations plays an important role in shaping the experience of establishing mutual relations and cooperation between students. Such an experience takes a long time to shape. It is focused on the development of students. Their various qualities manifest themselves in each dispute situation.
A problematic situation expands opportunities for searching for the ways of settling differences. As students switch from one situation to another, their tasks become increasingly complicated, and this factor has a profound effect on the shaping of personal qualities. To establish positive relations based on cooperation, a teacher must foresee the further developments and, respectively, direct them to the development of students. A teacher primarily turns his attention to an opportunity to arrive at a mutual agreement, and he or she points out the advantages of relationships of mutual understanding and joint settlement of problematic issues. Every problematic situation affords opportunities to develop students along the following directions: (a) the ability to make a moral choice; b) setting one's own goals and determining the ways to achieving them by proceeding from one's potential and world outlook; (c) searching for a solution, determining one's own role and the role of one's comrades in its adoption; (d) assessment of personal achievements and the ability to share their results with one's classmates; (e) self-criticism and mastering new values; (f) awareness of responsibility for oneself and for others.
This process has trends. First and foremost, students develop a perception of the possibility of cooperating with the teacher and between themselves they shape a positive attitude to their actual activity. Under those circumstances, the pedagogics of cooperation solve the following problems: (1) students' notions of their joint activity and its peculiarities, tasks and goals expand, students learn the methods of joint settlement of arising contradictions; (2) students begin to understand and perceive individual peculiarities, and each other’s personal qualities; (3) they shape a positive attitude to cooperation.
To implement those tasks as a single set, a teacher must create the appropriate conditions. Using game situations is considered as pedagogically feasible for developing students' personal qualities and creating an environment of
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interaction. The efficiency of cooperation is primarily determined by establishing friendly relations between the teacher and the students and among the students themselves, mutual understanding, and creating an environment that is favorable for communication. Permitting students to shout at each other is unacceptable, and communication standards must be cultivated in children. At the same time, teachers must keep an eye on underachievers, and students prone to breaches of discipline. Life experience of primary school students is too narrow, and therefore sometimes it is hard to establish friendly relations between children. In connection with this, primary school teachers must project such events and activity forms that would allow the engagement of students in joint activities to the fullest extent. For that purpose, teachers must study their individualities thoroughly and comprehensively.
Observations and experience show that using game situations is an efficient method of creating conditions for the pedagogics of cooperation. It is important that both a teacher and a student have the necessary personal qualities and certain experiences of joint activity. Pedagogic cooperation based on game methods allows the implementation of a number of tasks. Some of them are as follows:
(a) students have an opportunity to assess each other "from the outside";
(b) students determine their attitude to each group member as a person;
(c) interest towards each group member is enhanced.
As a result of studies, children become friends, they know each other better, do their best to demonstrate their best qualities, and an environment of trust and mutual respect is established around the class as a whole.
In conclusion, we would like to note that pedagogical cooperation is directed at the solution of a vast number of didactic, fostering and developmental tasks: (1) creating conditions for the cultivation of high communication standards in students, the implementation of a comprehensive approach to learners' personal developments; (2) fostering sincere emotions toward classmates in students; (3) overcoming contradictions and indifferent attitudes towards the student collective’s members; (4) enforcement of every student's rights and liberties, the creation of an environment of mutual understanding among students.
Bibliography
1. Андреев В. И. Конфликтология: искусство спора, ведения переговоров, разрешения
конфликтов. - М.: Народное образование, 1995. - 142 c.
2. Гиппенрейтер Ю. В. Общаться с ребенком. Как? - М.: Масс Медиа, 1995. - 240 с.
3. Липинский В. К. Конфликт в жизни коллектива // Производственная социология,
психология и педагогика. - М.: Высшая школа, 1989. - С. 150.
Translated from Russian by Znanije Central Translastions Bureas
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