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Section 5. Pedagogy
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Selivanova Olga Genadievna, Vaytka State Humanities University, Associate Professor, Departament of Pedagogy E-mail: [email protected]
The pupil as the subject of his educational activity
Abstract: The article describes the author's approach to the formation of subjectivity of the pupil in his educational activity and the relationship between the main concepts. The author regards subjectivity of the pupil as a pedagogical phenomena and characterizes the set of the pedagogical conditions of the formation of it.
Keywords: the subjectivity of the pupil, the educational activity of the pupil.
Traditionally the concept of the individual, personality, subject does not differentiate. We believe that it is nursesery to do. The meaningful characteristics of substructures of human’s organization and basic form of development are so:
1. Individual: age and sex characteristics, neurodynamic properties of the brain, individually-typical features, temperament and inclinations, which expresses in ontogenesis.
2. Personality: set of relations, the nature and inclination, orientation, which expresses in socialization.
3. Subject overall activity, the life experience and expresses in self-transformation.
So subjectivity is an important substructure of human organization and concerned with the activity of the pupil.
Our approach is as follows. The new paradigm of education the central figure in the educational process considers the pupil. Personality of becoming a stakeholder, resolving the contradiction between system theme domestic needs (goals and values, motivations and aspirations), on the one hand, and external requirements, on the other hand. In this case the
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The pupil as the subject of his educational activity
process of the formation of the pupil’s subjectivity is to be considered as a pedagogical phenomenon.
We define the formation of subjectivity of the pupil as a process of awareness of its needs for understanding and transforming ourselves and the world of ambient in the setting and achieving personal and socially significant goals teachings.
The formation of pupil’s subjectivity is an objectively continuous process of development of the growing ability of man to be the creator of his own, successfully and effectively takes place in educational activities.
As a rule, the activity of the pupil is defined as a training activity. When the pupil became the subject of its, his activity appeared new features. Lets comparative characteristics of training and educational activities of the pupils.
1. Motives. In the training activity the pupils have cognitive and social motives, but in the educational activity the pupils want to achieve success in there study and have self-motivation.
2. Purpose. In the training activity the purpose of the study are giving by teacher, accepted by student. In the educational activity the pupils have socially and personally meaningful goals.
3. Content. As usually we can see the assimilation of social and cultural practices in terms of knowledge, skills and abilities. In the educational activity there are external (GEF requirements) and internal (personal) content.
4. Result. The result of training activity is degree of assimilation of knowledge and skills to according the social requirements. The educational activity personally meaningful educational results.
So the structure of the educational activity consists of such components self-analysis, self-goal-setting, self-planning, self-control, self-concept, self-correction.
As the analysis of educational practice in the design and implementation of the learning process in most cases very active teacher. Defining the objectives, content, methods and organizational forms of training, he is guided, above all, their own ideas about upcoming activities without worrying about how it is claimed specific schoolboy. The whole arsenal of carefully arrayed teacher teaching tools often run empty, because no high learning motivation, no deep understanding of how and what to change in the student himself, he is not aware. For a large part of the school teaching has lost its meaning and knowledge are external to his real life. One of the main problems of the modern school is given by the alienation of the child from his education, which leads to a reduction of learning motivation, values hyperbole formal education (getting high, exams, university entrance).
The resolution of this conflict we see in the creation of a teacher set of pedagogical conditions, that ensure the formation of pupil’s subjectivity in learning activity:
The conditions of the analysis of the educational situation in high school and its features correspond to it (informing students about the requirements of the curriculum and the GEF to the result of their work, teaching, school readiness diagnostics to achieve it).
1. The conditions of setting goals personally significant activities of the means of updating knowledge and skills of students, as well as their subject experience (identifying gaps in knowledge, skills and abilities of students, identifying matching or mismatch of subj ect experience with the content of student learning material, the use of techniques subjects’ of goal-setting).
2. The conditions of building individual learning paths by creating situations of choice outside the state educational standard-venous (disclosure students choices content of the material, its deepening or widening, the level and ways of its development).
3. The conditions for determining the criteria of the activities at the basis of the requirements of the curriculum and self-control to achieve them (giving students the opportunity redefining requirements result tattoo own activities, identification of compliance or non-compliance of the educational product developed criteria).
4. The conditions of self-control and self-assessment by informing the of the results actually achieved (providing student opportunities to track the process of their own activities, to express the ratio of its results, the improvement of a teaching-reflective camping, teaching.
5. The conditions of correction of its performance (giving students the opportunity understanding how their own mistakes and difficulties, and educational achievements, awareness of the process of their own activities, discussion of the most effective ways to achieve results in the upcoming activities).
6. In conclusion we must say, that the theoretical significance of the study is that the subjectivity of the pupil discussed in the article as the innovative characteristics of the individual, adequate current stage of development of Russian society and the information civilization twenty-first century. The practical significance of the study is that it allows to balance the subjective and objective position of the teacher and pupil. Since their misalignment causes negative effects, namely: the dominance of object positions leads to the curtailment of the functions of a humanistic education; the absolutisation subject position of the student creates a real threat of loss of teachers influence on the process of subject-activity development.
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